Code of Behaviour

Scoil Mhuire, Caisleán Nua

This policy has been formulated by Scoil Mhuire Caisleán Nua to comply with legislation and
Department of Education and Skills circulars

Introduction.......................................................................................................................................................... 3
Relationship to the Code and Spirit of the School...................................................................................... 4
Aims and Vision for the Code.................................................................................................................. 4
Expectation about How Staff, Pupils and Parents Treat Each Other............................................................ 4
• Contact between parents and staff
• Pupils and staff
• How pupils, teachers and parents can help promote a happy school
• How pupils, staff and parents can help each other meet the standards of behaviour expected in the
school
Whole School Approach to Promoting Positive Behaviour......................................................... 6
Roles and Responsibilities......................................................................................................................... 7
• Role of Board of Management
• Role of both the Principal and Deputy Principal
• Role of Principal
• Role of Teachers
• Role of the S.N.A
• Role of Parents
• Structures in place to facilitate open communication and consultation with parents
• Parents are encouraged to:
• Pupils
School Rules ........................................................................................................................................ 11
• General School Rules
• Classroom Rules
• Playground Rules
• Rules for areas other than the Classroom and Playground
• Attendance
• Timetable
• Uniform Policy
• Homework
Code of Positive Behaviour......................................................................................................................... 15
• Our Golden Rules
• Teaching the Code of Positive Behaviour
• Explaining the Code of Positive Behaviour
• Advantages of Code of Positive behaviour
Strategies to Promote Good Behaviour ........................................................................................ 20
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Strategies for Dealing with Unacceptable Behaviour.............................................................. 21
• Ladder of Intervention
• Sanctions for Unacceptable Behaviour in the Yard
• Inappropriate Sanctions
• Managing Challenging/Violent Behaviour
• Red Card System
• Strategies for Managing Challenging Behaviour
• Differentiation of Expected behaviour
• Applying Sanctions in Response to Behaviour that takes Place outside School
• Parental Involvement in the Management of Problem Behaviour
General Record Keeping............................................................................................................................... 30
• Class Records
• Yard Incidents
• Accident Book
• Behaviour Book
• Reduced Timetable
Policy and Procedure for Suspension......................................................................................................... 31
• Authority to Suspend
• The Grounds for Suspension
• Immediate Suspension
• Inappropriate use of Suspension
• Determining the appropriateness of Suspension
• Procedures in Respect of Suspension
• Records and Reporting
• Review of use of Suspension
Policy and Procedures for Expulsion..................................................................................... 35
• Authority to Expel
• The Grounds for Expulsion
• Expulsion for a First Offence
• Determining the appropriateness of expelling a student
• Procedures in respect of expulsion
• Appeals
• Record keeping in cases of Expulsion
Monitoring and Review .............................................................................................................. 39
Success Criteria................................................................................................................................................... 39
Discipline Committee ……………………………………………………………………………………………………..40
Modification Clause...........................................................................................................................40
Ratification and Communication...........................................................................................................................40

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INTRODUCTION

This document sets out a Code of Conduct, which has been approved by the Board of Management, for
the school. The Code is in accordance with “Guidelines for Discipline in National Schools” (Dept. of
Education and Science) and “Guidelines for Developing School Codes of Behaviour” (NEWB* 2008)
(Copies of these documents are available for inspection in the school office). In publishing this Code, the
Board wishes to communicate its policy for conduct in the school to parents and thereby to achieve a
greater understanding of and support for the policy.

The school’s primary function is to educate. It provides for the overall development of the pupils - moral,
physical, intellectual and cultural – as illuminated by the school “Mission Statement”. Every child has the
right to learn and gain maximum benefit from their time in school. All members of the school community
have the right to be treated with respect and to work in a safe environment. In order to ensure that each
child has the best possible opportunity to learn effectively we place particular emphasis on maintaining
a disciplined and orderly school environment. A variety of elements combine to achieve this and the
most crucial factor being the support and co-operation of parents.

In this school our concept of discipline is a positive one. Our school places greater emphasis on positive
behaviour than discipline. We recognise the role of the home in the development of children’s behaviour.
The school also recognises the variety of differences that exist between children and the need to
accommodate these differences. It is based on the principle of establishing and promoting good
relationships and mutual respect between all the members of the school community. The school’s Code
of Conduct consists of a set of supportive measures designed to help each child to grow and develop in
a secure environment. Our ultimate aim is to encourage children to take on responsibility for their own
behaviour. We seek, through constant discussion and example, to guide them in the process of building
up their own personal sense of responsibility and judgement in order to meet the demands that their
teenage years and adult life will place upon them.

During the formative years in this school the children are encouraged to maintain a high standard of
behaviour and work. The support and encouragement of parents is necessary to achieve this objective.
This Code of Conduct also applies when the student is representing the school outside the school
premises.

*National Educational Welfare Board

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RELATIONSHIP TO THE CODE AND SPIRIT OF THE SCHOOL

This policy reflects our school’s philosophy and ethos which aims to foster the values of respect, honesty,
courtesy, responsibility, tolerance and consideration of others.
We believe that a high standard of behaviour requires a strong sense of community within the school
and a high level of co-operation among staff and between staff, pupils and parents. Every effort will be
made to ensure that parents are kept well informed, that the school provides a welcoming atmosphere
towards parents, and that parents are told not only when their child is in trouble but when they have
behaved particularly well.

AIMS AND VISION FOR THE CODE

Our vision for the relationships and behavior in the school and the ways in which the school promotes
good behavior are as follows:

1. To ensure an educational environment that is guided by our vision statement

2. To allow the school to function in an orderly way where children can make progress in all
aspects of their development
3. To create an atmosphere of respect, tolerance and consideration for others
4. To promote positive behaviour and self-discipline, recognising the differences between children
and the need to accommodate these differences
5. To ensure the safety and well-being of all members of the school community
6. To assist parents and pupils in understanding the systems and procedures that form part of the
code of behaviour and to seek their co-operation in the application of these procedures
7. To ensure that the system of rules, rewards, and sanctions are implemented in a fair and
consistent manner throughout the school
8. To encourage students to take personal responsibility for their behaviour in order to help them
mature into responsible, participating citizens.

EXPECTATIONS ABOUT HOW STAFF, PUPILS AND PARENTS TREAT EACH OTHER:

Parents and teachers are partners in their child’s education. In Scoil Mhuire Caisleán Nua. we recognise
the value of working together to ensure our children get the most out of their time in our school. We
seek to foster positive relationships with parents/guardians by encouraging them to join our Parents’
Association and through communication. We have annual parent teacher meetings and teachers are
available to meet parents before or after school. Please make an appointment if you have a concern, so
the teacher has time to address it.
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The school Code of Behaviour endeavours to ensure that all children and staff of Scoil Mhuire Caisleán
Nua. are safe whilst under our care. It is strongly linked to the school’s Anti-Bullying and Enrolment
policies. The Code applies to all children, parents/guardians of children and all staff working in Scoil
Mhuire Caisleán Nua. By enrolling your child in our school, you have signed up to the school Code of
Behaviour.
Scoil Mhuire Caisleán Nua. believes all of our children and staff deserve respect. Staff are respectful to
parents and parents are asked to be respectful to staff at all times. This we can do by listening calmly to
each other’s points of view, giving everyone the right to reply and working together to resolve issues.
It is the responsibility of parents to provide positive role models for their children. The Board of
Management wishes to remind parents that abusive or aggressive behaviour toward any child or member
of staff will not be tolerated, as it contravenes the school Code of Behaviour.
Contact between parents and staff
• Parents are asked to ensure that contact numbers and addresses are kept up to date
o Note: Parents or a person nominated by them is always to be contactable in case of an
emergency or in the case of serious misbehaviour that requires immediate intervention.
• Teachers will remain in regular contact with parents throughout the school year, both informally and
formally. The children’s homework journal can be used to write a note home commenting on both
positive and negative behaviour. This can be followed up with a meeting if necessary, to resolve a
problem.
• There is an annual parent – teacher meeting usually held in November, which is a formal meeting for
parents to discuss issues with class teachers.
• A written report is sent home at the end of the year.
• Parents are asked to meet teachers either before or after school to minimise disruption to class time.
• Appointments can be made with class/resource teacher, Deputy Principal or Principal.

Pupils and Staff:

• Pupils and staff should always treat each other with respect.
• If there is an issue that needs to be discussed the teacher should try to do so privately, i.e.: out of ear
shot of the rest of the class. All issues should be acted upon as soon as possible.
• If there is an issue that a pupil needs to raise with the teacher, each teacher should have a system in
place, so the pupil knows that there is a suitable time in the day that the teacher has time to listen
and give feedback. One such system is a thought box. The pupil can write a note for teacher, place it
in the box and the teacher can set aside a few minutes to discuss the issue that is worrying the pupil.

How pupils, teachers and parents can help promote a happy school…
• There are good relationships between teachers, parents and pupils and a happy school atmosphere.
Adults model the behaviour that is expected from pupils
• There is consistency across the team as how best to promote good behaviour – standards are clear,
consistent & widely understood
• There are high expectations for student behaviour

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• Everyday interactions between teachers & pupils are positive
• There are clear boundaries and rules for pupils. There are good school and class routines
• Teachers & staff have a range of strategies for promoting good behaviour at class & school level
• Good behaviour is recognised, and positive feedback is given
• Reward systems are used to promote good behaviour and encourage pupils to manage their own
behaviour
• Pupils are given responsibility in the school.
• Pupils are made aware of and understand why the code is important and play their part in making it
work
How pupils, staff and parents can help each other meet the standards of behaviour expected in
the school
The single most important way in which students, staff and parents can help each other meets the
standards expected by the school is through good communication.
• Having a positive attitude and being polite to each other.
• Acknowledging the contribution that each person has to make to the education of the pupils.

WHOLE SCHOOL APPROACH TO PROMOTING POSITIVE BEHAVIOUR

In Scoil Mhuire we believe that our pupils’ behaviour is influenced by our school’s climate, ethos, values,
policies, practices and relationships. We believe that staff, management, pupils and parents, should work
as a team in order to create a positive, safe, happy school atmosphere and environment that supports
and promotes good behaviour.

We believe that positive behaviour is fostered by effective teaching and an inclusive and engaging
curriculum. We believe that an atmosphere of purpose is required to ensure that children do not
misbehave as a result of boredom, confusion or frustration. We believe that where pupils are engaged
and motivated to learn, it is much more likely that their behaviour will be positive.

In Scoil Mhuire we believe that classroom management and teaching methods have a strong influence
on pupil behaviour. Each classroom environment gives pupils clear, consistent messages about each
teacher’s expectations and creates consistent boundaries. It is our belief that the skilful management of
the routine interactions with pupils by the teacher is the most critical factor in preventing problems.

In Scoil Mhuire we believe that all teacher, S.N. A’s, secretary, cleaner and coaches also have a role to play
in the management of pupil behaviour. All adults in charge of pupils will be treated with the same respect
as the class teacher

Our focus is on the promotion and recognition of positive behaviour. The staff in our school believes
that praise and encouragement rather than blame bring out the best in a child. Therefore, we place
greater emphasis on rewards and incentives than on sanctions. To enable positive behaviour all
members of staff ensure that:
• High standards of behaviour are expected.

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• Courtesy and “Good Manners” are highly valued along with kindness and willingness to help
• others.
• A focus on personal responsibility-that all pupils have choices about their behaviour and that all
choices have consequences.
• Encouragement, praise and positive attention are used consistently to re-enforce desired
behaviours
• Children understand and are frequently reminded of how they are expected to behave.
• Adults model behaviour that is expected from pupils.
• There are good relationships between teachers, parents and pupils based on mutual respect.
• Pupils have input into devising class rules, rewards and sanctions.
• Class rules are displayed on the classroom wall.
• Effort is encouraged as well as outcome.
• A positive approach to mistakes is fostered – “The courage to be imperfect”. Each mistake is an
opportunity for learning.
• A wide variety of activities and methodologies is used in the classroom to sustain pupil’s interest
• and motivation.
• Rules are applied consistently – misdemeanours are responded to promptly and firmly.
• Parents are informed as soon as difficulties develop.
• Sanctions are closely linked to the specific misbehaviour-“Logical Consequences” are applied. In
this way children learn the connection between a choice they make and a negative consequence.
E.g. A child who is distracting and interfering with others at the table will need to sit away from
others; unacceptable behaviour in the yard by a child results in the child having a “Sin Bin” on the
Yard during break time.
• It is the behaviour which is being criticised-not the person.
• Children are encouraged to contribute to the solving of behavioural problems.
• Teachers keep a written record of all incidents of serious misbehaviour as well as a record of
improvements in behaviour.
ROLES AND RESPONSIBILITIES

Role of Board of Management

The Board of Management was consulted in reviewing our school’s Code of Behaviour.
Representatives of the BOM, Parents’ Association and staff were given the opportunity to examine
the draft policy and invited to make suggestions and amendments to same.

The Board or Management supports the Code of Behaviour in the school on an ongoing basis by:

• Ensuring that the school is safe for all members of the school community
• Providing opportunities for staff development with regard to behaviour management.
• Having procedures in place to deal with serious breaches of behaviour i.e. Suspension and Expulsion,
that parents and staff are advised of these procedures and that these procedures are applied fairly
to all.
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Role of both the Principal and Deputy Principal
• Ensure everyone is aware of and adhering to the Code of Behaviour.
• Engage in ongoing consultation with staff and parents.
• Support staff in implementing rules.
• Ensure consistent link between all parties.
• Arrange meetings with staff, parents and pupils regarding issues

Role of Principal
• Keep BOM informed and updated about issues related to the school Code of Behaviour
• Foster a climate of positive behaviour amongst children by setting an excellent example and
supporting all staff
• Encourage staff CPD in related areas – eg. How to foster positive behaviour/ how to deal with
challenging behaviour, etc
Role of Teachers
Our focus is on the promotion and recognition of positive behaviour. The staff in our school believes
that praise and encouragement rather than blame brings out the best in a child. Therefore, we place
greater emphasis on rewards and incentives than on sanctions (N.B. See pg. 4 above ‘Whole School
Approaches to Promoting Positive Behaviour’)

The teachers have an important role to play in our code of behaviour. Some of these expectations
are outlined below.

• Model good behaviour.

• Inform staff, pupils and parents of code and of preferred practices.
• Engagement with review and update code.
• Classroom management to promote positive behaviour.
• Teach children the rules of the classroom, outside the classroom and the yard
• Discuss expectations, rules, rewards and sanctions.
• Use of the rewards system.
• Consistent and fair application of sanctions.
• Open communication with parents.
• Whole school approach towards behaviour.
• Record keeping.

Role of the S.N.A:

SNAs work under the direction of the class teacher to:
• Implement individual behaviour programmes.
• Collect data to inform behavioural programmes.
• Report concerns to teachers

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 Role of Parents
• Parents have a very important part to play in the effective implementation of our school’s Code of
Behaviour. We feel it is most effective when parents and teachers work closely with the best
interests of the child at the forefront.
• Parents have been involved in the formulation of this policy in the following ways:
• Parents from the Parents Association and Board of Management examined a draft copy of this code
and offered suggestions to amend same.
• The Code of Behaviour is distributed to all new parents on enrolment of their child. The offer of a
place is subject to the Parents/Guardians written acceptance of same.

Structures in place to facilitate open communication and consultation with parents:

• Parents are always welcome in the school to discuss their Childs progress and behaviour (by
appointment). There are to be no meetings in the hall as the teacher is in charge of other children
during this time and cannot leave his/her class unattended.
o There is a zero-tolerance approach taken towards any incident of aggression or violence
towards any staff member.
Note: ‘The Board of Management hereby grants to the Principal/Staff member the authority to record,
by electronic means or otherwise, any incident of aggression or violence within the moment’
• Introductory meeting for parents of new infants, dealing specifically with the Code of Behaviour,
school standards, expectations for students and the role of parents in helping students to meet these
standards.
• Induction meetings at the beginning of the school year, hosted by the infant teacher are encouraged
in order to clarify behavioural expectations for the new year
• Parent teacher meetings on a one-to-one basis.
• Reports are sent to parents in the middle of June to enable time for further consultation with parents
if required.
• Any child whose behaviour necessitates the drawing up of an *IBP or target sheet will be met by the
teacher/principal on a daily/weekly/monthly basis as necessary
• Meetings regarding religious services – Penance, Communion and Confirmation
• Meetings with parents of children with special needs
• Written communication e.g. in child’s homework journals
• School website
• School social media presence
• Consultation throughout the year
• Newsletter to keep parents up to date with school events, holidays and school concerns
• Information offered through the Parents Association.

*Individual Behaviour Plan

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Parents are encouraged to:

• Develop close links with the school

• Treat staff with respect
• Collaborate with the school in developing the full potential of their children
• Encourage children to have a sense of respect for themselves, for others, for their own property
and that of others
• Become familiar with and support the implementation of the Code of Behaviour and other school
policies, e.g. Homework Policy, Policy on School Uniform, Healthy Lunch Policy, Anti-
• Bullying Policy and Acceptable Use Policy.
• Confirm in writing on enrolment that the Code of Behaviour is acceptable to them
• Ensure that their children have the correct books and other materials required for school
• Become actively involved in the school, participating in policy and decision-making processes
affecting them through the Parents Association.
• Visit the school when invited to do so by the Principal or other staff members
• Ensure homework is allocated due time and effort by the child and is signed when completed
• Ensure that children attend regularly and punctually
• Co-operate with teachers in instances where their child’s behaviour is causing difficulty for
others
• Communicate to the school any problems which may affect their child’s progress or behavior
e.g. bereavement, separation.

Pupils

At Scoil Mhuire Caisléan Nua we recognize that every member of the school community,
including pupils have a role to play in the implementation of the Code of Behaviour.

Pupils have the right to expect to;

• have their academic, social and emotional needs catered for

• be treated fairly, consistently and with respect
• learn and to be educated in a relatively disruption free environment
• be safe from bullying and abuse
• have their individual differences recognized and catered for
• be listened to
• make mistakes and learn from them
• have positive behaviour affirmed
• have misbehaviour dealt with appropriately

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Pupils contribute to and review the Code of Behaviour in the following ways:

• Drafting Classroom Rules

• Discussion of school, classroom and other rules during circle time activities in SPHE
Discussion of appropriate/inappropriate behaviour during SPHE
• Discussing with the teacher how improvement in behaviour can be achieved after an instance of
inappropriate behaviour has been identified and acknowledged
• Senior pupils modelling acceptable behaviour for junior classes
• Taking responsibility for jobs in the school, e.g. Be Active committee, Green School
committee members, yard equipment, etc.

SCHOOL RULES

General School Rules

School rules are devised with regard to the health, safety and welfare of all members of the school
community. The following school rules provide clear guidelines for all members of the school
community;

Pupils are expected to:

1. Attend school regularly and punctually at 09.00am – (School premises are opened, and children are
supervised from 08.50 am)
2. Wear the complete school uniform every day and PE uniform on designated days unless otherwise
instructed by the teacher.
3. Provide a note of explanation or a note on Aladdin following absences on the first day of return
4. Show respect for all members of the school community, teachers, ancillary staff, other pupils and
visitors to the school
5. Take responsibility for his/her work and participate fully in school activities to the best of his/her
ability
6. Understand that bullying will not be tolerated
7. Bring a healthy lunch to school in accordance with our Healthy Eating Policy
8. Complete all assigned homework and ensure it is signed by a parent/guardian
9. Respect all school property and the property of other pupils. Stealing or vandalism will not be
tolerated.
10. Avoid behaving in any way which would endanger others
11. Keep the school clean, tidy and litter free
12. Stay on school premises and within designated areas during school times and leave the school
premises directly after school finishes

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13. Be aware of personal hygiene ensuring hands are washed, long hair is tied back, and hair is
regularly checked for head lice
14. Refrain from bringing mobile phones or other electronic equipment to school.
15. Cycling in the school grounds is strictly forbidden unless during the Cycle Right course
16. Chewing gum, glass bottles, cans and crisp bags are not allowed.
17. Jewellery- one pair of stud earrings and a watch are allowed. Rings and hoop/drop earrings are strictly
forbidden
18. Hair colour, highlights and coloured braids are forbidden
19. Make- up- i.e. foundation, eye shadow, mascara, blusher, and fake- tan is not allowed

Classroom Rules

Each teacher has his/her own selection of classroom practices. These rules are discussed with the
children at the beginning of each new school year and the children are involved as much as possible
in the formation of their classroom rules. This aims to develop their sense of shared responsibility
and ownership. These “Our Classroom Rules” devised with the help of the children are on display in
the classroom, are written in age appropriate language and are practiced and referred to regularly.
Once these rules have been written up and displayed in the classroom, they become part of the code
of behaviour. Each child will sign up to these rules and also the sanctions that accompany them if
they are not followed.

Playground Rules

During break times the children are expected to;

1. Walk, not run, down the stairs or corridor to the designated yard
2. Obey the direction of adults on yard duty
3. Report any accidents or incidents to the teacher on duty in the yard
4. Remain in the yard. Children are not permitted to go outside the school gates, engage with adults
outside the perimeter of the school or to return to the classroom or cloakroom during break
times. If necessary, they may go to the toilet with the permission of the teacher on duty.
5. Play where they can be seen.
6. Walk/run with caution in the yard making an effort to avoid collisions
7. Freeze on hearing the first bell (which signals the end of break time) and walk quietly to his/her
line once the SNA claps.
8. Play fairly, take turns, include others in games
9. Children should not do headstands, cartwheels or play any unsafe games
10. Play gently, bullying or rough behaviour (e.g. punching, kicking, spitting, pushing), verbal
abuse, bad language, jeering, name calling, intimidation and excluding others from games are all
deemed as unacceptable behaviour.
11. Try to solve problems themselves, avoid “telling tales”, but ask an adult when help is needed.
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12. Pupils are required to take care of playground equipment being conscious of using it safely and
in an appropriate manner.
13. On wet days, the children stay in the classrooms and are supervised by the teacher on duty.
Children from Juniors to 6th class are expected to remain seated in their places and play
games/draw/talk quietly or read unless there is an active lunch break and the children from 5th and
6th class will do Gonoodle or another active activity with the class.

These are general rules and are not meant to be exhaustive

Rules for areas other than the Classroom and Playground

Corridors (Refer to Appendix 2, Policy for Corridors for more detailed procedures)

Pupils are expected to:

1. Walk quietly and in single file along the corridors
2. Give way to adults in the corridors

Toilets (Refer to Appendix 1, Policy for Toilet Usage for more detailed procedures)

Pupils are expected to:

1. Use the toilet facilities responsibly and hygienically at appropriate times

Stairs
Pupils are expected to:
1. Hold onto the banisters while ascending/descending the stairs
2. Children coming down the stairs should give way to children ascending the stairs

Attendance
Children are expected to attend school regularly. Absence must be followed by a written note or a note
sent on Aladdin. It is not necessary to ring the school on the day a child is absent unless the child has
an infectious illness.

Children are expected to be punctual. The late entry of one child causes disruption for the whole class.
Pupils arriving after 9.00 must obtain a late slip at the office even if they have a note of explanation.
Pupils who sign in on more than four occasions will be put on report. This means that their punctuality
will be monitored closely. They will have to report to the Principal/Deputy Principal each day until they
have shown that they can be punctual.
The Education (Welfare) Act 2000 replaces the School Attendance Act 1926. The new legislation provides
a statutory framework to deal with problems of school non-attendance. Under the terms of this Act,
schools are obliged to notify the National Education Welfare Board (NEWB) when a child has been
absent 20 days. The NEWB may visit the child’s home with a view to taking corrective action.
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 Unless absolutely necessary, children should not be kept from school or taken home early. Absences
and early departures cause unnecessary disruptions to their study and school routines. Parents making
appointments with doctors, dentists and others, or planning holidays, should do so for times outside of
school hours.

Where a child has to leave early, where feasible, a note is required in the morning. Such children must
be signed out by a responsible adult. The child and/or the teacher must know the collector. No child
will be released until these conditions are met.

Timetable
8.50 School Day begins (Pupils will be collected from their line at this time)
All pupils should try to be in attendance at this time
8.55 All pupils should be in attendance at this time if they are to be ready for the beginning
of school at 9am
9.00 School Day officially begins (Pupils arriving after 9.00 must obtain “late slip” at the
office.)
11.00-11.10 Yard time for Small Break

13.00 – 13.30 Yard time for Big Break

13.40 End of Day for Infant classes

14.40 End of day for remainder of school

It is important to note that class starts at 9am and as such this means that children need to be seated
and have all their books and materials out and ready for time.
Uniform Policy
The school uniform helps children feel that they are part of the school. It develops self-discipline and it
also helps to prevent undesirable competition in clothes, especially among older children.

• The school tracksuit top and polo shirt can be substituted for the uniform jumper and shirt.
• A full tracksuit must only be worn on P.E. days. At all other times and for all other school activities
a full school uniform must be worn.
• During extended periods of fine weather, the school may permit the wearing of plain navy/grey
or black shorts on non-PE days.

School Uniform
The school uniform and acceptable departures from it are set out below:
Blue cardigan, jumper or P.E jumper.
White blouse, shirt or polo shirt
Grey skirt, pinafore or slacks
Blue tie
Plain Navy tracksuit pants for P.E uniform
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Parents should ensure that all tracksuits, uniforms and coats are clearly labelled with child’ name.
Regular checks are made to ensure uniform is worn. Pupils’ Journal is stamped if in breach of uniform
requirements and parent must sign this. Having received a third note, pupils are put on report. Parents
are reminded that children should come to school equipped for the school day; wearing the correct
clothing and bringing with them everything they would need for school lessons.

We operate the policy of ‘no uniform no yard’. This needs to be clear that all children in the school will
treated equally in this regard and that children are expected to wear their full uniform including their tie
at all times except on P.E days.

* There may be children who for medical reasons are unable to wear the full uniform. In these cases, a
doctors’ note will be required.

Homework
Homework forms a positive link between home and school. Parents can give valuable support to the
work of the school and help the child greatly by showing positive interest in and encouragement of
homework.

In general all pupils from Infants to Sixth are given homework each night, Monday to Thursday. There
are two exeptions.
• If homework has been neglected during the week
• In senior classes some project work is undertaken at weekends

If homework is not completed or is not completed to a proper standard then the teacher may give
homework at the weekends.

Parents should ensure that, where possible, children complete the assigned work.

Helpful suggestions:
• have a set time each day for homework - preferably as soon as possible after coming home from
school;
• create a good work environment free from distractions (T.V./radio, Games consoles, computers or
other children playing). If possible an adult should be on hand to help should any difficulty arise.
Parents/guardian should sign the homework journal daily.

CODE OF POSITIVE BEHAVIOUR

At Scoil Mhuire Caisleán Nua we are proud of our happy, warm and caring atmosphere. Children enjoy
learning in a safe, well organised environment. This does not happen by accident. We encourage our
students to be mindful of the needs and rights of others. We expect children to take responsibility for

15
their own behaviour. We prefer to praise good behaviour than punish misbehaviour. However, we realise
that children need the security of boundaries. Ours are simple. The Golden Rules remain constant
throughout the school. Our discipline system is referred to as our Code of Positive Behaviour.

• The rules are stated positively beginning with ‘I’. In this way it is hoped that children will take
ownership of the rules.
• The rules are consistent throughout the school and are on display in each classroom and in public
spaces.
• Time is spent in all classes teasing out what each rule means and how to follow the rules. (Explained
below in greater detail)
• We have a whole school approach to discipline and children may be corrected by any staff member.
Similarly, all staff members are encouraged to affirm and praise good conduct at all times around the
school.
• We encourage children to take responsibility for their own behaviour. They are aware of how their
behaviour impacts on others. They realise that if they choose to misbehave, there will be
consequences.
• Each day is a new start. A child comes to school each day with the expectation that he/she will be on
his/her best behaviour. However, if his/her behaviour warrants it, he/she will be required to fill in a
reflection sheet which must be read and signed by parents/guardians and returned to the teacher the
following day. Through discussion with his/her parents, we would hope that the child will understand
that his/her behaviour has impacted others and has consequences.
• If a child misbehaves to such an extent that he is bringing home his third sheet to be signed by
parents, the parents are invited to a meeting with the class teacher and possibly the Deputy Principal.
At this point the consequences are more serious, eg. missing out on a school trip or representing the
school at a match, etc... Parents and teachers draw up a behaviour plan to help support the child. A
review date will also be decided at this point.
• The school will follow the guidelines given in Behavioural, Emotional and Social Difficulties; a
Continuum of Support in cases where the initial behaviour plan is unsuccessful and the child still
struggles with behaviour.
• There may be occasions where the misconduct is such that the parents are called in immediately. The
following are examples of such gross misconduct:
❖ Serious injury to another child. ‘Serious’ is defined as an injury that requires medical assistance,
causes physical or mental trauma to the victim and/or requires the school to contact the
parents of the victim.
❖ Striking a member of staff
❖ Verbal abuse of a member of staff
❖ Damage or theft of school property
❖ Serious vandalism of school property. ‘Serious’ is defined as an act or intent to damage that
requires monetary input to replace or repair.
❖ Leaving school without permission

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The consequences for these behaviours will be more serious. At the end of the school year the class
teacher transfers behaviour correspondence for serious breaches of conduct to file in the office.

Our Code of Positive Behaviour

Our Golden Rules

1. I am gentle
2. I am kind and helpful
3. I am honest
4. I work hard
5. I look after property
6. I listen to others
7. I am friendly

These are on display in in every classroom and in other areas throughout the school.

Teaching the Code of Positive Behaviour

It relies entirely on all the staff in implementing it together; failure in one classroom is failure in the whole
school. The most important element in this system is the way it is taught. Its success is dependent on
attitudes and approaches taken by teachers. The following are the principles for successful
implementation of the CPB
Principles Implications
• Should be used liberally through the day
• Must be genuine, on ‘catching the child being
1 Praise good’

Model the correct way of behaving for the children.

2 Modelling behaviour Allow them to practice this good behaviour

• Be positive in what you say, as far as possible.

3 Positive teaching, language and gestures
4 2:1 rule
5 Due process with predictability
6 Clarity of instruction with consistency
Avoid negative language, gestures, etc
• Show your respect for the children
• Show that you expect the best from them
Before reprimanding a child try to find, and praise,
two children who are modelling correct behaviour
Once the CPB has been taught to the class,
everyone must see that it is being followed.
Firmness is essential
• Instructions must be clear and simple
• All classes should follow the same set of
instructions. Remember what is clear for an
adult may not be at all clear for a child.

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 A sense of humour helps establish a good rapport
with a child. Humour assists good behaviour
7 Humour throughout the school
When reprimanding, stress has to be on the
appropriate behaviour, not the person.
8 Stress the behaviour (not the person)
Reprimanding that takes more than 20 seconds is
9 20 second rule ineffective

10 Name and praise good behaviour Be alert to examples of good, appropriate

behaviour at all times, and name and praise that
behaviour.
11 Personal Responsibility The CPB aims to teach children that behaviour is a
matter of choice. We make choices, and choices
have consequences. Everyone is responsible for
their own behaviour. ‘He started it’ is not an
acceptable defence
12 Calmness Teachers have to remain calm, even in difficult
circumstances. Telling a child calmly that he/she
has broken Rule 4 is more effective than shouting
at him.

Explaining the Code of Positive Behaviour

1. I am gentle
Walk properly when going from class to yard or from building to building.
Pushing, shoving or hitting is not being gentle.
Running inside the school building is not being gentle
Manners at door, stairs
Being mannerly towards parents, teachers and all other visitors to the school
Line up nicely, don’t push
Use gentle voices, gentle gestures
Shouting is not being gentle
Hitting/kicking is not being gentle
Physical or verbal hurting of others is not being gentle.
2. I am Kind and Helpful
Be nice to each other
Treat others as you would like to be treated yourself
Only say nice things about others
Set a good example – show others how to behave to each other, to teacher, to other staff
members, to visitors
Raise your hand if you wish to speak, do not shout across the room
Talking out of turn is unhelpful
Have a note to explain no uniform/no homework done
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 Standing by and allowing someone to be hurt/teased is not helpful or kind
Look after your friends
3. I am Honest
Always tell the truth
Accept responsibility for what you do
Don’t blame others
Tell if someone is being bullied
4. I Work Hard
Try your best always-yard/school/trips/church
Work neatly
Have pride in your work
Have journal/notes signed
Be prepared for class – have everything you need
Start work as soon as teacher asks you
Attend unless there is a really good reason – you must have a note in your journal
Eat and drink only at correct food and drink times
5. I look after property
Take care of your own books, bags, pencils etc
Take care of yourself
Keep classroom and school neat and tidy.
All wrappers/rubbish from your lunch must be taken home each day
Keep school and yard litter free
Respect schoolbooks and all equipment including IWB, computers, itouches, furniture etc
Respect other people’s property
“Theft is out”
6. I Listen to others
Respect the person speaking. Listen to them and listen to their opinions
Take turns, do not interrupt, and wait until others have finished speaking
Pay particular attention when teacher is speaking
Pay attention to visitors, guest speakers
7. I am Friendly
All pupils in the school have a right to enjoy their learning and their leisure time, free from bullying
and intimidation. No one deserves to be bullied. Bullying is not tolerated in our school.
This is a ‘telling’ school. Pupils protect themselves and others by telling. Telling to keep someone
safe is not telling tales. Bullying can be physical, verbal or psychological (exclusion or by gesture)
Children like to be involved in drawing up class rules. This is to be encouraged at the beginning
of each school year. All rules can be fitted into the above seven rule framework.

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Advantages of Code of Positive Behaviour
❖ Consistent throughout the school
❖ Easy to apply, no gimmicks, prizes etc
❖ Children are not behaving in an attempt to win prizes
❖ Less teaching time spent on disciplining disruptive behaviour
❖ Recording is very simple and effective
❖ Parents are kept informed if child is misbehaving
❖ Behaviour is tracked throughout eight years in school
❖ Encourages collective responsibility for discipline throughout the school community
❖ Promotes respect for self and for others

STRATEGIES TO PROMOTE GOOD BEHAVIOUR

Rewards/Incentives-on a class/group or individual basis

The staff in our school believes that praise and encouragement rather than blame bring out the best
in a child. Our focus is on the promotion and recognition of positive behaviour through acknowledging
good behaviour, progress and effort. Therefore, we place greater emphasis on rewards and incentives
than on sanctions.

A variety of good behaviours e.g. attendance, punctuality, uniform, speaking Irish, kindness, homework,
neatness, politeness etc. are recognized in the following ways:

• A non-verbal gesture to show approval. e.g. a smile nod, wink, thumbs up,
• A genuine positive comment
• “Catch me being good”-praise the desired behaviour before correcting the unacceptable
behaviour.
• Written or verbal commendation to parents-send a “Good Note” home in folder or Homework
• INCENTIVES e.g. Certificates, stickers, stars, sweets, award stamps, star charts, points, “Lucky Dip”
• Class Compliments Sheet
• Positive “Time Out” (5 minutes activity of choice) on “Special Chair” (perhaps the teacher’s chair)
• Pupil sent to another teacher for recognition.
• Visit to the principal for commendation.
• Awarded jobs or responsibilities e.g. 1st in line, helping teacher.
• Work displayed.
• Name entered in “Golden Book” or on “Positive Behaviour Bulletin Board” or “Good News Book”
• Pupil of the Week/ Realt na Seachtaine/Giant of the Week
• Homework Passes
• Group points system or raffle tickets.
• Token systems –a cumulative reward system.
• “Golden Time”- A half hour privilege time on a Friday. Class choose activity from alternatives
proposed by the teacher e.g. extra P.E, Art, and DVD etc.
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 • Field Trip
• Circle time
• Public acknowledgement of effort at assembly
• Photographs of award winners displayed- “Pupils of the Month”.
• Work displayed on the Principal’s “Good News” notice board.
• Principal’s awards at assembly
• Special Visitor to class.

STRATEGIES FOR DEALING WITH UNACCEPTABLE BEHAVIOUR

No school however positive can eliminate behavioural problems entirely.

The objective of Consequences/Sanctions is to help the pupil to learn that they are part of a plan to
change behaviour. Sanctions are used in a fair, consistent and respectful way which helps the student
to understand the consequences of their actions and to take responsibility for changing that behaviour.
Sanctions are proportionate to the seriousness of the behaviour and appropriate to the age and
background of individual pupils. They are sensitive to the particular circumstances of vulnerable
children e.g. a child in care or with special educational needs.

(The examples of minor, serious and gross misbehaviours given below are general examples and are
not intended to be exhaustive. The degree of misbehaviour will be judged by the teachers/Principal
based on a commonsense approach with regard to the gravity/frequency of such misdemeanours)

We use a “Ladder of Intervention” (Appendix 5) in response to unacceptable behaviour. We

choose the lowest, least disruptive interventions first.

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 Our in-Class Discipline Steps System
Our Steps
• Everyone begins each day on the ‘Ready to Play Step’ (Juniors –
2nd Class) We will operate a fresh start daily in these classes.
• Everyone begins each Monday on the ‘Ready to Play Step’ (3rd –
6th Class) We will operate a fresh start each week in these
classes.
• Positive behaviour and co-operation allow you to move up the
steps
• If you finish the day in the Gold Zone step you get a dojo point
• Once you get a point you begin the next day on the Ready to
Play step
• 10 dojo points will earn you something from the choice board
• Disruptive behaviour will mean that you move down the steps
• You can always make your way back up through the steps
using positive behaviour and attitude

STEPS Teacher Guidelines

• Steps are to reward/address in class behaviour only

• Steps are not to be used for children who come into school
without homework
• Steps are not to be used for yard issues – yard issues will be
dealt with using our Yard Discipline Steps System
• Please stick to the steps and be consistent
• Please keep a record of all points gained
• Remember to acknowledge a turn in behaviour – every child
needs to know they can make their way back.

Step1: Verbal Warning

• If the behaviour is minor in nature then the teacher will give the pupil a verbal warning, reminding
the pupil of their responsibility to follow the school rules. The pupil will be told that continuing the
behaviour will mean that they will move down one step on the Discipline Steps System

Step 2: Move to Yellow Zone

• In the yellow zone the child is given the opportunity to reflect upon their behaviour. They are moved
to a quiet table for 5 – 20 minutes. In 3rd – 6th class they are given a reflection sheet which provides
them the opportunity to reflect how their behaviour is impacting those around them.

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 • If the same pupil is moved to the yellow zone three times in the same week or if the teacher is
concerned that the pupil is continuously repeating a behaviour then a restorative justice meeting
will be held to help the pupil realise how his/her actions are impacting upon others. The focus will
be on getting the child to implement the repairing harm strategy. This involves three steps.
o Student and teacher identify the harm caused and to whom.
o Student considers how the behaviour affected others.
o Student creates and carries out a plan to repair the harm.

Step 3: Move to Orange Zone

• At this stage the pupil has had a verbal warning and has had the opportunity to reflect upon their
behaviour but they have continued to misbehave.
• The pupil will be removed from the activity that is happening at the time of the misbehaviour.
• The pupil will be removed and sent to a buddy classroom and given a discipline sheet to fill out and
get signed at home by their parents/guardians. They may also be given work to complete in the
other classroom. They will only return to their class once this discipline sheet and/or extra work has
been completed unless the class teacher sends for the pupil. Failure to get this sheet signed will
lead to the child moving down a further step on the Discipline Steps System.
Sanctions that are available to the class teacher include:
• Lunchtime indoor timeout (up to 30 minutes) for one day
• Extra homework (Up to 20 minutes)
• Removal from any yard time activity such as playing soccer (up to two days)
• Removal of all yard equipment (up to 2 days)
• Removal from any ‘Golden Time’ activity for the week

Step 4: Move to Red Zone

• At this stage the pupil has had a verbal warning, an opportunity to reflect and change the behaviour
and either had repeated incidents of minor misbehaviours or a serious misbehaviour.
Sanctions that are available to the class teacher include:
o Lunchtime indoor timeout (full break) for up to 5 days depending on the severity of the
behaviour
o Extra homework including homework at the weekends
o Removal from any yard time activity such as playing soccer (up to one week)
o Removal from any school team for a period of time

* At all times the child will be expected to make amends for their misbehaviour.
* Teachers need to log any sanctions in the classroom behaviour book.

Step 5: Move to Black Zone

• At this stage the pupil has been given a verbal warning and has engaged in three minor
misbehaviours or has engaged in serious misbehaviour or gross misbehaviour serious enough

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 that he/she was moved straight into the black zone. Once a child has been moved into the black
zone the principal has the authority to decide the appropriate sanction.
• All pupils that are put on report for a period of time appropriate to the misbehaviour. Being put
on report means that the pupil’s behaviour is to be monitored by the class teacher, the principal
and the parent/guardian. For a pupil to be removed from being on report, they must have two
full weeks of no incidents of misbehaviour. The minimum timeframe to be on report is two weeks.
Sanctions that are available to the principal include:
• A pupil may be removed from all school teams for an indefinite time
• A pupil may lose any extra-curricular privileges
• A pupil may lose any yard time privileges such as playing with the sports equipment
• A pupil may not be allowed to go on their school tour
• The pupil can be suspended for up to 5 days
• In cases of gross misbehaviour a pupil may be expelled

* This list is not exhaustive. There are many other sanctions available to the principal. This list is merely
to serve as an example of the types of sanctions available to the principal.

Examples of Minor Misbehaviours:

Behaviour Consequence
Interrupting class work Move down one step on Discipline Steps System
Arriving Late 1. Take Late Slip from office
2. Children late more than 2 times are to get note signed by parents
3. Children late more than 4 times are to be put on report
Running in the school building Loss of yard time
Talking in the class line/ Hall-noise Move down one step on Discipline Steps System
Leaving seat without permission Move down one step on Discipline Steps System
Fidgeting Move down one step on Discipline Steps System
Incorrect uniform without note Loss of yard time – ‘No uniform no yard’
Being discourteous/ unmannerly Move down one step on Discipline Steps System
Incomplete homework without note Homework to be completed at break time
Homework/ tests not signed by parent 1. Warning on first occasion
2. Note home for parent to sign
3. Put on report
Defiance Move down one step on Discipline Steps System
• This list is not intended to be exhaustive and is merely an example of Minor Misbehaviours. There are many other behaviours
which would fit into this category.
• Minor misdemeanours should be dealt with by the class teacher or by the teacher on duty in the yard unless they are repetitive
in nature and will then need further intervention
• Defiance is defined as a behaviour in which a pupil ignores or does not comply with a direct instruction from the teacher.

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Examples of Serious Misbehaviours:
Behaviour Consequence
Repeated incidences of Minor misbehaviours Red or Black Zone on Steps System
Physical Aggression Black Zone on Steps System
Kicking/fighting/spitting Black Zone on Steps System
Rough Play causing injury Red Zone on Steps System
Constantly Disruptive in class Red or Black Zone on Steps System
Stealing Black Zone on Steps System
Intentional damaging of other pupil’s or school’s property Black Zone on Steps System
Pupil given the opportunity to replace or fix property
Bullying or Cyberbullying Black Zone on Steps System
Racist Remarks Black Zone on Steps System
Leaving school premises during school day without permission Black Zone on Steps System
Using unacceptable language Black Zone on Steps System
Deliberately injuring a fellow pupil Black Zone on Steps System
Bringing a mobile phone to school without permission Black Zone on Steps System
Insubordination Black Zone on Steps System
Endangering Self Black Zone on Steps System
Parents immediately called into school
• This list is not intended to be exhaustive and is merely an example of Minor Misbehaviours. There are many other behaviours which
would fit into this category.
• Insubordination is defined as when a pupil deliberately ignores or disobeys a direct instruction from an adult. It includes things
such as back-answering an adult and rolling their eyes at an adult and all other similar types of behaviour.

Examples of Gross Misbehaviours:

Behaviour Consequence
Repeated incidences of Serious misbehaviours Black Zone on Steps System

Bringing Weapons to School Black Zone on Steps System

Deliberately Vandalising or damaging school property Black Zone on Steps System

Aggressive, threatening or violent behaviour towards a member of staff or pupil Black Zone on Steps System

Gross Insubordination Black Zone on Steps System

Absconding from school Black Zone on Steps System

Bringing alcohol, cigarettes or matches to school Black Zone on Steps System

A serious threat of violence against another student or member of staff Black Zone on Steps System

Actual violence or physical assault Black Zone on Steps System

Supplying illegal drugs to other students in the school Black Zone on Steps System

Sexual assault Black Zone on Steps System

• This list of behaviours merely examples and is not exhaustive.

• Gross Insubordination – This is defined as when a pupil deliberately ignores or disobeys a direct instruction from an adult which
result in the injury of someone or the damaging of property.
• Absconding – If a child absconds from school this will met with zero tolerance.
• If a staff member deems that they have lost control of the child, then An Garda Síochána will be contacted immediately.
• If any child commits criminal damage to any school property, the parent of that child is liable for the cost of any repair/replacement
that may arise.

25
 Yard Behaviour Discipline System
• We operate a separate system for behaviour on the yard. Each child is made aware of their
responsibility to show the highest standards of behaviour whilst on the yard.
• The two teachers on yard will have a behaviour book with them, one for the front yard (juniors –
2nd class) and one for the back yard (3rd – 6th class.)
• We operate a weekly fresh start for all children in the school which means that each Monday
children are given the opportunity to start again.
• It is possible that sanctions from the previous week will continue into the next week in some cases
of more serious misbehaviour.
Yellow Zone
• Children who are engaging in minor misbehaviour will firstly enter the yellow zone. The child will
be given a verbal warning and reminded of their responsibility to follow the yard rules. Their name
will be entered into the yard behaviour book. If the child’s name is in the book three times for
Juniors – 2nd class or twice for 3rd – 6th class then they will move to the orange zone.
Sanctions available to the teacher on yard duty include:
• Verbal Reprimand
• Name and nature of misbehaviour entered in “Yard Behaviour Book”

Examples of Minor Misbehaviour

General Infant Misbehaviour Running between the hedges
On Wrong Yard On beds/benches
On Grass when the grass is off limits Running to the line
Kicking Stones On the bars
Being careless with equipment Messing in the Line

* This list is not exhaustive and is merely to show examples of the types of behaviours we consider
to be minor in nature.

Orange Zone
• Any child entering the orange zone has been warned that their behaviour needs to improve or there
will be consequences to their continued misbehaviour.
• Certain behaviours will mean that a child may move directly into the orange zone.
Sanctions available to the teacher on yard duty include:
• Removal from activity e.g. Child may be removed from playing soccer in the yard for up to two days.
• Removal of playground equipment for up to two days.
• “Sin Bin” for 5-15 minutes or asked to accompany teacher on duty.
• Report made to the class teacher.
• Name and nature of misbehaviour entered in “Yard Behaviour Book”
• Lunchtime indoor timeout – exclusion from playground for one day.
• Note sent home to parents.

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Note: A pupil may be moved directly to the red zone if the misbehaviour is deemed to warrant this
sanction.
Red Zone
• Any child entering the red zone has either engaged in several minor misbehaviours or has
engaged in major misbehaviour on the yard.
• All pupils that are put on report for a period of time appropriate to the misbehaviour. Being put on
report means that the pupil’s behaviour is to be monitored by the class teacher, the principal and the
parent/guardian. For a pupil to be removed from being on report, they must have two full weeks of
no incidents of misbehaviour. The minimum timeframe to be on report is two weeks.
Sanctions available to the teacher on yard duty include:
• Removal from activity e.g. Child may be removed from playing soccer in the yard for up to five days.
• Removal of playground equipment for up to five days.
• “Sin Bin” for up to 30 minutes or asked to accompany teacher on duty.
• Referral to Deputy Principal.
• Lunchtime indoor timeout – exclusion from playground for up to three days.
• Name and nature of misbehaviour entered in “Yard Behaviour Book”
• Note sent home to parents.

* As it is very serious for a pupil to enter the red zone, the teacher may combine two of these
sanctions.
For Class Teacher
• Teacher requests meeting with parents and enlists their help in improving behaviour in the yard.
• Playtime Behavioural Plan implemented- setting targets for behaviour and monitoring them.

Note: A pupil may be moved directly to the red zone if the misbehaviour is deemed to warrant this
sanction.

Black Zone
• Any child entering the black zone has been given multiple opportunities to change their behaviour.
Parents have been met with the aim of improving the behaviour and a Playtime Behaviour Plan has
been implemented for the pupil. As such the pupil has been given every opportunity to change
his/her behaviour for the better.
• All pupils that are put on report for a period of time appropriate to the misbehaviour. Being put on
report means that the pupil’s behaviour is to be monitored by the class teacher, the principal and the
parent/guardian. For a pupil to be removed from being on report, they must have two full weeks of
no incidents of misbehaviour. The minimum timeframe to be on report is two weeks.
• The Principal will become involved at this stage of the process and will decide the sanction for the
misbehaviour.
Sanctions that are available to the principal include:
• Removal from activity e.g. Child may be removed from playing soccer in the yard for up to ten days.
27
• Removal of playground equipment for up to ten days.
• Lunchtime indoor timeout – exclusion from playground for up to five days.
• A pupil may be removed from all school teams for an indefinite time
• A pupil may lose any extra-curricular privileges
• A pupil may lose any yard time privileges such as playing with the sports equipment
• A pupil may not be allowed to go on their school tour
• The pupil can be suspended for up to 5 days
• In cases of gross misbehaviour a pupil may be expelled
Note: A pupil may be moved directly to the black zone if the misbehaviour is deemed to be very serious
in nature.
Examples of Serious Misbehaviours which will lead to pupils being moved directly to the red or
black zone
Insubordination Any form of Physical Aggression
Bad Language Intentional breaking of Equipment

Inappropriate Sanctions

• Physical punishment or threat of same.

• Ridicule, sarcasm or remarks likely to undermine self-confidence.
• Public or private humiliation
• Applying sanctions to whole groups or classes in cases of individual or small group wrongdoing.
• Leaving a child unsupervised.
• Depriving a child of engagement in a curricular area for longer than 5-10 minutes except on the
grounds of Health & Safety
• Persistent isolation of or ignoring a pupil in class.

Managing Challenging/Violent Behaviour

Challenging behaviour is defined as behaviour of such intensity, frequency and duration that the
physical safety of the person or others is likely to be placed in serious jeopardy. e.g. foul language,
throwing objects, hitting, punching or biting others.

Red Triangle System: Each teacher has a laminated red triangle with his/her name on it. If he/she
requires immediate/ urgent help, this will be delivered to the teacher next door/ the Principal/D.P./
SNA/Secretary who will come to assist immediately.

Action Plan for managing challenging/violent behaviour;

• The child should be isolated and/or exited from class with an SNA and/or with the assistance of
another teacher to a quiet supervised room to allow the child to calm down.

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• If the child refuses to be removed from the classroom remove the child’s peers from the classroom
i.e. remove the audience.
• The adult present must stay calm and controlled
• The child should be spoken to calmly, assertively and respectfully.
• The teacher should stay at a safe distance.
• The child should be given space and time to cool off.
• It may take 35-40 mins for the child to calm down.
• When calm, problem -solve the incident with the child.
• It should be made clear to the child that he/she is being listened to.

The principal may communicate an occurrence of violent/challenging behaviour to parents and

procedures in respect of suspension or expulsion may be considered.

Strategies for Managing Challenging Behaviour (see Resource File)

Anger Management Training: “I can calm down- I can control my anger"

Deep Breathing: Intake of breath for 7 seconds and out through mouth for 11 seconds.
The Turtle Technique: (for younger children) - NEPS Continuum Pg. 134 STOP/ TAKE A SLOW
BREATH/ WITHDRAW INTO SHELL-STAY THERE UNTIL CALM/COME OUT & TRY AGAIN
Calm Down Thermometer: Scale 1-10. 1= CALM COOL BLUE 10= RED HOT MAD(DANGER ZONE)-
Incredible years Pg: 436
Meditation/ Mindfulness
Traffic Light System
S.A.L.T. Conflict Management: STOP, ASK, LISTEN, TALK.
Passcard System (for children with serious anger management issues) Pg. 135 NEPS Continuum.
Feelings Wheel: NEPS Continuum Pg. 136
Think Sheet: Pupil writes down what happened, How she felt, What she could have done. NEPS
Continuum Pg 13
Walk Tall Programme

Differentiation of Expected Behaviour

The school accepts that not all children will behave the same and will treat children differently and
modify expectations where there is such a need. Childen with a diagnosis of certain syndromes
(ASD,ADD, ADHD, ODD etc) may, in certain circumstances, be treated differently from the peer group.
However, while labels or definitions can be helpful in alerting the school and teachers to particular
learning needs, appropriate opportunities will be provided in order to deepen students understanding
of the factors that affect their behaviour and that help them to change behaviour.

Applying Sanctions in Response to Behaviour that takes Place outside School

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The standards and expectations contained in the Code of Behaviour apply in any situation where
the student, although outside the school, is still the responsibility of the school. Examples include
school tours, games and extracurricular activities and attendance at events organised by the school.

Where a pupil is alleged to have engaged in serious misbehaviour outside school, when not under the
care or responsibility of the school, but there is a clear connection with the school then the code of
behaviour still applies.

Examples of this include: damaging school property/bullying or cyber bullying/racist

remarks/frequenting school premises after school hours without appropriate permission/aggressive,
threatening or violent behaviour towards a teacher or pupil/bringing alcohol, drugs, cigarettes or
matches to school.

These are general examples and not intended to be an exhaustive list

Note: ‘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’

Procedures for raising a concern or bringing a complaint about a Behavioural matter.

In the first instant the complaint may be brought to the attention of the class teacher and subsequently
the principal.

Parental Involvement in the Management of Problem Behaviour

Parents will be notified of any serious misbehaviour by the Principal and/or Teacher
Parents may be invited to the school to discuss the unacceptable behaviour so that ways of helping the
student can be discussed and agreed upon – (Individual Behaviour Plan)
The Principal may request that the child be present for all or part of the meeting
Parents are encouraged to contact the school at an early stage in order to share information about
anything that might affect a student’s behaviour in school.

GENERAL RECORD KEEPING

Class Records
Each teacher is expected to keep his/her own records of behaviour and/or incidents occurring in
the classroom. Other incidents such as yard behaviour are to be added to this. At the end of each
year these records are to be scanned and added to each child’s record on Aladdin.

Yard Incidents
A record is kept of incidents reported to or witnessed by the teachers on duty in the yard. The incident
is to be communicated to the class teacher either verbally or in writing on Aladdin. If the class teacher
deems the incident to be serious then the incident is to be added to the child’s record in their behaviour
book. Serious or gross misbehaviours are to be logged in the behaviour book in consultation with the
30
principal. All teachers are aware of its existence and purpose and of their responsibility in relation to
updating it if necessary.

Accident Form
The accident form is located near the front door. Any accidents witnessed by or reported to teachers
on duty in the yard or other areas of the school, will be recorded in this form. The secretary will then
scan and add this file to the child’s file on Aladdin.

Behaviour Book
The behaviour log is used to record incidents of serious or gross misbehaviours. This book is located in
the principal’s office. If an incident is to be recorded in the behaviour book, the principal and class
teacher may decide to draft an individual behaviour plan for the student/s in question. Daily/Weekly
report cards will subsequently be kept by the class teacher as a means of assessing whether or not
behaviour is improving.

POLICY AND PROCEDURE FOR SUSPENSION

Suspension is ‘requiring the student to absent himself/herself from the school for a specified, limited
period of school days’, (as defined in ‘Developing a Code of Behaviour: Guidelines for Schools’
published by the National Educational Welfare Board (NEWB)). . During the period of suspension, the
student retains their place in the school.

Authority to Suspend
The Board of Management of Scoil Mhuire Caisléan Nua has the authority to suspend a student. This
authority is delegated to the Principal for suspensions up to and including five days where a Board
meeting cannot be convened in a timely manner.

This authority is delegated to the Principal in respect of suspension within limits as outlined below. The
Principal is accountable to the Board of Management for his or her use of that authority. At all times fair
procedures will be applied when considering suspending a student.

The Grounds for Suspension

Suspension should be a proportionate response to behaviour that is causing concern. Other

interventions may have been tried before suspension, and school staff will have reviewed reasons why
these have not worked. The decision to suspend a student requires serious grounds which include:

• 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

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 • the student is responsible for persistent misbehaviour
• the student engages in serious misbehaviour.

These are general examples and are not intended to be an exhaustive list.

A single incident of serious misconduct may be grounds for suspension

Immediate Suspension
In exceptional circumstances, the Principal may consider an immediate suspension to be necessary
where the continued presence of the student in the school at the time would represent a serious threat
to the safety of students or staff of the school, or any other person. Fair procedures will still be applied.

Inappropriate use of Suspension

Suspension will not be used for: poor academic performance, poor attendance or lateness or minor
breaches of the Code of Behaviour.

Determining the appropriateness of Suspension

When the purpose of the proposed suspension is clearly identified, and that purpose cannot be achieved
in any other way suspension can be of value. In order to assess the appropriateness a review of Factors
to Consider before Suspending a Student (Appendix 3) takes place. This form will be filled out by the
Principal, Deputy Principal and teacher to determine the appropriateness of suspending the student
Procedures in Respect of Suspension

1. Form A- “Factors to Consider before Suspending a Student” – (Appendix 3) This form will be
filled out by the Principal, Deputy Principal and teacher to determine the appropriateness of
suspending the student.
2. Inform the Student & Parents: The parents will be informed in writing and/or by phone about the
misbehaviour, how it will be investigated, and that it could result in suspension.
3. Opportunity to Respond: The Principal will convene a meeting at which Parents will be given an
opportunity to respond to the allegations of misbehaviour and to explore how best to address the
student’s behaviour before a decision is made and before any sanction is imposed. The student may
be required to attend to give his/her side of the story. Should the parents fail to attend a meeting,
the Principal should write advising of the gravity of the matter, the importance of attending a re-
scheduled meeting and, failing that, the duty of the school authorities to decide to respond to the
negative behaviour. The school will record the invitations made to parents and their response.
4. Chairperson of the Board: The Principal will inform the Chairperson of the BOM of the
decision to suspend and the reasons for same.
5. Written notification The Principal will notify the parents and the student in writing of the
decision to suspend. The letter will confirm: The period of the suspension and the dates on
which the suspension will begin and end.
o The reasons for the suspension
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 o Any study programme to be followed
o The arrangements for returning to school, including any commitments to be entered into
by the student and the parents.
o The parents will be asked to reaffirm in writing their commitment to the Code of Behaviour
o The provision for an appeal to the Board of Management

6. The period of suspension: A student will not be suspended for more than three days, except in
exceptional circumstances where the Principal considers that a period of suspension longer than
three days is needed in order to achieve a particular objective. If a suspension longer than three
days is being proposed by the Principal, the matter will be referred to the Board of Management
for consideration and approval. The Board of Management authorises the Principal, with the
approval of the Chairperson of the Board, to impose a suspension of up to five days in
circumstances where a meeting of the Board cannot be convened in a timely fashion.

The Board of Management places a ceiling of 5 days on any one period of suspension imposed
by it.

7. Informing the Board of Management: All cases of suspension will be reported to the BOM at the
next meeting of the Board. In exceptional circumstances, however an extraordinary meeting of the
Board may be convened to review a proposal to suspend a student. In addition, the Board will
formally review any proposal to suspend a student, where the suspension would bring the number
of days for which the student has been suspended in the current school year to twenty days or
more. Any such suspension is subject to appeal under section 29 of the Education Act
1998 (see Appeals).

8. The Board of Management will offer the parents an opportunity to appeal a decision to suspend a
student.

Section 29 Appeal:

Where the total number of days for which the student has been suspended reaches twenty days,
the parents may appeal the decision under section 29 of the Education Act 1998, to the Secretary
General of the D.E.S. At the time when parents are being formally notified of such a suspension,
they will be given information about how to appeal.

9. 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 Skills directs that it be removed following an appeal under section 29 of the
Education Act 1998.

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

11. Re-integrating the Student; Where possible the school will arrange for a member of staff to
provide support to the student during the re-integration process. The child has to satisfy the
principal that he/she has learned from his/her mistake and sign the code of behaviour. The
parents of the child must also sign the code of behaviour reaffirming their commitment to follow
the code. The principal must be satisfied that the placing of the child back into the classroom will
not constitute a risk to the safety and welfare of other children or staff. The student will be put on
report for between 2 – 4 weeks to show that he/she is now capable of following the code of
behaviour. The principal will make the final decision as to when the child is to be taken off of
report.

12. Procedures in relation to immediate suspension Where an immediate suspension is considered

by the Principal to be warranted for reasons of the safety of the student, other students, staff or
others, a preliminary investigation will be conducted to establish the case for the imposition of the
suspension. The formal investigation will immediately follow the imposition of the suspension.
Parents will be notified, and arrangements made with them for the student to be collected.

Records and Reporting

(a) Records of investigation and decision-making

Formal written records will be kept of:

• The investigation (including notes of all interviews held)

• The decision-making process
• The decision and the rationale for the decision
• The duration of the suspension and any conditions attached to the suspension.

(b) Report to the Board of Management

The Principal will report all suspensions to the Board of Management, with the reasons for and the
duration of each suspension.

(c) Report to NEWB

The Principal is required to report suspensions in accordance with the NEWB reporting guidelines i.e. if
a pupil is suspended for 6 school days or more to the NEWB.

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Review of 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 the patterns of use are examined to identify factors
that may be influencing behavior in the school and to ensure that use of suspension is appropriate and
effective.

POLICY AND PROCEDURES FOR EXPULSION

A student is expelled from our school when the Board of Management makes a decision to
permanently exclude him or her from the school, having complied with the School’s Code of Behaviour
and the provisions of section 24 of the Education (Welfare) Act 2000.

At all times fair procedures will be applied when considering the expulsion of a student.

Authority to Expel
The Board of Management of Scoil Mhuire Caisléan Nua has the authority to expel a student.
This authority is reserved for the Board of Management

The Grounds for Expulsion

Expulsion should be a proportionate response to the student’s behaviour. Expulsion of a student 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:

o meeting with parents and the student to try to find ways of helping the student to change his/her
behaviour
o making sure that the student understands the possible consequences of his/her behaviour if it
should persist
o ensuring that all other possible options have been tried
o seeking the assistance of support agencies (e.g. NEPS (National Educational Psychological
Service, HSE, the National Behavioural Support Service, Child and Adolescent Mental Health
Services, National Council for Special Education).

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.
• the student is responsible for serious harm to a pupil or staff member
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The grounds for expulsion may be similar to the grounds for suspension. In addition to factors such as
the degree of seriousness and the persistence of the behaviour, a key difference is that, where expulsion
is considered, school authorities have tried a series of other interventions, and believe they have
exhausted all possibilities for changing the student’s behaviour.

Expulsion for a First Offence

There may be exceptional circumstances where the Board of Management forms the opinion that a
student should be expelled for a first offence. The kinds of behaviour that might result in a proposal
to expel on the basis of a single breach of the code include:

• 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
• bringing weapons to school.

Determining the appropriateness of expelling a student

Given the seriousness of expulsion as a sanction the Board of Management will undertake a very
detailed review of a range of factors in deciding whether to expel a student, (see Appendix 4).

Procedures in respect of expulsion

Where a preliminary assessment of the facts confirms serious misbehaviour that could warrant
expulsion, the procedural steps will include:

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

2. A recommendation to the Board of Management by the Principal.
3. Consideration by the Board of Management of the Principal’s recommendation; and the holding of
a hearing.
4. Board of Management deliberations and actions following the hearing.
5. Consultations arranged by the Educational Welfare Officer.
6. Confirmation of the decision to expel.

It is a matter for the Board of Management to decide which of the tasks involved in these procedural
steps requires separate meetings and which tasks can be accomplished together in a single meeting,
consistent with giving parents due notice of meetings and a fair and reasonable time to prepare for
a Board hearing.

Step 1: A detailed investigation carried out under the direction of the Principal
In investigating an allegation, in line with fair procedures, the Principal will:

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• Conduct a review with the Deputy Principal, teachers, or any other staff member to determine the
appropriateness of expelling a student. Appendix 4- “Factors to be considered before Expelling a
Student” will be used.
• 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
• Give parents and the student every opportunity to respond to the complaint of serious
misbehaviour before a decision is made and before a sanction is imposed. A meeting with the
parents and student will be convened to provide an opportunity for both to make their case for
lessening the sanction, and for the school to explore with parents how best to address the
student’s behaviour.
• If the parents fail to attend a meeting, the Principal will write advising of the gravity of the
matter, the importance of attending a re-scheduled meeting and, failing that, the duty of the
school authorities to make a decision to respond to the inappropriate behaviour.

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

Where the Principal forms a view, based on the investigation of the alleged misbehaviour, that expulsion
may be warranted, the Principal makes a recommendation to the Board of Management to consider
expulsion. The Principal will;

• Inform the parents and the student that the Board of Management is being asked to consider
expulsion
• Ensure that parents have records of: the allegations against the student; the investigation; and
written notice of the grounds on which the Board of Management is being asked to consider
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
• It is the responsibility of the Board to review the initial investigation and satisfy itself that the
investigation was properly conducted in line with fair procedures.
• The Board will undertake its own review of all documentation and the circumstances of the case.
• It will ensure that no party who has had any involvement with the circumstances of the case is
part of the Board’s deliberations.
• Where the Board of Management decides to consider expelling a student, it will hold a hearing.
• At the hearing, the Principal and the parents put their case to the Board in each other’s presence.

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• Each party will be allowed to question the evidence of the other party directly. Parents may use
the opportunity to make a case for lessening of the sanction. The Board will 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 should ensure that the Principal and parents are
not
• present for the Board’s deliberations.

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

Having heard from all the parties, it is the responsibility of the Board to decide whether or not
the allegation is substantiated and, if so, whether or not expulsion is the appropriate sanction.

Where the Board of Management, having considered all the facts of the case, is of the opinion that
the student should be expelled, the Board will notify the Educational Welfare Officer (EWO) in writing
of its opinion, and the reasons for this opinion. (Education Welfare Act 2000, s24 (1)). The Board of
Management will refer to National Educational Welfare Board reporting procedures for proposed
expulsions. The student cannot be expelled before the passage of twenty school days from the date
on which the EWO receives this written notification (Education (Welfare) Act 2000, s24(1)).

The Board will inform the parents in writing about its conclusions and the next steps in the process.
Where expulsion is proposed, the parents will be told that the Board of Management will now inform
the Educational Welfare Officer.

Step 5: Consultations arranged by the Educational Welfare Officer

Within twenty days of receipt of a notification from a Board of Management of its opinion that a student
should be expelled, the Educational Welfare Officer must:

• Make all reasonable efforts to 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
• Convene a meeting to ensure that arrangements are made for the student to continue in education
including the EWO.
• Pending these consultations about the student’s continued education, the Board of Management
may consider it appropriate to suspend a student during this time. Suspension should only be
considered where there is a likelihood that the continued presence of the student during this time
will seriously disrupt the learning of others or represent a threat to the safety of other students or
staff.

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Step 6: Confirmation of the decision to expel
Where the twenty-day period following notification to the Educational Welfare Officer has elapsed, and
where the Board of Management remains of the view that the student should be expelled, the Board
of Management will formally confirm the decision to expel (this task will be delegated to the
Chairperson and the Principal). Parents will be notified immediately that the expulsion will now proceed.
Parents and the student should be told about the right to appeal and supplied with the standard form
on which to lodge an appeal.

Appeals
A parent may appeal a decision to expel to the Secretary General of the Department of Education
and Skills (Education Act 1998 section 29). An appeal may also be brought by the National
Educational Welfare Board on behalf of a student.

Review of Use of Expulsion

The Board of Management of Scoil Mhuire Caisléan Nua will review the use of expulsion in the school
at regular intervals to ensure that expulsion is used appropriately, that the patterns of use are examined
to identify factors that may be influencing behavior in the school and to ensure that use of suspension
is appropriate and effective.
Record Keeping in cases of Expulsion
In relation to expel, formal written records should be kept of:

• The investigation (including notes of all interviews held)

• The decision-making process
• The decision and the rationale for the decision
• Reports to the Board of Management and/or external agencies.

MONITORING AND REVIEW

• The policy will be reviewed every two years or earlier if deemed necessary.
• Parents will be notified of any changes at the time of the review.
• Implementation of the policy will be monitored by the BOM, the teaching staff and through
feedback from parents. The review will be in line with DES and INTO guidelines. The policy will
build on our current practice where children are encouraged to report all acts of unacceptable
behaviour to supervising adults in school and to their parents or guardians. It will stress the need
to prevent and not just control/manage bullying behaviour.
SUCESS CRITERIA

This policy will be considered successful if;

• Positive behaviour is observed in classrooms, playground and general school environment
• The practices and procedures listed in this policy are consistently implemented by staff.
• Positive feedback is received from teachers, parents and pupils.

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DISCIPLINE COMMITTEE

There is a Discipline Committee within the school which examines all behaviour issues, both positive
and negative that occur.
MODIFICATION CLAUSE

By its nature, a Code of Behaviour is a work in progress. The school reserves the right to modify a detail
of the Code at short notice. Parents will be notified of the amendment and from what date it will come
into effect.

RATIFICATION AND COMMUNICATION

This policy was ratified by the Board of Management on the 16th of January 2020

Signed: __________________________________
Fr. Garrett Desmond
Chairperson

A copy of the policy was given to the Parents Association, is given to all parents on enrolment and has
been uploaded to the website.

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 Appendix 1: Scoil Mhuire Caisléan Nua

Procedure for the use of Toilets

• Children are encouraged to use the toilet at allocated times e.g. before exiting to the yard
or before returning to the classroom after break. Infants are brought to the toilets as a
group before break times.
• We actively discourage going to the toilet during class time except in exceptional
circumstances.
• Pupils must not leave the classroom to go to the toilet without the teacher's
permission.
• Only one child should be allowed to go at a time (unless a group is under the direct
supervision of an adult)
• Pupils are expected to behave responsibly while using toilet facilities- loitering in the toilet
areas or any damage to facilities e.g. graffiti will not be tolerated.
• They should flush the toilet after use, wash their hands thoroughly and avoid using
excessive amounts of toilet roll or soap.
• Every effort should be made not to spill water on the floor and to report spillages to the
caretaker.
• The cubicle with the sink is used to wash brushes/containers following an Art lesson- the
basins in the toilets should not be used for this purpose. The teacher should ensure that the
Art cleaning cubicle is left clean after washing of art equipment.
• Children should report any inappropriate behaviour they may have witnessed in the
toilets to the teacher on return to the classroom.

Break time:
• The children should not ask to go to the toilet during break time. In exceptional
circumstances they may go with the permission of the teacher on duty.
• Children in the Infant yard must go to the toilet accompanied by another child and an
adult who remains at the main door of the toilets to supervise.
• Children in the Senior or Junior yard may go to the toilet with the permission of the teacher
on duty.

Appendix 2: Procedures for Corridor

Pupils are expected to:

Walk, never run on corridor.

Walk in single file on the designated side.
Walk quietly- being conscious of other classes at work.
Hold onto the banister when ascending or descending the stairs.
Children descending stairs should give way to children ascending stairs
Give way to teachers or other adults when walking in corridors.
Appendix 5: Ladder of intervention

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