Code of Behaviour Policy – St Vincents Primary School

St Vincent’s Primary School

Code Of Behaviour Policy

Introduction

As an Edmund Rice School, we aspire to create a happy, calm environment where pupils, parents and teachers have shared clear aims and we believe that this will foster the development of all aspects of the pupils’ education. Parents are encouraged to read the following code of behaviour with their children and discuss it with them.

The behaviour of individuals within the school affects the ability of all pupils to learn. The purpose of this policy is to clearly outline the expectations of behaviour for every pupil of the school, to ensure the safety and wellbeing of all members of the school community, to assist parents, pupils and teachers in understanding the system of procedures that form part of the Code of Behaviour and seek their co-operation in implementing the system of rules, rewards and sanctions in a fair way. Any parent/guardian of a pupil who has a concern about behaviour matters should, in the first instance, make contact with the classroom teacher and if that is not considered appropriate, with the Principal.

Rationale

The Board of Management acknowledges that under the Education Welfare Act 2000, Section 23, St Vincent’s Primary School is obliged to prepare a Code of Behaviour in respect of the students registered in the school. It details in section 23 (2) that the code of behaviour shall specify:

The strands of behaviour that shall be observed by each student attending the school.
The measures that shall be taken when a student fails or refuses to observe those standards.
The procedures to be followed before a student may be suspended or expelled from the school concerned.
The grounds for removing a suspension imposed in relation to a student.
The procedures to be followed in relation to a child’s absence from school.

The Education Welfare Act states that the Code of Behaviour shall specify “the standards of behaviour that shall be observed by each pupil attending the school”. The school recognises that there are times and factors in a child’s life that may influence their behaviour. These will be taken into consideration and the child and his/her behaviour may be accommodated as a result.

In compliance with Section 23 (4) of the Education Act, prior to registering a pupil, parents/guardians will be issued with a copy of the school’s Code of Behaviour and on application, parents/guardians will be asked to confirm in writing that they accept the school’s policy ‘and that they shall make all reasonable efforts to ensure compliance with such code’.

Relationship to the Characteristic Spirit of the School

St Vincent’s Primary School is an Edmund Rice School in the Catholic ethos which aims to provide a caring environment where management, staff and parents work in partnership through mutual respect to develop the spiritual, personal and academic potential of each child according to their talents, skills and abilities. Respect for others and co-operation amongst pupils, parents, staff and the Board of Management are the guiding factors in our Code of Behaviour Policy.

Here at St Vincent’s Primary School, we cherish all pupils equally. It is our philosophy that discipline is based on mutual respect, which is evident in all our interactions, whether between children, teachers, staff or parents in our school community. We hope to enable our students to learn positive attitudes from the example of those who guide them. If they are taught to show respect for others, both at home and in school, and if they are afforded respect by the people they encounter, then discipline can be approached in a very positive manner. We aspire to highlight the positive behaviour of our children wherever possible, thus limiting the need to sanction negative behaviours.

Aim of the Code of Behaviour Policy

In devising this code, consideration has been given to the particular needs and circumstances of this school. This Code of Behaviour outlines the schools’ expectation about how each member of the school community will help to make the school a place conducive to teaching and learning. The overall aim of the behaviour policy is, at all times, to develop positive behaviour patterns, and to support effective teaching and learning for all. Every effort will be made by all members of staff to adopt a positive approach to the question of behaviour in the school and the overriding aims will be to:

create an atmosphere based on mutual respect between all members of the school community.
allow the school to function in an orderly and harmonious environment.
promote positive behaviour and self-discipline, recognising the differences between pupils and the need to accommodate these differences.
enhance the learning environment where pupils can make progress in all aspects of their development.
foster the development of a sense of responsibility and self-discipline in pupils based on respect, consideration and tolerance to others.
encourage pupils to take a more active role in developing positive behaviour patterns.
encourage pupils to take responsibility for their own behaviour.
ensure the safety and well-being of all members of the school community.
ensure that the system of rules, rewards and sanctions are implemented in a fair and consistent manner throughout the school.
enable parents/guardians and pupils to understand the systems and procedures that form our Code of Behaviour and to ensure their co-operation and support in the application of these procedures.
enable our teachers to have more productive teaching time without disruption to pupils’ learning.
enable our pupils to have more productive learning time without disruption to learning.

Whole School Approach

The Board of Management recognises the importance of creating consistent values, policies, practices and relationships that support the Code of Behaviour. Such an environment may only be formed by involving the entire school community and in this respect, the Board acknowledges the importance of the roles played by, the principal, teachers, ancillary staff and parents in the review and operation of the Code.

Standards of Behaviour

Pupils

Junior Rules

Kind Hands, Kind Words, Kind Feet
Manners are Magic
Listening Ears and Watching Eyes
Always try your best

Senior Rules

We are respectful to others and their property.
We play fairly and line up safely.
We cooperate, listen and always do our best.
We are responsible for our learning and our actions.

General Behaviour

Each pupil is expected to:

behave – in a respectful manner and to show consideration for other children and adults at all times
respect – the property of the school, other children’s property and their own belongings and to keep the school environment clean and litter free, and also respecting themselves
attend – school on a regular basis and to be punctual
try – his/her best both in school and for homework.
wear – the full school uniform every day (navy tracksuit with crest, white collared t-shirt) and take pride in their appearance

Classroom Behaviour

Each pupil is expected to:

listen – to the teacher and other pupils if they are speaking and seek permission to address the class by putting his/her hand up
work – to the best of his/her ability
value – school property and the belongings of fellow pupils, and their own property.
follow – the direction of his/her teacher
obtain – his/her teacher’s permission to leave the classroom
respect – the teacher, other pupils and visitors to the classroom.
abide – by classroom rules
allow – other pupils to work without interruption

Yard and Field Behaviour

Each pupil is expected to:

play – safely, avoiding any games or play that are rough or dangerous
co-operate – with adult supervisor(s) during break time
remain – on school grounds and in the designated area for each class at all times
obtain – permission before re-entering the school building during break periods
respect – the yard supervisor, fellow pupils and your surroundings
avoid – swearing, fighting or name calling
abide – by playground rules

Behaviour in other School Areas

Each pupil is expected to:

move – quietly and safely in the school corridors and stairs
behave – appropriately in the toilets
walk – to and return from the learning support/resource teacher directly and quietly

Behaviour during School Outings/Activities

Each pupil is expected to:

follow – his/her teacher’s directions at all times
remain – with the teacher/supervisors and group of pupils at all times
behave – politely towards those they meet on such trips
observe – the rules of general good behaviour

Before/After School

Parents are reminded that the staff of the school does not accept responsibility for pupils inside the school grounds before official opening time of 8.40 a.m. (8.50 a.m. for Infants) or after the official closing time of 2.30 p.m. (1.40 p.m. for Infants) except where pupils are engaged in an extra-curricular activity organised by the school. Pupils involved in such activities are expected to behave in accordance with the school behaviour policy while engaged in such activities.

Punctuality and Attendance

Pupils are expected to be on time for school every morning and are greeted warmly upon arrival. Regular attendance is also expected and encouraged. There will be a termly/monthly awards to encourage all pupils to attend school and to improve their attendance. There will be punctuality drives to encourage and reward good punctuality to school.

Section 18 of the Education Welfare Act 2000 stipulates that parents must notify the school of their child’s absence from school and the reason for this absence. The school must tell the statutory Educational Welfare Services of the Child and Family Agency if a child has missed 20 days or more in the school year, or if it is concerned that a child is missing too much school. Children who have moved to other schools have their names sent to the NEWB/TUSLA on receipt of confirmation from the receiving school. Parents notify the school of absences through the Aladdin App.

Illness and Early Collection

Cases of infectious illnesses should be reported immediately to the class teacher or the school secretary. If a pupil needs to be collected from the school during the school day, the parent/guardian must contact the school using the Aladdin App. to obtain permission. The pupil must be collected from the main entrance at the appointed time and not after 13.30. Only under exceptional circumstances will a pupil be allowed leave the school unaccompanied and only with the permission of the Principal.

Dress

Full school uniform tracksuit and polo shirt should be worn at all times. Some jewellery is not permitted for safety reasons (this is addressed in our Uniform Policy). Appropriate footwear should be worn, especially for P.E. lessons.

School Books

Pupils are expected to have all the required books, copies, pencils etc., in school and if they take them home to take care of them. The school supply all of the books and copies through the School Book Scheme.

Homework

The homework policy should be adhered to. We aspire to keep homework to a manageable level for all concerned. Like all policies in this school it will be reviewed on a regular basis.

Electronic Devices (including mobile phones, smartwatches and wearables)

Mobile devices may only be brought to school where a parent has deemed it essential that a child should bring the device to school. Parents must then fill in the Indemnity letter requesting their child be permitted to bring a mobile device to school and sign up to the school’s policy on use of devices. This is given to the school Principal and kept on file. This process must be undertaken each year as school re-opens. Any child who receives permission to have a mobile device in school will sign an agreement form along with their parents. Children must comply with the rules contained in the agreement, as per our Mobile Phone/Electronic Devices Policy. This list includes but not exclusively, – The device must be turned off during the school day. At no time are children allowed to use the device whilst in the school building, school grounds or any school activity i.e. external school trip, sports event etc. It must only be used when the child has left the premises, i.e. outside the gates of the school – Any child breaking the rules will have their device confiscated. It will only be returned to the parent/guardian (not the child) who will have to collect it from the school office. (See Mobile Devices Policy)

Staff

It is the Principal’s responsibility to ensure the school’s Code of Behaviour Policy is administered in a manner that is consistent and fair to all pupils.

Each staff member also has the responsibility of following the Code of Behaviour Policy and of maintaining discipline within the classroom as well as in the internal common areas of the school and in the external areas seeking to highlight positive behaviour of pupils.

Teachers and staff play a vital role in creating a positive school environment that will support good behaviour and thus help create an atmosphere that is conducive to the health and safety and overall well-being of all the children.

Teachers will endeavour to:

discuss the Code of Behaviour Policy with their class in an age appropriate manner at the beginning of the school year and teach them what is expected of them throughout the year. Children are reminded of this on a regular basis.
draw up and display class rules/class contracts which are clear, consistent, widely understood and help remind children of appropriate behaviour. These rules/contracts will provide the basis for the general school rules around:
Respect for self and others
Kindness and willingness to help others
Courtesy and good manners
Fairness
Readiness to use respectful ways of resolving difficulties and conflict
Forgiveness
deal with any misbehaviour themselves before involving others by engaging and discussing with the child/children in such a manner as to hopefully affect a change from the child/children themselves leading towards a more positive behaviour attitude.
actively encourage and reward self-discipline and positive behaviour both inside and outside of the classroom
ensure there is an appropriate level of supervision at all times.
implement the reward/sanction scheme in a fair and consistent manner.
keep a written record of all incidents of continued, serious or gross misconduct. This (Appendix 1) record will indicate the advice and/or warnings given to the child on the misbehaviour and, the consequences of its repetition. (printable template and template on Aladdin)
inform pupils when instances of misbehaviour on their part are being recorded.
report repeated instances of serious misbehaviour to the Principal.
contact parents/guardians when necessary to discuss any inappropriate and unacceptable behaviour on the part of their child/children. Communication between parents/guardians and the school will take place via notes in the Homework Journal, phone calls, emails or face-to-face meeting. The Principal will be informed of this communication by the teacher, in writing or verbally.
utilise management techniques that ensure a variety of activities and methodologies to sustain pupil interest and motivation.
implement the school’s SPHE curriculum which is used to support the Code of Behaviour. (This aims to help pupils develop communication skills, appropriate ways of interacting and behaving, and conflict resolution skills. It also aims to foster self-esteem and to help children to accommodate differences and develop citizenship. Within the SPHE curriculum, the strands Myself, Myself and Others and Myself and the Wider World help the children to grow in self-awareness and self-confidence and prepare him/her for the wider world. Walk Tall, Stay Safe and Weaving Well-Being are among the SPHE Programmes being promoted and taught in the school).

The Board of Management

The Board of Management will put in place the Code of Behaviour Policy and ensure its fair application. The Board will assess the effectiveness and success of the policy annually prior to ratification in the first term of each school year.

Parents/Guardians

The level and quality of communication and support between St Vincent’s Primary School and the children and their parents/guardians is vital in creating a positive relationship between home and school. Parents/guardians play a crucial role in shaping attitudes in their children which produce positive behaviour in school. Parents/guardians can assist the school by encouraging their children to abide by the school rules, encouraging punctuality and regular attendance and by ensuring that homework is given due time and effort.

Parents are made aware of the Code of Behaviour Policy at the beginning of their child’s time in our school and will receive updates on an annual basis as the policy is assessed and ratified at the Board of Management via our website, through Aladdin and copies are available in the school office. Parents are encouraged to promote positive behaviour in the following ways:

ensure that their children attend school regularly and punctually
encourage their children to do their best and to take responsibility for their work
ensure that the correct uniform is worn
be aware of and co-operate with the school’s rules and system of rewards and sanctions
attend meetings at the school if requested
help their child with homework and ensure that it is completed in a timely fashion and done to the best ability of their child
ensure that their child has the necessary materials for school
support and work alongside the school in looking after the holistic welfare of their child.
update the school on any changes which have occurred in their child’s life which may impact on their child’s behaviour and well-being

Should a parent/guardian be concerned about any aspect of their child’s behaviour they are welcome to make an appointment with class teacher to discuss their concerns. In cases of an identified pattern of misbehaviour parents will be invited to participate in the intervention process.

It is the policy of the school that the class teacher will let parents know of any concerns they may have relating to their child as soon as that concern arises. These concerns may result from minor academic or behaviour issues. With the school and the parents /guardians work together, these issues normally resolve quickly. A phone call from the class teacher is usually sufficient to sort out any minor concerns.

However, where there is serious concern about a child’s behaviour, all avenues within the school will be explored to support the child to act positively and to behave appropriately. Where these fail, the teacher will arrange a meeting with the parents to discuss the concerns regarding the child’s behaviour. Any help or advice that parents can give the teacher to help and encourage their child act in an appropriate manner is always very much appreciated. A plan of action will be drawn up by the teacher and parents and given an appropriate amount of time within which to be implemented. This applies to all pupils in the school including children with Special Needs.

Most children settle into school quite well but for a small number, the transition to Primary School can prove challenging. Parents may find that the longer day and focus on schoolwork may be a little overwhelming for their children at first. This may result in the child or children being upset or lead to behaviour that is unacceptable. Sometimes a shortened day, for a short period of time, can work wonders and is to be encouraged for the overall well-being of children who might not be quite ready for Primary School. Many parents have welcomed this strategy when it was needed. Circular 0047/2021 – Guidelines for the use of Reduced School Days in Schools can be referred to for further information.

Rewards and Disciplinary Actions/Consequences

Rewards

Rewards are used as part of the overall school and class strategy and can form part of a planned intervention to help an individual student manage their own behaviour. Our aim is to ‘catch children being good’ thus promoting positive behaviour. Rewards for children with special needs take into account their particular learning style.

Examples of rewards given include:

Verbal comments-in public/private
Homework passes
Stickers
Stamps
Pens, pencils, rubbers, etc.
Extra computer/iPad time
Extra sport time
DVD/video time
Note home-commendation
Special fun days such as non-uniform days or dressing up days
Exciting events such a visit from the ice-cream van, or the visit of an elite athlete to the school
Tick/tally charts-keep track of pupils’ positive behaviour
Class Dojo and SeeSaw class management system
Mention on the school Facebook page of any achievements
Star of the Week Awards
Friend of the Week Awards
Termly Achievement Awards

These rewards vary from class to class as it all depends on the age of the child. The option is also there to ask pupils what their preferred reward would be and to have a list for use in that specific class. We as a school aspire to celebrate the positive behaviour and publicly acknowledge and praise these behaviours. While positive reinforcement is always preferable, the needs of all pupils to a safe learning environment must be taken into account. As such the sanctioning of pupils is sometimes necessary

Disciplinary Actions/Consequences

The children should follow the rules of the classroom as devised by the class teacher and the children. They know that behaviour which interferes with learning and teaching will be noted by the class teacher and a record will be kept. It is important for children to take responsibility for any behaviour and to understand that there are consequences for any misbehaviour in the class and that they will be subject to such actions as are deemed necessary and appropriate by the class teacher.

These actions could include the following:

Moving child to a different seat
Moving child to a different classroom for a short period
Time-out break from peers within the classroom
Allocation of additional written work
Loss of privileges (golden time etc.)
Lunchtime detention
Note home
Name written in the yard book (for incidents in the yard or on the way to/from the yard) Class-teachers are asked to inform parents if a child’s name is put in the yard-book.

Should the child’s name appear a number of times in the yard book, the child’s parents will be contacted by the class teacher to discuss the behaviour. We have found that this acts as a deterrent for the minor infringements and it also allows the child the opportunity to try to improve his/her behaviour. Should the behaviour continue after this intervention, the Principal will then become involved and contact the child’s parent to arrange a meeting with the child’s parent. As part of the administration of this system the principal will check the yard behaviour books on a regular basis. The response of the school will entail a combination of both positive reinforcement of the desired behaviours, and sanction of negative behaviour when necessary. The ultimate decision on rewards and/or sanctions will rest with the principal on behalf of the Board of Management.

Levels of Inappropriate Behaviour

Level 1: Low Level Misbehaviour

Level 1 behaviours are those that interfere with the orderly learning environment of the school, classroom, and common areas. Listed below are some examples of the types of behaviour that are included in Level 1. Please note the list is not exhaustive.

Running/shouting in the corridors
Disturbing the work or play of others
Leaving litter on the ground despite repeated requests not to do so
Not completing homework without good reason/note from parent guardian
Presenting careless work
Disrespectful language, tone, or manner
Not wearing the appropriate school uniform
Interrupting class work
Misbehaving in class line such as when going out to or coming in from yard time.
Leaving seat without permission at anytime
Ignoring staff requests/instructions
Bringing mobile phone to school unless given special permission by the Principal

Level 1: Supportive Interventions

Discussion of behaviour with the child
Rewards (after a period of good behaviour)
Classroom-based interventions, such as Circle Time, or class meetings, with the option of informal consultation, (e.g. with parents/guardians or staff members)
Behaviour Contract
Behaviour Tracking Chart

Level 1: Disciplinary Actions/Responses

Some examples of Level 1 disciplinary actions include:

Reinforcement of alternative positive behaviour
Verbal reprimand/reminder(s)
Time-out breaks from peers, friends or others within class and/or temporary removal to another class
Time out during break or lunch time
Loss of privileges e.g. Jobs/Golden time etc.
Parent contact where and when appropriate

Level 2: Medium Level Misbehaviour

Level 2 behaviours are those that seriously interfere with the orderly environment of the school and are potentially dangerous to the safety and well-being of the students and staff. Listed below are some examples of the types of behaviour that are included in Level 2. Please note the list is not exhaustive.

Repeated instances of Level 1 Misbehaviour which have not been modified by any of the interventions outlined in Level 1
Constantly disruptive in class, or when lining up
Telling lies (e.g. to hinder investigation of a serious incident etc.)
Behaviour which is dangerous to self or others (e.g. pushing, throwing objects, shoving, hitting, spitting, kicking, coughing and sneezing deliberately at other children or adults)
Being discourteous and back-answering a teacher
Using unacceptable language/swearing/cursing
Possession of or use of dangerous toys, school equipment etc.
Behaviour that is hurtful (including bullying, harassment, discrimination and victimisation)
Rough or dangerous play
Bullying
Engaging inappropriately on social media platforms
Cyberbullying
Threatening or physically hurting another person
Leaving school premises without permission
Stealing
Damaging property

Level 2: Supportive Interventions

Rewards system (As a short term intervention with the aim of returning to normal expected behaviours)
Option of creating a Behaviour Contract
Re-engage/Continue with Behaviour Tracking Chart, followed by class teacher meeting with parents if behaviour persists.
Team conference which may include the classroom teacher, other involved staff, Principal, Deputy Principal and parents.
Request for assistance from external agencies such as the National Educational Psychological Service, Health Service Executive Community Services, the National Behavioural Support Service, SESS, Child and Adolescent Mental Health Services, National Council for Special Education.
Referral of a Child displaying behavioural problems for psychological assessment (with the parent(s)/guardian(s) consent).

Level 2: Disciplinary Actions/Responses

The disciplinary actions at Level 2 are administered by the Principal and may also include formally notifying parents. Some examples of Level 2 responses are:

Communication with parent(s)/guardian(s)
Yard suspension/detention
Referral to the Principal
Parent may need to remove their child from school premises
Exclusion from school excursions within a specified timeframe e.g. tours, sports’ activities
Suspension from school of one to three days, depending on the severity of the behaviour: see Developing A Code of Behaviour: Guidelines for Schools (NEWB 2008)
Report submitted to the Board of Management/Tusla as deemed appropriate

Level 3: High Level Misbehaviour

Level 3 behaviours are considered the most serious violations. These behaviours endanger the immediate health, safety and personal well-being of the pupils and staff of the school. They represent a direct threat to the orderly operation of the school environment. Situations which include illegal activity, may result in contact with an Garda Síochána and parents. Listed below are some examples of the types of behaviour that are included in Level 3.

Repeated or serious instances of Level 2 Misbehaviour which have not been modified by intervention
Obscene language or swearing
Spitting/biting/kicking/punching peers or staff on a very serious level
Throwing dangerous objects in a very dangerous manner
Cyberbullying beyond level 2 Misbehaviour
Engaging inappropriately on social media platforms beyond level 2 of Misbehaviour
Violent fighting or intentionally causing physical harm to others
A very serious/extreme one-off offence
Carrying drugs, alcohol, cigarettes, vapes, and paraphernalia etc.
Intentional possession or use of weapons
Deliberately damaging school property, or anyone else’s property
Discriminatory or prejudicial activities or actions toward another person or group involving race, gender, religion, physical condition, disability, or ethnic origin

Level 3: Disciplinary Actions/Responses

Behaviour at Level 3 may involve suspension from school. The length of the suspension will depend upon the severity and frequency of the specific behaviour. Repeated incidents of Level 3 behaviour can result in a pupil being expelled. Specific information about due process and procedures in respect of the issuing of a suspension or expulsion is contained further on in this document. The Board of Management have discussed the varied suspension sanctions agreeing when 1 day, 2 day or three day sanctions are used.

Managing Aggressive or Violent Behaviour

Strategies for dealing with serious emotional/behavioural problems:

Children who are presenting with emotional/social/behavioural problems are immediately referred to our SET Team for behavioural intervention practices to help manage behaviour in a more positive way.
Children who are presenting with emotional/social/behavioural problems may be referred for a psychological assessment or to a psychologist by staff.
Through the SENO, appropriate support is sought from services available: NEPS, HSE etc.

As this is often a slow process the school would have to put in place what we would call a Care Team to monitor the situation and to be available to remove the child from the situation before things become unmanageable for the child and the class teacher. The Care Team would consist of; the class teacher, the support teacher, the principal/deputy principal, an SNA and the parents and the NEPS psychologist where appropriate.

A care plan, similar to a Behaviour Modification Plan, would be drawn up by the team to help the child to avoid situations which would lead to violent /unmanageable behaviour with the help and advice of the SENO and any other professional advice which would be of help to us.

Members of the Care Team may have to seek advice on how best to deal with a situation where the child becomes aggressive or violent and a danger to him/herself and others.

The school will at the same time try to ensure that all the appropriate assistance is in place to help the child to take an active and meaningful part in school life and that he/she is allowed to fulfil his/her potential.

If the school has taken all the possible steps it can to assist the child in becoming a part of the school life and if, despite all of this, the child’s behaviour continues to be a risk to his/her safety and/or the safety of others, the following steps will be taken in line with current guidelines from the Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008)

Suspension/Procedures/Removal of Suspension/Expulsion & Appeals

This section of the Code of Behaviour refers directly to chapters 10, 11 & 12 Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008)

The entitlement to education is protected in a range of constitutional and legal provisions and in human rights Conventions. These legal protections for the individual student’s right to education mean that decisions to suspend or expel a student are open to appeal and may be subject to judicial review by the High Court. Schools are required, under section 23(2) of the Education (Welfare) Act 2000, to include their procedures for suspension and expulsion in their code of behaviour. (p. 66)

Suspension

Serious misbehaviour is defined in Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008) as:

The student’s behaviour has had a seriously 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
A single incident of serious misconduct may be grounds for suspension. (p. 71)

Suspension will be considered after other interventions have been tried and a review will take place as to why these interventions have not worked, except in cases where an immediate suspension is warranted. For serious and/or continuous misbehaviour, a pupil may be suspended for 3 days by the Principal. However, having convened an emergency meeting, the Board of Management may authorise the Principal to impose a suspension of more than 5 days with a ceiling of 10 days on any one period of suspension (p. 75/76).

Factors to consider before suspending pupil

The decision to suspend requires serious grounds and the following factors need to be considered before arriving at a decision to suspend: Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008 p. 72)

The nature and seriousness of the behaviour
The context of the behaviour
The impact of the behaviour
The interventions and supports implemented to date
Whether suspension is the proportionate response
The possible impact of suspension

For high level misbehaviour or repeated instances of medium level misbehaviour, suspensions may well need to be seriously considered. Aggressive, threatening or violent behaviour towards a pupil, member of staff or visitor to the school will be regarded as high level misbehaviour.

Where there are repeated instances of high level misbehaviour, the Chairperson of the Board of Management will be informed and the parents/guardians may be asked in writing to attend a meeting with the Chairperson and the Principal.

If the parents/guardians do not give an undertaking that their child will behave in an appropriate manner in the future, the pupil may have to be suspended for an amount of time.

In the case of high level misbehaviour, the Board of Management may authorise the Principal to sanction an immediate one-day suspension, pending review of the incident or matter with the parents/guardians. Expulsion may also be considered in an extreme case.

Suspension is always seen as part of an overall agreed plan to address the student’s behaviour. The suspension of a student should facilitate an opportunity to:

Set behavioural goals with the student and the parents
Give school staff an opportunity to plan other interventions
Impress on the student and the parents the seriousness of the situation
Provide families with time to discuss and reflect on circumstances that led to the suspension.

Where preliminary assessment of the facts confirms serious misbehaviour, the following procedures will be put in place.

Procedures in relation to suspension

Inform the parents and student

Parents and students are informed in writing about the complaint, how it will be investigated and that it could result in a suspension.

Given an opportunity to respond

Parents and student are given an opportunity to respond to a decision before a decision is made and any sanction is imposed. This provides the opportunity for them to:

Give their side of the story where there is a dispute about facts
Address the student’s behaviour

In the event of a non-attendance at a meeting a letter is sent to the parents concerning the gravity of the situation and the rescheduling of the meeting. Failing that, the duty of the school authorities is to make a decision to respond to the negative behaviour. The school should record all invitations to parents and their response.

Procedures in relation to immediate suspension

Immediate suspension will be considered for reasons of safety of the student, other students, staff or others.
A preliminary investigation is carried out to establish the case for suspension
The formal investigation follows the suspension
All conditions of suspension apply to immediate suspension
Parents are notified and arrangements made for the student to be collected
School must have regard to its duty of care. No student should be sent home without informing the parent

Removal of Suspension (Reinstatement)

Following, or during a period of suspension, the parents/guardians may apply to have their child reinstated back to the school. The parents/guardians must give a satisfactory undertaking that a suspended pupil will behave in accordance with the school’s Code of Behaviour Policy and the Principal must be satisfied that the pupil’s reinstatement will not constitute a risk to the pupil’s own safety or that of the other pupils or staff. The Principal, in consultation with the child’s parents/guardians, class teachers and the pupil (where appropriate) will facilitate the preparation of a behaviour plan and a behaviour contract (if appropriate) for the pupil and will re-admit the pupil formally back to the school and to his/her class. This re-admittance to school within a suspension period, at the discretion of the Chairperson of the Board of Management and the Principal, may take place when a satisfactory resolution of a problem/concern has been achieved. Prior to re-instatement to school the student and their parent(s) attend a meeting to discuss expectations and consequences and allowing all involved an opportunity to understand this prior to return.

Expulsion

The Board of Management of St Vincent’s Primary School has the authority to expel a pupil in an extreme case as outlined on p. 81 of Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008) or where repeated incidents of gross misbehaviour interfere with the educational opportunities of other students or where there is a threat to the health and safety of students or staff. Expulsion should be a proportionate response to the student’s behaviour. The imposition of this sanction would be under the terms of the Education Welfare Act (2000). Both suspension and expulsion procedures are in accordance with the Education Act (1998).

Prior to the decision to expel

Before the decision to expel, the appropriate school authorities such as the Principal, Chairperson, class teacher, SEN teacher should:

Meet with the parents and the student to find ways of helping the child to improve his/her behaviour
Make sure that the pupil understands the possible consequences of their behaviour if it should persist
Ensure that all other possible options have been tried
Seek assistance of the support services

Expulsion – Grounds for Expulsion:

The grounds for expulsion are similar to the grounds for suspension. However, 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, the authorities of St. Vincent’s Primary School will have tried a series of interventions, and believe they have exhausted all possibilities for changing the student’s behaviour: p. 81 Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008)

The student’s behaviour is a persistent cause of disruption to the learning of others or to the teaching process.
The student’s continued presence in the school constitutes a real and significant threat to safety.
The student is responsible for serious damage to property.

In some cases, expulsion for a first offence may be warranted where there is:

A serious threat of violence against another student or member of staff
Actual violence or physical assault.
Supplying illegal drugs to other students in the school.
Sexual assault.
Serious/extreme Cyber Bullying incident

Procedures in respect of expulsion

The school is required by law to follow fair procedures when proposing to expel a pupil

p. 84-86 Developing a Code of Behaviour: Guidelines for Schools (NEWB 2008)

Step 1: A detailed investigation is carried out under the direction of the Principal.

The principal should inform the student and the parents about the details of the alleged misbehaviour, how it will be investigated and that it could result in expulsion
The Principal should give parents and the student every opportunity to respond to the complaint before a decision is made and a sanction is imposed
The parents and student are informed in writing of the alleged misbehaviour

Step 2: A recommendation is made to the Board of Management by the Principal including these steps:

Inform the parents and student that the Board is being asked to consider expulsion
Ensure that the parents have records of the allegations being made, the investigation, the written notice of the grounds on which the Board is being asked to consider expulsion
Provide the Board with the same comprehensive records as are given to the parents
Notify the parents of the date of the hearing by the Board of Management and invite them to the hearing
Advise the parents that they can make a written and oral submission to the Board
Ensure that the parents have enough time to allow them to prepare for the hearing

Step 3: Consideration of the recommendation by the Board of Management and the holding of a hearing

The Board must review the initial investigation and ensure that it was properly conducted in line with fair procedures
The Board must undertake its own review and ensure that no one that has any involvement with the case takes part in the deliberations
The Board must hold a hearing. At this hearing, the principal and parents put their case to the Board in each other’s presence. Each party is allowed to question the other party directly.
The Board must be seen to be impartial between the principal and the student. Parents may wish to be accompanied at the hearing and this should be facilitated.
After the hearing, the principal and the parents are not present for the Board’s deliberations

Step 4: Board of Management deliberations and actions following the hearing

Having heard from all parties the Board must decide whether or not the allegation has been substantiated and if so, whether or not expulsion is the appropriate sanction. If the Board decides that the sanction is appropriate, then they must inform the Educational Welfare Officer in writing of their decision and the reasons for this opinion. The student cannot be expelled before the passage of 20 days from the date on which the EWO receives written notification.

The Board must inform the parents in writing of the decision, the next steps in the process and that the EWO will be informed

Step 5: Consultations arranged by the Educational Welfare Officer

Within 20 days the EWO must:

Make all necessary arrangements to hold individual consultations with the principal, parents, student and other parties who may be of assistance
Convene a meeting of those parties who agree to attend

The purpose of these meetings is to ensure that arrangements are made for the pupil to continue in education. These meetings may result in an alternative intervention that would avoid expulsion. However, where the possibility of continuing in the school is not an option the consultation should focus on alternative educational possibilities.

Step 6: Confirmation to expel

Where the 21-day period following notification to the EWO has elapsed and where the Board of Management remain of the view that the student should be expelled, the Board should formally confirm the decision to expel. Parents are notified immediately that the expulsion will now proceed. They are also told of their rights to appeal. A formal record should be made of the decision to expel.

Appeals

Under Section 29 of the Education Act 1998, parents are entitled to appeal to the Secretary General of the Department of Education and Skills against some of the decisions of the Board of Management including:

permanent expulsion from a school
suspension for a period which would bring the cumulative period of suspension to 20 days or longer in any one school year.

Parents are informed of their right to appeal at the meeting by the Chairperson and the Principal. Appeals must generally be made within 42 calendar days from the date the parents were notified of the decision (see Circular 22/02). The appeals process under section 29 of the Education Act 1998, begins with the provision of mediation by a mediator nominated by the Appeal Committee (Department of Education and Skills).

If and when an appeal is investigated by the Department of Education and Skills, a response will be prepared by the Principal and the Chairperson with advice from CPSMA, EWO, SENO, NEPS, and other relevant parties.

Children with Special Needs

All children are expected to comply with the Code of Behaviour Policy. However,

St. Vincent’s Primary School recognises that children with special needs may not always understand certain rules or have the capacity to regulate their emotion while in a heightened state and as a result their behaviour may reflect this in an inappropriate manner. Where and when required, Behaviour Modification Plans will be put in place in consultation with parents/guardians, class teacher, SEN, and/or Principal or Deputy Principal all working very closely together to ensure that the best possible support is given to the child with Special Needs. The cognitive development of the child will be taken into account and professional advice from psychological assessments will be invaluable in helping guide the content of this Behaviour Modification Plan. The Code of Behaviour Policy seeks to find an equitable balance between the individual behavioural needs of each child and the collective rights to a safe and disruption free learning and working environment.

Keeping Records

In line with data protection legislation, records will be kept of incidents relating to pupils’ behaviour that occur within the classroom, on the playground and within the school. These records will be stored within the school in a secure filing cabinet and in a padlocked strong room. Records of more serious incidents are retained until the pupil is 21 years old. Class teachers shred any personal records at the end of each year.

In relation to any suspensions/expulsions: Records and Reports

Records of investigation and decision making: Formal written records will be kept of:

the investigation (including notes of all 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

Report to NEWB (National Educational Welfare Board)

The Principal will report suspensions in accordance with the NEWB reporting guidelines (Education (Welfare) Act, 2000, section 21 (4) (a)).

Reference to other policies

The following policies, amongst others, have a bearing on the Code of Behaviour Policy:

Mobile Phone/Electronic Devices Policy
Supervision Policy
SPHE
Child Protection
Anti-bullying
Acceptable Use Policy (AUP)
Admission/Enrolment
GDPR/Record Keeping/Data
Health and Safety
Special Educational Needs

Success Criteria

The success of this policy should be witnessed in the overall improvement of behaviour observed in those children who had been experiencing behavioural difficulties. The physical and mental and emotional well-being of all the children attending St. Vincent’s Primary School is of paramount importance and so our school community should reflect a happy, positive atmosphere and environment where all the children have the opportunity to meet their potential and thrive in school. A successful, functioning Code of Behaviour Policy should contribute to this positive atmosphere.

The following, though not exhaustive, will help indicate the success of the Code of Behaviour Policy:

Observation of positive behaviours in classrooms, yard/field and school environment
Practices and procedures listed in this policy being consistently implemented by the staff
Positive feedback from teachers, parents and pupils
The Board can assess the success of the policy annually in May/June of each year prior to ratification in the first term each year.

The Board of Management/Principal will have overall responsibility for the implementation of this policy and the code of behaviour. In practice the Principal and Staff of the School will carry this out. Staff should consider themselves responsible at all times for the behaviour of pupils within sight or sound of them and should respond to incidents of unacceptable behaviour. Consultation with the Parent body will be undertaken and amendments and adjustments agreed by all.

This policy will be operated in conjunction with the school’s Anti-bullying policy.

Signed: _____________________________________

Review Date: _________________________________

Date of next review: _____________________________

(Appendix 1)

St. Vincent’s Primary School

Conduct incident Report

(for the recording continued serious or gross misconduct)

Name of Pupil:
Name of Teacher:
Brief description of behaviour:

Where this behaviour happened:

Name(s): of other pupils involved/impacted:

Details of Actions taken:
Positive interventions taken

Warning/advice of consequences for repetition

Signed:

Date:

Submitted to Principal: Y / N

Date Submitted to Principal: