An Scoil

Bunscoil chónaithe do bhuachaillí agus do chailíní í Scoil na nÓg. Is í aidhm na scoile ná líofacht sa Ghaeilge a thabhairt do
gach dalta agus ag an am gcéanna árd chaighdéan oideachais a chur ar fail dóibh. Is bunscoil shinsearach í Scoil na nÓg agus glactar
le daltaí i ranganna 5 & 6.

  • Bíonn líon beag daltaí i ngach rang agus tugtar aire speisialta do gach duine.
  • Déantar féitheóireacht ar an staidéar ar feadh uair an chloig agus 45 nóiméad gach oíche.
  • Ullmhaítear daltaí don Chóineartú gach bliain.

Scoil na nÓg is a residential primary boarding school for boys and girls. The aim of the school is to enable children to speak Irish fluently while giving them an excellent all-round education. Scoil na nÓg is a senior primary school and children are accepted as pupils
for 5th and 6th classes.

  • Classes are small and individual attention is given.
  • One hour and 45 minutes of supervised study is held each night.
  • Pupils are prepared for the Sacrament of Confirmation each year

Polasaithe

Polasaí maidir le Caomhnú Leanaí Scoil na nÓg

 

Glacann an Bord Bainistíochta leis go bhfuil fíorthábhacht le caomhnú leanaí agus leas leanaí maidir le gach gné de shaol na scoile agus nach mór sin a bheith le sonrú ar pholasaithe, modhanna oibre agus beartaíocht uile na scoile. Dá réir sin, ag teacht lena n-éilítear faoi ‘Nósanna Imeachta maidir le Caomhnú Leanaí i mBunscoileanna agus i Scoileanna Iarbhunscoile’ na Roinne Oideachais agus Scileanna, tá an polasaí seo a leanas maidir le caomhnú leanaí aontaithe ag Bord Bainistíochta Scoil na nÓg.

 

  1. Tá glactha ag an mBord Bainistíochta le ‘Nósanna Imeachta maidir le Caomhnú Leanaí i mBunscoileanna agus i Scoileanna Iarbhunscoile’ na Roinne agus déanfar a gcur i bhfeidhm go hiomlán, gan athrú gan leasú, mar chuid den pholasaí ginearálta maidir le caomhnú leanaí.

 

  1. An Duine Idirchaidrimh Ainmnithe (DIA): Carmel Uí Chiardha-Bhriain

 

  1. An Leas-Dhuine Idirchaidrimh Ainmnithe (Leas-DIA): Caitriona Ní Conchúr

 

  1. I ndáil le polasaithe, modhanna oibre agus beartaíocht de chuid Scoil na nÓg cloífear leis na prionsabail seo a leanas den dea-chleachtas maidir le caomhnú leanaí agus leas leanaí:

Déanfaidh an scoil

  • 􀂃 glacadh leis go bhfuil fíorthábhacht le caomhnú leanaí agus leas leanaí, gan bheann ar aon cheist eile;
  • 􀂃 comhoibriú go hiomlán leis na húdaráis chuí faoin reachtaíocht maidir le caomhnú leanaí agus cúrsaí leasa leanaí
  • 􀂃 gnásanna sábháilte a ghlacadh chuici féin d’fhonn an dóigh go dtarlódh dochar nó tionóisc do leanbh a mhaolú oiread agus is féidir agus an lucht oibre a chosaint ó chall dul i mbaol nach gá a bhféadfadh gurb é toradh a bheadh air go gcuirfí drochúsáid nó faillí ina leith;
  • 􀂃 gnás ionracais a thabhairt chun cinn le tuismitheoirí agus iad a spreagadh a bheith rannpháirteach in oideachas a gcuid leanaí; agus
  • 􀂃 meas iomlán a léiriú ar riachtanais rúndachta agus í ag déileáil le cúrsaí caomhnaithe leanaí

 

Cloífidh an scoil leis na prionsabail thuas freisin i ndáil le haon dalta fásta lena mbaineann soghontacht speisialta.

 

  1. Impleachtaí Eagraíochta

Déanfar nósanna imeachta scoile atá i bhfeidhm cheana féin agus nósanna imeachta nua atá á gcur i bhfeidhm a scrúdú i bhfianaise na dTreoirlínte Children First agus tabharfar aghaidh ar gach saincheist Cosanta Leanaí a thiocfaidh chun cinn.

 

Tugadh aghaidh ar na beartais seo a leanas san athbhreithniú seo:

Féitheoireacht                                           Bulaíocht     

Timpistí                                                      Snámh          

Coimead Cúntas                                          Leanaí ag taisteal i ngluaisteáin     Iondochtú Mhúinteoirí    

Ionduchtú na mBall Foirne nua uile             Ionduchtú Daltaí      

Cumarsáid                                                  Tinreamh

Ranganna Eis-Churaclam                             Ceachtanna piano

 

Féitheoireacht

Cloífidh an fhoireann uile le polasaí féitheoireachta na scoile chun a chinntiú go ndéantar féitheoireacht chuimsitheach ar leanaí ag na sosanna uile agus roimh agus tar éis na scoile.  Glacfaidh gach ball foirne páirt sa fheitheoireacht le linn an sos beag agus am lón mhór. Cuirfear amchlár ar fáil do na sosanna 11 a chlog agus d’am lóin chun cinntiú go ar laghad oide amháin sa chlós. Beidh gach opide freagrach as a rang féin le linn an lá scoile agus ní imeofar ón rang ach i gcás práinne.

Iompar

Moltar do leanaí i gcónaí súgradh le chéile ar bhealach comhoibritheach agus tabharfar aghaidh ar dhroch-iompar de réir ár gCóid Iompair.  Má tharlaíonn eachtra ar dóigh linn go mbaineann nádúr gnéasach leis, cuirfimid an DCA ar an eolas agus déanfaidh sé/sí cúntas ar an eachtra agus freagracht a ghlacadh ar an mbealach cuí atá leagtha amach ins na Treoirlínte don DCA.

Infheictheacht

Déanfaidh múinteoirí cinnte go bhfuil leanaí infheicthe sa chlós scoile.  Ní bheidh cead ag leanaí am a chaitheamh i seomraí ranga, i leithris nó i mbotháin, áiteanna nach mbeadh daoine fásta ag déanamh féitheoireachta orthu.  Níl cead acu clós na scoile a fhágáil nó déileáil le daoine fásta atá lasmuigh den chlós scoile.

Cuairteoirí

Beidh na múinteoirí ar dualgas sa chlós ar an eolas faoi chuairteoirí ag teacht isteach sa chlós scoile agus gheobhaidh siad amach cúis na gcuairteanna sin.   Déanfar féitheoireacht ar na daoine sin agus iad i mbun a gcuid gnó.

 

Bulaíocht

Tabharfar aghaidh ar iompar bulaíochta faoinár mbeartas Frithbhulaíochta.  Má tharlaíonn sé go mbíonn iompar gnéasach i gceist nó má cheaptar go mbíonn an mhí-úsáid fíordhona, ansin cuirfear an t-ábhar ar aghaidh chuig an DCA.

Timpistí

Cé go ndéanfar gach réamhchúram faoinár Ráiteas Sláinte agus Sábháilteachta chun a chinntiú go mbíonn leanaí slán, tuigimid go dtarlóidh timpistí.  Deanfar cúntas a choimeád ar  thimpistí inár leabhar eachtraí agus leanfar cleachtas cuí na scoile faoi mar atá inár bpolasaí timpistí mar chuid de Shláinte agus Sábháilteacht.

Snámh

Rachaidh leanaí chuig an linn snámha cupla uair gach seachtain.  Aistróidh na leanaí sna suanliosanna beidh an feitheori timpeall ag feitheoireacht.  Ní fhanfaidh feitheoir i suanlios fad is atá dalta ag aistriú agus cinnteoidh an fheitheoir go bhfuil na leanaí ar fad aistrithe roimh a théann sé isteach chucu.

 

 

Leanaí ag taisteal i ngluaisteáin na foirne

Ní iompraíonn múinteoirí páiste ina (h)aonar ina ngluaisteáin.

 

Dar ndóigh bheadh cásanna eisceachtúla ag baint lena leithéid san m.sh. in am an ghátair & na práinne, ar leas an pháiste, uair a bheadh páiste i mbaol bháis &rl

 

Feitheoirí

Cinnteoidh na feitheoirí nach bhfuil deis ag buachaillí/cailíní eirí cóngarach dá chéile, ní bheidh cead ag buachaillí imeacht in aice le suanlios na gcailíní agus a mhalairt. Déanfaidh na feitheoirí a ndícheall cinntiú nach bhfuil siad ina (n)aonair le páiste. Glaotar rolla ag tús am staidéar agus coimeadfar súil nach bhfuil aon dalta in easnamh le linn nó i ndiaidh am staidéar.

 

Coimeád Cúntas

Coinneoidh múinteoirí fillteán gach linbh suas chun dáta le torthaí measúnachtaí a rinneadh, dátaí agus sonraí cruinnithe le tuismitheoirí agus nótaí ó thuismitheoirí. Coinnítear na cúntais i dtarraiceán dheasc an mhúinteora a bhíonn faoi ghlas i gcónaí.  Tabharfar na leabhair rolla suas chun dáta gach lá.  Ní roinnfear eolas leochailleach a bhaineann le leanaí ach le daoine is gá a bheith ar an eolas.  Coimeádtar cúntais oideachasúla na ndaltaí uile nach bhfreastalaíonn ar an scoil seo níos mó i gcófra na bhfillteán in oifig an phríomhoide ar feadh 5 bliana.  Is féidir sonraí breise ar Choimeád Cuntais sa scoil a fháil i bPolasaí Coimeád Cúntas na scoile.

 

Ionduchtú Múinteoirí agus Ball Foirne Breise

Beidh an DCA freagrach as na múinteoirí nua uile agus an fhoireann bhreise a chur ar an eolas faoi na Treoirlínte Children First (2011).  Tabharfaidh an DCA cóip de Chaibidlí 3 & 4 agus Aguisín 1 agus den bpolasaí seo um Chaomhnú Páistí don fhoireann nua uile.  Táthar ag súil leis go múinfidh na múinteoirí nua uile na cuspóirí sa chlár OSPS.  Tá an príomhoide freagrach as monatóireacht a dhéanamh ar mhúinteoirí nua, agus beidh sé/sí freagrach as tacú le múinteoirí nua agus na cuspóirí OSPS á gcur i bhfeidhm acu.  Tá an príomhoide freagrach freisin as a chinntiú go dtuigeann múinteoirí nua conas an leabhar rolla a líonadh isteach i gceart agus an múinteoir a chur ar an eolas faoi nósanna imeachta coimeád cúntas sa scoil.

Ionduchtú Daltaí

Cuirfear na tuismitheoirí agus na leanaí uile ar an eolas faoi na rialacha tinrimh a leagann an tAcht Oideachais (Leas) (2000) síos agus impleachtaí na rialacha sin.  Cuirfear na tuismitheoirí uile ar an eolas faoi na cláir sa scoil a bhaineann le forbairt phearsanta, e.g. Walk Tall, Bí Sábhálta agus OSPS.  Tugtar cóip de Pholasaí Clárúcháin na scoile do gach tuismitheoir nua agus leagann sé síos na nósanna imeachta ar chóir do thuismitheoirí agus leanaí a úsáid nuair a dhéanann siad teagmháil leis an scoil má tá leanaí as láthair nó má tá cúiseanna imní oideachasúla/pearsanta/teaghlaigh i gceist.  Moltar do thuismitheoirí coinne a dhéanamh leis an múinteoir ranga/leis an bpríomhoide má theastaíonn uathu dul chun cinn a linbh a phlé.  Tugtar cóip de Chód Iompair na scoile agus Polasaí Fhrithbhulaíochta na scoile do na tuismitheoirí uile nó Féadtar é a íoslódáil ón suíomh idirlíne.

Cumarsáid

Déanfar gach iarracht feabhas a chur ar chumarsáid dalta-múinteora.  Má tá cúiseanna imní ag daltaí, éistfear go báúil leo.  Déanann na cláir OSPS/Béarla ó Bhéal/Oideachas Creidimh seansanna do chumarsáid oscailte idir daltaí agus múinteoirí, agus táthar ag súil leis go gcabhróidh sé sin leis an ngaolmhaireacht dalta-múinteora.  Má bhíonn ar mhúinteoirí cumarsáid a dhéanamh le daltaí duine ar dhuine, iarrtar orthu doras an tseomra ranga a fhágáil ar oscailt.  Is féidir sonraí breise ar chumarsáid a fháil i bPolasaí Cumarsáide na scoile.

Tinreamh

Déanfar monatóireacht ar thinreamh scoile de réir ár bPolasaí Tinrimh. Maidir le cosaint leanaí, coimeádfaimíd súil ar leith ar nósanna maidir le neamhláithreacht.  Déanfaimid monatóireacht fresin ar neamhláithreacht a tharlaíonn ag an am céanna le comharthaí faillí nó mí-úsáide fisiciúla/mothúchánaí.

 

Faisnéis tugtha ag leanaí
a.    Má labhraíonn leanbh le ball foirne faoi mhí-úsáid líomhanta, ní mór don duine a fhaigheann an fhaisnéis sin éisteacht go cúramach agus ar shlí thacúil. Ní mór a bheith an-chúramach nach gcailltear muinín an linbh Níor chóir agallamh foirmiúil a dhéanamh. Cuirtear an chomhairle seo a leanas ort:

 

  • Éist leis an leanbh.
  • Ná cuir ceisteanna a spreagfaidh freagraí ar leith ná ná déan moltaí maidir le freagraí don leanbh.
  • Tabhair tacaíocht don leanbh, ach ná déan gealltanais.
  • Ná cuir cosc ar an leanbh imeachtaí tábhachtacha a tabhairt chun cuimhne.
  • Ná tabhair freagairt thar fóir.
  • Ná geall go gcoinneofar gach rud faoi rún – mínigh go mb’fhéidir go mbeidh gá le cabhair bhreise.
  • Déan cúntas mion ar an gcomhrá a thárla, leis na sonraí seo a leanas, gheobhfar cóip den teimpléaid tagairthe san oifig faoin bhfilteáin Caomhnú Páistí.
    • Céard a tharla, cá háit agus cathain?
    • Cur síos agus léaráidí más féidir de ghortuithe fisiciúla
    • Mínithe ar na gortuithe ag úsáid athrá díreach más cuí.
  • Coimeád an cúntas slán.
a.    Níor chóir don bhall foirne ach fíricí ábhartha riachtanacha a fháil. Níl sé de fhreagracht ar phearsanra na scoile líomhaintí maidir le mí-úsáid a iniúchadh.
b.    Ní mór an DCA a chur ar an eolas agus na taifid chuí a thabhairt dó/di.
c.    Más é/í an DCA an duine a rinneadh na líomhaintí ina leith, ansin cuirtear an t-amhras agus aon tuairiscí faoi bhráid an Chathaoirligh agus leanfaidh sé/sí ar aghaidh de réir na dTreoirlínte.
Amhras faoi Mhí-úsáid:
a.   Má cheapann baill foirne go bhfuil mí-úsáid ar siúl, ní mór dóibh tagairt a dhéanamh do na Treoirlínte Náisiúnta um Chaomhnú agus Leas Páistí (2011) go háirithe
  • Caibidil 3: Bunús maidir le hábhar imní a thuairisciú agus nós imeachta tuairiscithe caighdeánach
  • Caibidil 4: Comhoibriú idirghníomhaireachta: Róil agus na freagrachtaí gníomhaireachtaí agus daoine a bhíonn ag obair le leanaí
  • Aguisín 1: Comharthaí agus airíonna na drochusáide leanaí.

 

  1. Ní mór do bhaill foirne na dátaí/comharthaí/airíonna a bhfuil mar chúis imní dóibh a bhreathnú agus cúntas a choimeád orthu thar thréimhse ama.
  2. Ní mór dóibh an DCA a chur ar an eolas agus na taifid uile a thabhairt dó/di ach bheith ar an eolais go nglaofaidh an DCA ar an H.S.E chun treoir a lorg.

 

 

 

Tá sé cinntithe ag an mBord go bhfuil na polasaithe, prótacail nó cleachtais, de réir mar is cuí, curtha i bhfeidhm i ndáil le gach ceann de na rudaí thuasluaite.

 

  1. Cuireadh an polasaí seo ar fáil d’fhoireann na scoile agus tá sé ar fáil go héasca ag tuismitheoirí ach a iarraidh. Cuirfear cóip den pholasaí seo ar fáil don Roinn agus don phátrún sa chás go n-iarrtar é.

 

  1. Déanfaidh an Bord Bainistíochta an polasaí seo a thabhairt faoi athbhreithniú uair in aghaidh na scoilbhliana.

 

Ghlac an Bord Bainistíochta leis an bpolasaí seo ar an _________________[dáta]

Siniú: _________________________ Síniú: __________________________

Cathaoirleach an Bhoird Bainistíochta Príomh-Oide

Dáta: _________________ Dáta: __________________

Dáta an chéad athbhreithniú eile: ______________

 

Appendix 1:

Scoil na nÓg, Gleann Maghair, Co.Chorcaí

 

21/06/2012.

 

scoilnanog1959@gmail.com

A thuismitheoirí/chaomhnóirí dhíl,

In recent years, as a society, we have become very aware of the problem of child abuse through neglect, emotional, physical, or sexual abuse.

Each one of us has a duty to protect children and Children First, the National Guidelines for the Protection and Welfare of Children noted that teachers, who are the main care givers to children outside the family, are particularly well placed to observe and monitor children for signs of abuse.

In response to this, the Department of Education and Science published Guidelines and Procedures for all schools in relation to child protection and welfare. These guidelines promote the safety and welfare of all children and are to be welcomed.

The Board of Management of Scoil na nÓg has adopted these guidelines as school policy. Consequently, if school staff suspect or are alerted to possible child abuse they are obliged to refer this matter to the Health Service Executive (HSE) and An Garda Síochána. The HSE will then assess the situation and provide support for the child concerned.

Children First, the National Guidelines for the Protection of Children may be accessed on the website of the Department of Health and Children (www.dohc.ie) and the Department of Education and Science Child Protection Guidelines can be read on the Department’s website (www.education.ie). Parents/Guardians are also welcome to look through the guidelines here at the school.

This reporting is done by the Designated Liaison Person[DLP].

 

Every school must have a senior member of staff who fills this role.

In this school the Designated Liaison Person is: Carmel Ní Chiardha Uí Bhriain

In this school the Deputy Designated Liaison Person is: Catriona Ní Chonchúir

Le meas

Carmel Ní Chiardha-Uí Bhriain

______________________

Príomh Oide.

 

Polasaí ar chibéarbhulaíocht (cyberbullying)

Polasaí  Scoil na nÓg ar chibearbhulaíocht

 

Scoil na nÓg aims to ensure that children are safe and feel safe from bullying, harassment and discrimination. This school is committed to teaching children the knowledge and skills to be able to use ICT effectively, safely and responsibly.

 

UNDERSTANDING CYBER-BULLYING:

 

  • Cyber bullying is the use of ICT (usually a mobile phone and or the internet) to abuse another person
  • It can take place anywhere and involve many people
  • Anybody can be targeted including pupils and school staff
  • It can include threats, intimidation, harassment, cyber-stalking, vilification, defamation, exclusion, peer rejection, impersonation, unauthorized publication of private information or images etc.
  • While bullying involves a repetition of unwelcome behaviour the Anti-Bullying Procedures for Primary and Post Primary Schools, September 2013, states:

2.1.3.  In addition, in the context of these procedures placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.

 

WHAT IS CYBER-BULLYING?

There are many types of cyber-bullying. The more common types are:

 

  1. Text messages – can be threatening or cause discomfort.  Also included here is

‘Bluejacking’ (the sending of anonymous text messages over short distances using

bluetooth wireless technology)

  1. Picture/video-clips via mobile phone cameras – images sent to others to make the victim feel threatened or embarrassed
  2. Mobile phone calls – silent calls, abusive messages or stealing the victim‛s phone and using it to harass others, to make them believe the victim is responsible
  3. Emails – threatening or bullying emails, often sent using a pseudonym or somebody else‛s name
  4. Chat room bullying – menacing or upsetting responses to children or young people when they are in a web-based chat room
  5. Instant messaging (IM) – unpleasant messages sent while children conduct real-time conversations online using MSM (Microsoft Messenger), Yahoo Chat or similar tools
  6. Bullying via websites – use of defamatory blogs (web logs), personal websites and online personal ‘own web space’ sites such as You Tube, Facebook, Ask.fm, Bebo (which works by signing on in one‛s school, therefore making it easy to find a victim) and Myspace – although there are others.

 

Explanation of slang terms used when referring to cyber-bullying activity:

 

  1. ‘Flaming’: Online fights using electronic messages with angry and vulgar language
  2. Harassment’: Repeatedly sending offensive, rude, and insulting messages
  3. ‘Cyber Stalking’: Repeatedly sending messages that include threats of harm or are highly intimidating or engaging in other on-line activities that make a person afraid for his or her own safety
  4. Denigration’: ‘Dissing’ someone online. Sending or posting cruel gossip or rumors about a person to damage his or her reputation or friendships
  5. Impersonation’: Pretending to be someone else and sending or posting material online that makes someone look bad, gets her/him in trouble or danger, or damages her/his reputation or friendships
  6. Outing and Trickery’: Tricking someone into revealing secret or embarrassing information which is then shared online
  7. Exclusion’: Intentionally excluding someone from an on-line group, like a ‘buddy list’

This list is not exhaustive and the terms used continue to change.

 

AIMS OF POLICY:

  • To ensure that pupils, staff and parents understand what cyber bullying is and how it can be combated
  • To ensure that practices and procedures are agreed to prevent incidents of cyber-bullying
  • To ensure that reported incidents of cyber bullying are dealt with effectively and quickly.

 

PROCEDURES TO PREVENT CYBER-BULLYING:

 

  • Staff, pupils, parents and Board of Management (BoM) will be made aware of issues surrounding cyber bullying through the use of appropriate awareness-raising exercises
  • Pupils will learn about cyber bullying through Social, Personal and Health Education (SPHE), assemblies, friendship week activities and other curriculum projects
  • The school will engage a speaker to facilitate a workshop on cyber bullying for 5th and 6th classes annually.
  • Staff CPD (Continuous Professional Development) will assist in learning about current technologies
  • Parents will be provided with information and advice on how to combat cyber bullying
  • Pupils will sign an Acceptable Use of ICT (Information and Communication Technology) contract
  • Parents will be expected to sign an Acceptable Use of ICT contract prior to enrolment and to discuss its meaning with their children
  • Pupils and parents will be urged to report all incidents of cyber bullying to the school
  • All reports of cyber bullying will be investigated, recorded, stored in the Principal’s

office and monitored regularly

  • Procedures in our school Anti-bullying Policy shall apply
  • The police will be contacted in cases of actual or suspected illegal content
  • This policy will be reviewed annually. Pupils, parents and staff will be involved in reviewing and revising this policy and any related school procedure

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INFORMATION FOR PUPILS:

 

If you are being bullied by phone or on the Internet:

 

  • Remember, bullying is never your fault. It can be stopped and it can usually be traced.
  • Don‛t ignore the bullying. Tell someone you trust, such as a teacher or parent or call an advice line.
  • Try to keep calm. If you are frightened, try to show it as little as possible. Don‛t get angry, it will only make the person bullying you more likely to continue.
  • Don‛t give out your personal details online – if you are in a chat room, do not say where you live, the school you go to, your email address etc. All these things can help someone who wants to harm you to build up a picture about you.
  • Keep and save any bullying emails, text messages or images. Then you can show them to a parent or teacher as evidence.
  • If you can, make a note of the time and date bullying messages or images were sent, and note any details about the sender
  • There is plenty of online advice on how to react to cyber bullying. For example,

Ie.reachout.com and www.wiredsafety.org have some useful tips.

 

Text/video messaging

  • You can easily stop receiving text messages for a while by turning-off incoming messages for a couple of days. This might stop the person texting you by making them believe you‛ve changed your phone number
  • If the bullying persists, you can change your phone number. Ask your mobile service provider about this.
  • Don‛t reply to abusive or worrying text or video messages.
  • Your mobile service provider will have a number for you to ring or text to report phone bullying. Visit their website for details.
  • Don‛t delete messages from cyber bullies. You don‛t have to read them, but you should keep them as evidence.

 

Useful Websites

 

www.spunout.ie                                                        www.childnet.int.org

 

www.kidsmart.org.uk/beingsmart                                www.antibullying.net

 

www.bbc.co.uk./schools/bullying                                  http://ie.reachout.com

 

www.childline.ie/index.php/support/bullying/1395 www.abc.tcd.ie

 

www.chatdanger.com                                                www.sticksandstones.ie

 

www.kidpower.org

 

 

Compiled in consultation with the teaching staff on 21/05/2014.

 

Ghlac an Bord Bainistíochta leis an bpolasaí seo ar an _________________

 

Siniú: _________________________ Síniú: __________________________

Cathaoirleach an Bhoird Bainistíochta Príomh-Oide

 

Dáta: _________________             Dáta: __________________

Dáta an chéad athbhreithniú eile: ___________

Polasaí ar Bhulaíocht

Scoil na nÓg-Ár seasamh ar Bhullaíocht.

 

The Scoil na nÓg community believes that each pupil has a right to an education free from fear and intimidation.

 

The school regards bullying as a serious infringement of individual rights and a serious threat to the self-esteem and self-confidence of targeted pupil(s).  Therefore it does not tolerate bullying of any kind.

 

Every report of bullying is treated seriously and dealt with, having due regard for the well being of the targeted pupil(s) and the perpetrator(s).

 

Staff members cultivate an environment free from bullying.

 

The immediate priority, should a bullying incident occur, is ending the bullying, (thereby protecting the person(s) being targeted) and resolving the issues and restoring the relationships involved insofar as is practicable using a “Reform, not Blame” approach.

 

All pupils are expected to contribute to the creation and maintenance of a safe environment in the school.  On becoming aware of any bullying situation, in or outside the school, involving members of the school community they should notify a trusted responsible adult.  Bullying behaviour is too serious not to report.

 

Pupils’ participation in school life in general is encouraged through existing school structures.  Awareness of bullying, and willingness to take action to prevent or stop it, is part of this participation.

 

Anti-Bullying Policy

  1. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behavior guidelines issued by the NEWB, the Board of Management of Scoil na nÓg has adopted the following anti-bullying policy within the framework of the school’s overall code of behavior. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.
  2. The Board of Management recognizes the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behavior:
  • A positive school culture and climate which –
  • is welcoming of difference and diversity and is based on inclusivity;
  • encourages pupils to disclose and discuss incidents of bullying behavior in a non-threatening environment; and
  • promotes respectful relationships across the school community;
  • Effective leadership;
  • A school-wide approach;
  • A shared understanding of what bullying is and its impact;
  • Implementation of education and prevention strategies (including awareness raising measures) that –
  • Build empathy, respect and resilience in pupils; and
  • Explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying;
  • Effective supervision and monitoring of pupils;
  • Supports for staff;
  • Consistent recording, investigation and follow up of bullying behavior (including use of established intervention strategies); and
  • On-going evaluation of the effectiveness of the anti-bullying policy
  1. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:

Bullying is unwanted negative behavior, verbal, psychological or physical conducted by an individual or group against another person (or persons) and which is repeated over time.

The following types of behavior are included in the definition of bullying:

  • deliberate exclusion, malicious gossip and other forms of relational bullying,
  • cyber-bullying and
  • identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.

Isolated or once-off incidents of intentional negative behavior, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behavior.

However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behavior.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.

This definition includes a wide range of behaviour, whether verbal or written, whether physical or social, whether targeting person or property, whether carried out directly or indirectly or through any electronic or other medium, which could harm a pupil or undermine his self-esteem or self-confidence.

Appendix 1 gives a list of specific examples of bullying behaviour.  This list is not exhaustive.

Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.

  1. The “Relevant Teacher(s)” for investigating and dealing with bullying in this school is/are as follows:
  • A supervisor from the afternoon school programme; who will liase with the relevant class teacher at the earliest opportunity
  • The Class Teacher(s) initially
  • The Principal thereafter if necessary. In cases where the issue is not resolved or where the issue is deemed serious the Principal should be formally notified (receive a copy of the Template for Recording Bullying Behaviour from Class Teacher)

 

(“At primary level, the relevant teacher will normally be the class teacher.” Procedures 6.8.3).

  1. The education and prevention strategies (including strategies specifically aimed at cyber-bullying and identity based bullying) used by the school are as follows:
  • The anti-bullying module of the SPHE programme as it applies during each school year. There are a number of curriculum components and programmes which are particularly relevant to the prevention of bullying and respect for diversity and inclusiveness. The S.P.H.E. curriculum makes specific provision for exploring bullying as well as the inter-related areas of belonging and integrating, communication, conflict, friendship, personal safety and relationships. The Stay Safe and RSE programmes are personal safety skills programmes which seek to enhance children’s self-protection skills including their ability to recognise and cope with bullying. The School also makes use of books and activities from Prim Ed and the website webwise.ie to raise awareness on cyber bullying. Various other social, health and media education programmes can further help to address the problem of bullying behavior.
  • This work could be extended into other areas such as Art, Drama, Religious Education and Physical Education .Co-operation and group work can be promoted through team sports as well as through practical subjects.
  • From the Academic Year 2014-2015 at least five awareness-raising exercises per school year for each class group (g. from the “Awareness-Raising” strand of the Anti-Bullying Campaign, via its website www.antibullyingcampaign.ie ), pro-actively explaining the nature and variety, causes, consequences and unacceptability of bullying.
  • Pupils are helped to examine the issue of bullying in a calm rational way, outside of the tense context of particular bullying incidents. In the process they are made more aware of the nature of bullying and the various forms that it can take.
  • Pupils are made aware that the consequences of bullying behaviour are always bad for those who are targeted, even if this is not always obvious at the time.
  • Pupils are encouraged to recognise, reject and report bullying behaviour, either spontaneously or through questionnaires that are regularly used in the school.

 

Through presentations or other exercises, the school staff and parents/guardians are made aware of the nature of bullying and the signs that might indicate that a pupil is being bullied.  They are encouraged to be vigilant in watching out for signs of bullying and to report any suspicion of bullying they may have to the “Relevant Teacher” (in the case of staff members) or any staff member (in the case of parents/guardians).

 

Through regular reports as well as at meetings with parent/guardian groups, parents/guardians are regularly informed of the activities of the school and encouraged to support its work.

 

  1. The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour, (e.g. the six step approach available from the “Dealing with Incidents” section of the Anti-Bullying Campaign website) are as follows:
    1. The ‘Relevant Teacher’ investigates all instances of reported or suspected bullying behaviour, whether these take place within the school or outside it, with a view to establishing the facts and bringing any such behaviour to an end. Teachers should take a calm, unemotional problem solving approach when dealing with incidents of bullying behaviour. The Teacher will exercise professional judgement to determine whether bullying has occurred.
    2. Non-Teaching Staff such as Secretaries, S.N.A.’s, Bus driver, Caretaker and Cleaner must be encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the Principal
    3. The School, through the ‘Relevant Teacher’ reserves the right to ask any pupil to write an account of what happened, as part of an investigation. This will be a standard procedure and does not necessarily imply that a pupil is guilty of misbehaviour.
    4. Pupils who are alleged to have been involved in bullying behaviour are interviewed by the ‘Relevant Teacher’ to establish the nature and extent of the behaviour and any reasons for it. In the event that they have been involved in bullying behaviour it should be made clear to him how he is in breach of the school’s Anti Bullying Policy and efforts should be made to get him to see the situation from the perspective of the pupil being bullied. If a group is involved, all members should be interviewed individually at first. Thereafter all those involved should meet in a group. At a group meeting each member should be asked for his account of what happened to ensure that everyone in the group is clear about each others’ statements. He/They are asked to sign a binding promise that they will treat all pupils fairly, equally and respectfully including the targeted pupil(s).
    5. The ‘Relevant Teacher’ does not apportion blame but rather treats bullying behaviour as a “mistake” that can and must be remedied. S/he emphasises that the intention is not to punish perpetrators but to talk to them, to explain how harmful and hurtful bullying is and to seek a promise that it will stop.  If that promise is forthcoming and is honoured there will be no penalty and that will be the end of the matter.  Pupils who report bullying therefore are not getting others “in trouble” so much as enabling them to get out of trouble into which they may ultimately get if the bullying continued.
    6. In cases where it has been determined that bullying behaviour has occurred, the parents of the parties involved should be contacted at an early stage to inform them of the matter and to explain the actions being taken. The school should give parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports for their pupils. Regular follow up meetings can be arranged if necessary.

 

  1. When an investigation is completed and/or a bullying situation is resolved the ‘Relevant Teacher’ will complete a report, to include the findings of the investigation, the strategy adopted and the outcome of the intervention, as well as any other relevant information. Pupil names will not be recorded in the report, rather registration numbers. This report will be submitted to the principal. Template for recording bullying behaviour(Appendix 2)
  2. If a pupil has signed such a promise but then chooses to break that promise and continue the bullying behaviour, this can then no longer be considered a “mistake.” In this event parent(s)/guardian(s) will be informed and requested to countersign their son’s promise.  Breach of this additional promise by further bullying behaviour is regarded as a very grave matter and a serious sanction may be imposed by the school authorities (See sanctions below).
  3. All documentation regarding bullying incidents and their resolution is retained securely in the school.

Sanctions:

Where a pupil has been found to be engaged in bullying behaviour, has formally promised to stop and has broken that promise, any of the following sanctions may be imposed:

  • He may be required to sign another promise, this time countersigned by a parent/guardian;
  • Parent(s)/guardian(s) may be contacted by the ‘Relevant Teacher’ and informed of the nature and extent of the bullying behaviour with a view to agreeing a strategy whereby a promise to end the bullying behaviour would be honoured;
  • Parent(s)/guardian(s) may be invited to a meeting with the ‘Relevant Teacher’ and the Principal and the pupil may be suspended from school.
  • The case may be referred to the Board of Management and the pupil may be expelled from the school.

See Section 6.8 of The Anti Bullying Procedures for Primary and Post Primary Schools for more detailed procedures.

 

 

Recording

Noting and Reporting of Bullying Behavior is to be documented using the template for recording Bullying Behavior (Appendix 2). All records must be retained in accordance with relevant data protection legislation. The School’s procedures for noting and reporting will adhere to the following:

  • While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teachers, the relevant Teacher will use his/her professional judgment in relation to the records to be kept of these reports, the actions taken and any discussions with those involved regarding the same
  • If it is established by the relevant teacher that bullying has occurred, he/she must keep appropriate written records which will assist his/her efforts to resolve the issues and restore as far as practical, the relationships of the parties involved.

The Recording Template must be retained by the Relevant Teacher and a copy provided to the Principal/Deputy Principal.

  1. Some or all of the following strategies may be used when dealing with incidents of bullying in the school:
  • Bullied pupils:
  • Ending the bullying behaviour,
  • Changing the school culture to foster more respect for bullied pupils and all pupils,
  • Changing the school culture to foster greater empathy towards and support for bullied pupils,
  • Indicating clearly that the bullying is not the fault of the targeted pupil through the awareness-raising programme,
  • Indicating clearly that the bullying is not the fault of the targeted pupil through the speedy identification of those responsible and speedy resolution of bullying situations,
  • After resolution, enabling bullied pupils to complete a victim-impact statement,
  • Making adequate counselling facilities available to pupils who need it in a timely manner,
  • Helping bullied pupils raise their self-esteem by encouraging them to become involved in activities that help develop friendships and social skills (e.g. participation in group work in class and in extra-curricular group or team activities during or after school).
  • Implementing a “buddy system” in the school (if applicable),
  • Bullying pupils:
  • Making it clear that bullying pupils who reform are not blamed or punished and get a “clean sheet,”
  • Making it clear that bullying pupils who reform are doing the right and honorable thing and giving them praise for this,
  • Making adequate counseling facilities available to help those who need it learn other ways of meeting their needs besides violating the rights of others,
  • Helping those who need to raise their self-esteem by encouraging them to become involved in activities that develop friendships and social skills (e.g. participation in group work in class and in extra-curricular group or team activities during or after school),
  • Using learning strategies throughout the school and the curriculum to help enhance pupils’ feelings of self-worth,
  • In dealing with negative behavior in general, encouraging teachers and parents to focus on, challenge and correct the behaviour while supporting the child,
  • In dealing with bullying behaviour seeking resolution and offering a fresh start with a “clean sheet” and no blame in return for keeping a promise to reform.

Given the complexity of Bullying Behaviour, no one intervention/support programme works in all situations. Therefore various approaches and intervention strategies may be used including suggesting that parents seek referrals to appropriate outside agencies in order to receive further support for the pupils and their families if needed.

 

Referral of serious cases to the HSE

Anti Bullying Procedures Section 6.8.12 In relation to bullying in schools, Children First National Guidance for the Protection and Welfare of Children 2011 (Children First) and the Child Protection Procedures for Primary and Post-Primary Schools provide that in situations where “the incident is serious and where the behaviour is regarded as potentially abusive, the school must consult the HSE Children and Family Social Services with a view to drawing up an appropriate response, such as a management plan”.

 

Anti Bullying Procedures Section 6.8.13 Serious instances of bullying behaviour should, in accordance with the Children First and the Child Protection Procedures for Primary and Post-Primary Schools, be referred to the HSE Children and Family Services and/or Gardaí as appropriate.

 

Anti Bullying Procedures Section 6.8.14 The Child Protection Procedures for Primary and Post-Primary Schools also provide that where school personnel have concerns about a child but are not sure whether to report the matter to the HSE, the Designated Liaison Person must seek advice from the HSE Children and Family Social Services.

 

  1. Supervision and Monitoring of Pupils:

The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.

  1. The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps as are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

 

 

  1. This policy has been made available to school personnel, and provided to the Parents’ Association. A copy of this policy will be made available to the Department of Education and Skills and to the patron if requested.

 

  1. This policy and its implementation will be reviewed as and when the need arises.

 

 

Ról agus Freagracht

 

Tá an bórd bainistíochta freagrach as an bpolasaí a chur I bhfeidhm. Is í an phríomhoide bainisteoir na scoile agus coimeadfaidh sí súil ar chursaí leathúil ‘s treoróidh sí le foireann na scoile an polasaí a chur I bhfeidhm.

 

Daingniú agus Cumarsáid

 

Cuireadh an polasaí seo faoi bhráid an bhoird bainistíochta ar an ___________.

Ghlac an Bord leis an bplean.

 

 

 

 

Sínithe ag:__________________________

Cathoirleach

 

 

Signed: ______________________________

Príomhoide

Date: ___/___/______

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 1

 

Bullying can take a number of forms. These may include any of the following (this list is not exhaustive):

  • Repeated aggressive behaviour/attitude/body language, for example:

Shouting and uncontrolled anger,

Personal insults,

Verbal abuse,

Offensive language directed at an individual,

Continually shouting or dismissing others,

Public verbal attacks/criticism,

Domineering behaviour,

Open aggression,

Offensive gestures and unwanted physical contact.

  • Intimidation, either physical, psychological or emotional, for example:

Treating in a dictatorial manner,

Ridicule,

Persistent slagging,

Deliberate staring with the intent to discomfort.

Persistent rudeness in behaviour and attitude toward a particular individual.

Asking inappropriate questions/making inappropriate comments re. personal life/family

Asking inappropriate questions/making inappropriate comments re. social life or schoolwork.

  • Interference with property, for example:

Stealing/damaging books or equipment

Stealing/damaging clothing or other property

Demanding money with menaces

Persistently moving, hiding or interfering with property

Marking/defacing property

  • Undermining/Public or Private Humiliation, for example:

Condescending tone,

Deliberately withholding significant information and resources,

Writing of anonymous notes,

Malicious, disparaging or demeaning comments,

Malicious tricks/derogatory jokes,

Knowingly spreading rumours,

Belittling others’ efforts, their enthusiasm or their new ideas,

Derogatory or offensive nicknames (name-calling),

Using electronic or other media for any of the above (cyber bullying),

Disrespectfully mimicking a particular individual in his/her absence,

Deliberately refusing to address issues focusing instead on the person.

  • Ostracising or isolating, for example:

Deliberately marginalising an individual

Deliberately preventing a person from joining a group,

Deliberately preventing from joining in an activity, schoolwork-related or recreational

Blaming a pupil for things s/he did not do.

Córas Iompar

 

Is ar dea-teangmhál idir tuismitheorí, paistí agus an scoil ina bhfuil dea-iompar bunaithe.

 

I Scoil na nÓg, bímid ag súil leis an ráiteas thuas a chur I bhfeidhm le cabhair ó na tuismitheoirí/caomhnóirí. Cleachtaímid córas iompar dearfach sa scoil le béim ar an moladh agus an spreagadh ionas go leanadh an dea-chleachtas iompar ata againne sa scoil.

 

Is leis an mBord Bainistíochta a bhfuil an bun-fhreagracht don iompar inár scoilse.

Tá an príomhoide freagrach as an stiuiríú laethúil sa scoil. Tá na múinteoirí ranga freagrach as dea-iompar agus dea-chleachtas le linn a ranga féin agus le linn an foirgnimh scoile.

Is féidir leis na tuismitheoirí/caomhnóirí tacú leis an scoil tré a bpáistí a spreagadh chun rialacha na scoile a leanúint agus a thacú agus tré aon buairt a phlé linn.

Aidhmeanna an gCóras

 

  • To create a positive learning environment that encourages and reinforces good behaviour
  • To promote self-esteem and positive relationships
  • To encourage consistency of response to both positive and negative behaviour
  • To foster a sense of responsibility and self-discipline in pupils and to support good behaviour patterns based on consideration and respect for the rights of others
  • To facilitate the education and development of every child
  • To foster caring attitudes to one another and to the environment
  • To enable teachers to teach without disruption
  • To ensure that the school’s expectations and strategies are widely known and understood through the availability of policies and an ethos of open communication
  • To encourage the involvement of both home and school in the implementation of this policy

Freagracht daoine fásta

The adults encountered by the children at school have an important responsibility to model high standards of behaviour, both in their dealings with the children and with each other, as their example has an important influence on the children.

As adults we should aim to:

  • Create a positive climate with realistic expectations.
  • Promote positive behaviour, through example, honesty and courtesy.
  • Provide a caring and effective learning environment.
  • Encourage relationships based on kindness, respect and understanding of the needs of others.
  • Ensure fair treatment for all regardless of age, gender, race, ability and disability.
  • Show appreciation of the efforts and contribution of all.
  • To discourage physical aggression and encourage ‘Kind Hands, Kind Words, Kind Fee’ ‘AR scáth a chéile a mharaimid’’.

A Code of Conduct for staff, pupils and volunteers ensures that the rights of all are upheld.

Rialacha na scoile

  1. We show respect for self and others
  2. We show respect for our own property and the property of others
  3. We show respect other students and their learning
  4. We are kind and willing to help others
  5. WE follow instructions from staff immediately
  6. We walk quietly in the school building
  7. We show courtesy and good manners
  8. We try to use respectful ways of resolving difficulties and conflict
  9. We ask permission to leave the classroom/school.
  10. We do our best in class
  11. We take responsibility for your own work
  12. We wear the appropriate uniform.
  13. We follow our Healthy Eating Policy.

 

These can be summed up as 6 Golden Rules:

  1. We listen. We don’t interrupt.
  2. We are gentle. We don’t hurt others.
  3. We are honest. We tell the truth.
  4. We are kind.
  5. We work hard. We don’t waste time.
  6. We look after property. We don’t damage things.

 

These 6 “Golden Rules” will be the main ones used for infant classes. Rules apply during school-time and during all school related activities.

Rialacha na scoile

At the beginning of each academic year, the class teacher will draft a list of class rules with the children, based closely on the “Golden Rules”. Class rules will be kept to a minimum and are devised with regard for the health, safety and welfare of all members of the school community.  Where possible they emphasise positive behaviour (e.g. ‘Siúil’ agus ní, ‘Ná rith’).  Rules will be applied in a fair and consistent manner, with due regard to the age of the pupils and to individual difference.  Where difficulties arise, parents will be contacted at an early stage.

Moltaí-Córas Duaise

Part of the vision of Scoil na nÓg is to help children achieve their personal best and thus prepare them for further education, life and work.  We recognise that there are many different forms of intelligence and similarly that children use a variety of approaches to solve problems.  Our reward system seeks to provide encouragement to all children of all abilities and talents. Children will be encouraged, praised and listened to by adults in the school. Praise is earned by the maintenance of good standards as well as by particularly noteworthy personal achievements. Rates of praise for behaviour should be as high as for work.

The following are some samples of how praise might be given:

  • A quiet word or gesture to show approval
  • A comment in a pupil’s copy or homework journal
  • A visit to another member of Staff or to the Principal for commendation
  • A word of praise in front of a group or class
  • Delegating some special responsibility or privilege
  • A mention to parent, written or verbal communication
  • ‘Bualadh Bos’ in class or special mention at assembly.

 

Field trips, annual school tours and our end of year special event will be reserved for those who have consistently strived to behave well.

 

The ‘Dojo System’ operates as follows:

  • Each child will get a Dojo for good behaviour, application to work or commitment As Gaeilge each day.
  • This stamp system will enable teachers to continually monitor, encourage and reward good behaviour throughout the school year
  • If a school rule is broken, a teacher will remove a stamp from the pupil.
  • Any teacher may award Dojos to a pupil in school at any time
  • A child will usually receive one warning and then will lose his/her DOJO for any further misbehaviour
  • Students who collect the sufficient amount of Dojos will be awarded with homework pass, go the shop and watch a dvd on a designated evening.
  • If a pupil shows no interest in the reward system or if a pupils breaks school rules, the following action will be taken. The teacher will send a message through the Dojo System to the child’s parents/guardian, regular contact through this means usually resolves any issues. A meeting will be organised should the issue not resolve.
  • If there is no improvement following parent/teacher meeting and if low scoring continues the class teacher and Principal will meet with parent/guardian to develop a behaviour management plan
  • If there is no improvement at this stage the parent/guardian will be called to meet with the Principal and the Chairperson of the Board of Management where the situation will be discussed in detail. Guidelines will be drawn up for future behaviour in the school and playground. Very occasionally, this may include a request from the teacher/principal that the parent/guardian of the child supervise their child in school or during a school outing.
  • The school reserves the right to arrange a meeting with the parents/guardians of a child at any time, should the child’s behaviour be deemed to be unacceptable.
  • If a parent refuses to meet with a class teacher the matter will be referred to the Principal. Any refusal to meet with the Principal and/or Chairperson will automatically be referred to the Board of Management and regarded as a serious breach of co-operation in our school behaviour policy.

Iompar mí-oiriúnach

Three levels of misbehaviour are recognised: Minor, Serious and Gross. All everyday instances of a minor nature are dealt with by the class teacher, or the supervising teacher at break-times.  In cases of repeated serious misbehaviour or single instances of gross misbehaviour parents will be involved at an early stage and invited to meet the teacher and/or the principal to discuss their child’s behaviour.

Examples of minor misbehaviour include:

  • Bringing electronic equipment or mobile-phones to school
  • Not wearing appropriate uniform; bringing in chewing-gum
  • Not following instructions.

 

Examples of serious misbehaviour include:

  • Behaviour that is hurtful (including bullying, harassment, discrimination and victimisation)
  • Behaviour that interferes with teaching and learning
  • Threats or physical hurt to another person
  • Damage to property
  • Theft
  • Bringing dangerous equipment to school
  • Leaving school/school activities without permission.

 

Examples of gross misbehaviour include:

  • Assault on a teacher or pupil
  • Serious Theft
  • Serious Damage to property
  • Serious bullying
  • Carrying drugs, alcohol, cigarettes

 

Bullying is repeated aggression – physical, verbal or emotional – conducted by an individual or group against another or others.

 

  • PHYSICAL: includes pushing, shoving, punching, kicking, poking, tripping, etc.
  • VERBAL: name calling which hurts, insults or humiliates.
  • EMOTIONAL: threats or persistent hurtful remarks regarding sensitive areas e.g. appearance, dress, progress, colour, culture and disability. Isolating or shunning a child. Threats to extort money or possessions. “Cyber/text” bullying.

 

The school takes particular care to intervene early in responding to the needs, fears or anxieties of individual members in a sensitive manner.

 

Issues in relation to Bullying are explored continually during SPHE lessons and using Circle Time, Drama etc.

 

Should a parent/guardian have any concerns which need to be discussed with a teacher, all staff members are more than willing to facilitate a meeting, made through the proper channels i.e. a phone call to the office, or a note to the class teacher to arrange a convenient time for both parties. The first person to be informed should be the class teacher.

 

This arrangement ensures that all concerns are dealt with in a dignified, meaningful manner, without infringing on valuable teaching time.

Isolated incidents of aggressive behaviour, while not to be condoned, cannot be described as bullying.

 

Incidents of bullying will be dealt with in the same manner as breaches of discipline – already outlined in our Code of Behaviour.

 

In the case where a parent reports a bullying incident, the school reserves the right to inform the relevant parties of the identity of the person making the complaint, when this is deemed necessary.

Céimeanna reiteach

 

The purpose of a sanction is to bring about a change in behaviour by:

  • helping students to learn that their behaviour is unacceptable
  • helping them to recognise the effect of their actions and behaviour on others
  • helping students (in ways appropriate to their age and development) to understand that they have choices about their own behaviour and that all choices have consequences
  • helping them to learn to take responsibility for their behaviour.

A sanction may also:

  • reinforce the boundaries set out in the code of behaviour
  • signal to other students and to staff that their wellbeing is being protected.

In instances of more serious breaches of school standards, sanctions may be needed to:

  • prevent serious disruption of teaching and learning
  • keep the student, or other students or adults, safe.

The following steps will be taken when a child behaves inappropriately.  The list is by no means exhaustive.  Teachers may put in place alternative measures bearing in mind the circumstances involved. The aim of any sanction is to prevent the behaviour occurring again and if necessary to help the pupil devise strategies for this.

  1. Reasoning with pupil
  2. Verbal reprimand including advice on how to improve
  3. Temporary separation from peers within class and/or temporary removal to another class
  4. Prescribing extra work/ writing out the story of what happened
  5. Loss of privileges
  6. Detention during break or after school
  7. Communication with parents
  8. Referral to Principal
  9. Principal communicating with parents
  10. Exclusion (Suspension or Expulsion) from school (in accordance with Rule 130 of the Rules for National Schools as amended by circular and Education Welfare Act 2000)

Usually sanctions will relate as closely as possible to the behaviour.

Fionraíocht agus Díbearta

Before serious sanctions such as detention, suspension or expulsion are used, the normal channels of communication between school and parents will be utilised.  Where it is proposed to detain a pupil after school hours, the parents or guardians will be notified.  Communication with parents may be verbal or by letter depending on the circumstances.

For gross misbehaviour or repeated instances of serious misbehaviour suspension may be considered. Parents concerned will be invited to come to the school to discuss their child’s case.  Aggressive, threatening or violent behaviour towards a teacher or pupil will be regarded as serious or gross misbehaviour.

Where there are repeated instances of serious misbehaviour, the Chairperson of the Board of Management will be informed and the parents will be requested in writing to attend at the school to meet the Chairperson and the principal.  If the parents do not give an undertaking that the pupil will behave in an acceptable manner in the future the pupil may be suspended for a period.  Prior to suspension, where possible, the Principal may review the case in consultation with teachers and other members of the school community involved, with due regard to records of previous misbehaviours, their pattern and context, sanctions and other interventions used and their outcomes and any relevant medical information. Suspension will be in accordance with the Rules for National Schools and the Education Welfare Act 2000.

In the case of gross misbehaviour, where it is necessary to ensure that order and discipline are maintained and to secure the safety of the pupils, the Board may authorise the Chairperson or Principal to sanction an immediate suspension for a period not exceeding three school days, pending a discussion of the matter with the parents.

Expulsion may be considered in an extreme case, in accordance with the Rule for National Schools and the Education Welfare Act 2000.  Before suspending or expelling a pupil, the Board shall notify the Education Welfare Officer in writing in accordance with Section 24 of the Education Welfare Act.

Athinsealbhú (teacht arais ó Fhionraíocht)

Following or during a period of suspension, the parent/s may apply to have the pupil reinstated to the school. The parent/s must give a satisfactory undertaking that a suspended pupil will behave in accordance with the school code and the Principal must be satisfied that the pupil’s reinstatement will not constitute a risk to the pupil’s own safety or that of the other pupils or staff. The Principal will facilitate the preparation of a behaviour plan for the pupil if required and will re-admit the pupil formally to the class.

Páistí le richtanaisí speisialta

All children are required to comply with the code of behaviour.  However the school recognises that children with special needs may require assistance in understanding certain rules.  Specialised behaviour plans will be put in place in consultation with parents and the class teacher, learning support/ resource teacher, and or principal will work closely with home to ensure that optimal support is given.   Cognitive development will be taken into account at all times.  Professional advice from psychological assessments will be invaluable.

The children in the class or school may be taught strategies to assist a pupil with special needs adhere to the rules and thus provide peer support.  This will be done in a supportive and safe way, acknowledging and respecting the difference in all individuals.

Teangmhál le tuismitheora

Communicating with parents is central to maintaining a positive approach to dealing with children. Parents and teachers should develop a joint strategy to address specific difficulties, in addition to sharing a broader philosophy which can be implemented at home and in school.

A high level of co-operation and open communication is seen as an important factor encouraging positive behaviour in the school. Structures and channels designed to maintain a high level of communication among staff and between staff, pupils and parents have been established and are being reviewed regularly.

Parents are encouraged to talk in confidence to teachers about any significant developments in a child’s life (in the past or present), which may affect the child’s behaviour.

The following methods of communication are to be used within the school:

  • Informal/formal parent/teacher
  • Letters/notes from school to home and from home to school
  • School notice board
  • school web-site/e-mails
  • TextaParent service.

 

 

Tá an bórd bainistíochta freagrach as an bpolasaí a chur I bhfeidhm. Is í an phríomhoide bainisteoir na scoile agus coimeadfaidh sí súil ar chursaí leathúil ‘s treoróidh sí le foireann na scoile an polasaí a chur I bhfeidhm.

    

Daingniú agus Cumarsáid

Cuireadh an polasaí seo faoi bhráid an bhoird bainistíochta ar an ___________.          

Ghlac an Bord leis an bplean.

 

Sínithe ag:___________________________

Cathaoirleach

 

Córas Smachta

 

  1. Aidhmeanna:
  2. In devising the code, consideration has to be given to the particular needs and circumstances of this school. The aim is to create an ordered and orderly environment in which pupils can, through developing self-discipline, feel secure and make progress in all aspects of their development.
  3. Every effort will be made by all members of staff to adopt a positive approach to the question of behaviour in the school.

 

  1. Prionsabal:
  2. The school recognises the variety of differences that exist between children and the need to tolerate these differences.
  3. It is agreed that a high standard of behaviour requires a strong sense of community within the school and a high level of co-operation among staff and between staff, parents and pupils.
  4. Every effort will be made to ensure that the code of discipline is implemented in a reasonable, fair and consistent manner.

 

Rialacha na scoile:

Sábhailteacht: For my own safety and that of others-

  1. I should be careful coming to and going from school
  2. I should always walk while in the school building.
  3. I should remain seated at all times in the Bialann and while eating lunch
  4. I should never run in the school yard and always show respect for my fellow pupils.
  5. Bring a note of explanation following absences
  6. I should never leave the school grounds without the permission of the Principal.

 

Aire a thabhairt dom féin:

  1. I should respect myself an my property, always keeping my school bag, books and copies in good order.
  2. I should always be in school before the bell rings at 50a.m.
  3. I should show respect for my school and be proud to wear the complete school uniform every day.
  4. I should always be aware of my personal cleanliness.
  5. I should always bring a sensible, nutritional lunch to school. Crisps, minerals, sweets or chewing gum are not permitted.
  6. I should always do my best in school by listening carefully, working as hard as I can and by completing my homework.

 

Aire a thabhairt do dhaoine eile:

  1. I should be kind and respectful to teachers and fellow pupils by being mannerly and polite, by taking turns and by remaining silent and orderly in my class line.
  2. I should behave well in class so that my fellow pupils and I can learn.
  3. I should always keep my school clean by bringing unfinished food and drinks, cartons, wrappers, ect.. home. I should show respect for the property of my fellow pupils, the school building and grounds.
  4. Be truthful and honest at all times.

 

Bullaíocht:

I should never bully others. I should never allow others to bully me and if it happens I should tell my parents and my teacher. Bullying is always unacceptable.

 

………………………is a’ bully- free’ zone.

 

Clár ama na Scoile

 

Teacht le chéíle: 9.00a.m

Am tosnú:           9.15a.m.

Am críochnú:      3.15p.m

 

Obair Bhaile

Déanfar an obair bhaile I ndiadh am tae leis na feitheoirí , bíonn obait bhaile scríofa ar feadh uair go Leith ‘s obair foghlaimthe ar feadh leath uair. Ní thugfar obair bhaile ag an ndeireadh seachtaine.

 

Stráiteisí

Molfar na daltaí trí na modhanna seo a leanas:

  • Focal ciúin nó comhartha a thaispeáint don dhalta
  • Nóta beag I gcóipleabhar an dalta
  • An dalta a chur ar chuairt chuig múinteoir eile nú an príomhoide do mholadh.
  • Moladh os comhair an rang
  • Córas moltaí, ticéidí le haghaidh an crannchur míosúl nó moladh duit a fháil
  • Post freagracht nó dúite speisialta a thabhairt don dhalta
  • Teangmhál abhaile
  • Scoláire na seachtaine

 

(b)Dímheas ar drochiompar

(Braithfidh sé ar dáiríreacht an iompar)

 

  • Réasúnaíocht leis an dalta
  • Spraic a chur ar an ndalta is comhairle a thabhairt dó
  • Obair breise a thabhairt dó
  • Staidéar a thabhairt dó
  • Cumarsáid a dhéanamh leis na tuismitheoirí.
  • Scaradh sealadach ó na comhdhaltaí ‘s pribhléídí a bhaint uatha
  • An dalta a chur chuig an príomhoide
  • Nóta abhaile
  • An dalta a chur ar fionraí (in accordance with Rule 130 of the Rules for National Schools as amended by circular 7/88).

 

Modhanna:

Tomhasfaidh an mhúinteoir cé comh dáiríre nó mór is a bhfuil an anghníomh bunaithe ar pé rud a tharla ‘s cé comh mhinic is a tharlaíonn sé.

 

Samplaí de mionanghníomh;

Cur isteach ar obair ranga / Ag rith san scoil / ag caint as órd/ Ag imeacht ó scoil nó an rang gan cead/ Ag catitheamh brúscar timpeall na scoile/ gan na héadaí scoile ceart a chaitheamh/ bheith drochbhéasach ‘s dímheas a thaispeáint/ gan an obair bhaile bheith críochnaithe gan cúis nó déanta I gceart/ í nó é féin nó comhdhaltaí a chur I mbaol san chlós nú le linn am scoile.

Samplaí de céímeanna a thógfaidh na múinteoirí chun deileáil leis na hanghníomh seo.

  • Spraic a chur ar an ndalta ó bhéal / Réasúnaíocht leis an dalta
  • Cuntas a choiméad don eachtra I leabhair na heachtraí

 

Samplaí de céímeanna a thógfaidh na múinteoirí chun deileáil leis na hanghníomh seo a tharlaíonn go minic.

 

Céim 1 (laistigh don rang)

 

Scríobh amach cad a thárla nó scríobh amach rialacha na scoile nó an riail a bhriseadh go dtí an uasmhéid de 20 agus a bheith sínithe ag na tuismitheoirí.

Nóta a scríobh san dialann scoile agus a bheith sínithe ag na tuismitheoirí/ Scaradh sealadach ó na comhdhaltaí ‘s pribhléídí a bhaint uatha.

Gan cead a thabhairt páirt a glacadh sna ranganna breise.

Má leanann drochiopmar san clós coiméadfar an té isteach le linn am lón.

 

Céim 2:

  • Cur chuig an leas priomhoide
  • Cur chuig an bpríomhoide
  • Buailfidh an múinteoir rang leis na tuismitheoirí nó tuismitheoir amháin
  • Buailfidh an príomhoide nó an leas príomhoide leis na tuismitheoirí.

 

Samplaí de móranghníomh;

I gcónaí ag cur isteach ar an rang / as insint bréíge / ag goid / ag déanamh damáiste do mhaoin daltaí eiel/Bullaíocht / Dímheas don mhúinteoir / ag imeacht ‘s teacht isteach ar scoil gan cead/leisciúl san rang / drochtheanga a usáíd/ airm a thabhairt ar scoil

Daltaí eile a ghortú d’aon ghnó.

 

Samplaí de céímeanna a thógfaidh na múinteoirí chun deileáil leis na hanghníomh dairíre.

  • Cur chuig an leas priomhoide
  • Cur chuig an bpríomhoide
  • Cuireann an príomhoide nóta abhaile san dhialann
  • Buailfidh an príomhoide nó an leas príomhoide leis na tuismitheoirí.
  • Cuirfear an cathaoirleach don bhord in iúl ar an fadhb agus iarrfar ar na tuismitheoirí buaileadh leis an bpríomhoide ‘s an bórd bainistíochta.

 

Samplaí de anghníomh ollmhóra;

Maoin na scoile a chur trí thine d’aon ghnó/ Sconnaí a chur ar siúl d’aon ghnó/iompar

ionsaitheach bagairteach a thaispeáínt chuig múinteoir nó dalta.

 

Samplaí de céímeanna a thógfaidh na múinteoirí chun deileáil leis na hanghníomh ollmhóra.

  • Tabharfaidh an Cathaoirleach/príomhoide cead láithreach an dalta a chur ar fionnraí I ndiaidh e a phlé leis na tuismitheoirí.
  • I gcásanna foirceann smaoineofar ar dhíbirt in accordance with Rule 130 (6) i.e.

“ No pupil can be struck off the rolls for breaches of discipline without prior consent of patron and until alternative arrangements are made for enrolment of pupil at another suitable school in the locality”.

Ról na dtuismitheoirí i gcur i gcoinne Tromaíochta

  1. Molaimíd go gcuireann daltaí agus tuismitheoirí/ caomhnóirí an mumteoir ranga ar an eolas láithreach faoi aon tromaíocht a thugann siad faoi deara.
  2. Molaimíd go mbeadh tuismitheoirí/ caomhnóirí aireach faoi aon athrú iompar no dearcadh a thagann ar a bpaistí a thugadh le fios go bhfuil sé sí míshuaimhneach ar eagla go bhfuil tromaíocht ar siúl.
  3. Éist le do pháiste. –
  4. Féin mheas /féin mhuinín a chothu.
  5. Meas do dhaoine eile a chothu.
  6. Teangmháil rialta leis an múinteoir ranga.
  7. An páiste a ghriosadh chun cairdeas a chothu chun aon baol d’aonarachas a cheilt.

Má tá tromaíocht a dheanamh ar do phaiste.

  1. Abair leis an múinteoir ranga láithreach.
  2. Tabhair ainmneacha. Coimeadtar gach ní faoi rún.
  3. Lean leis an cód dea-iompar cód i gcoinne tromaíochta. 4. Caint leis an múinteoir agus nó Príomhoide acu.
  4. Ná mol don pháiste gníomh fisicuil a dhéanamh mar dhíoltais – comhoibrigh leis an scoil -abair leis/leí caint leis an muinteoir ranga/múinteoir ar diúte.

Má tá do pháiste ag deanamh tromaíocht

  1. Labhair le múinteoir sa scoil.

2    Labhair leis an bpáiste ag iarraidh cúiseanna faoi ndear an tromaiocht.

3    Lean leis an cod dea-iompar.

Slite chun iompar tromaíochta a thuairisciú

  1. Is coir aon tuairisc faoi tromaíocht a chur sa leabhar eachtraí atá ag gach muinteoir ranga.
  2. Is cóir aon chás a bhaineann le tromaíocht a chur faoi bhráid an Príomhoide no Príomhoide lonad.
  3. Is cóir eolais a thabhairt do thuismitheoirí na ndaltaí ata i gceist sa chás tromaíochta láithreach tré iad a ghlaoch isieach do chruinniú.

 

  1. Ba chóir go mbeadh gach dalta ar an dtuairim go bhfuil iompar freagrach ar siúl acu nuair a chuireann siad eolas faoi tromaíocht ar fáil.

 

  1. Ba chóir dodhaltai no baill eile don fhoireann scoile casanna tromaiochta ata fheicithe acu a chur in iul do mhuinteoir ranga a leanfadh (2) thuas i gcas tromaiocht laldir.

 

  1. I gcás ball d’fhoireann na scoile is coir an cheist tromaíochta a árdú leis an duine fein atá I gceist agus mas gá leis an bPriomhoide.

 

  1. Cuirfear aon chas i gcas dalta nó duine fásta nach bhfuilI réitite sa scoil os comhair Bord Bainistiochta na scoile de réir rialacha na Roinne oideachais agus Eolaiochta.

Slitechun ceisteanna Tromaíochta a fhiosrú agus chun dileáil leo.

  1. Bachoir do mhúinteoir dearcadh suaimhneach gan mothuchain a ghlacadh agus cásanna tromaíochta a chuireann daltaí, foireann scoile nó tuismitheoirí/ caomhnoirf os a gcomhair.
  2. Is cóir labhair leis na daoine ata páirteach sa chás agus iad scartha óna cheile taobh amuigh den suiomh ranga más féidir. Ba chóir an dá thaobh den scéal a fháil.
  3. Ba choir na ceisteanna seo a árdú le linn an bhfiosrú:- Cad?Cen ait? Cathain? Ce a bhí páirteach? Cén fath?
  4. I gcás grúpa ba chóirr caint le gach duine ina haonair
  5. Ba choir labhairt le tuismitheoirí/caomhnoirí na daoine atá páirteach sa chás chun an cás a mhíniú dóibh.
  6. Cuirfear pionós ar cód dea-iompair i bhfeidhm má chruthaítear go raibh tromaíocht ar siúl ag dalta.
  7. Ba chóir go gcuirfear brón in iúl d’iobartach an tromaíochta agus go gcroitheadh an dá grúpa lámh lena chéile. Coimeadfaidh an múinteoir cuntas scríofa ar gach gnó ó (2-6) thuas. Is feidir iarraidh ar na daoine a bhí páirteach sa chá a thaobh den scéal a scríobh síos. Is feidir iarraidh orthu scríobh faoin slí a bhraithfidís da mbeadh tromaíocht déanta orthu a scríobh freisin.
  8. Coiméadfar súil leanúnach ar iompar na ndaoine páirteach sa chás le chomhoibriú ó

Thuismitheoirí.

 

 

 

It should be noted that these lists consist of examples only: It is not meant to be a totally comprehensive list of misdemeanours and procedural steps.

 

 

Polasaithe na scoile ar Bhullaíocht

 

Bullying is repeated aggression, verbal, psychological or physical conducted by an individual or group against others.

 

  1. Comharthaí de Bhullaíocht:

 

  1. Anxiety about travelling to/from school
  2. Unwillingness to go to school
  3. Deterioration in educational performance
  4. Pattern of physical illnesses
  5. Unexplained changes in either mood/behaviour
  6. Visible signs of anxiety/distress
  7. Possessions missing
  8. Increased requests for money
  9. Unexplained bruising
  10. Reluctance and/or refusal to say what is troubling him/her

 

  1. Modhanna chun eachtraí a thuairisciú:

 

  1. All reports of bullying should be noted, investigated and dealt with by the class teacher so that pupils will gain confidence in telling. A special Incident Book will be kept in the office for this purpose only
  2. Serious cases should be referred immediately to the D-Principal and then to the Principal
  3. Parents should be informed by the D-Principal / Principal earlier rather than later.
  4. Parents must be informed of the appropriate person to whom they can make their enquiries regarding bullying
  5. Pupils must understand that reporting is not ‘telling tales’
  6. Individual teachers should record and take appropriate measures in accordance with policy
  7. Non-teaching staff should be encouraged to report incidents. Discretion is important.

 

  1. Modhanna chun bullaíocht a scrúdú agus conas deileáil leis:

 

  1. Calm, unemotional problem-solving approach
  2. Incidents best investigated outside the classroom situation
  3. Teacher should speak separately to the pupils involved
  4. Answers should be sought to questions of What, Where, When, Who and Why
  5. Members of a gang should be met individually and as a group
  6. Meet parents of parties involved .

 

  1. Clár oibre chun bullaíocht a phlé:

Learning strategies should allow for the enhancement of each pupil’s self-worth – Cf. Stay Safe Lessons; misneach; prim-ed manuals. Alive-O

 

Leithdháileadh ranga-class allocation

Scoil na nÓg, Gleann Maghair, Co.Chorcaí.

 

Polasaí ar leithdháileadh ranga

 

 

Ráiteas:

This policy was formulated as a result of a collaborative approach between the Principal and Staff.  It evolved over the years and was recently redrafted during an in-school development planning day.

 

Nasc le éiteas na scoile:

Scoil na nÓg is committed to enabling children to grow and develop into confident, mature adults with high self-esteem.  We also strive to ensure children maximize their academic and social potential.  This policy is geared towards those aims through offering all children exposure to a variety of teaching methodologies and skills.

 

Réasúnaíocht:

This policy ensures that teachers get the opportunity to expand their skills through teaching a range of different ages and topics. It also offers the teaching staff and children flexibility within the system and there is provision in the policy for children to have access to teachers with specific skills in particular subjects.

 

Aidhmeanna & cuspóirí:

The policy also facilitates the allocation of rooms suitable to the needs of the children;

 

  • To facilitate the smooth, efficient running of the school
  • To enable the teaching staff to professionally develop themselves through exposure to different age groups and curricula
  • To maximise the learning opportunities of the children through prudent class allocation which utilises to the optimum, the range of individual teaching skills within the staff

 

Ábhair

 

Leithdháileadh ranga:

The allocation of teaching duties within the school is a matter for the Principal.  However, it is the policy of the school to reach collective agreement and consensus when distributing teaching duties.  The Principal facilitates this process in a fair and equitable way.  “The Principal is responsible for the creation, together with the Board, parents of students and the teachers, of a school environment which is supportive of learning among the students and which promotes the professional development of the teachers”. (Education Act – Section 23)

 

  • Class allocation relies heavily on compromise and consensus.  If this is not possible to reach, the Principal will make an informed decision based on suitability, experience (whether a particular teacher has had the class before), special talents, courses taken and what is in the best interests of the children concerned.  An interview is not held

 

  • Class allocation is completed in August prior to commencement.

 

  • It is not the policy of the school to move classes from specific rooms unless in exceptional circumstances such as teacher request, physical damage to room or health and safety issues
  • The design of the school allows for ease of access to the Learning Support/Resource room, ICT/Library room and Assembly hall for all classrooms

 

  • All classrooms are of equal dimensions, thus eliminating space considerations

 

  • Scoil na nÓg has 3 mainstream classes, one of which is a multi-grade class of 5th class and the youngest of 6th class (rang 1). The next class comprises children of average age in the class group (rang 2). The third class comprises the eldest of the school group along with children who are repeating 6th class (rang 3). The principal decides, in consultation with staff members, which teacher will be assigned to each class.

 

  • Pupils are assigned to their classes using the following criteria;

 

-According to their age; the youngest of the 6th class pupils share a class with the 5th class pupils. The eldest of the 6th class pupils share a class with children repeating 6th class. The children of average age are placed in the 6th class.

If a child has spent the previous year in 5th class in Scoil na nÓg, they will not be allocated the split class again, rang 1, should they remain at the younger age spectrum.

These children however will be allocated the next class, rang 2.

Following a staff discussion and a meeting with parents, the school may decide on placing a pupil in rang 3 with the eldest of new entrants should it be deemed suitable. Age, maturity, behaviour and general application will be considered in this case.

     (Treoir á lorg)

-Should the situation arise where twin siblings wish to be placed in different classrooms, all efforts will be made to accommodate the request.

 

 

Freagracht:

All staff, under the guidance of the Principal participate in and contribute to the implementation of an effective and equitable class allocation policy.  Grievances are dealt with at a Principal/teacher level and will only transfer to the Board if a compromise cannot be reached.

 

Crítéir ratha:

The school evaluates the success of the policy through;

 

  1. Participation of all staff in the policy
  2. Feedback from all staff
  3. Staff satisfaction
  4. Parental satisfaction

 

Athbreithniú:

A review will be conducted based on the success criteria outlined, or where consensus and compromise is not achieved.

 

 

 

Daingniú & cur I bhfeidhm:

This policy was ratified by the Board in September 2011.

 

 

 

Tagairtí

Education Act 1998 – Sections 22 and 23

Circular 16/73

CPSMA – Board Members handbook p.234

 

  • Daingniú agus Cumarsáid

 

Cuireadh an plean seo faoi bhráid an bhoird bhainistíochta ar an ________________________. Ghlac an Bord leis an bplean.

 

Sínithe ag:___________________________

Cathaoirleach