1

July 2009 Code of

Crinkill National School

Behaviour
 Code of Behaviour

Introduction

In compliance with Section 23 of the Education (Welfare) Act 2000, the Board of
Management of Crinkill National School has prepared and made available a Code of
Behaviour for its Pupils, Staff and Parents.

The Code of Behaviour details:

1. The standards of behaviour that shall be observed by each pupil attending

the school;
2. The whole school approach in promoting positive behaviour;
3. The measures that shall be taken when a pupil fails or refuses to observe
those standards;
4. The procedures to be followed before a pupil may be suspended or
expelled from the school concerned;
5. The grounds for removing a suspension imposed in relation to a pupil
6. The schools Anti-Bullying Policy; and
7. The procedures to be followed in relation to a childs absence from school.

The Code of Behaviour of Crinkill National School has been developed in

accordance with Developing a Code of Behaviour: Guidelines for Schools, National
Educational Welfare Board, 2008.

Policy Formulation

In formulating this policy the Board of Management completed the following steps;
i. Parents and Staff were informed that an initial draft of the Code of Behaviour
was available and they were invited to make submissions on the content of
the code within a specified timeframe.
ii. Class teachers were requested to discuss the topic of rules with their
classes and submit a list of pupils suggestions to the Principal.
iii. The initial draft of the Code of Behaviour was reviewed and where
appropriate amended in-line with the feedback received.
iv. The finalised draft of the policy was submitted for the Patrons Approval.

Aims & Objectives of the Code

The aims and objectives of the code are:

To allow the school to function in an orderly way where children can make
progress in all aspects of their development
To create an atmosphere of respect, tolerance and consideration for others
To promote positive behaviour and self-discipline, recognising the differences
between children and the need to accommodate these differences
To ensure the safety and well being of all members of the school community
 To assist school staff, parents and pupils in understanding the systems and
procedures that form part of the code of behaviour and to seek their co-
operation in the application of these procedures
To ensure that the system of rules, rewards, and sanctions are implemented
in a fair and consistent manner throughout the school.

Whole School Approach

The Board of Management recognises the importance of creating consistent

values, policies, practices and relationships that support the Code of Behaviour.
Such an environment may only be formed by involving the entire school
community and in this respect the Board acknowledges the importance of the roles
played by, the principal, teachers, ancillary staff and parents in the review and
operation of the Code.

Standards of Behaviour

Pupils

General Behaviour
Each pupil is expected to:
be well behaved and to show consideration for other children and adults
show respect for the property of, the school, other children and their own
belongings, having their own belongings labeled including coats, sweaters,
tracksuit tops and indoor shoes.
attend school on a regular basis and to be punctual
do his/her best both in school and for homework.
observe usual courtesies e.g. Please, thank you, excuse me etc.
to address all staff courteously using correct term of address e.g. Mrs Jones,
Mr. Smith, Fr. O Brien etc.
wear correct school uniform no jewellery
respect healthy eating policy and anti-litter policy
obey school rule with regard to mobile phones No mobile phones to be
brought to school

Classroom Behaviour
Each pupil is expected to:
listen to the teacher and other pupils if they are speaking
work to the best of his/her ability
value school property and the belongings of fellow pupils
follow the direction of his/her teacher
obtain his/her teachers permission to leave the classroom
respect the teacher, other pupils and visitors to the classroom
sign out in office if leaving school for medical or dental appointments or any
other reason
obey classroom rules
 not deface walls, desks, school property etc.
respect rosters for use of library, computer
keep classroom reasonably tidy by replacing books, games etc in the
appropriate storage area

Playground (Playing Pitches) Behaviour

Each pupil is expected to:
play safely avoiding any games or play that are rough or dangerous
follow the directions of the playground supervisor(s)
remain on school grounds at all times
obtain permission before re-entering the school building during break
periods
respect the yard supervisor and fellow pupils
avoid swearing, fighting or name calling
play within designated areas
follow roster for playground activities
obey any sanctions imposed in playground for breach of playground rules

Behaviour in other School Areas

Each pupil is expected to:
walk in the school corridors
line up in order when the bells goes in the morning and at the end of each
break
enter and exit school building in orderly file and avoid crowding, pushing,
shoving etc.
maintain silence on the corridors when class is in progress

Behaviour during School Outings/Activities/Hurling/Camogie

training/Nature Walks/Swimming Pool
Each pupil is expected to:
follow his/her teachers directions at all times
remain with the teacher/supervisors and group of pupils at all times
behave politely towards those they meet on such trips
observe the rules of general good behaviour so that the safety of all
concerned is maintained
Respect and obey coach at hurling, camogie, swimming etc.

Staf
It is the Principals responsibility to ensure the schools Code of Behaviour is
administered in a manner that is consistent and fair to all pupils. However each
staff member has responsibility for the maintenance of discipline within common
areas of the school.

Teaching staff are specifically responsible for the management of behaviour within
their own class. They will:
 Discuss the Code of Behaviour with their class in an age appropriate manner
at the beginning of the school year.
Ensure the rules are displayed in the classroom.
Encourage self-discipline and positive Behaviour.
Ensure there is an appropriate level of supervision at all times.
Implement the reward/sanction scheme in a fair and consistent manner.
Keep a written record of all incidents of continued, serious or gross
misconduct. This record will indicate the advice and/or warnings given to the
child on the misbehaviour and, the consequences of its repetition.
Inform pupils when instances of misbehaviour on their part are being
recorded.
Report repeated instances of serious misbehaviour to the Principal.

Parents/Guardians

Parents/guardians play a crucial role in shaping attitudes in their children which

produce positive Behaviour in school. Parents/guardians can assist the school by
encouraging their children to abide by the school rules, encouraging punctuality
and regular attendance and by ensuring that homework is given due time and
effort.

Should a parent/guardian be concerned about any aspect of their childs behaviour

they are welcome to make an appointment to discuss their concerns.
In cases of an identified pattern of misbehaviour parents will be invited to
participate in the intervention process.

Promoting Positive Behaviour

As a general rule the school will endeavor to create an environment where positive
Behaviour is reinforced through praise and reward. School staff will use
encouraging language and gestures, both in class and around the school, so that
positive Behaviour is instantly recognised and positively rewarded. Special
attention will be paid to pupils who have previously been associated with poor
Behaviour so that not only good Behaviour but also improvement in Behaviour is
acknowledged.

Children will be encouraged to take part in sport and games, skipping, board
games on wet days as a means to promote good behaviour.

A reward scheme for promoting positive Behaviour will be used. Such rewards will
include;

Golden Time
Extra playtime
homework passes
award stickers and stamps, stars , certificates
 class treat e.g. video, dvd

Inappropriate Behaviour

In order to establish a common understanding and consistent response the Code of

Behaviour classifies misbehaviour into three levels based on the degree of
disruption caused by the misconduct. The Code also specifies the disciplinary
actions and supportive interventions that will be employed.

Level One

Level 1: Behaviours

Level 1 behaviours are those that interfere with the orderly learning environment
of the school, classroom, and common areas. Students learn through their
mistakes. To this extent, responses to the daily behaviours, which occur in school,
will be developmentally appropriate, instructive and positive. Children will be
taught what is expected and how they should behave. Listed below are some
examples of the types of Behaviour that are included in Level 1. Please note the
list is not exhaustive.
Failure to prepare for class, as defined by individual teachers e.g. homework
not done, or done badly
Running or shouting in the hallways
Disturbing the work or play of others
Disrespectful language, tone, or manner
Ignoring staff requests
leaving designated areas in playground without permission.

Level 1: Disciplinary Actions

Consequences for Level 1 behaviour are dependent upon the severity and
frequency of the specific behaviour. Teachers will discipline students at level 1.
Some examples of Level 1 responses are:

Verbal reprimand/reminder(s)
Reinforcement of alternative positive behaviour
Temporary separation from peers, friends or others
Prescribing additional work
Loss of privileges
Parent contact
Behaviour contract
school playground time spent on bench

Level 1 Supportive Interventions

Listed below are some examples of Level 1 supportive actions:

 Classroom-based interventions, such as Open Circle or class meetings, with
the option of informal consultation, (e.g. with parent(s)/guardian(s) or staff
members)
Discussion of behaviour with the child
Informal notes regarding incident/intervention/date. This information would
be useful should a problem persist.

Level Two

Level 2: Behaviours

Level 2 behaviours are those that seriously interfere with the orderly environment
of the school and are potentially dangerous to the safety and well being of the
students and staff. Listed below are some examples of the types of behaviour that
are included in Level 2. Please note the list is not exhaustive.

Repeated instances of Level 1 behaviour which have not been modified by

intervention
Behaviour which is dangerous to self or others (e.g. shoving, pushing, hitting)
Behaviour which results in emotional distress (e.g name calling,
inappropriate use of photographs and/or comments on social media )
Intentionally damaging school or personal property
Stealing
Smoking of tobacco products including e cigarettes, drinking of alcohol or
substance misuse
Cheating
Use of profanity
Derogatory reference to another persons race, gender, religion, physical
condition, disability, or ethnic origin
Disrespectful language or behaviour toward an adult
Possession or use of dangerous toys or sporting equipment (e.g. bow and
arrows, any kind of knives, etc.)
Breach of school policy in other areas

Level 2: Disciplinary Actions

The disciplining of students for Level 2 behaviour is dependent upon the severity
and frequency of the specific behaviour and developmentally appropriate levels.
The disciplinary actions at Level 2 are administered by the Principal, and include
the formal notification of parents, with written documentation. Some examples of
Level 2 responses are:

In school supervised detention

Report submitted to the Board of Management
Meeting with parent(s)/guardian(s)
Suspension from school of one to five days, depending on the severity of the
Behaviour
Implementation of extensive Behaviour management plan

Level 2: Supportive Interventions

Listed below are some examples of Level 2 supportive actions:

Team conference to include classroom teacher, other involved staff, Assistant

Principal or Principal.
Request for assistance from external agencies such as the National
Educational Psychological Service, Health Service Executive Community
Services, the National Behavioural Support Service, Child and Adolescent
Mental Health Services, National Council for Special Education.
Referral of a Child displaying behavioural problems for psychological
assessment (with the parent(s)/guardian(s) consent).

Level Three

Level 3: Behaviours
Level 3 behaviours are considered the most serious violations. These behaviours
endanger the immediate health, safety and personal well being of the pupils and
staff of the school. They represent a direct threat to the orderly operation of the
school environment. Situations, which include illegal activity, may result in contact
with the Garda Sochna after parental involvement. Listed below are some
examples of the types of behaviour that are included in Level 3. Please note that
the list is not exhaustive.

Repeated or serious instances of Level 2 behaviour which have not been

modified by intervention
Setting fires
Intentional possession or use of weapons
Violent fighting or intentionally causing physical harm to others
Discriminatory or prejudicial activities or actions toward another person or
group involving race, gender, religion, physical condition, handicap, or ethnic
origin
Level 3: Disciplinary Actions
Behaviour at Level 3 may involve suspension from school. The length of the
suspension will depend upon the severity and frequency of the specific Behaviour.
Specific information about due process and procedures in respect of the issuing of
a suspension is contained in this document. Level 3 responses:

Suspension from school for one to five days:

This response will occur with the first incidence of Level 3 behaviour or Level 2
behaviour of significant severity. The Principal following due process and
procedure, can issue a suspension.

Suspension from school for five to ten days:

This response will occur with the repeated incidence of Level 3 behaviour or a
severe expression of this Behaviour. A suspension of this magnitude will only be
issued with the approval of the Board of Management.

Expulsion:
Repeated incidents of Level 3 behaviour can result in a pupil being expelled.

Procedures for Suspensions & Expulsions

Suspension

Definition of Suspension:

requiring the student to absent himself/herself from the school for a specified,
limited period of school days

Developing A Code of Behaviour: Guidelines for Schools, National Educational

Welfare Board

Authority to Suspend:

The Board of Management of Crinkill National School has formally and in writing
delegated the authority to impose an Immediate Suspension to the Principal
Teacher. An Immediate Suspension may be for a period of one to three school
days depending on the severity of the specific Behaviour, in exceptional
circumstances and with the approval of the Chairperson of the Board the
suspension may be for a longer period but in any event will not exceed 5 school
days.

Furthermore, the Board of Management has formally and in writing delegated to

the Principal Teacher the authority to impose an Automatic Suspension for named
behaviours detailed in this policy. An Automatic Suspension may be for a period of
one to three school days depending on the severity of the specific behaviour, in
exceptional circumstances and with the approval of the Chairperson of the Board
the suspension may be for a longer period but in any event will not exceed 5
school days.
The Board retains its authority to suspend a student in all other
cases/circumstances.

Immediate Suspension and Automatic Suspension

An Immediate Suspension will be deemed to be necessary where after a

preliminary investigation the Principal reaches the determination that the
continued presence of the pupil in the school at the time would represent a serious
threat to the safety and wellbeing of pupils or staff of the school. An Immediate
Suspension may be for a period of one to three school days depending on the
severity of the specific Behaviour, in exceptional circumstances and with the
approval of the Chairperson of the Board the suspension may be for a longer
period but in any event will not exceed 5 school days.

An Automatic Suspension is a suspension imposed for named behaviours. The

Board of Management of Crinkill National School, having given due consideration to
its duty of care as prescribed by Health & Safety Legislation, has determined that
the following named behaviours will incur Automatic Suspension as a sanction;

Physical assault/violence resulting in bodily harm to a pupil or member of

staff
or
Physical violence resulting in serious damage to school property

An Automatic Suspension may be for a period of one to three school days

depending on the severity of the specific Behaviour, in exceptional circumstances
and with the approval of the Chairperson of the Board the suspension may be for a
longer period but in any event will not exceed 5 school days.

Parent(s)/Guardian(s) will be informed of an Immediate or Automatic Suspension by

telephone, and arrangements will be made with them for the pupil to be collected.
In no circumstance will a student be sent home from school prior to his/her
parent(s)/guardian(s) being notified. Formal written notification of the suspension
will issue in due course, but no later than 2 school days after the imposition of the
suspension. Such a notification will detail:

the duration of the suspension and the dates on which the suspension will
begin and end
the reasons for the suspension
any study programme to be followed
the arrangements for returning to school, including any commitments to be
entered into by the pupil and the parent(s)/guardian(s).

The Board of Management acknowledges that the decision to impose either an

Immediate or Automatic Suspension does not remove the duty to follow due
process and fair procedures. In this regard, and following a formal investigation, to
be completed no later than 2 school days after the incident the Board will invite
the pupil and his/her parent(s)/guardian(s) to a meeting to discuss;
the circumstances surrounding the suspension,
interventions to prevent a reoccurrence of such misconduct.

The Board of Management of Crinkill National School acknowledges the

fundamental importance of impartiality in the investigation process. In this regard
the following undertaking is given;
No person with a vested interest or personal involvement in the matter will
be involved in the organisation or implementation of the investigation
procedure.

Procedures in Respect of Other Suspensions:

In cases other than those of Immediate or Automatic Suspension the following

procedures will apply;

Where a preliminary assessment of the fact confirms serious misbehaviour that

could warrant suspension, the Board of Management of Crinkill National School will
initiate a formal investigation of the matter.

The following procedures will be observed;

A written letter containing the following information will issue to

Parent(s)/guardian(s);
details of the alleged misbehaviour, details of the impending investigation
process, and notification that the allegation could result in suspension.
An invitation to a meeting, to be scheduled no later than 5 school days from
the date of the letter, where parent(s)/guardian(s) are provided with an
opportunity to respond before a decision is made or a sanction imposed.

The Board of Management of Crinkill National School acknowledges the

fundamental importance of impartiality in the investigation and decision-making
process. In this regard the following undertakings are given;
No person with a vested interest or personal involvement in the matter will
be involved in the organisation or implementation of the investigation
procedure, nor will such a person be involved in the decision-making process.
The person(s) involved in the investigation process will on presentation of a
full report of the facts absent himself/herself/themselves from the decision-
making process.

Where a decision to suspend has been made the Chairperson of the Board of
Management will provide written notification to the parent(s)/guardian(s) and the
pupil of the decision. The letter will confirm:
the duration of the suspension and the dates on which the suspension will
begin and end
the reasons for the suspension
 any study programme to be followed
the arrangements for returning to school, including any commitments to be
entered into by the pupil and the parent(s)/guardian(s)
the provision for an appeal to the Board of Management

Where a suspension brings the total number of days for which the pupil has been
suspended in the current school year to twenty days the parent(s)/guardian(s) will
be informed of their right to appeal to the Secretary General of the Department of
Education and Skills under Section 29 or the Education Act 1998 and will be
provide with information on the submission of such an appeal.

Expulsion

Definition of Expulsion:

A student is expelled from a school when a Board of Management makes a

decision to permanently exclude him or her from the school, having complied with
the provisions of section 24 of the Education (Welfare) Act 2000.

Developing A Code of Behaviour: Guidelines for Schools, National Educational

Welfare Board

Authority to Suspend:

The authority to expel a pupil is reserved by the Board of Management.

Procedures in Respect of Expulsion:

Where a preliminary assessment of the facts confirms serious misbehaviour that

could warrant expulsion the following procedures will apply:

a) A detailed investigation will be carried out under the direction of the Principal
(or a Nominee of the Board if required)

As part of the investigation a written letter containing the following information

will issue to parent(s)/guardian(s);

Details of the alleged misbehaviour, details of the impending investigation

process, and notification that the allegation could result in expulsion.
An invitation to a meeting, to be scheduled no later than 5 school days from
the date of the letter, where parent(s)/guardian(s) are provided with an
opportunity to respond.
b) The Principal (or BoM Nominee) will make a recommendation to the Board of
Management

Where the Principal (or nominee) forms a view, based on the investigation of the
alleged misbehaviour, that expulsion may be warranted, the Principal (or nominee)
makes a recommendation to the Board of Management to consider expulsion.

In this event the Principal (or nominee) will:

inform the parent(s)/guardian(s) that the Board of Management is being
asked to consider expulsion
ensure that parent(s)/guardians have records of: the allegations against the
student; the investigation; and written notice of the grounds on which the
Board of Management is being asked to consider expulsion
provide the Board of Management with the same comprehensive records as
are given to parent(s)/guardian(s)

c) Consideration by the Board of Management of the Principals (or BOMs

Nominee) Recommendations & the Holding of a Hearing

If, having considered the Principals report, the Board of Management decides to
consider expelling a student a hearing will be scheduled.

The parent(s)/guardian(s) will be notified in writing

i. as to the date, location and time of the hearing
ii. of their right to make a written and oral submission to the Board of
Management
iii. that they may if they so choose be accompanied at the hearing
The Board of Management undertakes that the timing of such written notification
will ensure that parent(s)/guardian(s) have enough notice to allow them to prepare
for the hearing.

In respect of the expulsion hearing the Board gives an undertaking that;

i. the meeting will be properly conducted in accordance with Board procedures
ii. the principal (or BoM nominee) and parent(s)/guardian(s) will present their
case to the Board in each others presence
iii. each party will be given the opportunity to directly question the evidence of
the other party
iv. the parent(s)/guardian(s) may make a case for a lesser sanction if they so
choose

d) Board of Management Deliberations & Actions following the Hearing

Where the Board of Management, having considered all the facts of the case, is of
the opinion that the pupil should be expelled the Board
i. Will notify the Educational Welfare Officer in writing by registered post of its
opinion, and the reasons for this opinion.
ii. Will not expel the student before the passage of 20 school days from the
date on which the Educational Welfare Officer receives this written
notification
iii. Will in writing notify the parent(s)/guardian(s) of their decision and inform
them that the Educational Welfare Officer is being contacted
iv. Will be represented at the consultation to be organized by the Educational
Welfare Officer
v. Will suspend the student, if it is deemed likely that the continued presence of
the student during this time will seriously disrupt the learning of others, or
represent a threat to the safety of other pupils or staff.

e) Confirmation of the Decision to Expel

Where the twenty-day period following notification to the Educational Welfare

Officer has elapsed,
and where the Board of Management remains of the view that the student should
be expelled, the
Board of Management will formally confirm the decision to expel.

Parent(s)/guardian(s) will be notified in writing that the expulsion will now proceed.
They will also be informed of their right to appeal to the Secretary General of the
Department of Education and Science under Section 29 or the Education Act 1998
and will be provide with information on the submission of such an appeal.

The Board of Management of Crinkill National School acknowledges the

fundamental importance of impartiality in the investigation and decision-making
process. In this regard the following undertakings are given;
i. No person with a vested interest or personal involvement in the matter will
be involved in the organisation or implementation of the investigation
procedure, nor will such a person be involved in the decision-making process.
ii. The person(s) involved in the investigation process will on presentation of a
full report of the facts absent himself/herself/themselves from the decision-
making process.

ANTI-BULLYING POLICY

Introduction:
The aim of Crinkill National Schools Anti-Bullying policy is

To raise awareness of bullying as a form of unacceptable behaviour with

school management, teachers, pupils, parents/guardians.
To promote a school ethos which encourages children to disclose and discuss
incidents of bullying behaviour.
To ensure appropriate supervision and monitoring measures through which
all areas of school activity are kept under observation.
To develop procedures for noting, investigating and dealing with incidents of
bullying behaviour.
 To implement a programme of support for those affected by bullying
behaviour and for those involved in bullying behaviour.
To work with appropriate agencies in countering all forms of bullying and
promoting anti bullying behaviour.

Statement on Bullying:

Every person in the School is entitled to respect and to be free of any type of
bullying.
The School will work proactively, as far as it can, to ensure that bullying does
not take place.
Reporting incidents of bullying is responsible behaviour.
A record will be kept of all reported incidents of bullying.
The matter will be dealt with seriously.
The School has a programme of support for both the bully and the bullied.
Appropriate action will be taken to ensure that it does not continue.

Definition:
Bullying consists of repeated inappropriate behaviour whether by word, by
physical action or otherwise, directly or indirectly applied, by one or more persons
against another person or persons which undermines the individual persons right
to personal dignity.

Types of behaviour deemed to be inappropriate:

Humiliation; including name-calling, reference to academic ability etc.

Intimidation; including aggressive use of body language.
Verbal abuse, anonymous or otherwise.
Physical abuse or threatened abuse.
Aggressive or obscene language.
Offensive joke; whether spoken or by email, text messaging etc.
Victimisation; including very personal remarks.
Exclusion and isolation.
Intrusion through interfering with personal possessions.
Repeated unreasonable assignment to duties that are obviously unfavorable.
Repeated unreasonable deadlines or tasks.
Threats, including demands for money.
An attack by rumour, gossip, innuendo or ridicule on any individuals
reputation.

Indications of Bullying:
The following signs/symptoms may suggest that a pupil is being bullied:-
 anxiety about travelling to and from school - requesting parents to drive or
collect them, changing route of travel, avoiding regular times for travelling to
and from school;

unwillingness to go to school, refusal to attend, mitching, ditching;

deterioration in educational performance, loss of concentration and loss of

enthusiasm and interest in school;

pattern of physical illnesses (e.g. headaches, stomach aches);

unexplained changes either in mood or behaviour; it may be particularly

noticeable before returning to school after weekends or more especially after
longer school holidays;

visible signs of anxiety or distress - stammering, withdrawing, nightmares,

difficulty in sleeping, crying, not eating, vomiting, bedwetting;

spontaneous out-of-character comments about either pupils or teachers;

possessions missing or damaged;

increased requests for money or stealing money;

unexplained bruising or cuts or damaged clothing;

reluctance and/or refusal to say what is troubling him/her.

Those signs do not necessarily mean that a pupil is being bullied. If repeated or
occurring in combination these signs do warrant investigation in order to establish
what is affecting the pupil

Strategies for Prevention of Bullying

The SPHE curriculum, including the Walk Tall and Stay Safe programmes, is
used throughout the school to support the anti bullying policy.
Positive self-esteem is fostered among the pupils by celebrating individual
differences, by acknowledging good behaviour and by providing
opportunities for success.
Pupils are helped to develop empathy by discussing feelings and by trying to
put themselves in the place of others.
 Teachers respond sensitively to pupils who disclose incidents of bullying.
The school's anti-bullying policy is discussed regularly with the pupils.
Staff are particularly vigilant in monitoring pupils who are considered at risk
of bullying/ being bullied.
All disclosed incidents of bullying are investigated.
Members of the BOM are familiar with the schools policy on bullying and
actively promote it on a repeated basis among staff, parents and pupils.
Parents contribute to and support the schools policy on bullying by
encouraging positive behaviour both at home and at school, by being vigilant
for signs and symptoms that their child is being bullied or is bullying others,
by communicating concerns to the school.

Maintaining awareness of bullying as a form of unacceptable behaviour

Crinkill National School will emphasise and reinforce the view that bullying
behaviour is unacceptable by
Using school assemblies to remind pupils of the schools anti bullying policy
Using both the formal and informal curriculum to emphasise that bullying is
unacceptable... visual arts activities, posters, drama, role play, SPHE,
cooperative games...
Devising a school anti-bullying charter for display in classrooms and other
prominent locations

Supervision
Insofar as is reasonably practicable school activities will be supervised and
monitored at all times, with
particular emphasis on those occasions when situations of bullying are more likely
to occur, such as assembly time, play time and dismissal time.

Disclosure:
Children will be encouraged to disclose and discuss incidents of bullying behaviour.
They will be helped to differentiate between incidents of a minor nature and those
that constitute bullying. They will also be taught the difference between telling
tales and asking for help.

Procedures for Dealing with Instances of Bullying:

I. All incidents of bullying will be recorded in an incident book which will be
retained in the school.
II. Pupils will be informed that when they report incidents of bullying they are
acting responsibly.
III. A calm unemotional problem solving approach will be used to deal with
bullying.
 IV. Incidents of bullying will initially be dealt with by the class teacher. Incidents
that are of a serious nature, or those that involve pupils from a number of
classes will be referred to the Principal.
V. On being informed of an alleged incident of bullying, the teacher dealing with
the report will first interview the victim(s) and discuss the feelings which the
victim(s) experienced because of the bullying behaviour.
VI. An interview will then take place with the alleged perpetrator(s). If the bullying
involves a group of pupils members of that group will first be met individually
and then as a whole. Having discussed the negative impact which bullying has
on both perpetrator(s) and victim(s) responsibility will be placed on all
individuals within the group to resolve the difficulty and to take appropriate
steps to ensure that it does not happen again.
VII. If on the conclusion of the preliminary investigation the teacher is convinced
that bullying has occurred the Principal will be informed and
parent(s)/guardian(s) of all concerned will be contacted.
VIII. Depending on the seriousness of the bullying some or all of Level 2 Supportive
Interventions will be utilised.
IX. Repeated incidents of bullying behaviour will result in the imposition of
sanctions. Such sanctions will be proportionate to the seriousness of the
bullying Behaviour.

Notification of a Childs Absence from School

Parent(s)/guardian(s) should adhere to the following procedures when notifying the

school of a pupils absence;

The school should be notified of the absence on the first day the pupil
returns to school
The reason for the absence should be notified to the class teacher
The absence should be notified in writing by letter / using the school journal
Details pertaining to the absence, such as duration and reason, should be
provided
Significant absences cause by ill health (i.e. absences longer than 10 school
days) should be certified.

The school will inform the Education Welfare Officer in writing where a child is
suspended or expelled for 6 days or more, where the child has missed 20 or more
days in a school year, where attendance is irregular and when the pupil is removed
from the school register

Records
A standardised record system will be used to track an individual pupils Behaviour.
Such records will contain;
Incidents of misbehaviour,
interventions used to improve behaviour, including contact with
parent(s)/guardian(s) or referral to other agencies
Evidence of improved behaviour
Any sanctions imposed, and the reasons they were imposed

Pupils will be told when a record is being made about their behaviour, and the
reasons for keeping a record will be explained.

All records will be kept in accordance with the Data Protection Act 1988 and the
Data Protection (Amendment) Act 2003.

Policy Ratification

The policy was ratified by the Board of Management of Crinkill National School at
its meeting held on Date_____________________.
Signed: ______________________________ _________________________________
Chairperson BOM Principal

Patrons Approval

This policy has been approved by St. Senans Education Office, acting on behalf of
the Patron, the Bishop of Killaloe