Code of Behaviour

Disciplinary Code

The Code of Behaviour was revised in 2018/19 following an extensive consultation process involving the Board of Management, pupils, teachers, Special Needs Assistants and parents. It was approved by the Board of Management on 22/05/19. All Policies are aligned to the school’s Child Safeguarding Statement.

Introduction:

In Milford NS our aim is to provide a safe learning environment that fosters happy, self-confident and caring children. In our school we have a positive approach to teaching and learning. We have many ways of recognizing and rewarding good behaviours and effort, at an age appropriate level. The expectations for behaviour in and out of the class are explained by teachers at the beginning of the year and take the form of class rules. These rules are the same throughout the school, though the wording may differ so that it is age appropriate. The rules are discussed with pupils and parents and parents indicate their acceptance of these rules on their child’s behalf. Pupils are motivated to meet the school’s expectations in order that the school is a happy place for all. Consistent positive influences are the key to success in our school.

Pupil Registration and the Code of Behaviour

It shall be a condition of the registration of a pupil in Milford N.S., from the date of formal ratification of this Code of Behaviour by the Board of Management, that all parents/guardians seeking to have a child attend Milford N.S. shall confirm in writing that the code of behaviour so provided, ‘is acceptable to them and that they shall make all reasonable efforts to ensure compliance with such code by the child’. Failure to do so will result in refusal to enrol the child in Milford N.S. As per Section 23(4) of the Education (Welfare) Act 2000, (NEWB Guidelines pg.58)

Implementation Date: Implementation of this Code of Behaviour shall commence with effect from 30^th August 2019.

Underlying Philosophy

All pupils are in need of clear guidelines so that they are responsible in their work and conduct. Where teachers insist in a firm but fair manner, on honest effort and high standards of behaviour from pupils, there is a greater likelihood they will obtain them. It is the role of parents to take responsibility with regards to standards of behaviour in their children seriously. We expect the full support of all parents in order to meet legitimate expectations with regard to good behaviour and discipline. Although we accept that there is a need for sanction to register disapproval of misconduct, we hope to lay the emphasis on rewards for good behaviour whenever possible. Where sanctions are needed they will be used following the Code of Behaviour procedure. Each classroom is entity in itself under the direction of the class teacher. We believe the sanctions outlined in the code are firm, clear and fair to all concerned and when used will help all of our school community to enjoy school life to its fullest

School Ethos

Milford N.S. is a Catholic school under the patronage of the Bishop of Cloyne and promotes a Catholic ethos. We provide a welcoming and safe environment where all pupils are equally respected and valued. We extend a welcome to pupils from other faiths and none, and treat them in an inclusive and respectful manner. Friendship and co-operation are at the heart of our school. We cultivate a positive atmosphere where children are inspired to achieve their full potential. This Code of Behaviour is routed in our ethos because we understand that if children are to achieve their potential, they need to work in an orderly environment where they feel safe and secure. In devising the Code, we are seeking to maintain such an environment.

Aims:

To ensure that the children can access a high standard of education, which is their right.
To provide a safe and happy environment throughout the school.
To create an atmosphere of respect, tolerance and consideration for others
To respect the right of pupils to be educated in a disruption-free environment.
To create an orderly environment in which all pupils can, through developing self- discipline, feel secure and make progress in all aspects of their development.
To ensure that the whole school community adopts a positive approach to the question of behaviour in the school.
To cultivate a sense of respect for all in the school and those in authority so that the child can develop as a social being through interacting and cooperating with others.
To develop a sense of respect for school property, environment and the property of others.
To assist staff, 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 consequences are implemented in a fair and consistent manner throughout the school.

This Policy should read in conjunction with the following policies:

Anti-Bullying Policy
Homework Policy
Child and Safeguarding Policy
Attendance Policy

Managing behaviour requires the support and co-operation of the whole school community, particularly staff, pupils and parents. The Board of Management has the overall responsibility for ensuring – that the Code of Behaviour is drawn up – that it is in line with the school’s Child Safeguarding Statement – that it is in line with the ethos of the school – that it respects the needs and rights of pupils, staff and parents – that it is upheld by pupils, staff and parents – that it is consistent with other relevant school policies The day to day implementation of the Code of Behaviour rests with the pupils, staff and parents and each of these groups has rights and responsibilities in the management of good behaviour.

Pupil expectations

To be educated in a disruption free classroom
To be treated consistently in a fair and respectful manner
To have their individual differences recognised and provision to be made for these differences where possible.
To be listened to and to be afforded the opportunity to ask questions.
To have their positive behaviour affirmed and their misbehaviour addressed appropriately Pupil responsibilities
To attend school regularly and punctually
To stay on school grounds unless “signed out” by an adult
To work quietly and safely, to the best of their ability
To participate in all school curricular areas, activities and assigned homework, unless they are specifically exempted from doing so by the Principal.
To listen to their teachers and to act on instructions and advice
To respect the teachers’ role in rewarding and sanctioning pupils
To wear their school uniform (See Appendix 3)
To listen to other pupils and to wait their turn to speak
To show respect for all members of the school community
To respect the rights of other pupils to learn
To treat their fellow pupils fairly, equally and respectfully
To include all children in class activities, games and school yard.
To care for their own property and to respect all school property and property of other pupils
To avoid fighting, swearing or name-calling
To avoid behaving in a way, which would endanger themselves or others
To contribute to good order in the school, by moving calmly around the school, (keeping to the left if corridor is busy), and by keeping the school clean and tidy
To bring the correct materials and books to school
To follow school and class rules and procedures and to play an active role in drafting classroom rules
To do their homework to the best of their ability

Senior pupils play an active role in organisational areas of school life to prepare them for working in and belonging to a community. These activities include, setting up furniture, litter collection, putting out bins, helping with games on infant yard, photocopying for teachers, buddy system.

Teacher expectations

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

Teacher responsibilities

To support and implement the school’s code of behaviour consistently and for the duration of the academic year
To create a warm, safe, welcoming environment for each pupil
To develop and nurture a sense of self-esteem in each pupil
To facilitate each pupil to reach their full academic potential, by recognising and providing the individual talents and differences among the pupils
To teach a varied and stimulating curriculum which will engage children’s interest. The curriculum will include Social and Personal Health Education which will teach children communication skills, appropriate ways of interacting and behaving and conflict resolution skills thus supporting the school’s Code of Behaviour
To use classroom management techniques that ensure a variety of activities and methodologies to sustain pupil interest and motivation
To be courteous, consistent and fair, while keeping opportunities for disruptive behaviour to a minimum and addressing misbehaviour appropriately
To use their professional judgement, to decide when it is necessary to communicate with parents and to provide reports on matters of mutual concern
To make a professional judgement in cases of reported misbehaviour
To keep appropriate records on pupil progress
To keep a record of instances of serious misbehaviour or repeated misbehaviour (Continuum of Support, Guidelines for Teachers, NEPS)

Parent/ guardian expectations

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

Parent/ guardian responsibilities

To encourage pupils to have a sense of respect for themselves and others, for their property and that of others
To ensure their children attend school regularly while the school is open. (Holidays should not be taken during term time).
To ensure children attend school punctually and for the entirety of the school day
To inform the school in writing, or use absence slip in homework journal ,as to the nature of any absence on the day of the absence itself.
To show interest in their child’s education by ensuring their child has the correct books and materials and by signing homework notebooks and reading records every night
To encourage children to have a sense of respect and acceptance for themselves and others
To support the school in the implementation of the school’s Code of Behaviour. It is a condition of enrolment in the school that parents agree to comply with the school’s Code of Behaviour (Education Welfare Act 2000 section 23, 4)
To co-operate with teachers in instances where their child’s behaviour is causing difficulties for others
To communicate with the school in relation to any problems which may affect their child’s progress/ behaviour. All relevant reports from other professionals should be supplied to school personnel.
To communicate with the school/principal in relation to any personal/family issues which may affect a child’s progress, behaviour or mood.
All communication should be in a spirit of courtesy and cooperation with the teacher/principal and all school staff

Milford N.S. – School Rules

Follow directions
Respect others and property
Work and play safely

Each class teacher is responsible for setting and displaying their own classroom rules, rewards and sanctions. Each class teacher will explain their rules at the beginning of each term. The majority of pupils who are consistently well behaved will be explicitly acknowledged and rewarded as a class and school

The 3 C’s of classroom and school rules:

Be clear: the children should have a clear understanding of what behaviour is expected and focus on the positive. The positive rewards and negative consequences at work in the class should be very clear also.

Be consistent: be consistent in the application of the rules, rewards and consequences over time and across contexts. Make sure classroom rules are consistent with the school behaviour policy and overall school rules. Rules must be implemented consistently throughout the school.

Be caring: Rules to be presented as a way for children to get on well together, to make sure everyone is treated with respect, and to ensure that each child can learn in a safe, supportive environment.

Whole school strategies to promote positive behaviour:

1. Explicit Teaching of rules:

S.P.H.E. classes for the month of September will be spent teaching and discussing the school rules, rewards and consequences.
Class rules will also be decided upon. These will be displayed clearly in each classroom. Some classes may also decide upon a class contract that each pupil in the class signs to say they will follow the class rules. A copy of these rules will be sent home to parents.
Classes will discuss the meanings of the word ‘Respect’ and ‘Respect Words’ will be displayed in prominent places.
The school’s Social and Personal Health Education curriculum is used to support the code of behaviour. It aims to help our children develop communication skills, appropriate ways of interacting and behaving, and conflict resolution skills. It also aims to foster self-esteem and to help children accommodate differences and develop citizenship.

Whole School systems for promoting and affirming positive behaviour:

Supervision is a key element in ensuring our school is a safe and secure environment for teaching and learning. Our supervision policy outlines our expectations and systems with regard to supervision before, during and when leaving school. Other whole school systems that will be used to promote and affirm positive behaviour may include the following:

Modelling of good and desired behaviours
Children will be reminded of the school rules and policies at regular assemblies. Pupil may receive Pupil of the Week or Principals Award.
Walk on left in single file quietly.
School rules will be displayed in prominent places in the school
Discussion with class regarding the need for appropriate behaviour
Discussing expectations, school rules and class rules with all classes at least at the beginning of each new term
Collaborative development of a set of classroom rules
All classrooms will contain signs/ posters displaying the class rules/ rewards & consequences
A quiet word or gesture to show approval
A comment in a pupil’s copy or homework journal
A mention to parent, written or verbal communication/ phone call/ ‘You’re a star’/ ‘Caught you being good’ notes
Pupils whose behaviour shows consistent improvement will be affirmed and rewarded.
A school buddy system at lunchtime. The ‘Yard Buddy’s’ actively care for and look out for other children, encouraging them to participate in a variety of traditional and modern playtime games and activities
School trips, swimming and annual school tours will be reserved for those who have consistently strived to behave well.
Attendance awards: Unbroken attendance for the term/ year.

Managing and preventing misbehaviour

A fundamental part of the management of behaviour in each class is that children are taught the curriculum in a stimulating manner using a variety of methodologies and differentiated, where appropriate, to meet their needs. Children are kept engaged and busy as far as possible. From the beginning of the year, teachers ensure that children understand the class rules and the expectations that the teacher has around these rules. Teachers may use the following strategies to manage any misbehaviour that may occur in the school before using consequences outlined later on in this policy.

Ignore the behaviour • Remove the cause of the behaviour if possible
Non-verbal signs such as a warning look, a change in tone of voice or stopping speaking and waiting for attention
Moving to stand in the vicinity of the pupil
Overlooking/ ignoring behaviour while praising the pupil demonstrating the appropriate behaviour
Moving the pupil to a quiet spot to work
Regular reminders and class discussions about the class rules
Establishment of clear class and school routines to minimise opportunities for misbehaviour

Managing Homework Issues

It is the responsibility of children from first class upwards to write down their homework in their diary each day. Parents should make teachers aware if this is not being done.

Note/Verbal from teacher outlining incomplete work and tell pupil to catch up.
If homework is not complete on a subsequent day, note from teacher in homework notebook to be signed by parent.
If the problem persists, pupil will be asked to complete homework during school at a time of teacher’s choosing.
Parents will be informed at all points and may be called to a meeting if non completion of homework continues or recurs.

Managing aggressive or violent misbehaviour

Parents of children who are experiencing emotional difficulties will be asked to refer children for a psychological assessment.
Appropriate support is sought from services available
Professional development is available to staff.
A pupil may have to be physically restrained, for their own protection or the protection of others. In that event, the teachers and SNA’s will do so with the same degree of force as that of a reasonable responsible parent and the child’s parent will be informed immediately. A report will be compiled on the incident and reported to the Board of Management.
Parents will always be informed/consulted about the above.
Failure by parents to engage with appropriate support services may place their child’s continued enrolment in jeopardy

Misbehaviour

The misbehaviour of pupils is divided into three categories:

Minor Misbehaviour
Serious Misbehaviour
Gross Misconduct

The degree of misbehaviour i.e. minor, serious or gross will be determined by the teachers and/or Principal based on a common sense approach with regard to the gravity/frequency of such misbehaviour as follows:

Minor Incidents: · Regularly refusing to line up

Interrupting class work
Arriving late for school (See section on Punctuality)
Inappropriate use of school laptops
Running in school building
Littering
Not wearing correct uniform
Being discourteous/unmannerly
Not completing homework without written reason
Not having homework signed by a parent
Not completing classwork in a timely manner
Delaying lining up
Mocking or goading another pupil
Not following instructions given by a staff member, being insolent to a staff member, eating chewing gum etc.

This list is not exhaustive. Persistent, regular or repeated minor misbehaviour or one-off serious/ extreme incidents of behaviours listed above will be dealt with under ‘Serious Misbehaviour’

Steps to be taken when dealing with minor misbehaviour:

Step 1: Verbal reprimand with reminder of rules and consequences to whole class.
Step 2: Verbal reprimand at close proximity to individual child.
Step 3: Note taken of misbehaviour and consequences.
Step 4:A repeat of the behaviour or a defiant attitude on reprimand involves a note being taken of the incident(s) and verbal or written communication with parents by the teacher dealing with the incident.(e.g. a note in the school journal 11 to be signed by parent) and temporarily separate child from peers eg withdrawn to work station at back of class..
Step 5: Repeated misbehaviour or a more extreme incident will ensure child is sent to adjoining class. At this step the principal will be informed.
Step 6: Pupil is referred to principal.

Consequence that can be utilised when dealing with regular occurrences of minor misbehaviour:

Child will complete Pupil Reflection Form (see Appendix 1). This will be signed by the child’s parent/guardian.
Teacher may temporarily separate child from peers in class.
Teacher may keep child off yard. Child will be asked to complete unfinished work or complete workcards.
Teacher may temporarily send the pupil to another teacher for a time-out period.
Teacher may temporarily deny child participation in some class activity with due regard to rights of pupils to access all areas of curriculum. (It should be noted that a whole class would not normally be denied an activity due to the behaviour of an individual/ small group.)
Class teacher meets one/both parents. A behaviour contract may be written up. (In certain cases, the class teacher may seek advice from the Learning Support/ Resource teacher) The Principal is informed of interventions being put in place.
If there is no improvement in the behaviour. The Principal meets with the pupil.
The Principal may meet with one or both parents with a view to helping the child to change his/her behaviour.
B.O.M. is informed of the persistent misbehaviour and will decide how to proceed.

SERIOUS MISBEHAVIOUR:

Examples of serious misbehaviour (Incidents of bullying/cyberbullying will also be dealt with under the Anti-Bullying/Cyberbullying Policy)

Directing insolent or abusive language at any members of the school community.
Making remarks of a racist / homophobic nature.
Climbing on shelters, poles.
Constantly disruptive in class
Telling lies
Accessing inappropriate websites
Stealing /Damaging other pupil’s/school property
Frequenting school premises after school hours without appropriate permission
Leaving school premises/yard/ school activities/tours during school day without appropriate permission.
Bringing mobile phones or any smart devices, (including watches), to school.
Bringing dangerous objects to school
Spitting at another pupil or adult/ spitting on another’s belongings.
Inappropriate gestures including lewd comments/behaviour.
Failure to follow school rules while representing the school in sporting or other activities, on school tours/ outings (e.g. supporters at a match)
Throwing stones/objects on yard or in class

Consequences to be utilised when dealing with incident deemed to be serious misbehaviour:

In cases where a once-off incident is deemed ‘Serious’, the following steps will be followed:

The Principal will request a meeting with one or both parents or speak to them over the phone, informing them of the behaviour, procedure and consequences that will immediately take effect.
The Principal speaks to the child about the incident. The child will write their report of what happened. This will be signed by a parent/ guardian and returned to the school.
The child will be removed from the yard and given written work as a consequence of the misbehaviour. In the case of serious/ repeated misbehaviour, s/he may be excluded from attending the school tour and/or other field trips.
The Chairperson of Board of Management may be informed and may request parents to meet with both Chairperson and Principal.
Class teacher may be involved at any or all stages
A report may have to be made to the BOM under the school’s Anti-Bullying Policy if appropriate.

Gross Misconduct:

Repeated instances of serious misbehaviours will be viewed as Gross Misconduct. Examples of Gross Misconduct

Gross Insubordination – refusing to follow instructions given by a staff member in a moment of aggression and violence
Persistent insolent or abusive language at any members of the school community.
Aggressive, violent, threatening behaviour towards a member of staff/ pupil
Sexually aggressive behaviour towards a member of staff or pupil
Repeatedly leaving the school premises without permission.
Persistent Theft
Serious, deliberate vandalism of school building or property.
Recording any member of the school community during school hours.
Setting fire to school property / fire hose turned on/ interfering with fire protection apparatus
Bringing in/use of cigarettes, alcohol, drugs or other dangerous substances

Examples of sanctions to be used when dealing with gross misconduct:

Internal suspension.ie Pupil is placed in another classroom for a defined period of time with classwork to be completed and no contact allowed with classmates.
Chairperson/Principal to sanction immediate suspension when the continued presence of the pupil at the time represents a serious threat to the safety of the students or staff or a serious impediment to the education of the students.

See section on Suspension. Expulsion will be considered if deemed necessary by the Board of Management having complied with Section 24 of the Education Welfare Act 2000. See section on Expulsion.

Note In all cases above – misbehaviour, steps and sanctions – the lists should not be seen as exclusive. The School retains the right to include other behaviours which may not be listed but which may, nonetheless, be contrary to the behaviour expected in the school. Equally other sanctions, not listed here, may be used. The Board of Management will have the authority to investigate any incident which occurs inside or outside the school, during school hours or not, which brings the school into disrepute.

Suspension, Expulsion, Appeals

SUSPENSION Access to education shapes the life chances of children in a fundamental way. For this reason, the Board of Management of Milford N.S. regard a proposal to exclude a student, through suspension, as a serious step warranted only by very serious misbehaviour. We accept that decisions to suspend a student are open to appeal and may be subject to judicial review by the High Court.

Definition Suspension is defined as requiring the pupil to absent himself/herself from the school for a specified, limited period of school days. During this period the pupil retains their place in the school.

Grounds for suspension: Suspension in Milford N.S. will be a proportionate response to the behaviour that is causing the concern. Normally, other interventions will have been tried before suspension, and school staff will have reviewed the reasons why these did not work. The decision to suspend a pupil requires serious grounds such as that:

The pupil’s behaviour has had a seriously detrimental effect on the education of other pupils through loss of teaching time and disturbance of class.
The pupil’s continued presence in the school at this time constitutes a threat to safety of both pupils and staff.
The pupil is responsible for serious damage to property
A single incident of serious or gross misconduct may be grounds for suspension.

Fair Procedures Fair procedures based on the principles of natural justice will be applied when proposing to suspend or expel a student. Students and their parents/guardians have:

The right to be heard
The right to impartiality Fair procedures will apply to the investigation of the alleged misbehaviour that may lead to suspension or expulsion as follows:
Unless an immediate suspension is applied, (see below), the student and their parents will be fully informed about the complaint, how it will be investigated and that it could result in a suspension. Parents will be informed by phone and in writing.

The parents and student will then be given an opportunity to respond, within five school days, before a decision is made and before a serious sanction is imposed. This will be done at a meeting attended by the parents and student, who will then be given an opportunity to give their side of the story.

If a student and their parents fail to attend a meeting, the Principal will write advising of the gravity of the matter, the importance of attending a rescheduled meeting within another 5 school days and, failure to attend re-scheduled meeting means it will be the duty of the school authorities to make a decision to respond to the negative behaviour. The school will record the invitations made to the parents and their response(s) and keep these on file in the principal’s office, in accordance with the school’s Data Protection Policy

Immediate/Automatic suspension: An immediate suspension will apply where the Principal considers it necessary as the continued presence of the pupil in the school at the time represents a serious threat to the safety of the students or staff of the school, or any other person. Fair procedures will still apply.

Procedures in relation to an immediate suspension: An immediate suspension will only be warranted for reasons of safety, of the students, staff or others.

In this case a preliminary investigation will be conducted by the Principal to establish the case for an immediate suspension. Parents will be notified, and arrangements made with them for the student to be collected. The formal investigation will immediately follow the imposition of the suspension.

Procedures in Respect of Other Suspensions

In cases other than those of Immediate Suspension the following procedures will apply:

Where a preliminary assessment of the fact confirms serious misbehaviour that could warrant suspension, the Board of Management will initiate a formal investigation of the matter. The following procedures will be observed:

A written letter or Email containing the following information will issue to parent(s)/guardian(s) containing:

Details of the alleged misbehaviour
Details of the impending investigation process
Notification that the allegation could result in suspension.
An invitation to a meeting, to be scheduled no later than 5 school days from the date of the letter or email, where parent(s)/guardian(s) are provided with an opportunity to respond before a decision is made or a sanction imposed.
Consequences and sanctions
We acknowledge the fundamental importance of impartiality in the investigation and decision-making process. In this regard the following undertakings are given:
No person with a vested interest or personal, (rather than professional), involvement in the matter will be involved in the organisation or implementation of the investigation procedure, nor will such a person be involved in the decision-making process.
The person(s) involved in the investigation process will on presentation of a full report of the facts absent himself/herself/themselves from the decision-making process.

Where a decision to suspend has been made the Chairperson of the Board of Management will provide written notification to the parent(s)/guardian(s) and the pupil of the decision. The letter will confirm:

The duration of the suspension and the dates on which the suspension will begin and end
The reasons for the suspension
Any study programme to be followed
The arrangements for returning to school, including any commitments to be entered into by the pupil and the parent(s)/guardian(s)
The provision for an appeal to the Board of Management.

Where a suspension brings the total number of days for which the pupil has been suspended in the current school year to twenty days the parent(s)/guardian(s) will be informed of their right to appeal to the Secretary General of the Department of Education and Science under Section 29 or the Education Act 1998 and will be provided with information on the submission of such an appeal.

The decision making process in relation to all suspensions:

In the interests of fairness the Principal and class teacher conduct the investigation, (unless they excuse themselves for personal reasons). They will present a full written report on the facts of the case and any other relevant information. The Principal will make a decision about whether the student did engage in the behaviour and about the sanction, based on the report of the investigation. In circumstances of particular complexity the Board of Management may need to seek legal advice to support the decision making.

Where allegations of criminal behaviour are made about a student, these will usually be referred to the Gardaí who have responsibility for investigating criminal matters. Suspension in Milford N.S. is part of an agreed plan to address the student’s behaviour.

The suspension will:

Enable the school to set behaviour goals with the student and their parents
Give school staff an opportunity to plan other interventions
Impress on a student and their parents the seriousness of the behaviour
Ensure the safety and well-being of all classmates and the school body as a whole.
Ensure that the other pupils’ right to learn is not impeded.

The period of suspension

The Board of Management has delegated authority to the principal to suspend for up to three days, which can be extended to five days with the Chairperson’s approval. The Board of Management will normally place a ceiling of ten days on any one period of suspension imposed by it. (Developing a Code of Behaviour: Guidelines for Schools, National Educational Welfare) Where a pupil has been suspended for 20 days or more in any school year, the Board of Management will formally review any further proposal to suspend.

Appeals:

The Board of Management of Milford N.S. will offer an opportunity to appeal a Principal’s decision to suspend. In the case of decisions to suspend by the Board of Management an appeals process may be provided by the Patron. Section 29 Appeal Where the total number of days for which any student has been suspended in the current school year reaches 20 days, the parents may appeal the Suspension under section 29 of the Education Act 1998. At the time when parents are being formally notified of such a Suspension, they will be told about their right to appeal to the Secretary General of the Department of Education.

Implementing the Suspension:

The Principal will notify the parents in writing of the decision to suspend. The letter will confirm;

The period of the suspension. The beginning and end date of the suspension will be included.
The reasons for the suspension
Any study programme to be followed
The arrangements for returning to school, including any commitment to be entered into by the pupil and the parent e.g. parent might be asked to reaffirm their commitment to the Code of Behaviour
The provision for an appeal to the Board of Management
The right to appeal to the Secretary General of the Department of Education and Science.

To maximise the impact and value of the suspension the Principal or another staff member delegated by the Principal may meet with the parents to emphasise their responsibility in helping the student behave well when the student returns to school and to offer help and guidance in this. Where parents do not agree to meet the principal, written notification will serve as notice to impose a suspension.

Grounds for removing a Suspension.

A suspension may be removed if the Board of Management decides to remove the Suspension for any reason or if the Secretary General of the Department of Education and Science directs that it be removed following an appeal under section 29 of the Education Act 1998

After the Suspension ends. A period of suspension will end on the date given in the letter of notification to the parents.

Re-integrating the student The school will have a plan to help the student to take responsibility for catching up on work missed.

Re-admission to school may sometimes involve conditions, for example, earlier finishing times or individual management plans. The Principal will arrange for an S.E.T. to provide support to the student during the reintegration process.

Should a pupil arrive for school even though he/she has been suspended, the parents will be contacted and asked to collect the child. The pupil will not be admitted to class but will remain in another room where supervision will be arranged. The pupil will be given school work to do while they wait to be collected.

Clean Slate When a suspension is completed the student will be given the opportunity and support for a fresh start. Although a record is kept of the behaviour and any sanction imposed, once the sanction has been completed the school will expect the same behaviour of this student as of all other students.

Records and Reports. Formal written records will be kept in the Principal’s office. These will include:

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.

The Principal will report all suspensions to the Board of Management, with the reasons for the duration of each suspension. The Principal will report suspensions in accordance with the NEWB reporting guidelines.

Review of the use of suspension The Board of Management will review the use of suspension in the school at regular intervals to ensure that its use is consistent with school policies, that patterns of use are examined to identify factors that may be influencing behaviour in the school and to ensure that use of suspension is appropriate and effective.

EXPULSION

A pupil is expelled from a school when the Board of Management makes a decision to permanently exclude him/her from the school, having complied with the provisions of Section 24 of the Education (Welfare) Act 2000.

Grounds for Expulsion Expulsion is a very serious step, and one that will only be taken by the Board of Management in extreme cases of unacceptable behaviour. The school will have taken significant steps to address the misbehaviour and to avoid expulsion of a student including, as appropriate;

Meeting with the parents and the student to try to find ways of helping the student to change their behaviour.
Make sure that the student understands the possible consequences of their behaviour, if it should persist.
Ensure that all other possible options have been tried.
Seeking the advice of support agencies (e.g. NEPS, HSE Community services, the National Behaviour Support Service, CAMHS, NCSE)

A proposal to expel a pupil requires serious grounds such as:

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 1 · The student is responsible for serious damage to property
A single incident of a gross misdemeanour may be grounds for expulsion.

Expulsion on a first offence will happen only in exceptional circumstances including:

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

A detailed review of a range of factors will be undertaken prior to the use of expulsion as a sanction in Milford N.S. including:

The nature and seriousness of the behaviour.
The context of the behaviour
The impact of the behaviour
The interventions tried to date
Whether expulsion is an appropriate response
The possible impact of expulsion.

Procedures in respect of expulsion. Please Note: If the Board considers that the presence of the student will seriously disrupt the learning of others, or represent a threat to the safety of other students or staff, the BOM may suspend a student, or apply an internal suspension with a loss of privileges, while these procedures are being followed.

A detail investigation carried out by the Principal
A recommendation to the Board of Management by the Principal
Consideration by the Board of Management of the Principal’s recommendation and the holding of a hearing
Board of Management deliberations and actions following the hearing
Consultations arranged by the Education Welfare Officer
Confirmation of the decision to expel.

Step 1: A detailed investigation carried out by the Principal.

In investigating an allegation, in line with fair procedures, the Principal will:

Inform the student and their parents, in writing, about the details of the alleged misbehaviour, how it will be investigated and that it could result in expulsion.
A meeting with the parents and student giving them every opportunity to respond to the complaint of serious misbehaviour before a decision is made and before a sanction is imposed.
If a student and their parents fail to attend a meeting, the Principal will write advising of the gravity of the matter, the importance of attending a rescheduled meeting and, failing that, the duty of the school authorities to make a 20 decision to respond to the inappropriate behaviour. The school will record the invitation issued to the parents and their response.

Step 2: A recommendation to the Board of Management by the Principal.

Where the Principal forms the independent view, based on the investigation of the alleged misbehaviour, that expulsion may be warranted, he/she will make a recommendation to the Board of Management to consider the expulsion. The Principal will:

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

Step 3: Consideration by the Board of Management of the Principal’s recommendation; and the holding of a hearing

The Board must satisfy itself that fair procedure has been applied in the investigation and decision making process through a review of all documentation and the circumstances of the case. It should ensure that no party who has an involvement with the circumstances of the case is part of the Board’s deliberations (e.g. a member of the Board who may have made an allegation about that student)

The Board of Management will hold a hearing. At the hearing, the Principal and the Parents put their case to the Board in each other’s presence. Each party will be allowed to question the evidence of the other party directly. This meeting may also be used by the parents to make their case for lessening the sanction. In the conduct of the hearing, the Board must take care to ensure that they are, and are seen to be impartial. Parents may wish to be accompanied at hearings and the Board will facilitate this. After both sides have been heard, the Board will deliberate. The Principal and Parents are not present for these deliberations.

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

Having heard from all parties, it is the responsibility of the Board to decide whether or not expulsion is the appropriate sanction. Where the Board considers the student should be expelled the Board will:

Notify the Educational Welfare Officer in writing of its opinion. The student cannot 21 be expelled before the passage of twenty school days from the date on which the EWO receives the written notification.
Inform the parents in writing about its conclusions and the next steps in the process, including that the Board of Management is now informing the Educational Welfare Officer.

Step 5: Consultations arranged by the Educational Welfare Officer

Within 20 days of such a notification the Educational Welfare Officer will:

Hold individual consultations with the Principal, the parents and the student and anyone else who may be of assistance.
Convene a meeting of those parties who agree to attend to plan for the student’s future education.
If the Board considers that the presence of the student will seriously disrupt the learning of others, or represent a threat to the safety of other students or staff, the BOM may suspend a student during this time.
Confirmation of the decision to expel where the 20 day period following the notification of the EWO has elapsed, and where the BOM remains of the view that the student should be expelled the BOM should formally confirm the decision to expel. Parents will be notified immediately that the expulsion will now proceed. Parents will be told of their right to appeal and supplied with the standard form on which to lodge an appeal. A formal record will be made of the decision to expel the student.

Appeals

A parent may appeal the decision to expel to the Secretary General of the Department of Education and Science. An appeal may also be brought by the NEWB on behalf of the student.

Review of use of expulsion

The Board of Management will review the use of expulsion in the school every 3 years to ensure that its use is consistent with school policies, the patterns of use are examined to identify factors that may be influencing behaviour in the school, and to ensure that expulsion is used appropriately

Record Keeping

When teachers feel that a child is moving from regular minor misdemeanours to regular serious misdemeanours, records of relevant incidents will be kept. Such records will contain:

Incidents of misbehaviour
Interventions used to improve behaviour, including contact with parent(s)/guardian(s) or referral to other agencies
Evidence of improved behaviour
Any sanctions imposed, and the reasons they were imposed
Pupils and parents will be told when a record is being made about behaviour, and the reasons for keeping a record will be explained.

Teachers may also keep records on children to monitor behaviour. When a child is sent to the Principal for a serious misdemeanour she will record any accounts of the misdemeanour, from the pupil and from others who may be involved. All records will be kept in accordance with the Data Protection Act 1988 and the Data Protection (Amendment) Act 2003

Communication with Parents

When it comes to behaviour, parents/guardians will be involved at an early stage, rather than as a last resort. Communication will be verbal or written, depending on the circumstances. The staff is willing to meet parents at any mutually agreeable time to discuss any concerns. Notice of such meetings must be agreed in advance. One aim of the code of behaviour is to provide a clear, consistent method of communication between home and school to inform the parents about their children’s behaviour in school.

In situations where there is evidence of serious ongoing emotional and behavioural difficulties, teachers will work with parents/guardians to have their student referred for assessment by the relevant service

Evaluation, Ratification and Review

Evaluation The success of this Code of Behaviour Policy will be measured through:

Maintaining or improving the current good behaviour levels in the school
Fostering happy, confident, well-adjusted children
Positive feedback from teachers and parents and others involved with the pupils in the school

Ratification & Communication

The Board of Management officially ratified this Code of Behaviour at its meeting on the 22^nd May 2019. Section 23(4) of the Education (Welfare) Act 2000 requires the school to provide parents with a copy of the code of behaviour before registration of the parents’ child as a student of the school (pg. 58 NEWB Guidelines) The Code will be circulated to all school personnel once ratified. A copy of the Code of Behaviour will be given to the Chairperson of the Milford NS Parents’ Association.

Timetable for Review It is the intention of the Board of Management to review the Code of Behaviour at the end of the school year 2020-2021.

Ratification of policy for Milford National School

Chairperson__________________________________ Date _______________

Principal______________________________________ Date ___________

References: Developing Codes of Behaviour – Guidelines for Schools (NEWB)

Appendix 1

PUPIL REFLECTION FORM

The school rule(s) I chose not to follow: ____________________________________________________________________________

____________________________________________________________________________

What happened: ___________________________________________________________________________

_ ____________________________________________________________________________

____________________________________________________________________________

____________________________________ ____________________________________________

My reasons for behaving in this way

____________________________________________________________________________

What I could have done differently / will do differently in a similar situation

Signed:_________________ Date: __________________

Appendix 2

Break-times/ Yard and before and after School Supervision

The Milford NS rules for yard are as follows:

Pupils are expected to comply with the instructions of all school staff on yard duty during break times

Children are encouraged to play in their own class groups, ensuring no children are isolated and to ensure the safety of younger children.

Only games which ensure the safety of all are permitted.
Pupils do not engage in rough or dangerous play. (eg Bulldog, Red Rover, rugby)
Physical contact that can injure another pupil is forbidden
All children are to be included in games if they wish
Ball games i.e. soccer played at big break only
No leather footballs on yard.
Skipping ropes are allowed in the designated area only
Pupils are only permitted to re-enter the school premises during lunchbreak with the permission of the teacher on duty
Children walk in an orderly, quiet manner to and from the playground
Respectful language is to be used at all times
Pupils are forbidden to climb on boundary wall, front wall or gates.
Children must stay in the designated play area

Children are taught playground games.

One teacher and one SNA are supervising each school play area at all times

When the school bell goes, children walk and line up promptly on the instruction of the teacher on duty.

Yard consequences when rules are broken:

Verbal warning

Pupils may be sent to stand at the wall for no more than 4 minutes, this is recorded in the yardbook (See Appendix 3). Junior and Senior Yard will have a yard book to be collected before yard by S.N.A. on duty.

At the end of the week a member of the code of behaviour committee will check the yardbook for the number of offences.

When the pupil reaches 3 entries in the book in a 6 week period, that pupil will be kept off yard. Class teacher will notify the parents in writing the day before this happens, outlining the yard rules that were broken. Junior Infants will not be part of this system until January of the school year.

If a pupil reaches a second detention they will miss both breaks in the day.

Detentions will take place outside staffroom.

In instances where the misdemeanour is considered serious or in the case of a pupil repeatedly refusing to follow the yard rules, it may be necessary to omit the first steps and immediately remove the child from yard and also for the following day. The procedures for exclusion of the pupil through suspension/ expulsion may be considered in very serious circumstances.

During detention 1st – 6th class pupils write a reflection on their behaviour (Appendix 1). Parents may be asked to sign the reflection. Each pupil begins each half-term with a clean slate.

Note: The “Yard Book” may also be used for before and after school supervision ie from 9.10-9.20am and from 3.00-3.10pm where similar rules and sanctions will apply.

The following arrangements apply for wet days:

Junior classes watch suitable, age appropriate DVDs or play at table with toys.
Senior classes watch suitable, age appropriate DVDs or play appropriate board games.
All pupils remain seated unless permitted to do otherwise by a supervising adult.
Children are permitted to leave the classrooms to use the toilets but are requested to return immediately.
Pupils requesting to remain inside due to illness will be required to provide a note form parents and will be supervised.

School Related Activities

Standards and rules contained in the code of behaviour would usually apply in any situation where pupils are still the responsibility of the school. Same standards of behaviour expected during school tours, games and extracurricular activities, other school-linked events.

Appendix 3 Yard Book

Steps to be taken in the event of a misdemeanour

Verbal warning
Pupils may be given time out for no more than 4 minutes, this is recorded in the yard-book as follows:

Date

Pupil

Misdemeanour

Teacher initials

At the end of the week a member of the code of behaviour committee will checkbook for the number of offences.
When the pupil reaches 3 entries in the book in a 6 week period, that pupil will be kept off yard. The serious incident of serious or gross misbehaviour will also mean the pupil is kept off yard. Class teacher will notify the parents in writing the day before this happens,

Appendix 4 – School Uniform

Milford National School, School Uniform

Pupils are expected to wear the school uniform. This is important in helping to foster a pride in school and making the child feel part of it.

Children have a choice of formal uniform:

Royal Blue Cardigan/Jumper
Grey Shirt/Blouse
Grey Pants/Pinafore
Royal Blue or Grey Socks
Grey and Blue Striped tie

Royal Blue Hoody
Grey/Navy Track Suit Bottoms
Navy shorts (sensible length)
Grey Polo Shirt

Pupils should be encouraged to keep their uniform clean and tidy.

In order that your child does not lose his/her jumper/tracksuit/jacket please ensure that all items are clearly labelled with your child’s name.

High heel shoes/mules are not permitted due to Health and Safety issues.

One pair of small stud earrings only may be worn due to Health and Safety issues.

Hair must be kept out of the eyes at all times and long hair must be tied back.

Pupils are not allowed makeup or have dyed hair.

Please refer to School uniform policy for more detail

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