Code of Behaviour Policy

St. Joseph’s P.S. Kilmuckridge School Code of Behaviour

Introductory Statement

This policy was formulated by the staff, pupils, parents and BOM of the school.

Rationale

It is necessary to revise the Code of Behaviour of St. Joseph’s P.S. because:

It is an area of concern identified by the school community
The existing policy is due for review/amendment
To ensure an orderly climate for learning in the school
It is a requirement under DES Circular 20/90 on School Discipline
It is a requirement under the Education Welfare Act, 2000, Section 23 (1) which refers to the obligation on schools to prepare a code of behaviour in respect of the students registered at the school. It details in Section 23(2), that the code of behaviour shall specify:

A. The standards of behaviour that shall be observed by each student attending the school
B. The measures that 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

We attempt to address co-operation between staff and pupils on a daily basis in our school. Through our mission statement and school values we provide a harmonious environment and aim to nurture the potential of everyone in the whole school community. We hope that this Code of Behaviour will attempt to continue to develop positive relationships and values which exist in the school and to act as a framework for good behaviour.

Aims

By introducing this policy the school aims:

To ensure an educational environment that is guided by our vision statement
To allow the school to function in an orderly way where children can make progress in all aspects of their development
To create an atmosphere of respect, tolerance and consideration for others
To promote positive behaviour and self-discipline, recognising the differences between children and the need to accommodate these differences
To ensure the safety and wellbeing of all members of the school community
To assist parents and pupils in understanding the systems and procedures that form part of the code of behaviour and to seek their co-operation in the application of these procedures
To ensure that the system of rules, rewards, and sanctions are implemented in a fair and consistent manner throughout the school

Content of Policy

The policy is addressed under the following headings:

Guidelines for behaviour in the school
Whole school approach to promoting positive behaviour
- Staff
- Board of Management
- Parents
- Pupils
Positive strategies for managing behaviour
- Classroom
- Playground
- Other areas in the school
Rewards and sanctions
- Rewards and acknowledgement of good behaviour
- Strategies for dealing with unacceptable behaviour
- Involving parents in management of problem behaviour
- Managing aggressive or violent behaviour
Suspension / Expulsion
- Suspension
- Expulsion
- Appeals
Keeping records
- Class
- Playground
- School records
Procedure for notification of a pupil’s absence from school
Reference to other policies

School Rules

The following is a list of school rules to which all students must adhere to.

Rules for Inside the Classroom

A positive learning environment will be enjoyed by all.

Remain seated and ask permission if you need to leave your seat.
Put up your hand and wait for teacher’s attention.
Listen to and do what Staff say immediately.
Keep feet, hands and unhelpful comments to yourself.
The complete uniform must be worn at all times.
Homework should be completed and signed by Parent/guardian.

Rules for Outside the Classroom

Pupils will allow each other to enjoy their break!

Obey the adult(s) on duty and avoid all hazards.
Come into and leave school by the proper door only.
Freeze when the bell rings.
Line up and return quietly to class.
Obey all boundaries.
No access to the school through the staff car park.

Rewards

Pupil of the Week Certificate
Best Attender Certificate
End of year treat for pupils with no discipline cards
School Trips
Green Card

Sanctions

White Card
Yellow Card
Red Card

Immediate Suspension

Physical assault on teacher/adult
Threatened assault on teacher/adult
Blatant verbal abuse of teacher/adult
Intentional physical assault on another pupil
Causing intentional damage to school or other property
Stealing of valuables
Constant refusal to do work for a sustained period of time

Note:
Chewing gum is not permitted in school or on school outings.
Mobile phones are not allowed in school. See Mobile Phone Policy for details.

Foul language, physical violence, bullying, unruly behaviour, or possession/introduction of improper materials shall be dealt with severely.

1. Guidelines for Behaviour in St. Joseph’s P.S.

The Education Welfare Act, Section 23, states that the code of behaviour shall specify “the standards of behaviour that shall be observed by each student attending the school.”

The standards of behaviour this school expects from the pupils are as follows:

Respect is defined through manners and courtesy, listening, politeness, acknowledging difference, conversational skills, and knowing when not to interrupt.
Each pupil is expected to be well behaved and to show consideration for other children and adults.
Each pupil is expected to show respect for school property, others’ property, and their own belongings.
Each pupil is expected to attend school regularly and to be punctual.
Each pupil is expected to do his/her best both in school and in homework, across all curricular areas.
Each pupil shows respect for teachers, peers, and anyone they encounter in the school.
Pupils are expected to obey staff instructions.
Pupils are expected to have a positive attitude to school.
Each pupil is expected to have good manners in all areas of the school.

2. Whole School Approach in Promoting Positive Behaviour

Staff

At St. Joseph’s P.S., we believe that a positive school ethos is based on the quality of relationships between teachers and the ways in which pupils and teachers treat each other. This ethos:

Permeates all activities in the school
Forms a strong sense of community and social cohesion

We treat all children with respect and dignity. A strong sense of cooperation exists among staff, pupils, and parents, with a focus on promoting and recognising positive behaviour.

Examples of practice:

D.F.L. (Discipline For Learning) White / Yellow / Red Card Merit System
Pupil Of The Week award in each classroom
In-class reward schemes
Praise and encouragement used frequently

Ongoing improvement includes:

Staff discussions
Mentoring programme for new staff
Explanation of Code of Behaviour to parents of Junior Infants in June
Discipline information included in the school booklet

All school staff, including principal, teachers, SNAs, and ancillary staff, are aware of the Code of Behaviour. SPHE curriculum supports the policy using:

Circle Time
Co-operative Games
Conflict resolution
Citizenship education

Board of Management

As per Circular 20/90:

The Board supports the principal in applying the Code fairly.
It ensures the policy aligns with current legislation.
It is informed of necessary changes or revisions by the principal or staff rep.
It maintains responsibility for the school ethos and policies.
It records the adoption, commencement, and review date of this Code.
It is actively involved in cases of serious breaches of behaviour.

The Board has authorised the principal to suspend a pupil for no more than 3 days. Longer suspensions or expulsions require a Board meeting.

Parents and Their Role in Discipline

“Schools with high standards of behaviour tend to have the best relationships with parents.”

Strategies for reporting and communication:

Note home for minor misbehaviour
Discipline cards
Parent meetings for repeated misbehaviours
Regular parent-teacher monitoring meetings
Children may attend meetings to promote ownership
Principal involved for serious issues

Parental involvement:

On enrolment, parents receive a booklet outlining the Code
Code is discussed in June at new parents’ meeting
Available online or in the school office

Supportive actions include:

Cooperating with the school’s system of rewards and sanctions
Ensuring punctuality and attendance
Attending meetings as requested
Supporting homework routines
Providing necessary materials
Organising talks on discipline-related topics

Pupils

Senior pupils and the Student Council contributed to this Code
Pupils implement the Code through:
- Drafting classroom rules
- Participation in the Student Council
Regular opportunities are given for review and input:
- Class discussions
- Debates
- Student-led rule formulation

3. Positive Strategies for Managing Behaviour

“The most effective methodology that teachers develop in attempting to manage challenging behaviour is to prevent it occurring in the first place.”
(Managing Challenging Behaviour – INTO Guidelines, 2004: p.5)

Classroom

The following positive strategies are used by staff to effectively manage behaviour in the classroom:

“Ground rules” or behavioural expectations are developed in each class, consistent with the school ethos, to set a positive learning environment.
The D.F.L. (Discipline for Learning) code is taught explicitly through SPHE.
Pupil input is encouraged when devising classroom rules.
Teachers model positive behaviour and frequently remind pupils of behavioural expectations.
A clear system of rewards and sanctions is in place.
Variety in activities and teaching methodologies helps sustain interest and motivation.
Incentives include SPHE projects, Golden Time, Pupil of the Week, and “Catch Them Being Good”.

Playground(s)

Positive Strategies:

A clear and concise set of playground rules promotes positive behaviour and clearly defines acceptable activities.

Yard Rules:

Obey all adults on duty
Allow others to enjoy their break
Walk to line-up in an orderly fashion
Line up quietly until teacher arrives
Respect boundaries
Ask teacher permission to go to the toilet
Football pitch used only if weather permits
Only soft footballs (supplied by the school) are permitted
No toys except skipping ropes/balls in designated areas
Remain within designated boundaries
Freeze when bell rings and line up after teacher blows the whistle

Supervision:

Yard duty schedules are displayed on the staff noticeboard and issued to each teacher.
Two teachers supervise – one in the Junior area and one in the Senior area.
SNAs assist where necessary.

Misbehaviour:

Incidents are recorded in the incident book by the supervising teacher.
Time-out at the wall may be used.
Serious issues require a separate incident report sheet (copies to class teacher, principal, and retained by supervising teacher).

Wet Days:

Pupils remain seated with suitable indoor activities.
Teachers on duty rotate through classrooms to supervise.
Sanctions such as corridor time-out may be applied for misbehaviour.

Toilet Use:

Pupils must ask permission from the supervising teacher to use the toilet.

Other Areas in the School

Positive Strategies Include:

Walking in single file quietly along corridors.
Walking two abreast quietly when going to events (e.g. Mass, library, school tours).

4. Rewards and Sanctions

Rewards and Acknowledgement of Good Behaviour

(Refer to school reward grids for full list)

Strategies for Dealing with Unacceptable Behaviour

As per the Education (Welfare) Act 2000, Section 23, the school outlines the measures to be taken if a student fails to observe expected standards.

Behaviour Categories:

Minor Misbehaviours
Major Misbehaviours
More Serious Misbehaviours

Strategies Used:

(a) Reasoning with the pupil
(b) Reprimand (including guidance on improvement)
(c) Temporary separation from peers
(d) Loss of privileges
(e) Detention during break
(f) Additional work (e.g. lines, worksheets, signed by parents)
(g) Referral to Principal
(h) Communication with parents
(i) Suspension (see Section 5)

(Refer to grids on pages 25–26 for more detail.)

Involving Parents in Management of Problem Behaviour

“Parents should be kept fully informed from the outset of instances of serious misbehaviour on the part of their children.”
(Circular 20/90)

Procedure:

Journal note sent by class teacher for initial concerns.
If issue persists, parent contacted and meeting organised.
If still unresolved, principal and teacher meet with parent(s).
Child may attend, depending on issue.
Parents are encouraged to contact the school with concerns (class teacher first, then principal if needed).
Unresolved matters may be referred to the Board of Management.
Complaints procedures follow DES guidelines and are shared via the school booklet.

Managing Aggressive or Violent Misbehaviour

Pupils with emotional/behavioural concerns are referred for psychological assessment.
Support is sought from services (e.g. HSE, NEPS, ISPCC).
SEN personnel and mentors support staff with behaviour plans.
Professional development is ongoing via SESS, Education Centres, ProfExcel, etc.
Staff advised to read Managing Challenging Behaviour – INTO Guidelines, 2004 regarding physical restraint.

In the event of serious risk:
Temporary exclusion is enforced while consulting with SENO and/or EWO on resourcing or alternative placement.

Here is Part 5 of the formatted Code of Behaviour Policy, covering:

Suspension / Expulsion Procedures
Appeals
Keeping Records

5. Suspension / Expulsion Procedures

The Education Welfare Act, 2000, stipulates that a Code of Behaviour shall specify:

“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.”
(Sections 23(2)(c, d))

Suspension

As per Section 21(4)(a) of the Act:

The principal shall inform the Education Welfare Officer, in writing, when a student is suspended from a recognised school for a period of not less than 6 days.

Circular 20/90 states:

“Parents should be informed of their right to come to the school and be invited to do so in order to discuss the misbehaviour with the Principal Teacher and/or the class teacher. This should always be done when the suspension of a pupil is being contemplated.”

School Suspension Procedure:

Major misbehaviours may warrant suspension (refer to behaviour grid).
The Board of Management has authorised the Principal to exclude a pupil for an initial period of up to 3 days (Rule 130, Section 5, Rules for National Schools).
Suspension will only be considered after all other means of behaviour intervention have been exhausted, unless an immediate suspension is warranted due to extreme misconduct (e.g. assault).
Parents are invited to school to discuss the proposed suspension.
Following suspension, the child must return to school with the parent and show intent to improve.
If suspension exceeds 3 days, the Board of Management must make a special decision.
Parents may be given an opportunity to present their case to the Board before the decision is made.
The EWO will be notified of any suspensions exceeding 6 days.

Fair Procedure Includes:

Informing parents of the complaint, investigation process, and potential for suspension.
Maintaining written records throughout.
Allowing parents and student an opportunity to respond.
In urgent cases, immediate suspension may occur followed by an investigation.
Conditions for immediate suspensions apply equally to all suspensions.
No suspension should be open-ended.
Parents will be contacted to collect the pupil following an immediate suspension.

Expulsion (Permanent Exclusion)

According to Section 24(4) of the Education Welfare Act, 2000:

“A student shall not be expelled from a school before the passing of 20 school days following the receipt of a notification under this section by an educational welfare officer.”

The Board of Management has the right to:

“…take such other reasonable measures as it considers appropriate to ensure that good order and discipline are maintained and that the safety of students is secured.”
(Section 24(5))

Appeals

Under Section 29 of the Education Act, 1998:

Parents (or students aged 18+) may appeal to the Secretary General of the Department of Education and Science regarding:
1. Permanent exclusion
2. Suspension of 20+ days in a school year
3. Refusal to enrol
Appeals must be made within 42 calendar days of the school’s decision.

School Protocol for Appeals:

The Chairperson of the BOM will inform parents of their right to appeal.
A copy of Circular 22/02 and related forms will be provided.
The Chairperson will prepare a response if the appeal is investigated.
(See Circular 22/02, Section 12: Processing of an Appeal)

6. Keeping Records

Classroom

Teachers maintain records of both positive and negative behaviour.
If a child repeatedly displays major misbehaviours, separate records are maintained by the class teacher and principal.
All records are stored securely for confidentiality.
The Learning Support Teacher co-ordinates pupil testing and referrals to NEPS or private educational psychologists.
Teachers record “Pupil of the Week” awards.

Playground

An incident book is included in the yard kit for minor and major behaviour issues.
The Principal reviews the incident book weekly.
Serious incidents require a separate incident report sheet, completed by the supervising teacher. Copies are:
- Given to the class teacher
- Given to the principal
- Retained by the supervising teacher

7. Procedure for Notification of a Pupil’s Absence from School

Parents/Guardians must send in a written note explaining their child’s absence and the reason for it.
These notes must be signed and dated by the parent/guardian.
Notes are retained by the class teacher in the classroom.
Pupils from 1st–6th class use the homework diary notes section for this purpose.

The Educational Welfare Officer (EWO) is informed if a pupil has missed 20 days or more.

Under Section 23(2)(e) of the Education Welfare Act, 2000, the code must specify procedures for dealing with absences. Section 18 states that parents must notify the school of a student’s absence and the reason.

Encouraging Attendance:

Creating a stimulating, attractive school environment
Systems to acknowledge/improve attendance
Adapting curriculum and teaching methods for pupil engagement
Notifying parents at Christmas and Easter of attendance totals
Informing parents of the Education Welfare Act
End-of-term/year certificates and prizes for perfect attendance

8. Reference to Other Policies

This Code of Behaviour links with the following school policies:

SPHE Plan
Anti-Bullying Policy
Enrolment Policy
Record Keeping Policy
Health & Safety and Risk Assessment Policies
Special Educational Needs (SEN) Policy

Success Criteria

Indicators that the policy is working effectively:

Observable positive behaviour in classrooms, playground, and school environment
Consistent implementation of practices and procedures by teachers and parents
Positive feedback from pupils, staff, and parents

Roles and Responsibility

The Board of Management (BOM) monitors success, feedback, and implementation.
Teachers, parents, staff, and pupils share responsibility for implementing the policy.
The BOM, Principal, and teachers coordinate and monitor implementation.

Implementation Date

This policy is implemented from:
Wednesday, May 2nd, 2018

Timetable for Review

The policy will be reviewed after one year and amended if necessary.

Ratification & Communication

The Board of Management officially ratified this policy on:
Monday, April 30th, 2018

Signed:
Fr. Francis Murphy
Chairperson, Board of Management

School Safety Statement

St. Joseph’s P.S. aspires to create a safe environment for all school community members.
A full Safety Statement is available upon request.

Modification Clause

The school management reserves the right to modify details of this Code of Behaviour at short notice in response to the changing school environment or social context.

Reference Section

Documents and resources referenced:

Education (Welfare) Act, 2000 – Sections 23(1–5), 24(1–5)
Education Act, 1998 – Section 15(2)(d)
DES Circular 20/90 on Discipline
Circular 22/02 (Appeals Procedures)
DES Guidelines on Bullying (1993)
Report on Discipline in Schools – Maeve Martin (1997)
Stay Safe and Walk Tall Programmes
CPSMA Handbook: Rules 130, Appendix 42, 54, 55
INTO Guidelines:
- Managing Challenging Behaviour (2004)
- Towards Positive Behaviour in Primary Schools (2006)
- Enhancing Self-Esteem (1995)
Cool School Programme (North Eastern Health Board)
Stop It! – Wexford Education Network
Jenny Mosley:
- Quality Circle Time
- Working Towards a Whole School Policy
Working Together – Mary Immaculate College
Achieving Positive Behaviour – Patricia Dwyer
Legal References:
- The Principal’s Legal Handbook – Oliver Mahon
Academic Sources:
- Good & Brophy, 1987/1995
- Gray, Miller, Noakes
- Humphreys, H., 1993
- Westwood, P., 2004

Websites:

Appendix I: Review of Existing Policy/Practice

“The ethos or climate of a school is a major factor in establishing and maintaining high standards of behaviour and discipline. This will involve a strong sense of community within the school and a high level of co-operation among staff and between staff, pupils and parents.”
(Circular 20/90)

Review Questions:

Is there an existing Code of Behaviour in place?
Were all teachers involved in the formulation of this policy? Were other staff involved?
Had pupils an input?
Was there appropriate consultation with and involvement of parents in formulating this policy?
What was the role of the Board of Management in preparing this Code of Behaviour as required by the Education Welfare Act 2000?
What is working well? Why is it so effective?
What is not working well enough? Are there particular concerns that need to be addressed?
Have specific incidents shown a need to revisit the policy?
Are all staff aware of the content of the current Code of Behaviour and is it being used consistently?
Does this include recently appointed or substitute teachers?
Are parents aware of the code and are they supporting it appropriately?
Are pupils aware of the code and do they generally comply with it?
What specific changes do we need to make to the existing Code of Behaviour to make it more effective?
Are there aspects of the current code that are no longer relevant and should be deleted?
Is the SPHE curriculum used throughout the school to support the Code of Behaviour?
- Does it help our children develop communication and conflict resolution skills?
- Does it support self-esteem, difference, and citizenship development?
Are there specific programmes used consistently throughout the school that contribute to promoting a positive atmosphere (e.g. Walk Tall, Circle Time, Bubble Time)? Are they successful?
Are other associated policies dovetailing successfully with the approaches outlined in the Code of Behaviour?

Consultation

“A whole school approach is essential in promoting positive behaviour. A positive school ethos is based on the quality of relationships between teachers and the ways in which pupils and teachers treat each other. This positive ethos permeates all the activities of the school and helps in forming a strong sense of social cohesion within the school.”
(Circular 20/90)

Consultation Considerations:

Has there been discussion among the staff on the promotion and recognition of positive behaviour? Has this led to broad consensus?
What can be done to build a sense of community and cooperation among staff, pupils, and parents?
How can a sense of cooperation and shared purpose be maintained and developed?
Is there recognition among staff of the differences that exist among children and the need to accommodate these differences?

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