Code of Behaviour

GOOD SHEPHERD NATIONAL SCHOOL
CODE OF BEHAVIOUR
INTRODUCTORY STATEMENT
This policy was formulated by the staff, pupils, parents and Board of Management of The Good Shepherd National School. It was adapted to the current format in accordance with the guidelines of the School Development and Planning Support Service. It was reviewed and updated in January 2019 in line with the Developing a Code of Behaviour: Guidelines for School, (NEWB 2008).
It was decided to revise the Code of Behaviour as:
• The existing policy was due for review/amendment
• A recent review by staff had identified a number of areas in need of revision
• The school wished to ensure an orderly climate for learning in the school.

Schools are obliged under Section 23 (1) the Education Welfare Act, 2000, to prepare a code of behaviour in respect of the students registered at the school. Section 23 (2) states 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 shall 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
E. The procedures to be followed in relation to a child’s absence from school.

RELATIONSHIP TO CHARACTERISTIC SPIRIT OF THE SCHOOL
The Good Shepherd NS is a community, where all pupils are equally valued and respected, irrespective of gender, social background, family circumstances, educational achievement, physical characteristics or intellectual functioning. It seeks to provide a climate, in which pupils experience a sense of caring and belonging and of being treated fairly. We encourage the unique aim of each child and teach mutual respect for all people. Adherence to the code will ensure a happy, caring school and foster individual self-esteem.
The School Mission statement reflects the school’s philosophy and ethos and this is further reflected in its’ Code of Behaviour. We encourage the uniqueness of each child and teach mutual respect for all people. Adherence to our code will ensure a happy, caring school environment and individual foster self-esteem.
The school aims to serve its community by providing education of the highest quality, within the context of Catholic belief and practice. It encourages an understanding of the meaning and significance of faith and promotes Catholic values through the experience it offers to all of its pupils.
The work of the school is conducted in an atmosphere of tolerance and respect for all religions and faiths. Pupils are expected to participate in all aspects of school life.

AIMS
In implementing this Code of Behaviour, the school hopes to achieve the following aims:
• To allow the school to function in an orderly and harmonious way.
• To enhance the learning environment, where pupils can make progress in all aspects of their development.
• To create an atmosphere of respect, tolerance and consideration for others, where positive behaviour and self-discipline are promoted.
• To empower the children to recognise and value differences between children and to understand the need to accommodate these differences.
• To respect the right of the pupils to be educated in a disruption-free environment.
• To ensure the safety and well-being of all members of the school community.
• To assist staff, parents and pupils in understanding the systems, and procedures that underpin the Code of Behaviour and to seek their co-operation in the application of these procedures.
• To ensure that rules, rewards and sanctions, are implemented in a fair and consistent manner throughout the school.

GUIDELINES
The basic principle of our Code of Behaviour is that all children come to school to learn and that keeping the code will ensure that they, and all the other children can learn, and that the teachers can work without disruption.

Pupils have the right:
• To be educated in a disruption free classroom
• To be treated fairly, consistently and with respect
• To have their individual differences recognised and for provision to be made for these differences
• To be listened to and to ask questions, at appropriate times
• To have their positive behaviour affirmed and their misbehaviour addressed appropriately

Pupils have the responsibility:
• To attend school regularly and punctually
• To work quietly and safely, to the best of their ability
• To listen to their teachers and to act on instructions and advice
• To listen to other pupils and to wait their turn to speak
• To show respect for all members of the school community
• To respect the rights of other pupils to learn
• To care for their own property and to respect all school property and property of other pupils
• To avoid behaving in a way, which would endanger themselves or others
• To contribute to good order in the school, by moving quietly around the school and by keeping the school clean and tidy
• To bring the correct materials and books to school
• To follow school and class rules and procedures

Teachers have the right:
• To be treated with respect and dignity by all members of the school community(including parents)
• To be able to teach in a safe, well-maintained environment, free from disruption
• To have the support and co-operation of all staff colleagues, parents and Board of Management, in order to achieve the aims and objectives of the school
• To work in an atmosphere which encourages professional development
• To consult with pupils and parents informally and formally, when their professional judgement deems it necessary

Teachers have the responsibility:
• To support and implement the school’s code of behaviour consistently and for the duration of the academic year
• To create a warm, safe, welcoming environment for each pupil
• To develop and nurture a sense of self-esteem in each pupil
• To facilitate each pupil to reach their full academic potential, by recognising and providing for the individual talents and differences among the pupils
• To be courteous, consistent and fair, while keeping opportunities for disruptive behaviour to a minimum and addressing misbehaviour appropriately
• To use their professional judgement, to decide when it is necessary to communicate with parents and to provide reports on matters of mutual concern
• To keep a record of instances of serious misbehaviour or repeated misbehaviour. (As per the Continuum of Support, Guidelines for Teachers, NEPS). In this school instances of serious misbehaviour are noted on our Yellow Card system (See Appendix E).

Parents/ guardians have the right:
• To be treated with respect
• To have a safe and welcoming environment provided for their child
• To expect that there will be a recognition of the individual differences among pupils
• To expect that there will be fairness and consistency in the way the pupils are treated
• To communicate with teachers by appointment on matters of mutual interest or concern
• To expect contact at an early stage to discuss difficulties and/or problems
• To receive regular progress reports and information on the school’s policies and procedures
• To be consulted in relation to the school’s Code of Behaviour and to appeal decisions in accordance with agreed procedures

Parents/ guardians have the responsibility:
• To encourage pupils to have a sense of respect for themselves and others, for their property and that of others
• To ensure their children attend school regularly and punctually
• To show interest in their child’s education by ensuring their child has the correct books and materials and by signing homework notebooks and reading records
• To support the school in the implementation of the school’s Code of Behaviour. It is a condition of enrolment in the school that parents agree to comply with the school’s Code of Behaviour (Education Welfare Act 2000 section 23, 4)
• To co-operate with teachers in instances where their child’s behaviour is causing difficulties for others
• To communicate with the school in relation to any problems which may affect their child’s progress/ behaviour

Supporting Policies:
This code of behaviour should be read in conjunction with the following policies:
• Anti-Bullying Policy
• Acceptable Usage Policy
• Child Protection Policy

RULES:
As The Good Shepherd NS has to cater for a multiplicity of pupils, activities and age groups, rules are necessary to ensure the school will be a place where everyone can feel safe and secure. Pupils and parents/guardians are expected to comply with the accompanying rules, which are designed to create an orderly environment, in which the pupils can thrive. The rules will apply while in the school building and on trips outside the school. Pupils and parents/guardians shall be asked to sign a contract of behaviour at the start of each school year (Appendix H).

School Rules:
• We treat everyone with respect
• We speak to everyone with respect
• We work together at all times
• We ask permission before borrowing property
• We do our best every day
• We do our homework to the best of our ability
• We come to school every day and on time
• We tell the truth
• We respect our classroom environment the school building and property
• We stay on the school premises during school time
• Bullying is not tolerated

Classroom Rules:
Rules will be set up by each classroom teacher at the beginning of the school year. In as far as possible the children should be involved in the drawing up of these classroom rules. In all classrooms these rules should reflect a positive learning environment, where respect for others (fellow pupils and staff) and property is a firm goal. Good manners and the safety of all is paramount. The display of these classroom rules should be based on the age, ability and level of understanding of the children in the class.
It was decided by the staff that, because many children in the school attend classes in more than one classroom, and allowing for the amount of movement, integration and support that takes place, the rules in the corridor/hall areas, and in the yard, should be standardised throughout the school. These class rules take into account the following principles:
• Respect for others (teachers and other students in class)
• The feelings of others
• The health and safety of all
• The right of all to be heard at a suitable time
• Good listening: the need to act quickly on the teacher’s instruction or request
• Learning from one’s mistakes
• The need to help one another to learn
• Respect for all visitors
• The protection and respect of property

Corridor Rules:
• Children should always walk quietly in the corridor, in single file on the left, and be aware that other children may be working
• Children should show good manners and politeness to all others using the corridors
• Children are not to take short cuts through the halls, or knock on classroom doors as they pass
• No eating, or drinking or littering on the corridor
• Put any litter in the nearest bin
• Be on time for class – walk promptly to your destination
• When going to/ from yard, walk quietly in class line, to the left when going out, to the right when coming in

Yard rules:
• Play safely and have fun
• Tell an adult if anything goes wrong at playtime
• React quickly and positively. Obey and show respect for all adults who are on duty in the yard
• Obey the bell. Stop playing and line up on the white line. No playing ball after the bell rings
• In the yard respect the rights of others to feel safe by refraining from rough play mess fighting or verbal abuse
• When grass is wet, the field is out of bounds, no balls are allowed out, Juniors in Junior yard, Seniors in Senior yard (unless class timetabled for football area)
• Remain in the school yard, unless you have asked the teacher to go into the school building
• On wet days, stay in the classroom for breaks, remain seated
• Instances of poor behaviour are noted in the yard book. The teacher/SNA’s on yard duty are responsible for sorting out problems satisfactorily in order to avoid further discussion in the classroom
• Play with equipment appropriately and safely
• Tidy up all equipment quickly at the end of break
• If it is not your day on the football area you must ensure to keep clear of the area. You may not use the area if the group using it need to leave early for any reason .i.e. Swimming.

ABSENCES
If a child is absent from school, an explanatory note should be sent by the parent to the teacher on the child’s return. If a child is being collected early from school by a person other than a parent, an explanatory note should be sent by the parent to the teacher or parents to notify the school by telephone in an emergency situation under 16’s cannot collection. A signing in/out book in the office is employed in all instances of children being taken out of school during the school day. A reason must be documented by the adult signing in or collecting the child. We are required under the Education Welfare Act (2000), to report children who miss 20 days or more to Tusla. Letters to remind parents of this are sent from the school when a child misses ten days and again at twenty days to alert them that Tulsa and the NEWB have been informed.

POSITIVE STRATEGIES FOR MANAGING BEHAVIOUR
The school has adopted a whole school approach to developing positive behaviour amongst its pupils. This has involved the co-operation and collaboration of staff, Board of Management, parents and pupils.
Our school policy is designed to promote good behaviour, rather than merely deter bad behaviour. In promoting positive behaviour we aim to establish a climate where praise and encouragement far out- weigh the frequency of criticism and sanctions. The teachers work together to develop routines to ensure the smooth running of classroom learning and to ensure the safety of the children while moving around the school.
All staff are involved in promoting positive behaviour in the school and are encouraged to interact with all the students at all times. The staff on yard duty is responsible for dealing with incidents during breaks.

Emphasis on rewards rather than sanctions.
It is the practice in the school to recognise and promote positive behaviour throughout the school.
Each teacher has the responsibility to develop and nurture a sense of self -esteem in each pupil, and in this regard, praising of desirable behaviour is essential.
We praise and reward children for good behaviour in a variety of ways including:
• Teachers congratulate children – either publicly or privately , being sensitive to the age and personality of the pupil
• Affirming comments and smiley faces on pupil’s work
• Stickers, badges or stamps in books
• Personal reward charts
• A visit to another teacher/ principal for praise
• Informing parents through oral or written communication
• Golden time
• Reward systems are tailored to suit the age group of the pupils in the individual classrooms. They may vary, but all children can earn school stickers and other rewards, which can on occasion be supplemented by and eventually exchanged for a prize from the Principal.
• An entry into the Praise Book by any teacher also earns the child a Principal’s sticker at assembly.
• Display pupils photograph on Listener of the Week noticeboard outside the Principal’s office.
• In addition, homework passes are awarded monthly for a “Clean Sheet” in the yard book.

The rewards above are aimed at individual pupils but we also try to reward classes to foster a co-operative behaviour. Such rewards include:
• Class reward
• Reduced homework on agreed nights
• Extra PE/games
The reward schemes are constantly monitored to evaluate their effectiveness in promoting positive behaviour or in reducing misbehaviour. The rewards are closely linked in time so that the behaviour is being rewarded, focusing on effort and not just achievement. Our rewards aim to avoid unhelpful competition and can be seen to be as attainable by all.
UNDESIRABLE BEHAVIOUR
The following are examples of undesirable pupil behaviour. They have been sub- divided into categories of minor and serious misbehaviour and will be dealt with accordingly.

Minor misbehaviour
• Breaking the class rules
• Behaving in a manner which distracts other pupils and prevents them from learning
• Speaking out of turn
• Passing inappropriate remarks
• Telling lies
• Lack of attention while instructions are being given
• Rough play in the classroom and playground
• Misbehaviour in the line and when moving around the school
• Incomplete/ no homework without a note from a parent
• Littering

Serious misbehaviour
• Repeated incidences of minor misbehaviour as outlined above.
• Refusal to listen to staff and to follow instructions given by staff members
• Inappropriate questioning and answering back to members of the school community
• Rough play in the playground
• Refusing to co-operate with instructions and advice
• Bullying as per our Anti-Bullying Policy
• Leaving the classroom and/ or school premises without permission
• Acting aggressively or with violence towards any member of the school community
• Directing insolent or abusive language at any members of the school community
• Stealing, defacing or destroying other people’s belongings or school property
• Using a mobile phone during class time

In the interest of fairness to all, the teacher will ensure, as much as reasonably possible, the individual misbehaving is identified and sanctioned, not the entire group, as this causes a negative atmosphere and may lead to additional misbehaviour.

STRATEGIES TO PREVENT ESCALATION OF MISBEHAVIOUR
The Good Shepherd National School may consider using a ladder of intervention, as outlined from Developing a Code of Behaviour, Guidelines for Schools, NEWB 2008. Parental and family support to help improve children’s behaviour will be sought at each stage.

Levels of intervention
Support for all Most pupils behave appropriately, with the help of consistent and clear rules and routines in class and in school. Occasional, minor misbehaviour should be attended to routinely and effectively through the skill of the classroom teacher.

Additional support for some students Some pupils need more active intervention to help them to manage their behaviour. Without additional help, they may be at risk of failing, behaviourally, socially and educationally. Additional inputs or interventions might include:
• Referral to support teacher or SNA who can mentor and work with the student
• Setting targets for behaviour and monitoring them with the student in a supportive way
• Drawing up a Behaviour contract
Specialised support for a small minority of students A small minority of students may show particularly challenging behaviour. They may have great difficulty in learning new behaviour and may not respond to low-level interventions. These students will need a sustained and systematic response involving the important adults in their lives, in school and at home.

STAGE 1
The following strategies may be utilised in any particular order, to prevent misbehaviour escalating
• Non-verbal signs such as a warning look, a change in tone of voice or stopping speaking and waiting for attention
• Moving to stand in the vicinity of the pupil
• Overlooking/ ignoring behaviour while praising the pupil demonstrating the appropriate behaviour
• Moving the pupil to a quiet spot to work. Temporary separation from peers (time-out) within the classroom 10-15mins.
• Regular reminders and class discussions about the class rules
• Establishment of clear class and school routines to minimise opportunities for misbehaviour
• Arranging a meeting with the class teacher to discuss the behaviour
• Verbal warning
• Reasoning with the pupil (What did you do? What rule did you break? How can you fix it?)
• Parent may be informed of repeated misbehaviour at any point during this stage

In the event the above strategies do not work, teachers will follow steps described in stage 2 below.

STAGE 2
If the behaviour persists or is of immediate serious nature, the following sanctions may be followed:
• Written warning – the teacher records the name and behaviour on the Yellow Card and parents informed (see Appendix E)
• Time out within the classroom
• Movement of pupil to another room (allocated post-holder for that corridor) to work for a short set period. A record will be kept. These records will be reviewed at the post holders meeting and relevant action will be taken. The list will be reviewed by the Principal at the end of every month.
• Movement of child to another room to work for one day. This ‘time-out’ space or room should be designated in advance in cooperation with the Assistant Principal or another teacher on the corridor.
• Detention of pupil during part of break doing relevant work.
• Referral to Deputy Principal (Principal informed of name and incident). Parent requested to meet with class teacher.
• A note home to parents following 3 written warnings of misbehaviour recorded on the yellow card
• The teacher requests a meeting with parents following three notes home, if there has been no improvement in behaviour
• Individual behaviour plan, devised with pupil and teachers in consultation with parents
• Behavioural contract drawn up and signed by involved parties

STAGE 3
If there has been no improvement in behaviour following meetings with the class teacher
• Referral to Principal.
• Parents formally requested to meet with class teacher and Principal or Deputy Principal.
• A Behavioural Contract may be revised with all parties involved.
• Possible Restricted day: In certain circumstances it may be necessary to place pupil on shortened day to give them a positive school experience with a view of increasing the length of school day this depending on improvement in behaviour.
• Possible Suspension. (If pupil is to be suspended, the way in which the period of suspension will be used by the pupil, parents and school will be agreed). NEWB Guidelines for School p.65-77. Rule 130(5) for primary schools.
• Expulsion (Rule 130(6) for Primary Schools)

YARD INSTANCES
These steps will be followed when incidents occur out in yard:
• Verbal warning
• 5 minutes time out and inclusion in yard book
• Detention during break – parents will be notified by a note home at the end of the school day. The student will only be detained for part of break and will be allowed outside for the other half.
• Note home to parents, after three time-outs within a short space of time.
Poor behaviour on yard may also be included on the Yellow Card

The following sanctions may also be used:
• Homework on 1st Wednesday of the month
• Loss of privileges and/or classroom jobs
• Logical consequences – e.g. move to the back of the line for inappropriate behaviour in the line
• Write an account of their behaviour
• Write a sorry card/note
• Restricted Day
• Suspension
• Expulsion

RESTORATIVE JUSTICE
Restorative practices in our school: The Good Shepherd National School intend to develop and provide a focus on developing positive relationships between all members of the school community. It gives opportunities for pupils to take responsibility for their behaviour and learning. Restorative practice is a process whereby children are given the opportunity to reflect on their behaviour and how they and others have been affected by it so as to help heal broken relationships and prevent reoccurrence.

Restorative Questions to respond to Challenging Behaviour
1. What happened?
2. What were you thinking about at the time?
3. What have your thoughts been since?
4. Who has been affected by what you did?
5. In what way have they been affected?
6. What do you think needs to happen to make things right?

To help those harmed by other actions
1. What did you think when you realised what had happened?
2. What have your thoughts been since?
3. How has this affected others?
4. What has been the hardest thing for you?
5. What do you think needs to happen to make things right?

Appendix I will be used to guide the teacher when working with the children to restore positive relations within the school.
RECORD KEEPING
A key part of the school’s code of behaviour is accurate record keeping. The following templates are used in the school
• Appendix A – Classroom desirable behaviour sheet
• Appendix B – Classroom observation sheet
• Appendix C – Yard duty desirable behaviour sheet
• Appendix D – Yard duty incident sheet (This sheet will be used to record yard instances from Feb 2018 and included in the yard book)
• Appendix E – (Yellow Card) Used to officially record breaches of behaviour
• Appendix F – Note to be sent home to parents in a sealed envelope, following 3 instances of undesirable behaviour in a short period
• Appendix G – Note home to parents to request meeting
• Appendix H – Contract of Behaviour
• Appendix I – Restorative Questions

Restricted Day:
The decision to place a pupil on a restricted day requires serious grounds such as
• The pupil has engaged in repeated instances of minor misbehaviour and there has been no improvement.
• The pupil’s behaviour has had a serious detrimental effect on the education of other students.
• The pupil’s continued presence in the school at this time constitutes a threat to the safety of themselves and or other pupils and staff.

A restricted day allows staff and the pupil time to reflect upon behaviour. It offers pupils the opportunity to experience a shortened, positive learning experience. A restricted day is not viewed as a sanction rather as an opportunity for the pupil to reflect upon and modify their behaviour. It aims to help the pupil to change unacceptable behaviour when they resume a full day. The restricted day will run in parallel to initiatives which reward and promote good behaviour. Frequent reviews of the shortened day will occur.

Suspension:
Schools are required under section 23(2) of the Education Act 2000 to include their procedures for suspension in their Code of Behaviour. The Board of Management and Principal have a duty to ensure that there are no undue delays in an investigation and in making decisions about the imposition of a suspension. By law we are also required to follow fair procedures when proposing to suspend a student.
Having adhered to our ‘Yellow Card’ system, the parents and pupil will be informed that a suspension may be warranted. The parents and pupil will be given the opportunity to respond to the seriousness of the situation. All correspondence will be recorded.
The decision to suspend a pupil requires serious grounds such as
• The pupil has engaged in repeated instances of minor misbehaviour and there has been no improvement.
• The pupil’s behaviour has had a serious detrimental effect on the education of other students.
• The pupil’s continued presence in the school at this time constitutes a threat to safety of themselves and or other pupils and staff.
• The pupil is responsible for serious damage to property.

A single incident of serious misbehaviour may be grounds for suspension. Serious misbehaviour is defined as any behaviour or acts that would endanger the health and safety of others in the school and/or are in violation of the law.
When an immediate suspension is considered by the Principal for reasons of the safety of the student, other students and staff, a preliminary investigation should be conducted and a formal investigation should follow the imposition of the suspension.
The Principal has the written authority from the Board of Management to impose a suspension and will then inform the parents in writing of the suspension (section 11.8 NEWB Guidelines). Parents will also be advised of their right to appeal under section 29 of the Education Act 1998 as amended by the Education Act 2007 where the total number of days for which the student has been suspended in the current school year reaches 20 days. Our period of suspension is as stated in section 11.6 of the NEWB Guidelines.
When the pupil returns to school he/she will be given the opportunity and support for a fresh start.

Parents have the right to appeal under Section 29 of the Education Act, 1998, a decision to expel or a decision to suspend where cumulative suspensions reach or exceed 20 days in any school year. The full details of the procedures to be followed can be found in the Guidelines for Developing a Code of Behaviour, Section 11 p 70 – 78. http://www.newb.ie/codes_of_behaviour_guidelines/download_guidelines.asp

Suspension allows staff and the pupil time to reflect on behaviour. It gives staff an opportunity to plan ways to help the pupil change unacceptable behaviour when they return to school. Students will not be suspended for longer than three days, unless more time is needed to fulfil a particular objective to assist the student. In such instances, the Board of Management reserve the right to suspend an offending child for a period of 3-10 school days in accordance with Section 23 of the Educational Welfare Act, 2000. However the Board of Management authorise the Principal, with the approval of the Chairperson of the Board, to impose a suspension of up to five days in circumstances where a meeting of the Board cannot be convened in a timely fashion, subject to the guidance concerning such suspensions.

Expulsion:
In extreme cases and when all possible avenues of discussion, negotiation and mediation open to us have been exhausted, as a last resort it may be deemed necessary for the Board of Management to expel a pupil from the school in accordance with Section 23 of the Educational Welfare Act, 2000.

Prior to this, the school will have taken significant steps to address the misbehaviour, such as

• Meeting with parents and the student to try to find ways to help the student change his/ her behaviour.
• Ensure the student understands the consequences of their behaviour, if it persists.
• Ensuring all other possible options have been tried.
• Seek the assistance of support agencies, such as the N.E.P.S, H.S.E Community Services, Student and Adolescent Mental Health Services, National Behavioural Support Services and National Council for Special Education, if appropriate.

The decision to expel a student requires serious grounds such as
• The student’s behaviour has had a serious detrimental effect on the education of other students.
• 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.
• While these are similar to the grounds for suspension, factors such as persistence and seriousness of the behaviour as well as a belief the school has exhausted all possibilities for changing the student’s behaviour will influence the decision of the Board to expel a student.

Parents have the right to appeal under Section 29 of the Education Act, 1998, a decision to expel or a decision to suspend where cumulative suspensions reach or exceed 20 days in any school year.

The full details of the procedures to be followed can be found in the Guidelines for Developing a Code of Behaviour, Section 12, p 80 – 87, to be found at http://www.newb.ie/codes_of_behaviour_guidelines/download_guidelines.asp

COMMUNICATION WITH PARENTS / GUARDIANS
Parents/guardians will be involved at an early stage, rather than as a last resort. Communication will be verbal or written, depending on the circumstances. Staff are willing to meet parents at any mutually agreeable time to discuss any concerns. The HSCL teacher may also be part of this process. The aim of the Code of Behaviour is to provide a clear, consistent method of communication between home and school to inform the parents about their children’s behaviour in school.
In situations where there is evidence of serious ongoing emotional and behavioural difficulties, teachers will work with parents/guardians to have their student referred for assessment by the relevant services.

SUCCESS CRITERIA
The success criteria will be based on the achievement of the objectives. Staff observation and parental feedback will be used as the benchmark for success or otherwise of the policy. The effectiveness of the policy will be judged by standards of pupil behaviour. It will also be evident from observation of behaviour in classroom, corridors and yard and in the attitude of members of the school community as they relate to each other every day.

ROLES AND RESPONSIBILITY
The role of the Principal and Deputy Principal will have the responsibility to co-ordinate and monitor the implementation of the policy and to ensure that all members of staff are familiar with it, especially newly appointed staff members. It will also be their responsibility to schedule regular reviews of the policy and inform BOM and school staff of the outcomes of these reviews.

All school staff will be responsible for the implementation and evaluation of the policy. Feedback received will be recorded and any problems that arise will be taken into account for the purposes of evaluation and review of Code of Behavior for the BOM.

The role of the Board of Management:
• The Board of Management will set down the general guidelines on standards of behaviour and discipline. They will review their effectiveness.
• The Board will support the Principal and staff in carrying out these guidelines as outlined in this policy.

While the Principal has the day to day authority to implement the school’s Code of Behaviour, the Board will support and give advice on particular disciplinary issues.

Timeframe for Implementation
The policy will be implemented from Feb 2018.
Timeframe for Review
This policy will be reviewed in Feb 2021

Responsibility for Review
The School Principal and staff will be responsible for the initial review of this policy. Parents will also have an opportunity to review it. They will be notified that the policy is available for review in the Parents Room in the school. BOM members will finally review the policy before clarification.
Ratification and Communication
The Board of Management ratified this policy on the _6th_ of ___February_2018_.

First created: November 1989
Most recent update: Feb 2018

 

You can download Code of Behaviour 2018