School Discipline Policy and Procedures

Introduction: 

We believe the objective of Discipline is to create a calm, orderly atmosphere conducive to the development of the whole child as an individual and create the best possible environment for curriculum based learning.

The success of the Code of Discipline will depend on the support of teachers, the pupils, the Board of Management and the parents. We are firmly convinced that all concerned wish to create and maintain an ordered atmosphere which will allow for individual development, and which at the same time, each child’s right to learn in a disruption –free environment is jealously guarded. The school places a greater emphasis on behaviour than on discipline.

 The school recognises that standards of behaviour come from the home. It is therefore vital that parents regularly instruct their children as to what constitutes correct behaviour.

Parents/Guardians are therefore requested to familiarise themselves with the content of the attached documents on discipline procedures. While they will be discussed at regular intervals, both in class and at General Assemblies, they should also be discussed in the homes with children from time to time.

Discipline Procedures, St. Damian’s School

We want to promote the best opportunity possible for our pupils to pursue their studies without hindrance. 

Therefore all efforts are made to:

• Solve problems through talking with the pupils, listening to their views and seeking to resolve the issue

• Understand  the personal circumstances of pupils and families and take this into account when dealing with them

• Seek Parental support in ensuring that a fair but firm discipline is consistently sustained

The loyalty of the pupil towards the school begets a positive attitude towards school activities, and promotes the best attitude towards discipline and full attention to study. The proper channels of communication with the school are part of the incidental working of our disciplinary procedures worthy of note below. Listed are noteworthy examples of misbehaviour, although the list is by no means exhaustive. Included are some of the most common sanctions used in the school.

Also listed is a sample of our efforts to promote good discipline in St. Damian’s. These are taken from a document, formulated by the staff and pupils, which contain an extensive list of suggestions that teachers use in class.

Rewards and Positive Discipline Strategies:

Every effort will be made by all members of the staff to adopt a positive approach to the question of behaviour in the school. The school places greater emphasis on rewards than on sanctions in the belief that this will, in the long run, give the best results. 

Some of the Rewards and positive strategies:

In Class:

• Certificates….. Star of the week

                       …for various criteria (helping others, hard work etc.)

• Stickers

• Notes in journal (positive)

• Golden Time

• Gold Board

• Verbal praise and affirmation

• Being sent to Principal or other teacher to show work

• Circle Time

• Class Rules…drawn up in consultation between teacher and pupils

• Extra Privileges

• Class points Table

• Children drawing up rules 

In Yard:

Super……where classes gain extra playtime for good behaviour, going to yard, in yard, lining up and coming in from yard.

Minor Misbehaviours

Behaviours that may fall under this category:

• Talking constantly

• Name calling  

• Sending notes

• Not in uniform

• Late

• Not working to best ability

• Wasting teachers time

• Disrupting others

Procedures consequential to Minor Misbehaviours

Possible actions taken may include:

• Talk with pupil and listen to his/her perspective

• Pupil advised on inappropriate behaviour

• Reason with child on how to behave and improve

• Extra work given e.g. Write a story, finish work not concentrated on during class, lines etc.

• Withdrawn from group and put sitting on their own

• Parents informed of offence through a note to be signed

• Withdrawn for 5 to 25 minute from playtime

Moderate Misbehaviours

Some of the behaviours that may fall under this category:

• Defiance shown towards teacher

• Repeat offences

• Continuous verbal assault on other children

• Constant disregard for school rules

• Fighting

• Vandalism of school property or property of others

• Repeat no homework

• Use of inappropriate language

• Having objects in their possession that could endanger themselves or others

Procedures consequential to Moderate Misbehaviours

These are examples of procedures but not necessarily in the order they are followed:

• Behaviour discussed with pupil

• Withdrawn from privileges

• Formal Recording of behaviour in class and/or yard book

• Restricted from yard and playtime

• Extra work given at the weekend

• Isolated from peers e.g. sent to another room

• Teacher asks to meet parents

• Pupil sent to principal

• Principal meets with teacher, parents and child

Major Misbehaviours

Behaviours that may fall under this category:

• Repeat moderate offences e.g. constant disregard for school rules, use of inappropriate language

• Stealing

• Serious physical assault on another pupil

• Blatant defiance of staff

• Playing truant

• Vandalism

• Bullying (see Anti- Bullying Policy)

• Use of drugs (see Substance Use Policy)

Procedures consequential to Major Misbehaviours

SUSPENSION AND EXPULSION OF A STUDENT

Context

All students and staff have the right to be treated fairly and with dignity in an environment free from disruption, intimidation, harassment, discrimination and victimisation. There may be cases of unacceptable behaviour where it would be in the best interests of the school community and/or the student involved, for the student to be removed from the school for a period of time or completely. Suspension and expulsion are the options available to the Board of Management in these situations.

The Grounds for Suspension

When making a decision on a suspension the school considers that suspension should be a proportionate response to the behaviour that is causing concern. Normally, a range of appropriate student welfare and behavioural interventions will have been tried before suspension, and the school staff will have reviewed the reasons as to why these have not worked. Communication with parents may be verbal or by letter depending on the circumstances.

The decision to suspend a student is not taken lightly and requires serious grounds such as:

• The student’s behaviour has had a seriously detrimental effect on the education and/or welfare of other student/s and/or staff and on the administration and management of the school.

•  the student’s continued presence in the school at this time constitutes a threat to safety

•  The student is responsible for serious damage to property.

A single incident of serious misconduct may be grounds for suspension.

The following Factors will be considered before a pupil is suspended:

•  The nature and seriousness of the behaviour

•  The context of the behaviour

•  The impact of the behaviour

•  The interventions tried to date

•  Whether suspension is a proportionate response

•  The possible impact of suspension

Authority to Suspend

The Board of Management of the school has the authority to suspend a student. This authority is delegated in accordance with procedure by the Board, to the Principal in the event that an immediate suspension of not longer than one day is warranted for reasons of the safety of the pupil, other pupils, staff or others. The Chairperson of the Board of Management and the Principal are authorised to impose a suspension, up to and including 3 days in circumstances where a meeting of the Board cannot be convened in a timely fashion. This authority will be exercised by them having regard to their responsibilities to the whole school community and to the principles of procedural fairness.

All longer term suspensions can only be imposed by the Board of Management.

Procedures to be followed in respect of suspension

When proposing to suspend a pupil the school authority will apply the principles of fair procedure. Where a preliminary assessment of an incident confirms serious misbehaviour that could warrant suspension, the following procedures will apply:

•  A formal investigation will be conducted

•  The pupil and parent will be given details of the complaint and any other information

that will be taken into account and will be given an opportunity to give their side of the story and if necessary to ask questions about the evidence of the serious misbehaviour.

The period of suspension

A student should not be suspended for any one period exceeding 3 days. The Board may authorise the Principal, with the approval of the Chairperson, to impose a suspension of up to three days in circumstances where a meeting of the Board cannot be convened in a timely fashion.

The maximum period that may be imposed by the Board for any one suspension is 10 days in total unless the Board is considering expulsion.

• Under Section 29 of the Education Welfare Act (1998) parents 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 the school and

.           2. Suspension for a period, which would bring the cumulative period of suspension to 20 days or longer in any one school year (See Circular 22/02)

Notification of suspension

The Principal will notify the pupil and the parent in writing of the decision to suspend. The notification will confirm:

• The period 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 student and the parents.

•  The right of appeal to either the Board of Management or the Secretary General of

the Department of Education and Science.

Appealing a suspension

Parents who wish to appeal a decision of the school to suspend should discuss the matter with the school principal who will inform them of their rights. An appeal may be made by a parent/guardian if they consider that correct procedures have not been followed, or that an unfair decision has been made. An appeal should be made in writing stating the reason for the appeal.

The decision of the Principal to suspend a pupil may be appealed only to the Board of Management.

The decision of the Board of Management to suspend a pupil may be appealed to the Patron.

Where the total number of days for which the student has been suspended in the current school year reaches twenty days, the suspension may be appealed to the Secretary General

of the Department of Education and Science.

Grounds for removing a suspension

A suspension may be removed if the Board of Management/Patron decides to remove the suspension for any reason or if the Secretary General of the Department of Education and Science directs that it be removed following an appeal under section 29 of the Education Act 1998.

Procedure for re-introduction of student.

When any sanction, including suspension, is completed, a student will be given the opportunity and support for a fresh start. Although a record is kept of the behaviour and any sanction imposed, once the sanction has been completed the school will expect the same behaviour from this student as of all other students.

Records and reports

Formal written records will be kept of:

•  The investigation (including notes of all the interviews held)

• The decision making process

•  The decision and the rationale for the decision

•  The duration of the suspension and any conditions attached to the suspension.

Report to the Board of Management

The Principal will report all suspensions to the Board of Management, with the reasons for

and the duration of each suspension and also to the NEWB as required.

Report to NEWB

The Principal is required to report suspensions in accordance with the National Education

Welfare Board reporting guidelines [Education (Welfare) Act, 2000, section 21 (4) (a)]

EXPULSION

The Grounds for Expulsion

The Board of Management is the decision-making body in relation to expulsions.

Expulsion should be a proportionate response to the student’s behaviour. The step to expel a student is very serious and will only be taken by the Board of Management in extreme cases of unacceptable behaviour. The grounds for expulsion may be similar to the grounds for suspension. In addition to factors such as the degree of seriousness and the persistence of the behaviour, a key difference is that, where expulsion is considered, school authorities have tried a series of other interventions, and believe they have exhausted all possibilities for changing the student’s behaviour.

Factors to Consider Before Proposing Expelling a Student

• The nature and seriousness of the behaviour

•  The context of the behaviour

•  The impact of the behaviour

•  The interventions tried to date

•  Whether expulsion is a proportionate response

•  The possible impact of expulsion

Procedures in respect of expulsion

Fair procedures as well as procedures prescribed under the Education (Welfare) Act 2000 will be applied where a preliminary assessment of the facts confirms serious misbehaviour that could warrant expulsion. The procedural steps will include:

• The parents and student will be informed in writing that a detailed investigation in line with fair procedures will be carried out under the direction of the Principal to ascertain the veracity of the allegations and will be given an opportunity to give their side of the story and if necessary to ask questions about the evidence of serious misbehaviour.

•  The Principal will make a recommendation to the Board.

•  The parents and student will be provided with all details and invited to a hearing with the Board.

•  The Board of Management will consider the recommendation and conduct a hearing in accordance with fair procedure.

•  The Board will inform the parents in writing about its conclusions and the next steps in the process.

Where expulsion is proposed, the parents will be told that the Board of Management will inform the Educational Welfare Officer to that effect.

The student cannot be expelled before the passage of twenty school days from the date on which the EWO receives a written notification (Education (Welfare) Act 2000, S24 (1). A Board may consider it appropriate to suspend a student during this time.

An appeal against an expulsion under section 29 of the Education Act 1998 will automatically succeed if it is shown that the Educational Welfare Officer was not notified in accordance with section 24(1) or that twenty days did not elapse from the time of notification to the Educational Welfare Officer to the implementation of the expulsion (Education (Miscellaneous Provisions) Act 2007, S4a).

It is a matter for the Board of Management to decide which of the tasks involved in these procedural steps requires separate meetings and which tasks can be accomplished together in a single meeting, consistent with giving parents due notice of meetings and a fair and reasonable time to prepare for a Board hearing. 

Appeals

A parent may appeal a decision of the Board of Management to expel a student to the Secretary General of the Department of Education & Science. An appeal may also be brought by the National Educational Welfare Board on behalf of a student. All appeals must be made in writing.

Accordingly the school hereby advises parents of that right of appeal and associated timeframe. Appeals must be made within 42 calendar days from the date the decision of the school was notified to the parent or pupil.

With regard to expulsion the appeals procedure is without prejudice to the right of the Board of Management to take such other reasonable measures, as it considers appropriate to ensure that good order and discipline are maintained in the school and that the safety of pupils is secured.

Parents who wish to appeal must apply for an appeal form to:

The Secretary General, Department of Education and Skills, Marlborough St., Dublin 1.

Removal of Suspension (Reinstatement)

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

Important:

• Communication with parents regarding their child’s misbehaviour will take place at an early stage.

• Misconduct is investigated and dealt with fairly.

• In the case of disputes between pupils both sides must be heard and, where necessary, witnesses will also be heard.

• The ultimate sanction is expulsion and is applied as a consequence of the most serious misbehaviour. The process of expulsion must be in accordance with Section 29 of the Education Act (1998). This process is outlined above.

Supervision Policy:

The school’s Supervision policy as stated in “School Rules” and “Yard Duty” documents include procedures for supervision of the classrooms, yard and corridor and set a positive atmosphere in relation to pupils learning, behaviour and achievement. 

Methods of recording breaches of behaviour:

• The teacher records breaches of behaviour in a class notebook or yard notebook.

• The principal records breaches of behaviour referred to him in Principal’s Folder.

• The principal maintains record of correspondence between the school and parents concerning behaviour.

• Parents of pupils who have a record of misbehaviour are informed when their children behave particularly well.

• Behaviour records are not maintained on computer files.

Policies, procedures and practices that are linked to behaviour:

• Supervision:

The school’s supervision policy includes procedures for supervision of the classrooms, yard and corridor and set a positive atmosphere in relation to pupil learning, behaviour and achievement. The school staff provides supervision for all pupils throughout the school day; however no responsibility is accepted for pupils before 9.10 a.m. and after 3.00 p.m.and after 2.00 p.m. for Infant classes. Parents who wish to have their children escorted home should make their own arrangements to have them met at the school not later than 3.00 p.m.

• Anti-Bullying Policy:

The school has an Anti-Bullying policy. Bullying in any form is unacceptable. Definition of bullying: Bullying is repeated aggression; verbal, psychological or physical, conducted by an individual or group against others.

A copy of the policy is available in the school and is given to all parents when children are enrolled in the school.

• School Attendance:

The school must notify the National Educational Welfare board when a child has missed 20 days in the school year. Parents must notify the school of their child's absence. It is better to do so in writing. In most cases there are good reasons for absences. However if there is a concern that a child is missing out on his education, an Educational Welfare officer may visit his home to discuss the matter. The school will advise parents on attendance matters in September of every year.

• S.P.H.E.:

Social Personal and Health Education including Circle Time is part of the curriculum. It encourages a positive approach to behaviour management among children.

• Lively and interesting lessons;

All efforts will be made to match the curriculum to the abilities, aptitudes and interests of each pupil. This should help to reduce boredom, lack of interest or lack of progress.

• Classroom Discipline Plan:

The teachers' Classroom Discipline Plan consists of three parts:

• Rules that all students must follow at all times.

• Positive Recognition that student will receive for following the rules.

• Consequences that result when students choose not to follow the rules.

• Health and Safety Statement:

The School Discipline Policy and Procedure, the Anti-Bullying Policy, the School Rules, Yard Duty and adequate supervision arrangements are necessary parts of the schools Health and Safety Statement.

• Sport and Hobby activities:

The school encourages participation in school activities such as Gaelic football, athletics, basketball, soccer, volleyball, hurling, tennis, swimming, Speech and Drama, chess, singing (choir) and lunchtime activities in order to develop skills, friendships, and pride in their school community. Pupils participating in these activities are less likely to be drawn into anti-social activities.

• School Psychological Service:

Every effort will be made to have children with special educational needs referred for psychological assessment without delay. Help will be sought from support services within the wider community, e.g. Community Care Services provided by the Health Boards.

Child Protection Policy.

Introduction and Aims:

The Department of Education and Science has introduced guidelines and procedures for in relation to Child protection and Welfare. The intention of the Department is to assist and give direction and guidance to school personnel in protecting children and dealing with allegations/suspicions of child abuse.  In St Damian’s these guidelines will be used to promote the welfare of all pupils. This document takes account of the provisions of the following pieces of legislation. “The Education Act 1998” and “The Child Welfare Act 2000”.

Designated Liaison person (DLP)

The Principal, Aodh O Connor, will act as DLP. The Deputy Principal shall act as DLP in the absence of the Principal. The DLP will represent the school in dealings with Health Boards, an Garda Síochána and other parties in connection with allegations of abuse. Further information on the responsibilities of the DLP is included in “Child Protection DES” (page 8 – section 2.2). Action to be taken, the DLP in cases where there are reasonable grounds for suspicion or where an allegation has been made are in “Child Protection DES” (chapter 3 – section 3.2 page 11-12).

The name of the DLP (Designated Liasion Person) is displayed in the main entrance to the school. The DLP shall also inform the BOM of cases where the DLP sought advice from the HSE and as a result of this advice, no report was made. These cases should be recorded at Board of Management meetings.

Confidentiality:

All information regarding concerns of possible child abuse should only be shared on a need to know basis in the interest of the child. Giving information to those who need to have that information for the protection of a child who may have been or has been abused, is not a breach of confidentiality.

The DLP who is submitting a report to the Health Board or an Garda Síochána should inform a parent/guardian unless doing so is likely to endanger the child or place that child at further risk. A decision not to inform a parent/guardian should be briefly recorded together with the reasons for not doing so.

In emergency situations, where the Health Board cannot be contacted, and the child appears to be at immediate and serious risk, an Garda Síochána should be contacted immediately. A child should not be left in a dangerous situation pending Health Board intervention.

Protect for persons reporting Child Abuse.

The Protection for Persons Reporting Child Abuse Act 1998, provides immunity from civil liability to any person who reports child abuse “reasonably and in good faith” to the designated officers of the Health Board or any member of An Garda Síochána. This means that even if a reported suspicion of child abuse proves unfounded, a plaintiff who took an action would have to prove that the reporter had not acted reasonably and in good faith making the report. This section is covered in Child Protection DES book page 6. While the legel protection outlined above only applies to reports made to the appropriate authorities, Common Law qualified privilege continues to apply as heretofore. Consequently, should a Board of Management member or school personnel furnish information with regard to suspicions of child abuse to the DLP or the Board of Management Chairman, such communication would be regarded under Common Law as having qualified privilege.

Freedom of Information Act 1997.

Reports made to Health Boards may be subject to provisions of the Freedom of Information Act 1997, which enables members of the public to obtain access to personal information relating to them which is in the possession of public bodies. However the act also provides that public bodies may refuse access to information obtained by them in confidence.

Different forms of Child Abuse.

Physical Abuse: Where a child is assaulted or injured in some way that is deliberate- i.e. bruises, fractures, burns, lacerations, damage to body organs and failure to thrive.

Sexual Abuse:

1. Non contact (offensive sexual remarks, obscene phone calls, exposure, vulgarism)

2. Contact: touching.

3. Oral: genital sexual abuse

4. Penetrative sexual abuse.

5. Sexual exploitation.

Neglect: Where a child’s needs for food, warmth, shelter, nuturance and safety are not provided to the extent that the child suffers significant harm, i.e. abandonment, left alone persistently, malnourishment, persistant failure to attend school, medical problems not attended to adequately, e.g. where a child’s hair is not attended, to treat lice over a period of time.

Emotional Abuse: Where a child’s needs for affection, approval and security are not being met and have not been met for some time by parent/carer.

A child may be subjected to more than one form of abuse at any given time. Definitions are detailed in “Children First” chapter 3, section .32 pages 31-33.

Guidelines for Recognition of Child Abuse:

A list of child abuse indicators is contained in Apendix  1, “Children First” (page 125-131). It is important to stress that, no one indicator should be seen as conclusive in itself of abus; it may indicate conditions other than child abuse. All signs and symptoms must be examined in the total context of the child’s situation and family circumstances. There are commonly three stages in the identification of child abuse. 

These are:

1. Considering the possibility.

2. Looking out for signs of abuse.

3. Recording of information.

Each of these stages is developed in “Children First” (page 34-35 section 3.9) 

A copy of this book is in the Principal’s office.

Handling Disclosures from Children.

This is dealt with in “Child Protection” (page 9, section 2.4) When information is offered in confidence the member of staff will need tact and sensitivity in responding to the disclosure. The member of staff will need to reassure the child, and retain his/her trust, while explaining the need for action and the possible consequences, which will necessarily involve other adults being informed. It is important to tell the child that everything possible will be done to protect and support him/her but not to make promises that cannot be kept e.g. promising not to tell anyone else.

The following advice is offered to school personnel to whom a child makes a disclosure of abuse:

• Listen to the child

• Take all disclosures seriously

• Do not ask leading questions or make suggestions to the child

• Offer reassurance but do not make promises

• Do not stop a child a child recalling significant events

• Do not over react

• Inform DLP if you have a reasonable suspicion or reasonable grounds for concern that a child is at risk or has suffered abuse, the DLP should contact the Health Board doe advice.

• Explain that further help may have to be sought.

• Record the discussion accurately and retain the record (use child’s registration number not child’s name)

• Sketch signs of physical injury if appropriate

• Retain records for a period of 21 years.

This information should then be passed onto the DLP.

The following should also be reported to the DLP.

• `An account from a person who saw a child being abused

• Injury consistent with abuse

• Dysfunctional behaviour

• Implausible explanations for injury or behaviour

• Consistent evidence over a period of time that a child is being emotionally or physically neglected.

Reporting procedures for DLP (normally the Principal)

• The DLP receives report of child protection concern

• DLP records the report-date/time/context

• Child’s registration number is used for recording purposes.

• DLP makes the decision on how to proceed based on information received.

• DLP informs Chairperson of BOM that initial contact is being made with Health Board

• DLP makes contact with the Health Board seeking advice (Do not give name of child at this point – be very clear that you are seeking advice). Take name of the person you spoke to and record conversation.

• Duty Social Worker makes recommendation. This may involve school continuing to monitor the situation. Record this decision and send written record of this decision to Health Board. Alternatively a formal referral made on standard reporting form may be recommended by social worker (keep a copy on file in a secure place).

• If Health Board not available and case warrants immediate response – Gardai are informed.

• Decision made on  informing/not informing parents – taking safety of the child into consideration as number one priority. A decision NOT to inform parent/s should only be made were there is a genuine concern for the safety of the child. Be transparent with parent/s and ensure that they are aware that you have a non-negotiable responsibility as DLP to act in the best interest of the child (refer to “Children First”

• If DLP decides not to contact Health Board in relation to the case – the person who made original report must be informed in writing.

• Continued monitoring of child should be recommended.

• Child protection concerns that have been reported to the Health Board should be included in the Principal’s report to the Board of Management meeting- Child’s name is not used.

Important Telephone numbers:

Chairperson of Board of Management: 0868351102

Health Board: 01 4686289 (Duty Social Worker)

Health Board Response:

• School is asked to monitor situation

• Formal report is requested, sent by DLP and on receipt case is allocated to Social Worker.

• Preliminary enquiry-screening process

• Initial assessment.

Possible outcomes:

• Case closed

• Family Support

• Child Protection plan (usually following a case conference)

If the reporting person or the member of the school staff and the DLP are satisfied that there are reasonable grounds for suspicion/allegation, the procedures for reporting as laid out in “Children First” – section 4.4 page 38 will be adhered to. Standardised reporting forms may be photocopies from “Children First” Appendix 8 page 159. 

The Chairman of the Board of Management will be informed before the DLP makes contact with the relevant authorities unless the situation demands that more immediate action to be taken for the safety of the child in which case the Chairman may be informed after the report has been submitted. Details of what should be included in the report are outlined in “Children First” – section 4.5.1 (page 39)

Any professional who suspects child abuse should inform parents/carers if a report is to be submitted to the Health Board or an Garda Síochána unless doing so is likely to endanger the child. In cases of emergency , where a child appears to be at immediate risk, and a duty social worker is unavailable, Garda Síochána should be contacted. Under NO circumstances should a child be left in a dangerous situation pending Health Board intervention.

Allegations or Suspicions re: School Employees.

The most important consideration for the Chairperson, Board of Management or the DLP is the safety and protection of the child. However employees also have a right to protection against claims, which are false or malicious.

As employers, the Board of Management should always seek legal advice as the circumstances can vary from one to another. There are two procedures to be followed (section 4.1.3 page 15 “Child Protection”)

1. The reporting procedure

2. The procedure for dealing with the employee.

The DLP has responsibility for reporting the matter to the Health Board. The Chairperson, Board of Management has responsibility, acting in consultation with his/her board, for addressing the employment issues. If the allegation is against the DLP, the Board of Management Chairperson will assume the responsibility for reporting the matter to the Health Board.

Reporting

When an allegation of abuse is made against a school employee, the DLP should immediately act in accordance with the procedures outlined in Chapter 3, section 3.2 page 11 – “Child Protection” will then be followed.

The employee, the Chairperson and DLP should make the employee aware privately.

1. An allegation has been made against him/her

2. The nature of the allegation

3. Whether or not the Health Board or Garda has been/will be/must be/ should be informed.

The employee should be given a copy of the written allegation and any other relevant documentation. The employee should be requested to respond to the allegation in writing to the Board of Management within a specified period and told that this may be passed to Gardaí, Health Board and legal advisers. The priority in all cases is that no child be exposed to unnecessary risk. Therefore, as a matter of urgency, the Chairperson should take any necessary protective measures. These measures should be proportionate to the level of risk and should not unreasonably penalise the employee in any way unless to protect the child. If the nature of the allegations warrants immediate action in the Chairperson’s opinion, the Board of Management should be convened to consider the matter. This may result in the BOM directing that the employee absent him/herself from the school forthwith while the matter be investigated (administrative leave). When the BOM is unsure as to whether this should occur, advice should be sought from the Garda and/or the Child Care Manager of the Health Board and the legal advisers to  the Board of Management and regard to be had to this advice.

Board of Management

The Chairperson should inform the Board of Management of all the details and remind the members of their serious responsibility to maintain strict confidentially on all matters relating to the issue and the principals of due process and natural justice.

Records:

All records kept in the school will be kept in the “Strong Room” in the Principal’s Office.

Implementation Date: The implementation date for this policy will be April 2012.

Ratification and Communication: The policy was first ratified by the Board of Management at its meeting in April 2012.It was reviewed in June 2022. Parents may obtain a copy of this policy from the Parents Association or it may be viewed at the school on appointment with the Principal.

Signed 

_______________

Mr Patrick Kavanagh

Chairperson BoM

1. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board Of Management of St. Damian's National School has adopted the following anti-bullying policy within the framework of the school's overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013. This policy was devised in April 2014 with the consultation of the teachers, parents and B.O.M.

2. The Board of Management recognizes the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:
   A positive school culture and climate which:

   • is welcoming of difference and diversity and is based on inclusivity;

   • encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment;

   • promotes respectful relationships across the school community

3. Effective leadership
   The principal and other leaders in the school, including all teachers, will strive to engender an ethos under which bullying is unacceptable. Practical steps are taken to challenge and respond to bullying. The principal will involve both staff and pupils in developing and implementing a vision of the school where diversity is accepted and celebrated.
   A school-wide approach
   A positive school-wide attitude and involvement is implemented in countering bullying behaviour in schools. In addition to the role of management and staff, parents and pupils have a role and responsibility in helping the school to prevent and address school-based bullying behaviour and to deal with any negative impact within school of bullying behaviour that occurs elsewhere. Parents should also recognise that a school that openly discusses bullying is acting positively and that they need to work with their school to ensure there is a coherent, school-wide approach to tackling the issue.
   A shared understanding of what bullying is and its impact
   St Damian's will publish the anti bullying policy on the school website to ensure that all relevant members of the school community have a shared understanding of what constitutes bullying behaviour.
   Implementation of education and prevention strategies (including awareness raising measures) that - build empathy, respect and resilience in pupils; and explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.
   Effective supervision and monitoring of pupils
   The BOM will ensure there is adequate playground supervision and staff will maintain vigilance in monitoring for bullying incidents.
   Supports for staff: The BoM will ensure that all staff are conversant with this policy. It will also ensure that training and awareness in respect of bullying issues will be provided to the staff.
   Consistent recording, investigation and follow up of bullying behaviour including the use of established intervention strategies.
   On-going evaluation of the effectiveness of the anti-bullying policy
   This policy will be reviewed every year by staff and BoM and it will be discussed at staff meetings to monitor effectiveness of the policy.

4. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:
   'unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time'.
   The following types of bullying behaviour are included in the definition of bullying:

   • deliberate exclusion, malicious gossip and other forms of relational bullying,

   • cyber-bullying and

   • identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.

5. Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school's code of behaviour.
   However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.
   Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.

6. The relevant teacher(s) for investigating and dealing with bullying are as follows:
   Class Teacher/Principal/Deputy Principal

7. The education and prevention strategies (including strategies specifically aimed at cyber- bullying and identity-based bullying including in particular, homophobic and transphobic bullying, that will be used by the school are as follows

   • Staff, pupils, parents and Board of Management (BoM) will be made aware of issues surrounding all forms of bullying through the use of appropriate awareness-raising exercises.

   • B.O.M. will ensure that there is adequate playground supervision.

   • Staff members share a collegiate responsibility, under the direction of the Principal, to act in preventing bullying/aggressive behaviour by any member of the school community.

   • Staff offer clear guidance about what steps to take if being bullied or witness bullying and ensure children understand how school deals with bullying.

   • School staff will encourage students to help them identify bullying "hotspots" and "hot times" for bullying in the school.

   • Staff will consistently tackle the use of discriminatory and derogatory language in the school- this includes homophobic and racist language and language that is belittling of children with a disability.

   • Staff will explicitly teach what respectful language and respectful behaviour looks like, acts like, sounds like and feels like through circle time/ role play/ drama/ SPHE programmes including Stay Safe and Walk Tall.

   • The principal will have one or more school assembly focused on the issue of bullying during the academic year.

   • Display key respect messages around school and discuss in class and at assembly. Children will be involved in making posters promoting positive anti-bullying messages through their art lessons such as "Give racism the red card" and "Say no to bullies" and other similar slogans.

   • Emphasis will be put on catching children being good and giving positive feedback when respectful behaviour and language is observed.

   • The school will actively promote the right of all to be safe and secure in school through class and assembly talks.

   • Promote a telling culture where emphasis is put on telling an adult if bullying is occurring to you or others and promoting this as a positive thing to do rather than "telling" or "ratting".

   • The school will facilitate a workshop on cyber bullying for 5th and 6th classes when possible through the local community Gardaí.

   • Staff CPD (Continuous Professional Development) and planning sessions will focus on developments in anti- bullying strategies and policy development.

   • Parents will be provided with information and advice on how to combat all types of bullying including cyber bullying. Local committee will devise information leaflet with advice for parents.

   • Parents are expected to sign acceptance of Acceptable Use of ICT on enrolment form and to discuss its meaning with their children.

   • Pupils and parents will be urged to report all incidents of bullying to the school.

   • All reports of bullying will be investigated, recorded, stored in the Principal's office and monitored regularly.

   • The Gardaí will be contacted in cases of actual or suspected illegal content regarding cyber bullying.

   • This policy will be reviewed annually. B.O.M., pupils, parents and staff will be involved in reviewing and revising this policy and any related school procedure.

8. St Damian's procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows:

   • The primary aim for the relevant teacher in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame);

   • In investigating and dealing with bullying, the teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;

   • All reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher. In that way pupils will gain confidence in 'telling'. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly;

   • Non-teaching staff such as secretary, special needs assistants (SNAs), caretaker, cleaners are encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher;

   • Parents and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible;

   • It is very important that all involved (including each set of pupils and parents) understand the above approach from the outset;

   • Teachers should take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents;

   • Incidents are generally best investigated outside the classroom situation to ensure the privacy of all involved;

   • All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way;

   • When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner;

   • If a group is involved, each member should be interviewed individually at first.
     Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his account of what happened to ensure that everyone in the group is clear about each other's statements;

   • Each member of a group should be supported through the possible pressures that they may face them from the other members of the group after interview by the teacher;

   • It may also be appropriate or helpful to ask those involved to write down their account of the incident(s);

   • In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports for their pupils;

   • Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him how he is in breach of the school’s anti-bullying policy and efforts should be made to try to get him to see the situation from the perspective of the pupil being bullied;

   • It must also be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parents and the school;

   • Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable. This can have a therapeutic effect;

   • In cases where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after h/she has determined that bullying behaviour has occurred, it must be recorded by the relevant teacher in the recording template attached as an appendix to this policy.

   • In determining whether a bullying case has been adequately and appropriately addressed, the relevant teacher must, as part of his/her professional judgement, take the following factors into account:

     • Whether the bullying behaviour has ceased;

     • Whether any issues between the parties have been resolved as far as is practicable;

     • Whether the relationships between the parties have been restored as far as is practicable; and

     • Any feedback received from the parties involved, their parents or the school Principal or Deputy Principal;

   • Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the school's complaints procedures;

   • In the event that a parent has exhausted the school's complaints procedures and is still not satisfied, the school must advise the parents of their right to make a complaint to the Ombudsman for Children.

9. St Damian's programme of support for working with pupils affected by bullying is as follows:

   • Support from the class teacher by giving the child opportunity to discuss privately the effect of the bullying if the child is upset or feeling vulnerable

   • Class teacher/Principal monitors the children involved and liaises with parents re progress in handling the effects of the bullying Support through discussion with SET and NEPS psychologist if deemed helpful

   • Referral to Counseling services /CAMHS if deemed necessary in severe cases

   • School may facilitate opportunities for victims and bullies to identify solutions to specific bullying incidents that they are directly involved in. They may use restorative methods, including mediation, to support victims and perpetrators of bullying to understand one another and resolve their differences.

   • Provide opportunities to explore diversity and different aspects of identity and the challenges that these groups may face through SPHE lessons.

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

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

12. This policy was adopted by the Board of Management.

13. This policy has been made available to school personnel, published on the school website and provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested.

14. This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website (or be otherwise readily accessible to parents and pupils on request) and provided to the Parents' Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.

St Damian's N.S.

Perrystown

ANNUAL ADMISSION NOTICE

in respect of admissions to the 2022/'23 year