Scoil Chroí Naofa

Code of Behaviour

Reviewed 2017

The school has a central role in the children's social and moral development just as it
does in their academic development. In seeking to define acceptable standards of
behaviour it is acknowledged that these are goals to be worked towards rather than
expectations that are either fulfilled or not.

The children bring to school a wide variety of behaviour. As a community environment,

in school we must work towards standards of behaviour based on the basic principles of
honesty, respect, consideration and responsibility. It follows that acceptable standards
of behaviour are those that reflect these principles.

Children need limits set for them in order to feel secure and develop the skills for co-
operation. Therefore any rules will be age appropriate, with clear agreed consequences.

Parents can co-operate with the school by encouraging their children to understand the
need for school rules, by visiting the school and by talking to the members of staff.

A code of behaviour is established to ensure that the individuality of each child is

accommodated while at the same time acknowledging the right of each child to
education in a relatively disruption free environment.

1
Aims of the Code

 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 parent’s handbook, availability of policies and an ethos
of open communication.
 To encourage the involvement of both home and school in the implementation of
this policy.

Responsibility of Adults

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, 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
Feet’.

2
School Rules

 Children are expected to tell the truth at all times, to be honest with everybody,
not to cheat or copy from others, never to steal, to be always just and fair,
thoughtful and polite and never to be disrespectful to teachers, visitors or each
other.
 Pupils must respect each other. Bullying, fighting, calling names or threatening
other children is forbidden. The use of bad language is also not acceptable.
 Disruptive behaviour in class will not be allowed. Upsetting the class and teacher
by being defiant, cheeky, displaying bad manners, continually talking and
continually late for class, will be regarded as serious breaches of discipline.
 Pupils are expected to do their school lessons and homework well. If homework
is undone a note of explanation signed by a parent should be shown to the
teacher.
 In the playground, pupils must behave properly. Playing in gangs is not allowed.
Climbing walls, swing off goalposts, basketball uprights, poles etc. is dangerous
and could cause accidents and is therefore forbidden.
 During school hours, children are not allowed to leave the school without the
permission of the Principal. If absent from school or getting off early, a note of
explanation must be brought from home.
 Respect for school, other children’s and public property is demanded.
 School commences at 9.20 a.m. and closes at 3.00 p.m.
 Bringing chewing gum to school is forbidden. A nutritional lunch is
recommended.
 The pupils’ journal is a means of communication between teachers and parents.
The journal must be signed by a parent or guardian each night.
 The school uniform, as decided by the parents, must be worn at all times unless
otherwise authorised by the Principal.
 The wearing of jewellery, make-up and nail polish is forbidden.
 Pupils are not allowed to have mobile phones in school.

These can be summed up as 7 Main Rules;

3
  I will respect everybody.
 I will work to the best of my ability.
 I will walk at all times.
 I will be on time everyday.
 I will respect all property.
 I will stay within the school grounds until school is finished.
 I will keep our school a tidy place.

Class Rules

The class teacher will draft a list of class rules with the children. These reflect and
support the school rules, but are presented in a way that is accessible to the children.
Class rules should be kept to a minimum and are devised with regard for the health,
safety and welfare of all members of the school community. They should where possible
emphasise positive behaviour (e.g. ‘Walk’; not ‘Don’t run’). 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.

Incentives

Part of the vision of Scoil Chroíí Naofa is to help children achieve their personal best -
academically, intellectually and socially. We recognise that there are many different
forms of intelligence and that similarly children use a variety of approaches to solve
problems. Reward systems which are based on academic merit or particular extrinsic
goals continuously apply to only a limited number of children and undermine the
individuality of children. All children deserve encouragement to attain their own best.
Children will be encouraged, praised and listened to at all times 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;

4
  A quiet word or gesture to show approval.
 A comment in a pupil’s exercise book.
 A visit to another member of Staff or to the Principal for commendation.
 A word of praise in front of a group or class.
 A system of merit marks or stickers.
 Delegating some special responsibility or privilege.
 A mention to parent, written or verbal communication.

Unacceptable Behaviour

Three levels of misbehaviour are recognised: Minor, Serious and Gross. All everyday
instances of a minor nature are dealt with by the class teacher. 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 serious misbehaviour:

 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.

Examples of gross misbehaviour:

 Assault on a teacher or pupil.

 Serious theft.
 Serious damage to property.

Sanctions

The use of sanctions or consequences should be characterised by certain features;

5
  It must be clear why the sanction is being applied.
 The consequence must relate as closely as possible to the behaviour.
 It must be made clear what changes in behaviour are required to avoid future
sanctions.
 Group punishment should be avoided as it breeds resentment.
 There should be a clear distinction between minor and major offences.
 It should be the behaviour rather than the person that is the focus.

The following steps will be taken when the children behave inappropriately. They are
listed in order of severity with one being for a minor misbehaviour and ten being for
serious or gross misbehaviour. The list is by no means exhaustive. Teachers may put in
place alternative measures bearing in mind the features by which sanctions should be
characterised. The aim of any sanction is to prevent the behaviour occurring again and
if necessary to help the pupils devise strategies for this.
1. Reasoning with pupil.
2. Verbal reprimand including advice on how to improve.
3. Temporary separation from peers within class.
4. Prescribing extra work/ writing out the story of what happened.
5. Loss of privileges.
6. Detention during break.
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).

However sanctions should relate as closely as possible to the behaviour.

Pupils will not be deprived of engagement in a Curricular Area, except on the grounds of
Health & Safety.

Suspension and Expulsion

6
Before serious sanctions such as detention, suspension or expulsion are used, the
normal channels of communication between school and parents will be utilised.
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 Local Welfare Education Officer in writing in accordance
with Section 24 of the Education Welfare Act.

Removal of Suspension (Reinstatement)

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

7
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.

Children with Special Needs

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 to 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.

Methods of Communicating with Parents

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 should be 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.

8
The following methods are to be used at all levels within the school:

 Informal parent/teacher meetings and formal parent/teacher meetings.

 Through children’s homework journal (Parents of infant classes have an
opportunity to speak to the class teacher on a daily basis.).
 Letters/notes from school to home and from home to school.
 Newsletters.

This policy was reviewed in November 2017.

Signed: Maria Spring

Chairperson, Board of Management