Holy Family National School,

Our aim is to create an ordered and orderly environment in which pupils can, through developing self-discipline, feel secure and make progress in all aspects of their development.  We aim at having a code of conduct which is unbiased, uniform, consistent, firm and tempered with kindness.  Through such discipline, we seek to educate children in making right choices and in accepting responsibility for their actions, thus leading them to the greater freedom of self-discipline.                                    

• Principles:

         Every effort will be made by all members of staff to adopt a positive approach to the question of behaviour in the school.  The school recognises the variety of differences that exist between children and the need to tolerate these differences.  It is agreed 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, parents and pupil.                                    

• Philosophy:

         The basis of our code of discipline is RESPECT.                                    

• Respect for adults,
• Respect for self and other pupils,
• Respect for property.

         RESPECT FOR ADULTS         

• Pupils shall show respect for teachers and all school personnel including visitors, and, where appropriate, shall obey them in the lawful exercise of their duty.
• Pupils shall speak of their parents/guardians and the parents/guardians of other pupils, with respect, and show them every courtesy.
• Pupils, as members of the school community, shall show due respect and deference to all members of the public.

         RESPECT FOR SELF AND OTHER PUPILS         

• Courtesy towards and respect for others, avoidance of unbecoming or abusive language, personal cleanliness and tidiness and neatness in appearance and dress are some of the more obvious ways of showing respect for self and other pupils.
• Pupils shall behave in an orderly way when going from place to place within the school so as not to distract others from their work.
• Pupils should be mindful of their own safety and that of others, and never do anything which might endanger their safety.
• To endeavour to make the best possible use of school time, pupils should come fully prepared with the necessary books, writing material, etc., and with all written and oral homework prepared.

         RESPECT FOR PROPERTY         

• Pupils must respect the property of the school and that of each member of the school community.
• Pupils must not take without permission, deface, damage or write on property which does not belong to them.
• Pupils shall keep their classroom tidy and free from litter.
• Pupils must not misuse, neglect or interfere with school equipment, especially that which is provided for their safety.
• Pupils shall keep the school-yard free of litter.

         STRATEGIES TO SHOW APPROVAL OF PUPIL CONDUCT:
Praise may be given by means of any one of the following:         

• a comment in a pupil’s exercise book,
• a visit to another member of staff or to the Principal for commendation,
• a word of praise in front of a group or class,
• special mention on class notice-board for pupil who has shown improvement, weekly visit from Principal to congratulate those mentioned,
• a system of merit marks,
• delegating some special responsibility or privilege,
• a mention to parent, written or verbal communication, e.g. ‘Well Done’ note to be sent home in Homework Diary.
• a mention from teacher on yard duty for a class who behave well and are orderly.

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

• pushing in the line,
• running in school building,
• leaving litter around the school.

         Examples of steps to be taken by teachers when dealing with minor misdemeanors:         

• Verbal reprimand / reasoning with pupil.
• Pupil to be put standing at wall for 10 minutes, or to miss next 10-minute break.
• As much as possible, the sanctions imposed will be a result of the misconduct, e.g. when homework has been neglected, the pupil may be asked to complete work during break-time.
• This will have been discussed and explained by the teacher.

         Examples of serious misdemeanors:         

• constantly disruptive in class,
• damaging other pupil’s property or school property,
• bullying,
• deliberately injuring a fellow pupil,
• using unacceptable language,
• spitting.

         *After discussion with the teacher, the pupil will be asked to write out the nature of the offence, have this signed by parent and brought back to school.  These notes are to be kept on file and, if necessary, after three repeated offences, the parents will be asked to call to discuss the situation with teacher in school.  The matter may then be referred to the Principal or Deputy Principal.  If satisfaction is still not achieved, the Chairperson of the Board of Management would then be informed, and parents requested to meet with Chairperson and Principal.
*If in the case of a child in the junior section of the school the teacher will choose a sanction that is appropriate to the offence.
Examples of steps to be taken when dealing with Gross Misdeameanours:         

• Chairperson / Principal to sanction immediate suspension pending discussion with parents.
• Expulsion will be considered in an extreme case in accordance with Rule 130 (6) of the Rules for National Schools, i.e.

         “No pupil can be struck off the rolls for breaches of discipline without prior consent of patron and until alternative arrangements are made for the enrolment of pupil at another suitable school in the locality”It should be noted that these lists consist of examples only.  It is not meant to be a totally comprehensive list of misdemeanors and procedural steps.OUR SCHOOL’S ANTI-BULLYING POLICY
Definition:
Bullying is repeated aggression, verbal, psychological or physical, conducted by an individual or group against others.
School authorities should ensure that there is a procedure for the formal noting and reporting of an incident of bullying behaviour and that such a procedure should be seen to be an integral part of the Code of Behaviour and Discipline in the school.  This system should also provide for early detection of signs of indiscipline and/or significant change in mood or behaviour of pupils.PROCEDURES FOR NOTING AND REPORTING AN INCIDENT OF BULLYING BEHAVIOUR         

• It should be made clear to all pupils that when they report incidents of bullying they are not telling tales but are behaving responsibly.
• All reports of bullying, no matter now trivial, should be noted, investigated and dealt with by teachers.  In that way pupils will gain confidence in ‘telling’.  This confidence is of vital importance.
• Non-teaching staff such as secretaries, caretakers, cleaners should be encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the appropriate teaching member of staff.
• Individual teachers in consultation with the appropriate staff member should record and take appropriate measures regarding reports of bullying behaviour in accordance with the school’s policy and Code of Behaviour and Discipline.
• Serious cases of bullying behaviour by pupils should be referred to the Principal or Vice-Principal.
• Parents or guardians of victims and bullies should be informed by the Principal or Vice-Principal earlier rather than later of incidents so that they are given the opportunity of discussing the matter.  They are then in a position to help and support their children before a crisis occurs.
• Parents/guardians may be informed of the appropriate person to whom they can make their enquiries regarding incidents of bullying behaviour which they might suspect or that have come to their attention through their children or other parents/ guardians.
• In the case of a complaint regarding a staff member, this should normally in the first instance be raised with the staff member in question and, if necessary, with the Principal.
• Where cases, relating to either a pupil or a teacher, remain unresolved at school level, the matter should be referred to the school’s Board of Management.
• If not solved at Board level, refer to local Inspectorate.

         PROCEDURES FOR INVESTIGATING AND DEALING WITH BULLYING
Teachers are best advised to take a calm, unemotional problem-solving approach when dealing with incidents of bullying behaviour reported by either pupils, staff or parents/guardians.  Such incidents are best investigated outside the classroom situation to avoid the public humiliation of the victim or the pupil engaged in bullying behaviour.  In any incident of bullying, the teacher should speak separately to the pupils involved, in an attempt to get both sides of the story.  All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned.  Pupils who are not directly involved can also provide useful information in this way.         

• When analysing incidents of bullying behaviour, seek answers to questions of what, where, when, who and why.  This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner.
• If a gang is involved, each member should be interviewed individually and then the gang should be met as a group.  Each member should be asked for his/her account of what happened to ensure that everyone is clear about what everyone else has said.
• If it is concluded that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the Code of Behaviour and Discipline and try to get him/her to see the situation from the victim’s point of view.
• Each member of the gang should be helped to handle the possible pressures that often face them from the other members after interview by the teacher.
• Teachers who are investigating cases of bullying behaviour should keep a written record of their discussions with those involved.  It may also be appropriate or helpful to ask those involved to write down their account of the incident.
• In cases where it has been determined that bullying behaviour has occurred, teachers meet with the parents or guardians of the two parties involved as appropriate.  Teachers explain the actions being taken and the reasons for them, referring them to the school policy.  Ways are discussed in which they can reinforce or support the actions taken by the school.
• Follow-up meetings are arranged with the two parties involved separately with a view to possibly bringing them together at a later date if the victim is ready and agreeable; this can have a therapeutic effect.

         DISCIPLINE FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS
Staff are aware that children with background characteristics that are associated with educational disadvantage, have special needs, and these are taken into account in disciplinary matters.  Discussions take place regularly between Resource Teachers, Class Teacher and SNA (where applicable) to adapt and differentiate the curriculum for pupils with particular needs and make it more rewarding for them.  Profiles will have been drawn up by the teachers concerned to describe the pupils’ interests, abilities etc., and make the curriculum more relevant to them; this will be used in differentiating and adapting the curriculum. 
In dealing with specific behavioural difficulties, procedures have been discussed and agreed by the staff.  The DEIS scheme, under which the school operates, addresses the social and personal, as well as the curriculum and learning needs of educationally disadvantaged pupils.  Our co-ordinating teacher for DEIS (Mrs. Smith) and the Principal (Mr. MacEoin) work to facilitate particular activities in the adapted curriculum for these pupils.  They will also help in drawing up profiles of particular pupils, including those with SEN.  Where incidents of serious misbehaviour occur, in the classroom or in the yard, the teacher will call on Mrs. Smith or Mr. MacEoin, who will deal with the matter.  This procedure will allow the teacher to continue teaching the class or supervising the yard, as the case may be.
Pupils are led to look at the school’s Code of Discipline in the following way:
In Our Code of Conduct         

• We have a fair set of rules in our school.
• We understand the reasons for these rules.
• If we break these rules, we know what will happen.
• We try to make the right choices.
• We do our best to learn well so that we can be proud of our work and ourselves.
• We listen carefully so that we can learn from each other.
• We try to be helpful, fair and friendly towards each other, in class and at play.
• We have respect for ourselves, other pupils and adults.
• We have respect for property.
• We try to make our school a safe and happy place for us all.

        
SCHOOLYARD DISCIPLINE POLICY
Rules:         

• Stay in your own part of the playground
• Do not leave the playground without permission
• Obey all supervisors on Yard Duty
• Be honest and helpful if a problem arises
• Do not fight
• Do not use bad language
• Do not climb on railings/walls/shelter
• Keep the playground safe and tidy
• When the bell rings, go to your line and stand quietly.

         Infringement of Rules:
If a rule is disobeyed, the child receives the code of school rules to write out and have signed by a parent/guardian.
If the misbehaviour continues, the parents/guardians involved will be called to meet with the class teacher and Principal.  If necessary, the Board of Management will be informed; further action may be taken from there.