Code of Behaviour
Amended and Updated
2012 - 2013
This policy has been prepared in accordance
with The Guidelines produced by the National Education Welfare Board as per The
Education Welfare Act 2000- Section 23.
Be the best that you can be
INTRODUCTORY STATEMENT
This
Code of Behaviour has been devised in consultation and collaboration with the
school community of Scoil Chaitríona Junior. It was devised / reviewed over the
course of the school year 2012/2013.
Affirmation
and reward of good behaviour by school and home is a fundamental part of our
Code of Behaviour.
The
Code of Behaviour and the expectations set out in the Code are based on respect
for others, a commitment to study and participation in the life of the school.
The
Code applies to all aspects of school life and all school related activities
before, during and after school.
Bullying:
Bullying:
The school has a very strong policy against bullying. The Anti-Bullying Policy
is available on request. It is part of our Anti Bullying Code that:
RATIONALE
- A review of the
Behaviour Policy was undertaken to ensure that it is in compliance with
legal requirements and good practice as set out in Developing a Code of Behaviour: Guidelines for Schools, NEWB,
2008.
- This Code has been developed in line with the principles of the
Incredible Years Programme. Staff members have completed the Teacher
Classroom Management Programme through by The Incredible Years Program and
NEPS In-service.
Relationship to Characteristic
Ethos
Scoil
Chaitríona Junior seeks to enable each child to develop his/her potential in a caring
environment where each child is nurtured and valued. We believe that the school
climate and atmosphere are created by the actions and behaviour of everyone in
the school. Therefore, the code will be most effective where there is a high
level of openness and co-operation between staff, parents and pupils. A clear
understanding among all the partners of the standards of behaviour required and
the procedures to be adopted where there are breaches of the code will also
help to ensure a harmonious environment where all can work effectively.
AIMS
In devising this code, consideration has been given to
the particular needs and circumstances of this school. The aim is to create an
orderly environment in which pupils can, through developing self-discipline,
feel secure and make progress in all aspects of their development. This code of
behaviour describes the school’s expectations about how each member of the
school community will help to make the school a good place for teaching and
learning. Every effort will be made by all members of staff to adopt a positive
approach to the question of behaviour in the school and the over-riding aims
will be –
- To ensure an educational environment that is guided by our vision
statement;
- To promote positive behaviour and self-discipline recognising the
differences between children and the need to accommodate these
differences;
- To create an atmosphere of respect, tolerance and consideration of
others;
- To enhance the learning environment and allow the school to
function in an orderly way where children can make progress in all aspects
of their development;
- To ensure the safety and well being of all members of the school
community;
- To assist the parents and children in understanding the systems and
procedures that form part of the Code 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.
Roles and Responsibilities of
the School Community in the implementation of the Code of Behaviour.
Students/
Children:
Every child must give a commitment to
accept the Code of Behaviour and to fulfill the expectations as set out in the
Code. This will ensure the creation and maintenance of a good learning
environment.
Parents/Guardians:
Parents/Guardians have a duty to support
the school in implementing a fair and just code of behaviour. Acceptance of the
Code of Behaviour by parents/guardians is required on enrolment of a student in
the school. Parents undertake responsibility to educate their children on the
Code of Behaviour.
Teachers
:
Each Teacher has a responsibility for the
maintenance of discipline within his/her own class and share, with every other
teacher, a common responsibility for good order within the school and school
grounds and on all school related activities before, during and after school.
Each teacher has the responsibility of teaching the Code of Behaviour to their
class.
SNA’s
and Ancillary Staff :
SNA’s and all ancillary staff have a
common responsibility along with the
teachers to maintain good discipline
and good order within the school and school grounds and on
all school related activities before, during and after school and to share
responsibility to teach children the code by example.
Care
Team:
The Care Team has a pastoral duty to act as
support to children experiencing difficulty in maintaining the Code and to help
or seek help for them to overcome any problem behaviours.
Principal
:
The Principal has the overall responsibility
for the day- to –day running of the school. The Principal ensures that
implementing the code is done in a fair and just manner and that the
implementation of sanctions is fair, equitable and appropriate.
The
Board of Management :
The BOM formally
approves the Code of Behaviour and supports the Principal and staff in the
implementation of the Code. The Board of Management hears appeals by
parents/guardians against the decision of the Principal to suspend or expel a
student.
GUIDELINES FOR
BEHAVIOUR
Every effort will be made to ensure that the code of
behaviour is implemented in a reasonable, fair and consistent manner. The
limits of behaviour are clearly defined and children become familiar with the
consequences of behaviour beyond these limits. The over-riding principle
governing this code is respect - respect for ourselves and others and their
property.
The school expects the
highest standard of behaviour from its pupils including the following:
- Each pupil is expected to be well behaved and show consideration
for other children and adults;
- Each pupil is expected to show respect for the property of the
school, other children’s and their own belongings;
- Each pupil is expected to attend school on a regular basis and to
be punctual;
- Each pupil is expected to do his/her best both in school and for homework. Our school motto is “be the best that you can be”.
Each class has developed their own class rules or
charter, which promotes the principles of the Incredible Years programme. These
rules have been developed to reflect the age and maturity levels of the
students in the class. Rules are kept to a minimum, are recorded in simple
language and are stated positively. The rules will be referred to regularly and
will form part of SPHE lessons. A copy of all class rules is included in Appendix 1 of this code.
The
Board of Management and the Principal have overall responsibility for the
implementation and on-going monitoring of this policy. However, all staff
members have responsibility for their own classes and for the general school
population when on yard duty or on any organised out-of-school activity. This code
will be made available to parents and shall apply to all students during all school related
activities.
It is the policy
of this school to actively promote good behaviour. The principles of the
Incredible Years Programme permeate the whole school approach to discipline. Children
learn best by being rewarded. Teachers are encouraged to participate in
Incredible Years training each year. This programme is being implemented in the
junior end of the school.
To facilitate new members of staff become familiar
with practices within the school, discussion regarding the implementation of
the code will be encouraged. All documents relating to the code will be made
available and communicated thoroughly. A copy of the code will be included in
all teachers’ documents. The full copy of the code will be made available to
parents. All parents will receive a shortened version of the code at the start
each school year, which will be signed and stored for future referral.
A copy of the code for parents is included in Appendix 2.
POSITIVE
STRATEGIES FOR MANAGING BEHAVOIUR
Ø Class rules are clearly
displayed in every classroom in the school.
Ø Rules are stated positively
and are designed to promote and encourage good behaviour
Ø Specific rewards systems have
been devised and are in use throughout the school
Ø A post holder (Deputy
Principal) has been given responsibility for co-ordinating the code of
behaviour, developing resources and ensuring that all staff are kept informed
Ø Regular meetings have been
held to ensure that each staff member has had input into this code and the
promotion of positive behaviour throughout the school.
Ø Whole school approaches have
been developed and communicated to ensure that the whole school community are
aware of the importance of positive behaviour.
Promoting positive behaviour
The following is a list of strategies and programmes that are in place
to promote and encourage positive behaviour
|
Juniors
|
|
As a school we believe in the rewarding of good behaviour through
acknowledgment and recognition. We aim to praise pupils for effort whenever
possible. We have established specific rewards systems throughout the school.
Pupils are made aware of how these systems operate at each class level at the
beginning of the school year. These systems are both fair and consistent and
ensure that each individual takes personal responsibility for his/her
behaviour. Where a pupil misbehaves and fails to adhere to the class rules there
are specific interventions that are put in place.
STRATEGIES FOR
MANAGING MISBEHAVOIUR
Classification
of Misbehaviours
Misbehaviour falls into one of four categories –
minor, major, serious or gross. We believe that teacher’s professionalism will
result in a common sense approach to misbehaviour, taking account of the age,
vulnerability and personal circumstance of the pupil(s) involved in the
misbehaviour. All teachers have met and have had the opportunity to discuss and
classify misbehaviours. The outcome of these meetings is a document that
suggests examples of the 4 categories of misbehaviour. The document also highlights
the sanctions, which should be matched to the misbehaviour. The result is a
ladder of intervention, which will be clearly communicated to all pupils and
parents. The purpose of this is to provide clarity and consistency in dealing
with misbehaviour. (See Appendix 1)
As per the NEPS Guidelines regular occurrences of
Serious Misbehaviour will be dealt with as follows:
Parents will be invited to meet class
teacher, the principal and/or the chairperson to discuss repeated serious
incidents of misbehaviour;
Gross
Misbehaviour
The following are examples of gross misbehaviour:
- Bringing weapons or dangerous substances to school
- Persistently engaging in activities which have been identified by
members of staff as dangerous or inappropriate
- Leaving school premises without permission
- Deliberately injuring any member of the school community
- Setting fire to school property
- Aggressive, threatening or violent behaviour towards a member of
staff or a pupil; (e.g. physical violence, striking, nipping, biting, spitting).
- Persistent incidents of serious misbehaviour will be classified as
gross misbehaviour.
Teachers will
take the following steps when dealing with Gross Misbehaviour
Ø Principal and Chairperson are
informed immediately and suspension sanctioned. The Board of Management has
deferred responsibility to the Principal to impose an initial sanction of up to
three days. Further suspensions will require Board of Management approval. This
approval may be obtained at a regular meeting of the Board or at an emergency
meeting at which the Chairperson and Principal have outlined for the Board the
reasons why they feel it is necessary to impose a further suspension. In line
with the requirements of the Education Welfare Act (2000), the Board of
Management will inform the Education Welfare Board when any pupil’s period of
suspension equals or exceeds six school days.
Ø When a student is suspended,
the parents/guardians will be requested to remove the student from the school.
The Principal will meet with the parents/guardian to outline the decision to
implement the suspension and will present the parents/guardian with a written statement of the terms,
duration and date of the termination of the suspension.
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 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 in consultation with the parents, the
class teacher and the student (if appropriate) will facilitate the preparation
of a behaviour plan for the pupil, if required, and will re-admit the pupil
formally to the class. Where a satisfactory
resolution of a problem is achieved, a pupil may be re-admitted to school
within a suspension period at the discretion of the chairperson of the board and
the principal.
Expulsion
The Board of Management has the authority to expel a
student in an extreme case (see p.81,
Developing a Code of Behaviour; Guidelines for Schools) or where repeated
incidents of gross misbehaviour interfere with the educational opportunities of
fellow students or where there is a threat to the health and safety of either
students or staff. This sanction would be imposed under the terms of the
Education Welfare Act (2000). Suspension/expulsion procedures are in accordance with
the Education Act (1998).
Managing
aggressive or violent behaviour
The school recognises that occasionally students may
not respond positively to the usual interventions and that they may require
extra support in an effort to manage aggressive or violent behaviour. A small
minority of students may show particular challenging behaviour, because of
educational need. These students will need a sustained and systematic response
involving the important adults in their lives, in school and at home.
Appeals
Under Section 29 of the Education Act, 1998, parents
(or pupils who have reached the age of 18) are entitled to appeal to the
Secretary General of the Department of Education and Science against some
decisions of the Board of Management, including (1) permanent exclusion from a
school and (2) suspension for a period which would bring the cumulative period
of suspension to 20 school days or longer in any one school year. Appeals must
generally be made within 42 calendar days from the date the decision of the school
was notified to the parent or student. (See Circular 22/02)
DEALING WITH BEHAVIOUR ON YARD
Included in Appendix 5 of this code is a copy of the
yard policy. Pupils are expected to behave in a manner, which adheres to the
school rules both on and off the yard. Misbehaviour on the yard will be dealt
with in the same manner as outlined in the code above.
PARENTAL
INVOLVEMENT
Parents/guardians are valued as partners in the school
community and as such will be invited to participate in promoting positive
behaviour both in school and in the wider community.
- A copy of this code will be made available to all parents
- All parents will be provided with a copy of the shortened code
which outlines the 4 categories of misbehaviour and the sanctions to be
imposed
- Parents will sign this shortened code and a copy will be kept on
file in the office
- Parents will sign the pupils personal response sheet at 1st
& 2nd class level
- Parents at the junior end will be met informally on a regular
basis, behaviour can be discussed with parents at these points
- Incidents of serious misbehaviour will require the parent to come
to the school for a formal meeting with the class teacher and the school
principal
- Parents are encouraged to make appointments to meet with class
teachers and/or the principal at the earliest opportunity in an effort to
prevent any escalation of inappropriate behaviour
RECORD KEEPING
In line with the school’s policy on record keeping,
and data protection legislation, records in relation to pupils’ behaviour are
kept in a secure filing cabinet. Copies of all communications with
parents/guardians will be retained in the school. Records of more serious
incidents are recorded in a specific journal and are retained until students
reach 21 years.
Procedures for notification
of pupil absences from school
Parents
must notify the school in writing of a student’s absence and the reason for
this absence.
REFERENCE TO OTHER POLICIES
The
following plans and policies will also be considered in support of the code of
behaviour
o
SPHE plan
o
Anti-bullying
o
Enrolment
o
Record keeping
o
Health & Safety
o
Equality
o
Special Educational Needs
SUCCESS CRITERIA
This
policy will be deemed to be successful when the following are observed:
§ Positive behaviour in class
rooms, playground and school environment
§ Practices and procedures
listed in this policy being consistently implemented by teachers
§ Positive feedback from
teachers, parents and pupils.
RATIFICATION & COMMUNICATION
This policy has been ratified
and communicated to the Board of Management
Appendix 1 Class Rules
Junior
Infants & Senior Infants
I will
enter the classroom quietly
I will be
polite and kind
I will put
my quiet hand up
I will be
safe at all times
I will
listen
I will do
my best
I will
keep my hands to myself
1st
Class:
I will
listen
I will do
my best
I will
line up quietly
I will be
polite and kind
I will put
my quiet hand up
I will
keep my hands to myself
I will use
my walking feet inside
2nd
Class:
I will
listen carefully and follow instructions
I will do
my best at all times
I will
respect others and be kind with my words and actions
I will
keep my hands, feet and objects to myself
I will use
my walking feet inside
I will
care for school property
Appendix 2 Code of Behaviour –
shortened version
Juniors
Ladder of Intervention
|
Misbehaviour
|
Sanction
|
|
Minor
Disrupting class
work
Arriving late to
school
Running in the
school building
Littering around
the school
Being
discourteous
Incomplete
homework without good reason
Talking out of
turn
Any breach of the agreed classroom rules
|
1) Ignore/re-direct
2) Verbal warning
3) Implementation of class behaviour system
|
|
Major
Persistent
disruption of class work
Refusal to co-operate with school health and safety
issues
Persistent
display of discourtesy
Deliberate
refusal to engage with homework
Use of
inappropriate gestures
Name calling
Use of
unacceptable language
Lying
Stealing
Deliberate
damage to others property
Answering back a
teacher
Deliberate,
continual disobedience
Repeated
display of minor misbehaviours will be deemed as major misbehaviour
|
4) Time out
5) Loss of privilege
~ golden time
~ extra curricular activity
~ class responsibility
6) Parents informed of the behaviour at
collection
|
|
Serious
Bullying
Physical action
causing damage to self/others
Deliberate
physical violence towards peers
Leaving school
premises without permission
Persistently
engaging in activities which have been identified by staff as
dangerous/inappropriate
Repeated
display of major misbehaviours will be
deemed as serious misbehaviour
|
7) Temporary relocation to another class
8) Formal contact made with parents
9) Meeting with principal, teacher and
parent
|
|
Gross
Deliberately
injuring any member of the school community
Setting fire to
school property
Aggressive,
threatening or violent behaviour towards a member of staff
|
Principal will
be notified. The BoM will convene and examine the issue. The Board will
consider sanctions including immediate suspension pending discussion with the
parents/guardians
|
Appendix
3 Green Patrol
Proximal Praise:
a technique in some
approaches to behaviour management designed to generate compliance, where a positive
comment on the behaviour of other (compliant) pupils nearby is used instead of
a negative comment to the person whose behaviour is of concern. It is
criticised by some as being morally dubious since the praise is not genuine but merely used as a strategic means to
influence another person.
Appendix
5
1.
Preparation and Equipment
- Equipment, Yard Book and Bell are brought
to yard by teacher on duty and returned at the end of the break
(Equipment kept in Room 4 for Junior Yard / Room 11 for Senior Yard)
2.
Line Up Procedures
- Junior & Senior Infants: Each teacher lines up his/her class and
brings them to the yard at 11am. Classes lines up in two in the yard after
the bell rings.
- First & Second: Class lines up in each classroom in an
orderly manner, standing quietly until each class is led to the yard by
the teacher on duty. First teacher ready goes to the yard. Second teacher
stands at the door exiting to the yard. SNA follows at the end of the
classes. Bell rings once children freeze, bell rings a second time
children walk to their lines (lining up in twos). Bell rings a third time
stand quietly ready to go into classrooms.
2.
Directions to be given to children
·
Look
straight ahead and walk safely
·
Keep your
hands to yourself
·
Be
friendly and enjoy playtime
3.
Managing and responses to behaviours on yard
during play
- Praise (on yard and in class) - Good
behaviour
- Ignore - Minor whining/ telling tales and
encourage children to do the same
- Time Out (05 mins mainstream / 3 mins Sp
Cl) – Non Compliance and Aggressive Behaviour
·
Time Out
area identified and marked for each yard. (In Mary Brownes Classroom for First
& Seconds / time Out Chair for Junior Infants)
·
Only Time
Out is recorded in Yard book. Details recorded are: Name of Student, Date and
Time, Specific behaviour for which Time Out was used, Teacher Name
·
Nominated
person to review Yard book, consult with teachers when necessary and identify
students with specific difficulties
Teresa Carleton reviews books in Junior Yard
Bríd O Donnell & Patricia Coleman Reviews Book on Senior Yard
·
Principal
reviews Time Out Yard book on a monthly basis
- Referral to Principal – Serious Incident
e.g. Leaving Premises, Extremely Aggressive Behaviours
·
Students
are encouraged to use facilities prior to leaving classroom. Students must remain on the yard for period
of the break, exceptional cases must be agreed in advance of break between
class teacher and teacher on duty.
4.
Instructions for end of break
·
Each class
to line up in designated area of their yard
·
Children
are called to line using a bell.
·
Teacher at
head and end of line when leaving yard
5.
Health and Safety
- Teachers are aware of the yard
boundaries. These boundaries are
marked using fencing. Students are
informed of relevant boundaries annually.
- Students are encouraged to use facilities
prior to leaving classroom.
Students must remain on the yard for period of the break,
exceptional cases must be agreed in advance of break between class teacher
and teacher on duty.
- Process for accidents/ emergencies on yard
needs to be developed
6.
Review
- Yard Policy is reviewed at the end of term in the academic year 2011/12
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