Code of Behaviour for Pupils
Citywest Educate Together N.S.
Code of Behaviour for Pupils
RATIONALE
It is a requirement under section 23 of the Education Welfare Act, 2000 (see Appendix A - Section 23 Education (Welfare) Act 2000) that the Board of Management of a school must prepare and make available a Code of Behaviour for its students. The Act requires that the school Code of Behaviour is prepared in accordance with Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008).
The Education Welfare Act 2000 details in Section 23(2) that the Code of Behaviour
shall specify:
A. The standards of behaviour that shall be observed by each student attending the school;
B. The measures that may be taken when a student fails or refuses to observe those standards;
C. The procedures to be followed before a student may be suspended or expelled from the school concerned;
D. The grounds for removing a suspension imposed in relation to a student; and
E. The procedures to be followed in relation to a child’s absence from school.
To support the above, the school also must have
F. A defined procedure of recording behaviour, specifically failures in observing the standards required
RELATED DOCUMENTS
This policy is part of our Code of Conduct and should be read in conjunction with that code.
PURPOSE OF THE POLICY
The purpose of the policy is to:
Only the Board of Management can authorise any changes to the content of this policy.
WHERE DOES THE POLICY APPLY?
The standards and rules contained in the Code of Behaviour policy apply in the school and in any situation where the student, although outside the school, is still the responsibility of the school. Examples include school tours, games and extra-curricular activities and attendance at events organised by the school. This does not cover times where children are in the school building but are not the responsibility of the school, e.g. after-school activities.
Where a student is alleged to have engaged in serious misbehaviour outside school, when not under the care or responsibility of the school, a judgement will be made that there is a clear connection with the school and a demonstrable impact on its work, before the code of behaviour applies. The school authorities may need to get legal advice on this where the situation is complex.
1. STANDARDS OF BEHAVIOUR REQUIRED IN THE SCHOOL
The Education Welfare Act 2000 details in Section 23(2) that the Code of Behaviour shall specify:
The standards of behaviour that shall be observed by each student attending the school are summarised by the following six “golden rules”
Some examples of acceptable and unacceptable behaviours are shown below:
Acceptable
Unacceptable
Note: Some behaviours may fall under Child Protection Legislation
2. PROMOTING POSITIVE BEHAVIOUR
In Citywest ETNS, we recognise that positive school ethos is based on the quality of relationships between students, staff and parents/guardians and the ways in which students, staff and parents/guardians treat each other as per our Positive Behaviours Policy and Dignity in the Workplace policy.
Co-operation and communication between staff and parents/guardians is actively encouraged through a variety of methods including formal meetings, informal meetings, written communication and information packs.
COMMUNICATION OF POLICY
Our Code of Conduct is published on the school website (www.citywestetns.ie) and is available from the school office on request. By enrolling any child(ren) in Citywest ETNS, a parent or guardian accepts all policies of the school.
THE RESPONSIBILITY OF ADULTS
Adults in the school have a responsibility to model the student’s standards of conduct, in their dealings both with students and with each other, since their example is a powerful source of learning for students. In order to do this, they need to be familiar with the standards and to understand the importance of expecting students to behave according to these standards. Adults are expected to adhere to all code of behaviour policies including Positive Communications Policy and Dignity at Work Policy. The ways in which parents, guardians, teachers, other staff members, visitors and other members of the community interact will provide students with a model of good working relationships.
STAFF
Staff members will:
PARENTS AND GUARDIANS
The school needs the support of parents and guardians in order to meet legitimate expectations with regard to good behaviour and discipline.
Parents and guardians are informed about all school policies and their availability upon enrolment. It is the responsibility of parents and guardians to familiarise themselves with all policies.
Parents and guardians will:
a positive environment.
- Respect all members of the school community
- Ensure they have the necessary books and materials to complete their schoolwork and take part in school activities
BOARD OF MANAGEMENT
The Board of Management of Citywest ETNS will:
3. PROMOTING ACCEPTABLE BEHAVIOUR
REWARDS AND ACKNOWLEDGEMENT OF ACCEPTABLE BEHAVIOUR
Our school’s emphasis is on affirming positive behaviour and any sanctions applied are to support a change towards acceptable behaviour.
Teachers, other staff members, parents and guardians use a range of strategies for promoting behaviour at class and school level. See Appendix B – Strategies used to promote acceptable behaviour for more details on strategies in use within the school to encourage and promote good behaviour.
4.STRATEGIES FOR MANAGING BEHAVIOUR
The Education Welfare Act 2000 details in Section 23(2) that the Code of Behaviour shall specify the measures that may be taken when a student fails or refuses to observe those standards.
Misbehaviour can have damaging and long-lasting effects including disruption of the student’s own learning and the learning of others. It can cause distress and anxiety and may pose a threat to the safety of students and teachers.
Our policy is to intervene early and positively when student’s behaviour does not meet the standards expected in the school.
The school will not tolerate unacceptable behaviour.
ENSURE UNDERSTANDING
DEFINING BEHAVIOUR
MINOR MISBEHAVIOUR
SERIOUS MISBEHAVIOUR
(may be brought to the attention of the BOM)
GROSS MISCONDUCT
(will be brought to the attention of the BOM)
Follow stated Strategies and Sanctions schedule
Immediate Red Card* - Formal
Immediate Red Card* - Formal.
May warrant further measures, including suspension/expulsion, at the discretion of the Board of Management)
Any breakage of the Golden Rules as defined above
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STRATEGIES AND SANCTIONS:
The purpose of sanctions is to bring about a change in behaviour by helping students to:
Strategies used in response to incidents of unacceptable behaviour by students are:
Early Intervention (in no particular order or sequence):
Informal (in no particular order or sequence):
Formal: Sequence to be followed in the event of failure of above strategies.
CHILDREN BEYOND
Jenny Mosley defines “Children Beyond” as those “who fail to respond to regular incentives to help him/ her uphold these and the safe boundaries of a sanctions system” (p50, Quality Circle Time). Mosley goes on to say that the teacher can, after “honest self-examination”, (p50), and after consistently trying to help a children from a cycle of negative behaviours, conclude that a child requires further intervention. It is important to note that a child does not have to be losing all of their Golden Time for a number of weeks to be considered for an individual behaviour system. Often, the child may not be motivated by the regular reward of Golden Time and may not care about losing part of it. For example, the child may feel the “payoff” of losing 5 minutes of Golden Time is worth breaking one item per week. In cases like this, it is important that the reward, as well as the sanction, is appropriate for the child. It is up to the professional discretion of the teacher if consistent behaviours warrant an extra individual behaviour system and these will be discussed with the child and their parent(s)/ guardian(s).
The aim of the “child beyond” is to give him/ her strategies that will help him/ her to get back to the whole school system, once they understand the Golden Rules. The individual behaviour plan should also come with this aim in mind. The “child beyond” is not a permanent label and the child should be able to move back to the Golden Rules rewards/ sanctions as soon as possible.
BULLYING
In Citywest ETNS, bullying behaviour of any kind is unacceptable.
Teachers have a professional duty of care to address bullying and the school has an Anti-Bullying Policy which includes action to be taken in relation to alleged breaches of the school’s Anti-Bullying policy.
INVOLVING PARENTS OR GUARDIANS IN MANAGEMENT OF PROBLEM BEHAVIOUR
MANAGING AGGRESSIVE OR VIOLENT MISBEHAVIOUR
5. SUSPENSION / EXPULSION PROCEDURES
The Education Welfare Act 2000 details in Section 23(2) that the Code of Behaviour shall specify:
The procedures to be followed before a student may be suspended or expelled from the school concerned.
The school will follow guidelines as laid out in the publication Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008).
SUSPENSION
Citywest ETNS will invoke Suspension and/or Expulsion procedures when required.
AUTHORITY
The Board of Management of Citywest ETNS delegates its authority to suspend a student to the Principal.
The Principal is accountable to the Board of Management for his or her use of that authority. The
procedures set out in Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008) will be followed.
PROPORTIONATE RESPONSE
Suspension will be a proportionate response to the behaviour that is causing concern. Normally, other interventions will have been tried before suspension, and school staff will have reviewed the reasons why these have not worked.
The decision to suspend a student requires serious grounds such as that:
A single incident of Gross Misconduct may be grounds for suspension.
EXPULSION (PERMANENT EXCLUSION)
The Board of Management has sole authority to expel a student.
The procedures to be followed before a student may be suspended or expelled are set out in Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008) .
The parents or guardians will be informed in advance of the intention to expel and the reasons why.The Education (Welfare) Act, 2000 (Section 24) stipulates that where the Board of Management is of the opinion that a student should be expelled, the Board of Management is required to inform the National Education Welfare Board (NEWB) in writing of its opinion. This information is required under the Act and allows the NEWB to intervene before the decision takes effect.
The intention to expel a student does not take effect until 20 school days have elapsed after the NEWB has received written notification.
The NEWB will be notified using a Notice of Intention to Expel form which is available on www.schoolreturn.ie or from their helpline (1890 36 36 66). This form should be completed and sent to School Return Section, National Educational Welfare Board, 16-22 Green St, Dublin 7.
All notices of Intention to Expel are acknowledged in writing without delay. If the school has not received an acknowledgement, contact should be made with the NEWB immediately.
6. KEEPING RECORDS
Records will be kept in accordance with the Data Protection Act 1988 and the Data Protection (Amendment) Act 2003. The eight rules of data protection apply to personal records kept in school:
1. Obtain and process information fairly.
2. Keep it only for one or more specified, explicit and lawful purposes.
3. Use and disclose it only in ways compatible with these purposes.
4. Keep it safe and secure.
5. Keep it accurate, complete and up-to-date.
6. Ensure it is adequate, relevant and not excessive.
7. Retain it for no longer than is necessary for the purpose or purposes.
8. Give a copy of their personal data to an individual on request.
PROCEDURES FOR SCHOOL RECORDS
PLAYGROUND
7. PROCEDURES FOR NOTIFICATION OF STUDENT ABSENCES FROM SCHOOL
The Education Welfare Act 2000 details in Section 23(2) that the Code of Behaviour shall specify:
E. The procedures to be followed relating to notification of a child’s absence from school.
The Education Welfare Act, 2000, Section 18 stipulates that parents / guardians must notify the school of a student’s absence and the reason for this absence. Citywest ETNS policy in relation to explanation of student absences is that parents/guardians send in a note informing teachers of their child’s absence from school and the reason for this absence. Verbal notification is insufficient. Written notes are signed and dated. Citywest ETNS uses the standard forms to report on student absences to the National
Education Welfare Board.
This Code was ratified by the Board of Management in May 2017.
Signed,
____________________________________________________________
Austin O’Sullivan, Chairperson.Caitriona Hand, Principal.
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APPENDIX A - SECTION 23 EDUCATION (WELFARE) ACT 2000
23.—(1) The Board of Management of a recognised school shall, after consultation with
the Principal of, the teachers teaching at, the parents of students registered at, and
the educational welfare officer assigned functions in relation to, that school, prepare,
in accordance with subsection (2), a code of behaviour in respect of the students
registered at the school (hereafter in this section referred to as a ‘‘code of
behaviour’’).
(2) A code of behaviour shall specify--
(a) the standards of behaviour that shall be observed by each student
attending the school;
(b) the measures that may be taken when a student fails or refuses to
observe those standards;
(c) the procedures to be followed before a student may be suspended or
expelled from the school concerned;
(d) the grounds for removing a suspension imposed in relation to a student;
and
(e) the procedures to be followed relating to notification of a child’s absence
from school.
(3) A code of behaviour shall be prepared in accordance with such guidelines as
may, following consultation by the Board with national associations of parents,
recognised school management organisations and trade unions and staff
associations representing teachers, be issued by the Board.
(4) The Principal of a recognised school shall, before registering a child as a
student at that school in accordance with section 20, provide the parents of
such child with a copy of the code of behaviour in respect of the school and
may, as a condition of so registering such child, require his or her parents to
confirm in writing that the code of behaviour so provided is acceptable to them
and that they shall make all reasonable efforts to ensure compliance with such
code by the child.
(5) The Principal of a recognised school shall, on a request being made by a student
registered at the school or a parent of such a student, provide the student or
parent, as the case may be, with a copy of the code of behaviour in respect of
the school concerned.
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APPENDIX B – STRATEGIES USED TO PROMOTE ACCEPTABLE
BEHAVIOUR
Strategies in use within the school to encourage and promote good behaviour include:
Systems for acknowledging positive behaviour are in use in classrooms and at times form part of a planned intervention to help an individual student to manage their own behaviour.
When using reward systems teachers are mindful that:
See also Positive Communication policy for further recommendations.
We are wondering what you think of this and whether you have any tweaks to be made to the idea.
Code of Behaviour for Pupils
RATIONALE
It is a requirement under section 23 of the Education Welfare Act, 2000 (see Appendix A - Section 23 Education (Welfare) Act 2000) that the Board of Management of a school must prepare and make available a Code of Behaviour for its students. The Act requires that the school Code of Behaviour is prepared in accordance with Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008).
The Education Welfare Act 2000 details in Section 23(2) that the Code of Behaviour
shall specify:
A. The standards of behaviour that shall be observed by each student attending the school;
B. The measures that may be taken when a student fails or refuses to observe those standards;
C. The procedures to be followed before a student may be suspended or expelled from the school concerned;
D. The grounds for removing a suspension imposed in relation to a student; and
E. The procedures to be followed in relation to a child’s absence from school.
To support the above, the school also must have
F. A defined procedure of recording behaviour, specifically failures in observing the standards required
RELATED DOCUMENTS
This policy is part of our Code of Conduct and should be read in conjunction with that code.
PURPOSE OF THE POLICY
The purpose of the policy is to:
- Ensure the safety and well-being of all members of the school community
- Allow the school to function in an orderly way where all children can make progress in all aspects of their development
- Assist staff, parents, guardians and students in understanding the policies, systems and procedures that form part of the Code of Conduct and to ensure their co-operation in the application of these policies and procedures
- Ensure that the system of rules, rewards, and sanctions are implemented in a fair and consistent manner throughout the school
- Ensure the educational environment is guided by our Educate Together ethos
- Create an atmosphere of respect, acceptance, open-mindedness and consideration for others
- Promote positive behaviour and self-discipline, recognising the differences between children and the need to accommodate and accept these differences
Only the Board of Management can authorise any changes to the content of this policy.
WHERE DOES THE POLICY APPLY?
The standards and rules contained in the Code of Behaviour policy apply in the school and in any situation where the student, although outside the school, is still the responsibility of the school. Examples include school tours, games and extra-curricular activities and attendance at events organised by the school. This does not cover times where children are in the school building but are not the responsibility of the school, e.g. after-school activities.
Where a student is alleged to have engaged in serious misbehaviour outside school, when not under the care or responsibility of the school, a judgement will be made that there is a clear connection with the school and a demonstrable impact on its work, before the code of behaviour applies. The school authorities may need to get legal advice on this where the situation is complex.
1. STANDARDS OF BEHAVIOUR REQUIRED IN THE SCHOOL
The Education Welfare Act 2000 details in Section 23(2) that the Code of Behaviour shall specify:
The standards of behaviour that shall be observed by each student attending the school are summarised by the following six “golden rules”
- Do be kind, don’t hurt anybody’s feelings
- Do be gentle; don’t hurt anybody
- Do be honest; don’t cover up the truth
- Do look after property; don’t waste or damage things
- Do work hard; don’t waste time
- Do listen; don’t interrupt
Some examples of acceptable and unacceptable behaviours are shown below:
Acceptable
Unacceptable
- Keeping the rules
- Kindness
- Willingness to help others
- Respecting staff
- Respecting other students
- Courtesy
- Good manners
- Positive language
- Positive body language
- Sharing
- Openness
- Willingness to listen
- Willingness to seek help
- Regular school attendance
- Good Personal Hygiene
- Good sportsmanship
- Fairness
- Aggressive and/or intimidating physical behaviour
- Threatening behaviour
- Bullying
- Harassment
- Discrimination
- Victimisation
- Class disruption, interfering with teaching or learning
- Uncooperative behaviour
- Theft
- Shouting/raising voice
- Bad language
- Verbal abuse
- Deliberately excluding others
- Imitation and mocking
- Peer group pressure
- Property damage
- Threatening the safety of others or
Note: Some behaviours may fall under Child Protection Legislation
2. PROMOTING POSITIVE BEHAVIOUR
In Citywest ETNS, we recognise that positive school ethos is based on the quality of relationships between students, staff and parents/guardians and the ways in which students, staff and parents/guardians treat each other as per our Positive Behaviours Policy and Dignity in the Workplace policy.
Co-operation and communication between staff and parents/guardians is actively encouraged through a variety of methods including formal meetings, informal meetings, written communication and information packs.
COMMUNICATION OF POLICY
Our Code of Conduct is published on the school website (www.citywestetns.ie) and is available from the school office on request. By enrolling any child(ren) in Citywest ETNS, a parent or guardian accepts all policies of the school.
THE RESPONSIBILITY OF ADULTS
Adults in the school have a responsibility to model the student’s standards of conduct, in their dealings both with students and with each other, since their example is a powerful source of learning for students. In order to do this, they need to be familiar with the standards and to understand the importance of expecting students to behave according to these standards. Adults are expected to adhere to all code of behaviour policies including Positive Communications Policy and Dignity at Work Policy. The ways in which parents, guardians, teachers, other staff members, visitors and other members of the community interact will provide students with a model of good working relationships.
STAFF
Staff members will:
- Treat all students, parents, guardians and other staff members in our school community with respect and dignity
- Promote positive behaviour throughout the school and do their utmost to create a positive environment
- Adhere to school policies including the Code of Behaviour and related policies
- Prepare behaviour management plans. Each teacher will prepare a specific Behaviour Management Plan for their class. This will be reviewed and where necessary revised on a term by term basis.
- Encourage students to uphold the school ethos and Code of Behaviour
- Encourage students to respect all members of the school community
- Show good example to students
- Make themselves aware of and cooperate with the school’s system of rewards and sanctions
PARENTS AND GUARDIANS
The school needs the support of parents and guardians in order to meet legitimate expectations with regard to good behaviour and discipline.
Parents and guardians are informed about all school policies and their availability upon enrolment. It is the responsibility of parents and guardians to familiarise themselves with all policies.
Parents and guardians will:
- Treat all students, staff and other parents and guardians in our school community with respect and dignity
- Promote positive behaviour throughout the school and do their utmost to create
a positive environment.
- Support their children with homework and ensure that it is completed
- Attend meetings at the school if requested
- Make themselves aware of and cooperate with the school’s system of rewards and sanctions
- Ensure their children are in school daily and on time
- Encourage their child(ren) and empower their child(ren) (in line with developing independent thinking) to:
- Respect all members of the school community
- Ensure they have the necessary books and materials to complete their schoolwork and take part in school activities
- Show good example to students, teachers, parents and guardians especially on the school premises by ensuring their own behaviour is exemplary and does not contravene school rules
BOARD OF MANAGEMENT
The Board of Management of Citywest ETNS will:
- Treat all students, parents, guardians and staff in our school community with respect and dignity
- Support the Principal and staff of the school in the application of the Code of Behaviour and sanctions used
- Review the Code of Behaviour on a regular basis and support other reviews of the policy as necessary
- Facilitate and support the revision and implementation of any updated policy
3. PROMOTING ACCEPTABLE BEHAVIOUR
REWARDS AND ACKNOWLEDGEMENT OF ACCEPTABLE BEHAVIOUR
Our school’s emphasis is on affirming positive behaviour and any sanctions applied are to support a change towards acceptable behaviour.
Teachers, other staff members, parents and guardians use a range of strategies for promoting behaviour at class and school level. See Appendix B – Strategies used to promote acceptable behaviour for more details on strategies in use within the school to encourage and promote good behaviour.
4.STRATEGIES FOR MANAGING BEHAVIOUR
The Education Welfare Act 2000 details in Section 23(2) that the Code of Behaviour shall specify the measures that may be taken when a student fails or refuses to observe those standards.
Misbehaviour can have damaging and long-lasting effects including disruption of the student’s own learning and the learning of others. It can cause distress and anxiety and may pose a threat to the safety of students and teachers.
Our policy is to intervene early and positively when student’s behaviour does not meet the standards expected in the school.
The school will not tolerate unacceptable behaviour.
ENSURE UNDERSTANDING
- Teachers, parents and guardians will ensure that students understand how they are expected to behave.
- The adult members of the school community will understand how they themselves are expected to behave.
- The school will ensure that a clear system of acknowledging and rewarding acceptable behaviour and sanctions for unacceptable behaviour is in place.
DEFINING BEHAVIOUR
MINOR MISBEHAVIOUR
SERIOUS MISBEHAVIOUR
(may be brought to the attention of the BOM)
GROSS MISCONDUCT
(will be brought to the attention of the BOM)
Follow stated Strategies and Sanctions schedule
Immediate Red Card* - Formal
Immediate Red Card* - Formal.
May warrant further measures, including suspension/expulsion, at the discretion of the Board of Management)
Any breakage of the Golden Rules as defined above
- Physical assault of a staff member or Unprovoked assault of a child - eg. hitting, pushing, kicking, biting, etc.
- Spitting
- Aggressive/ inappropriate language towards a staff member, or Unprovoked use of same towards another child. e.g. swear words/ taunting
- Disrespecting school property
- Continued defiance
- Leaving the school building without permission
- Intentional unsafe behaviour
- Acts of Grievous Bodily Harm to a staff member and/or child. It is important to note that the school will decide whether an incident comes under this definition.
- Intentional theft of an item of value, e.g. money, jewellery, electronic devices, items of a highly personal nature, etc.
- Intimidation of a staff member by a child
- Possession of a weapon on school property. A weapon is defined as any implement or tool that is utilised or intended to utilise harm to another individual.
- Any form of intentional sexual harassment
- Wilful destruction of school property
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STRATEGIES AND SANCTIONS:
The purpose of sanctions is to bring about a change in behaviour by helping students to:
- learn that their behaviour is unacceptable
- recognise the effect of their actions and behaviour on others
- understand (in ways appropriate to their age and development) that they have choices about their own behaviour and that all choices have consequences
- learn to take responsibility for their behaviour
Strategies used in response to incidents of unacceptable behaviour by students are:
Early Intervention (in no particular order or sequence):
- Comment positively on the behaviour of other children nearby
- Distraction
- Praising the positive in what the child is doing e.g. “I’m glad you stayed with your group.” rather than “Don’t get off your seat.”
- Spotting the early signs of disengagement and re-engaging the child
- Planned ignoring of minor incidents
- Affirming belief in the child e.g. “I can see that you thought about throwing those beads but I’m so happy that you made a great choice and left them in the tub. Well done.”
- See Positive Communication policy for more
Informal (in no particular order or sequence):
- Reminding student (reflection)
- Reasoning with the student
- Advising on how to improve
- Encouraging the acceptance of responsibility
- Withdrawal from peers
- Loss of privileges (eg: Golden time )
- Referral to internal support staff
Formal: Sequence to be followed in the event of failure of above strategies.
- Verbal reminder
- Verbal warning
- Consequence - Time Out
- Yellow card - removal to another classroom; Yellow Card to be handed to teacher in other classroom. Child will indicate that they are ready to return to own classroom by raising hand and informing teacher.
- *Red card - removal to Principal’s office; Red Card to be handed to principal and details to be recorded in Principal’s Red Book. Communication with parents at end of school day.
- In the event of continued misbehaviour in Principal’s office, immediate communication with parents and request to take child home.
- Suspension
- Expulsion
- The school and classroom practices that support good learning behaviour are valid for all students, including those with identified special educational needs.
- Individual Behaviour Management Plans may be needed to help a student with special educational needs to learn about appropriate behaviour and skills, as in the case of any student.
- Teachers will use discretion when assessing the behaviours of pupils with Special Educational Needs and take particular care that they help the student to understand clearly the purpose of any sanction and the reason why their behaviour is unacceptable.
CHILDREN BEYOND
Jenny Mosley defines “Children Beyond” as those “who fail to respond to regular incentives to help him/ her uphold these and the safe boundaries of a sanctions system” (p50, Quality Circle Time). Mosley goes on to say that the teacher can, after “honest self-examination”, (p50), and after consistently trying to help a children from a cycle of negative behaviours, conclude that a child requires further intervention. It is important to note that a child does not have to be losing all of their Golden Time for a number of weeks to be considered for an individual behaviour system. Often, the child may not be motivated by the regular reward of Golden Time and may not care about losing part of it. For example, the child may feel the “payoff” of losing 5 minutes of Golden Time is worth breaking one item per week. In cases like this, it is important that the reward, as well as the sanction, is appropriate for the child. It is up to the professional discretion of the teacher if consistent behaviours warrant an extra individual behaviour system and these will be discussed with the child and their parent(s)/ guardian(s).
The aim of the “child beyond” is to give him/ her strategies that will help him/ her to get back to the whole school system, once they understand the Golden Rules. The individual behaviour plan should also come with this aim in mind. The “child beyond” is not a permanent label and the child should be able to move back to the Golden Rules rewards/ sanctions as soon as possible.
BULLYING
In Citywest ETNS, bullying behaviour of any kind is unacceptable.
Teachers have a professional duty of care to address bullying and the school has an Anti-Bullying Policy which includes action to be taken in relation to alleged breaches of the school’s Anti-Bullying policy.
INVOLVING PARENTS OR GUARDIANS IN MANAGEMENT OF PROBLEM BEHAVIOUR
- Parents and guardians are encouraged to contact the class teacher if they have concerns about the behaviour of their child or the impact of the behaviour of other adults or children is having on their child. This may be done by making an appointment through the school office.
- In the case of a serious incident of misbehaviour, gross misconduct or persistent misbehaviour, the class teacher or Principal will contact parent(s) or guardian(s).
- A meeting between the teacher and parent(s) or guardian(s) will be organised. The Principal may also be present and the child may be included at some stage of the meeting.
MANAGING AGGRESSIVE OR VIOLENT MISBEHAVIOUR
- Parent(s) or guardian(s) and teacher(s) will need to work together to help the student to modify behaviour and to work towards changing it. This will involve the Principal and other in-school supports.
- External specialised assistance may be required (with the consent of parent or guardian) for
- In the event of seriously violent or threatening behaviour causing a risk to the safety of the student himself/herself or the safety of other students or staff, steps will be taken to distance the student from the immediate environment of other students and the Principal will be notified immediately.
5. SUSPENSION / EXPULSION PROCEDURES
The Education Welfare Act 2000 details in Section 23(2) that the Code of Behaviour shall specify:
The procedures to be followed before a student may be suspended or expelled from the school concerned.
The school will follow guidelines as laid out in the publication Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008).
SUSPENSION
Citywest ETNS will invoke Suspension and/or Expulsion procedures when required.
AUTHORITY
The Board of Management of Citywest ETNS delegates its authority to suspend a student to the Principal.
The Principal is accountable to the Board of Management for his or her use of that authority. The
procedures set out in Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008) will be followed.
PROPORTIONATE RESPONSE
Suspension will be a proportionate response to the behaviour that is causing concern. Normally, other interventions will have been tried before suspension, and school staff will have reviewed the reasons why these have not worked.
The decision to suspend a student requires serious grounds such as that:
- the student’s behaviour has had a seriously detrimental effect on the education of other students or the student’s continued presence in the school at this time constitutes a threat to safety or the student is responsible for serious damage to property.
A single incident of Gross Misconduct may be grounds for suspension.
EXPULSION (PERMANENT EXCLUSION)
The Board of Management has sole authority to expel a student.
The procedures to be followed before a student may be suspended or expelled are set out in Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008) .
The parents or guardians will be informed in advance of the intention to expel and the reasons why.The Education (Welfare) Act, 2000 (Section 24) stipulates that where the Board of Management is of the opinion that a student should be expelled, the Board of Management is required to inform the National Education Welfare Board (NEWB) in writing of its opinion. This information is required under the Act and allows the NEWB to intervene before the decision takes effect.
The intention to expel a student does not take effect until 20 school days have elapsed after the NEWB has received written notification.
The NEWB will be notified using a Notice of Intention to Expel form which is available on www.schoolreturn.ie or from their helpline (1890 36 36 66). This form should be completed and sent to School Return Section, National Educational Welfare Board, 16-22 Green St, Dublin 7.
All notices of Intention to Expel are acknowledged in writing without delay. If the school has not received an acknowledgement, contact should be made with the NEWB immediately.
6. KEEPING RECORDS
Records will be kept in accordance with the Data Protection Act 1988 and the Data Protection (Amendment) Act 2003. The eight rules of data protection apply to personal records kept in school:
1. Obtain and process information fairly.
2. Keep it only for one or more specified, explicit and lawful purposes.
3. Use and disclose it only in ways compatible with these purposes.
4. Keep it safe and secure.
5. Keep it accurate, complete and up-to-date.
6. Ensure it is adequate, relevant and not excessive.
7. Retain it for no longer than is necessary for the purpose or purposes.
8. Give a copy of their personal data to an individual on request.
PROCEDURES FOR SCHOOL RECORDS
- Copies of incident forms/student’s reflection on an incident will be copied and kept in the student’s school file.
- The end-of-year report will include a reference to behaviour.
- Problematic behaviour will have been discussed with parents / guardians before noting/recording on the end of year report.
PLAYGROUND
- Supervising teachers maintain written records of behaviour/incidents on standard behaviour/incident forms.
7. PROCEDURES FOR NOTIFICATION OF STUDENT ABSENCES FROM SCHOOL
The Education Welfare Act 2000 details in Section 23(2) that the Code of Behaviour shall specify:
E. The procedures to be followed relating to notification of a child’s absence from school.
The Education Welfare Act, 2000, Section 18 stipulates that parents / guardians must notify the school of a student’s absence and the reason for this absence. Citywest ETNS policy in relation to explanation of student absences is that parents/guardians send in a note informing teachers of their child’s absence from school and the reason for this absence. Verbal notification is insufficient. Written notes are signed and dated. Citywest ETNS uses the standard forms to report on student absences to the National
Education Welfare Board.
This Code was ratified by the Board of Management in May 2017.
Signed,
____________________________________________________________
Austin O’Sullivan, Chairperson.Caitriona Hand, Principal.
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APPENDIX A - SECTION 23 EDUCATION (WELFARE) ACT 2000
23.—(1) The Board of Management of a recognised school shall, after consultation with
the Principal of, the teachers teaching at, the parents of students registered at, and
the educational welfare officer assigned functions in relation to, that school, prepare,
in accordance with subsection (2), a code of behaviour in respect of the students
registered at the school (hereafter in this section referred to as a ‘‘code of
behaviour’’).
(2) A code of behaviour shall specify--
(a) the standards of behaviour that shall be observed by each student
attending the school;
(b) the measures that may be taken when a student fails or refuses to
observe those standards;
(c) the procedures to be followed before a student may be suspended or
expelled from the school concerned;
(d) the grounds for removing a suspension imposed in relation to a student;
and
(e) the procedures to be followed relating to notification of a child’s absence
from school.
(3) A code of behaviour shall be prepared in accordance with such guidelines as
may, following consultation by the Board with national associations of parents,
recognised school management organisations and trade unions and staff
associations representing teachers, be issued by the Board.
(4) The Principal of a recognised school shall, before registering a child as a
student at that school in accordance with section 20, provide the parents of
such child with a copy of the code of behaviour in respect of the school and
may, as a condition of so registering such child, require his or her parents to
confirm in writing that the code of behaviour so provided is acceptable to them
and that they shall make all reasonable efforts to ensure compliance with such
code by the child.
(5) The Principal of a recognised school shall, on a request being made by a student
registered at the school or a parent of such a student, provide the student or
parent, as the case may be, with a copy of the code of behaviour in respect of
the school concerned.
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APPENDIX B – STRATEGIES USED TO PROMOTE ACCEPTABLE
BEHAVIOUR
Strategies in use within the school to encourage and promote good behaviour include:
- positive everyday interactions between teachers and students
- good school and class routines
- clear boundaries for students
- helping students themselves to recognise and affirm good learning behaviour
- recognising and giving positive feedback about behaviour
- exploring with students how people should treat each other
Systems for acknowledging positive behaviour are in use in classrooms and at times form part of a planned intervention to help an individual student to manage their own behaviour.
When using reward systems teachers are mindful that:
- any reward systems used will be meaningful
- students will understand that rewards acknowledge behaviour that is valued and wanted
- rewards can be given for effort and not only for achievement but this needs to be balanced with fairness towards other students
- systems for acknowledging positive behaviour will be inclusive and used consistently throughout the school
- rewards should not become the goal of learning or result in unhelpful competition
See also Positive Communication policy for further recommendations.
We are wondering what you think of this and whether you have any tweaks to be made to the idea.