Code of Behaviour
Newtownwhite N.S.
This policy was reviewed on the 28th of January 2010 in light of the revised NEWB Guidelines to ensure compliance with guidelines and procedures therein. The policy was reviewed in conjunction with Catherine Canny PPDS Advisor.
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.
The code of behaviour is a positive one and 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 disruptive 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 staff recognises that there are often factors influencing 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 provided to the parents of the child on registration.
Whole school approach in promoting positive behaviour
In line with the ethos and values of Newtownwhite N.S., we endeavour to nurture a whole school approach to promoting positive behaviour in the school community.
Staff
The teachers met with Catherine Canny at a staff meeting to review the code and discuss current practice with a view to updating and amending the code. The staff used this opportunity to examine the NEWB Guidelines which deepened their understanding of the legal requirements and factors affecting behaviour. Subsequent to this, the staff met again with C.Canny on a planning day, 2010 to formulate a draft policy based on prior discussion and the action plan that had been agreed upon.
S.P.H.E. is taught as part of the wider Curriculum and we deploy various teaching methodologies such as circle time, role play 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. Due to small numbers, 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, all pupils are equally valued and respected.
Board of Management
A draft of the Code of Behaviour was brought to the Board of Management for their attention and perusal.
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
The Parents Policy group reviewed the draft document and their suggestions were taken into account on the amendment of the code.
A draft of the code was circulated to all parents/guardians with an invitation to them to make 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 included in the information booklet.
In adopting a whole school approach, parents are encouraged to support and reinforce this Code of behaviour.
Pupils
In Newtownwhite N.S all students have an input in drafting the Code of Behaviour through their contribution at Assembly time (each morning) and also during S.P.H.E. lessons throughout the year. They are involved in devising school, class, and playground rules. A 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. Children are encouraged to review and monitor the Code of behaviour on an ongoing basis, through the use of a suggestion box in the Senior Room. The children have ongoing access to the teachers with their ideas and observations. Children, as a result of participation in the Green Schools Programme and Active School Flag, see themselves as having responsibility for and 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 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.
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 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.
· 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.
Assemblies are held every morning 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” are 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” are used to encourage and reward academic effort. On completion of “star sheets”, children may pick a prize. Stickers are also used to acknowledge and reward academic effort. 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.
Strategies for responding to inappropriate behaviour
· Verbal reprimand
· Removal from the group (in class or yard)- (“Thinking Chair” used for reflection time
in Junior room)
· Withdrawal of privileges
· 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.
· Homework assigned at weekends for incomplete assignments/tasks or breaches of the
Code of Behaviour.
· Involvement of parents where necessary.
· Formal report to the Board of Management for serious breaches of the Code of
behaviour.
We encourage children, through discussion and questioning to reflect on inappropriate behaviour.The class teacher deals with minor misdemeanours in this process. For more serious misdemeanours or a pattern emerging, both teachers may be involved.
If there are serious and/or persistent breaches of the Code, parents will be involved to assist in addressing the issues.
The Board of Management may need to be involved depending on the severity of the situation.
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 may be contacted. Early intervention with parents may be required to prevent escalation of a problem.
Contact may be informal, as in meeting a parent 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 or teacher, an appointment is arranged at a suitable time 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.
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 students 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 a 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 will be utilised.
For gross misbehaviour or repeated instances of serious misbehaviour, suspension may be considered. Parents concerned will be invited to come to the school to discuss their child’s case. Aggressive, threatening or violent behaviour towards a teacher 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 will be requested in writing to attend at the school to meet the Chairperson and the principal. If the parents 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.
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. Positive comments and commendations are also recorded. 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 both 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, 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 provided with a copy of the School Attendance policy. 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/online to report on pupil absences to the
National Education Welfare Board.
Reference to other Policies
The following policies underpin the principles of the school’s Code of Behaviour.
· 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 teachers, parents and pupils
We adapt and modify behaviour and curricular programmes and approaches based on the above.
Roles and Responsibilities.
There is a whole school (teachers, parents, pupils, BOM) approach to the development and implementation of the Code of Behaviour.
Implementation date
This policy will apply from September 2010.
Review
The policy will be reviewed in June 2012, or if the need arises.
Ratification
The policy was ratified on the 25th March 2010.
Signature of the Chairperson of the Board of Management: .Rev Canon Neil O’ Raw ……
