Code of Behaviour
Newtownwhite E.T.N.S.
This policy was reviewed in May 2016 and previously on the 28th of January 2010 (in line with NEWB Guidelines) to ensure compliance with guidelines and procedures therein. This policy was reviewed in conjunction with the Student Council, Parents Association, staff and Board of Management.
Relationship to the ethos of the school:
Our Code of Behaviour reflects the four pillars of the ethos of Newtownwhite Educate Together N.S.
It is:
- Child –centred –supporting the individual needs and promoting the welfare of every student to ensure they are happy and safe at school.
- Democratic – The children, staff and parents have had an input into the development of this policy. Everyone’s contribution to the policy is important to ensure a fair, co-operative and consistent response to each individual’s behaviour.
- Equality Based –the code is equality based and non-discriminatory.
- Co-educational –whether male or female each pupil will be respected and treated equally.
Guidelines for behaviour in the school
The purpose of the code of behaviour is the cultivation of self-discipline, positive attitudes, tolerance and co-operation in every pupil. It seeks to define acceptable standards of behaviour while acknowledging that these are goals to be worked towards rather than expectations that are either fulfilled or not.
The code of behaviour is a positive one in line with the Educate Together ethos of Newtownwhite ETNS. We work towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. Any rules will be age appropriate.
Parents/guardians can support the child and school by encouraging their child to understand the need for rules, by visiting the school and by talking to the members of staff.
The Code of Behaviour is set out to ensure that the individuality of each child is accommodated while acknowledging the right of each child to education in a relatively disruption free, safe environment.
A partnership approach is essential to the well-being of the pupils.
- 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 the property of the school, other children’s and their own belongings
- Each pupil is expected to attend school on a regular basis and to be punctual (in line with our Attendance policy.)
- Each pupil is expected to do his/her best both in school and for homework.
The Board of Management and staff recognise that there are often factors which influence children’s behaviour. This will be taken into consideration and every effort will be made to support these children.
In accordance with Section 23 (4) of the Education Welfare Act, a copy of the Code of Behaviour is available to all parents/guardians on the school website. This information will be circulated to the parents/guardians of child on enrolment.
Aims of the Code
- To create a positive learning environment that encourages and reinforces good behaviours.
- To promote positive relationships and self-esteem.
- To facilitate the education and development of each child.
- To enable teaching without disruption.
- To encourage a sense of responsibility & self-discipline based on awareness of our rights and the rights of others.
- To ensure that the schools expectations and strategies are known and understood
- To encourage a whole school community approach and responsibility in the implementation of this policy.
Whole school approach in promoting positive behaviour
In line with the Educate Together ethos and values of Newtownwhite E.T.N.S., we endeavour to nurture a whole school approach to promoting positive behaviour in the school community.
Staff:
The teachers and support staff worked with all of the children to review the school rules in light of the change of patronage. Staff met to discuss and review the code and discuss current practice with a view to updating and amending the code. The staff used this opportunity to re-acquaint themselves with the NEWB Guidelines and the legal requirements and factors affecting behaviour. An action plan was agreed upon.
SPHE and the Learn Together Ethical curriculum are taught as part of the wider Curriculum and we deploy various teaching methodologies such as circle time, role play, discreet teaching of values (co-operation, turn taking, responsibility etc) and talk and discussion. This, we believe assists the development of social and personal skills.
We foster a positive whole school climate. As we are a two teacher school, we nurture a family friendly environment. The informal contact between staff and pupils provides opportunities for the development of skills such as communication, assertiveness and conflict resolution. We believe that this relationship enhances children’s confidence. In accordance with our ethos: child-centred, democratic, equality based and co-educational, all pupils are equally valued and respected.
Board of Management
Board members were provided with a copy of the original code for their attention and perusal. This was discussed and amended.
In light of the revised NEWB Guidelines, the staff representatives on the Board outlined the procedures that are in place for the Board of Management to deal with serious breaches of behaviour with special regard to procedures in dealing with suspension and expulsion.
Parents
All parents were invited to become involved in the review process and their suggestions were taken into account on the amendment of the code.
A draft of the amended code was circulated to all parents/guardians with an invitation to them to make further suggestions.
Final authority rests with the Board in accepting or rejecting amendments.
On enrolment of their child in the school, this code of behaviour is brought to the attention of parents/guardians and is available on our website and in hard copy format in the school office.
In adopting a whole school approach, parents are encouraged to support and reinforce this Code of behaviour.
Pupils
In Newtownwhite E.T.N.S all students have an input in drafting the Code of Behaviour through their contribution at Assembly time (on Monday morning) and also during S.P.H.E. lessons and the Learn Together Curriculum throughout the year. They are involved in devising school, class, and playground rules. In line with our democratic ethos, consensus is reached regarding rewards and sanctions after consultation with the children. As a result of our participation in the Active School Awards, children are encouraged to take responsibility for organising activities at break-time where possible, to ensure that all children are included.
Rules are refreshed and revised at the beginning of every school year and on a regular basis throughout the year. Children are encouraged to review and monitor the Code of behaviour on an ongoing basis, through the Student Council and through the use of a suggestion box in the Senior Room. The children can voice their ideas and observations directly to the teachers or bring forward ideas to Student Council members for further discussion at Student Council meeting. Children are aware that they have a voice through participation in the Student Council, Green Schools Programme and the Active School Flag; they see themselves as having a responsibility for contributing to the overall positive atmosphere in the school.
Positive strategies for managing behaviour
Good behaviour is promoted through the use of positive strategies throughout the school. We, as a Board of Management and staff, will try to limit the amount of attention given to misbehaviour and when possible give the student an option for making a better choice as soon as possible.
Responsibility of Adults
All adults in the school community have a responsibility to model high standards of behaviour, in dealing with the students and each other.
All staff and volunteers are expected to ensure that the rights of the children are upheld.
As adults we aim to:
- Create a positive climate with realistic expectations.
- Model, through example, responsibility, honesty, respect, self-discipline.
- Encourage relationships based on respect, caring, kindness and understanding the needs of others.
- Ensure the fair treatment of all regardless of age, gender, race, ability.
- Provide a caring and effective learning environment.
- To discourage physical aggression and encourage ‘Kind words, kind hands, kind feet’.
Classroom
The following positive strategies are used to manage behaviour in the classroom.
- Class rules are drawn up on an annual basis by the children in each classroom. These rules will be displayed in the room. These rules are consistent with the school ethos as expressed in the code of behaviour and will set a positive atmosphere for learning.
- Good behaviour is exemplified and used as a strategy to encourage positive behaviour.
- Children are frequently reminded of the high standards of behaviour expected in the school.
- A clear system of acknowledging and rewarding good behaviour and sanctions for misbehaviour is adopted.
- We ensure that the curriculum is broad and balanced by deploying a range of teaching methodologies, catering for all types of learning styles. Differentiated instruction is adopted across all the curricular areas to include all levels of ability.
Playground
These are the positive strategies which we as a Board of Management and staff implement to promote good behaviour, to prevent behavioural difficulties and to deal with incidences of unacceptable behaviour. e.g.
- Children were involved in the drawing up of the yard rules. This involvement encourages ownership and responsibility for positive behaviour.
- As a small school, children of all ages often play together. Consequently, they are encouraged to look out for each other and foster inclusion.
- At break times, the yard is supervised at all times by a member of staff.(see Supervision policy). We are aware there may be times when individual children or groups may need to be monitored more closely and the staff member on yard duty will be informed of this.
- From time to time, various activities e.g. stations, obstacle courses, playground games are organised by senior children for everyone.
- In the summer term, staff may organise other activities such as parachute games and mini-games for the children.
- On wet days, children remain in their classrooms under supervision and various activities are available to them, including board games, construction games, computer games, jigsaws etc.
- If children need to use the bathroom, they ask permission and may go, one at a time.
- Written notes are required if a child is to remain indoors during break time.
- Accidents and incidents are recorded in either the class logbook or the office logbook.
- Children are encouraged to move to and from the school in an orderly manner.
School related activities
The Code of Behaviour applies to all school related activities including swimming, soccer, school tours and all other school related events.
Rewards and Sanctions
Positive behaviour is acknowledged both informally and formally, whenever and wherever possible.
Newtownwhite E.T.N.S. want children to achieve their personal best-academically, intellectually and social. All children will be supported and encouraged to achieve their personal best. Praise for good behaviour should be as high as for good work.
The following are some examples of how children’s good behaviour will be acknowledged:
- A quiet word or thumbs up (gesture) to show approval. ‘Catch the good behaviour’
- Assemblies are held weekly and improvements or extra efforts are publicly acknowledged.
- Children are often commended for academic effort and modelling good behaviour by sharing the “good news” in the other classroom.
- Certificates are awarded at the end of year for good attendance and photographs of the children are displayed in the hall.
- In the Junior room, verbal praise is used widely as a strategy to draw attention to good behaviour and academic effort and encourage other pupils to observe and model the behaviour. Stickers are used to reward academic and behavioural effort.
- “Target sheets” may be used to promote and reward effort in academic and behavioural areas. Targets are agreed between the teacher and the child. Children receive rewards on completion of their target sheet. A certificate of commendation is sent home to celebrate the child’s achievement. Children receive various prizes e.g. treat, homework pass etc.
- In the Senior room verbal praise and affirmation is also widely used to encourage positive behaviour and academic effort.
- Individual “star sheets” may be used to encourage and reward good behaviour and/or academic effort. On completion of “star sheets”, children may pick a prize. Stickers are also used to acknowledge and reward good behaviour and academic effort.
- Class Dojo system will also be used to affirm & motivate pupils. By the time children reach the Senior room they are expected to have reached a high standard of behaviour.
- When necessary, charts to monitor behaviour of class groupings are used to affirm positive behaviour.
- Through phone calls, notes home and face to face meetings, “good news” is shared with parents.
When sanctions are used
- It must be clear why the sanction is given.
- Sanctions are applied fairly & consistently
- They are used to defuse the situtation
- The consequences must, in as far as possible, relate to the behaviour.
- Changes in behaviour required/expected must be explained to avoid further sanctions
- The focus will be placed on the behaviour rather than the person.
- A clear distinction will be made between minor and major offences.
Strategies for responding to inappropriate behaviour
Children were involved in coming up with rewards & sanctions
Level 1:
- Verbal reprimand
- Reinforcement of alternative positive behaviour
- Removal from the group (in class or yard)- (“Thinking Chair” used for reflection time in Junior room) (‘Think Sheet’ may be used in the Senior Room)
- Withdrawal of privileges
- Writing/drawing about what happened
- Carrying out a useful task in the school
- Staying in (for part of break) temporarily to complete unfinished school work or due to inappropriate behaviour.
- Contact with parent/guardian.
- Meeting with Principal
Level 2:
- Setting targets for behaviour and monitoring them with the child in a supportive way (Agreeing together a Behavioural Contract).
- Involvement of parents/guardians where necessary.
- Loss of Privileges.
- Removal from group/class/playground.
Level 3:
- In the event of a serious breach of the Code of Behaviour a formal report may be made to the Board of Management.
- Exclusion (Suspension or Expulsion) from school (In accordance with Rule 130 of the Rules for National Schools as amended by circular and Education Act 2000)
If all of the steps identified above have not been successful in helping the child resolve his/her behaviour the school with the knowledge of the parents may decide to liaise with the local support services/ National Education Support Service/Child Guidance Services/Túsla.
The Board of Management may need to be involved depending on the severity of the situation.
Examples of minor behaviour:
- Talking during teaching time
- Running in class
- Disrupting the class inappropriately/ ignoring staff requests
- Disrespectful language, tone or manner. Commenting on others/ work of other
- Being unprepared for class/start of work/ lining up.
Examples of serious misbehaviour:
- Repeated instances of minor behaviour.
- Behaviour that is dangerous to self or others.
- Behaviour that is hurtful (including bullying, harassment, discrimination and victimisation)
- Ongoing behaviour that interferes with teaching and learning.
- Threats or physical hurt to another person
- Obscene language or gestures
- Leaving school grounds without permission.
- Isolated incident of theft
- Damage to property.
Examples of gross misbehaviour:
- Assault on a pupil or staff member, volunteer.
- Discriminatory or prejudicial activities or actions towards another person or group involving race, gender, belief system, physical condition or ethnic group.
- Repeated incidents of theft.
- Serious damage to property.
- Possession of weapons/drugs/ chemicals.
Involving parents in management of problem behaviour
Initially, the teacher/Principal will deal with breaches of the Code of Behaviour.
If a problem persists or no improvement is noted, parents/guardians may be contacted. Early intervention with parents/guardians may be required to prevent escalation of a problem.
Contact may be informal, as in meeting a parent/guardian before or after school. When necessary, contact may be more formal as in a phone call or letter home. The latter would be to arrange an appointment with the class teacher or Principal. If there is an issue of concern to parent/guardian or teacher, an appointment is arranged at a time suitable to both parties. This ensures adequate time for preparation for the meeting and time to discuss the issue without interruption. Discretion is therefore also afforded to both parties.
We encourage a partnership approach where both parties work in a co-operative manner for the good of the child. Children may be present for some or all of the meeting depending on the circumstances and the age and stage of development of the child. The format of the meeting will be agreed in consultation with the parents/guardians.
Managing aggressive or violent misbehaviour
Children who are emotionally disturbed are referred for psychological assessment.
Through the Special Educational Needs Organiser, (SENO) appropriate support is sought from services available e.g. Health Service Executive, NEPS, SESS.
S.E.N. personnel, i.e. Resource and Learning Support teachers, may facilitate class teachers in sharing practice and support in the management of challenging behaviour.
Where there are substitute teachers working in the classrooms, the programmes to be followed are outlined. Also, expectations of behaviour are communicated to them.
If physical restraint is necessary as a strategy for dealing with violent or threatening behaviour, we will seek expert advice, competent legal advice and refer to Managing Challenging Behaviour – Guidelines for Teachers, INTO 2004: 11
In the event of seriously violent or threatening behaviour causing a risk to the safety of the pupil himself/herself or the safety of other pupils or staff, the school and Board of Management will follow the procedures outlined in the Code of Behaviour, including the procedures for suspension and expulsion as set out in the NEWB Guidelines 2008.
Suspension and expulsion
The decision to suspend a student requires serious grounds such as that
- The student’s behaviour has had a seriously detrimental effect on the education of other students.
- 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.
(Reference page 71 of NEWB guidelines for Codes of Behaviour.)
A proposal to expel a student requires serious grounds such as that:
- The student’s behaviour is a persistent cause of significant 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.
Where expulsion is considered, school authorities have tried a series of other interventions and believe they have exhausted all possibilities for changing the student’s behaviour.
(Ref :Pg 81 NEWB Guidelines)
Before serious sanctions such as suspension or expulsion are used, the normal channels of communication between school and parents/guardians will be utilised.
For gross misbehaviour or repeated instances of serious misbehaviour, suspension may be considered. Parents/guardians concerned will be invited to come to the school to discuss their child’s case. Aggressive, threatening or violent behaviour towards a teacher, staff member or pupil will be regarded as serious or gross misbehaviour.
Where there are repeated instances of serious misbehaviour, the Chairperson of the Board of Management will be informed and the parents/guardians will be requested in writing to attend at the school to meet the Chairperson and the principal. If the parents/guardians do not give an undertaking that the pupil will behave in an acceptable manner in the future the pupil may be suspended for a period. Prior to suspension, where possible, the Principal may review the case in consultation with teachers and other members of the school community involved, with due regard to records of previous misbehaviours, their pattern and context, sanctions and other interventions used and their outcomes and any relevant medical information. Suspension will be in accordance with the Rules for National Schools and the Education Welfare Act 2000.
In the case of gross misbehaviour, where it is necessary to ensure that order and discipline are maintained and to secure the safety of the pupils, the Board may authorise the Chairperson or Principal to sanction an immediate suspension for a period not exceeding three school days, pending a discussion of the matter with the parents.
Expulsion may be considered in an extreme case, in accordance with the Rule for National Schools and the Education Welfare Act 2000. Before suspending or expelling a pupil, the Board shall notify the Education Welfare Education Officer in writing in accordance with Section 24 of the Education Welfare Act. (With regard to suspension the Principal shall inform the education welfare officer, by notice in writing, when a student is suspended from a recognized school for a period of not less than 6 days. (sections 21 (4) a).
Appeals
Under section 29 of the Education Act, 1998, parents are entitled to appeal to the Secretary General of the Department of Education and Science against some decisions of the Board of Management, including: 1. permanent exclusion from a school and 2- suspension for a period which would bring the cumulative period of suspension to 20 school days or longer in one school year.
Children with Special Needs
All children are required to comply with the Code of Behaviour. However the school recognises that some children with special or additional needs may require extra assistance in understanding certain rules. Specialised Behavioural Plans will be put in place in consultation with Support personnel and parents/guardians to ensure that the required support is given. Cognitive development will be taken into account and professional advice sought.
Children (in the class or school) may be taught strategies to assist a pupil with special needs to adhere to the rules and also provide peer support. This will be done in a supportive and safe way, mindful of acknowledging and respecting the difference in all individuals.
Keeping records
Class
Incidents are recorded in individual teacher class logbooks. Specific monitoring and record keeping may be required with regard to children with behavioural issues or concerns. SEN personnel keep their own records on individual children. All these records inform teaching and learning in the classroom and any other specific interventions that may be required.
At parent teacher meetings, parents are provided with oral and written school reports which include references to behaviour.
Playground
Misbehaviour in the playground is recorded in teacher’s class logbook or office logbook and incidents of concerns are discussed between members of staff. Playground rules are refreshed as deemed necessary.
School records
Individual records and logbooks are stored confidentially in the filing cabinet. These records are factual accounts of incidents. Written communication from parents/guardians, outside agencies, Board of Management and documentation pertaining to appeals under Section 29 are also stored confidentially.
Procedures for notification of pupil absences from school
The Education Welfare Act, 2000, Section 23 (2)(e) states that the code of behaviour must specify, “the procedures to be followed in relation to a child’s absence from school.” Section 18 stipulates that parents must notify in writing the school of a student’s absence and the reason for this absence.
The following strategies are used to encourage school attendance e.g.
- A stimulating and attractive school environment is created where children are included and given responsibility for the maintenance and upkeep of their environment e.g. job list.
- A system for acknowledging/rewarding good or improved attendance is in place. The school awards prizes for good attendance throughout the year. Photographs of the prize winners are displayed in the entrance hall.
- Curriculum content and methodologies are varied to maximise relevance and interest levels of pupils.
- We adapt the class and school timetables to make it more attractive to attend and to be on time.
- We make parents aware of the terms of the Education Welfare Act and its implications. On enrolment, parents are made aware that the School Attendance policy is available on the school website and a hard copy may be obtained in the school office. In the September school newsletter, parents are reminded of the importance of regular attendance, from a social and educational perspective.
- Parents are required to text the school on the morning of an absence and send a note with child on their return, to explain the reason for the absence. These notes are kept on file in the school as required by the NEWB.
- The school uses the NEWB standard forms to report on pupil absences to the National Education Welfare Board? ( newb.ie)
Reference to other Policies
The following policies underpin the principles of the school’s Code of Behaviour.
- Learn Together
- SPHE plan
- Anti-bullying
- Enrolment
- Record keeping
- Home / School links
- Health & Safety
- Equality
- School attendance policy.
Success Criteria.
We measure our success on the following criteria:
- Observation of positive behaviour in class rooms, playground and school environment
- Practices and procedures listed in this policy being consistently implemented by teachers
- Positive feedback from staff, parents/guardians and pupils
We adapt and modify behaviour and curricular programmes and approaches based on the above.
Roles and Responsibilities.
A whole school (staff, parents/guardians, pupils, BOM) approach to the development and implementation of the Code of Behaviour is adopted.
Implementation date
This policy will apply from September 2016.
Review
The policy will be reviewed in June 2019, or if the need arises.
Ratification
The policy was amended and ratified on ____________.
Signature of the Chairperson of the Board of Management……………………………………………………….
Date: ___________
