Code of Behaviour

Code of Behaviour

Introductory Statement

This Code was developed through a process of whole school consultation with reference to the National Education Welfare Guidelines for schools in Developing a Code of Behaviour (2008) and through reviewing the existing Code of Behaviour at a staff planning day in with the assistance of a PPDS facilitator. It was reviewed in September 2014.

Relationship of Code of Behaviour to School Mission Statement

Our Code of Behaviour relates to the mission statement of St. John the Baptist Girls School. We want our school to provide a safe, friendly, effective and stimulating educational environment where the principles of respect, truth, fairness and equality are promoted. It is based on respect for one self, for other pupils, for the family, for school staff, for property and for the environment.

Aims of Policy

To provide guidance for pupils, teachers and parents on behaviour expectations.
To promote good behaviour in the school.
To allow the school to function in an orderly and harmonious way
To enhance the learning environment so that children can make progress in all aspects of their development
To create an atmosphere of respect, tolerance and consideration for others
To promote positive behaviour and self-discipline recognising the differences between children and the need to accommodate these differences
To enable teachers to teach without disruption
To ensure the safety and well-being of all members of the school community
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
To strive towards a system of rules, rewards, and sanctions that can be implemented in a fair and consistent manner

Our Principles and Understanding of Behaviour

In creating this Code of Behaviour, the school recognises its major role in the academic education of our children but also its responsibility to their physical, psychological, moral and social development.

Children bring to school a wide variety of social values and behaviours. As a school community, we will work towards behaviours based on the principles of honesty, respect, responsibility, tolerance, dignity, fairness and trust. It follows that acceptable standards are those which reflect these principles.

We recognise that clear guidelines are needed so that children feel secure and develop skills for cooperation. Our school rules will be clear and logical, together with sanctions that are proportionate and relevant for any infringement of the rules. Rules will be age appropriate and commensurate with pupils level of understanding.

The Code of Behaviour will ensure that individuality, special educational needs and equality are accommodated, while acknowledging the right of each child to education in a relatively disruption free environment. A core principal guiding this Code of Behaviour is the protection and respect for the dignity of each member of the school community.

Following the review and ratification of this policy a copy will be sent to all parents for their information. From September 2015 parents will be given a copy of the Code as part of the enrolment pack when enrolling their child in the school. Parents are encouraged to familiarise themselves with the contents of the Code and to support the school in its endeavours to implement it.

In order to make our school a safe place conducive to learning and to teaching, the expectations of our school will be reinforced regularly and in positive terms.

Members of staff will strive to adopt a positive approach to the question of behaviour in school. The code provides a framework within which positive techniques of motivation and encouragement are utilised by teachers. Greater emphasis will be placed on rewards than on sanctions in the belief that this will yield the best result.

Strategies for Promoting Positive Behaviour

Whole School Systems

Supervision is a key element in ensuring our school is a safe and secure environment for teaching and learning. Our supervision policy outlines our expectations and systems with regard to supervision before, during and when leaving school.
Modelling of good behaviour: The adults encountered by the children at school have an important responsibility to model high standards of behaviour, both in their dealings with the children and with each other. Adult example has an important influence on the children and should demonstrate best behaviour.
In September each year teachers teach and reinforce the school rules and expectations around behaviour. Incidents, both positive and negative, may be discussed to outline these expectations. Pupils will be reminded regularly at morning assembly of behaviour expectations. Good and improved behaviour will be recognised and acknowledged with praise and encouragement and rewards.
The pupils play in designated zones at breaktime and lunchtime. Games are organised as much as possible to keep children active and involved.
The Administrative policies contained in our Whole School Plan ensure our school runs in an orderly and safe manner.
Pupils are encouraged to take responsibility for the effective running of our school by becoming members of the Student Council and the Green Schools Committee. Sixth Class pupils assist in the day to day running of the school. Sixth Class pupils also act as “buddies” to the Junior Infants helping them to settle in to the routines of the school
Golden Time is used in all classes on a weekly/fortnightly basis to reward good behaviour.
Class teachers and/or the Special Education team will use behavioural management programmes to support and reinforce the expected standards of behaviour where pupils are having difficulties conforming to the Code.
Parents will be included in the review of our Code of Behaviour and will be encouraged to promote positive behaviour.

Curriculum

Pupils learn about behaviour, responsibilities and consequences through the SPHE curriculum and Religious Education. Human Rights Education is included in senior classes.
Circle Time, Physical Education and Drama will develop skills associated with good behaviour and respect.
Walk Tall, RSE and other appropriate programmes are used to promote positive behaviour and relationship building.

Classroom

Pupils will be involved in the preparation of the classroom rules.
Each classroom will have clear and age appropriate rules and routines.
Rewards for good behaviour will be available to the pupils and will be closely linked to the positive behaviour displayed. Rewards will be age and class appropriate and will include golden time.
Pupils will have opportunities for independent work and to participate in group work.

School Rules for Pupil Good Behaviour

Respect for self

Be the best that you can be.
Attend regularly and be on time.
Be attentive and co-operative in class.
Be honest and truthful.
Use your talents and participate positively.
Be aware of personal cleanliness.
Wear the correct school uniform neatly.
Bring correct books and materials to school
Do your homework to the best of your ability.
Eat healthily and partake in school activities

Respect for Others

Be kind.
Show respect to everyone
Display good manners and be courteous and polite
Take turns in learning and play.
Behave well in class so everyone can learn and the teacher can teach
Bullying and threatening behaviour is unacceptable
Listen to others and speak with respect. Bad language is unacceptable.
Play fairly and be gentle
Don’t embarrass others
Respect difference

Respect for Property

Take care of your own property and the property of others
Take care of the school building and property.
Keep the school clean and tidy
Ask before using something that’s not yours and return it in the condition you received it
Stealing is unacceptable

General School Rules

The school opens to admit pupils at 9am. Pupils assemble in the school hall in their designated lines. Class begins at 9 20am. Class finishes at 2pm for infant cases and at 3pm for all other classes. The Board of Management cannot accept any responsibility for pupils arriving before 9am or remaining on the premises after 3 10pm.
Cyclists must dismount and walk when entering or leaving the school grounds.

Chewing gum is not allowed in the school or grounds.

Good, supportive footwear should be worn. Runners must be worn with the tracksuit on PE days. Laced shoes/runners must be tied at all times.

The wearing of jewellery is not allowed with the exception of stud earrings (one per ear) and wristwatches. Body piercing is not allowed.

For hygiene purposes hair should be tied back. Make-up may not be worn in school.

Pupils must use plain stationary. Fancy and novelty items are not allowed. All items with the “Playboy” logo are strictly forbidden.

Party invitations, Christmas cards, presents etc may not be distributed in school.

Mobile Phones or electronic games must not be brought to school. If a phone or other device is confiscated by a teacher, it will have to be collected by a parent from the Principal.

Following a pupil’s absence a note of explanation must be provided to the teacher stating the date of the absence and the reason for the absence. After 15 days absence the school will issue a letter to parents. After 20 days the Principal will request a meeting with parents. An accumulated absence of 20 days will be reported to the NEWB. Parents are given a copy of the school calendar in June each year and are requested to note the closures when planning family holidays. It is inadvisable for pupils to miss time out of school term due to holidays.

Homework diaries should be signed every night.

Positive behaviour is expected at all times in the playground. Children must play safely in designated areas and follow the rules of the playground.

Line up in an orderly manner on arrival at school, after breaks and before leaving the school at the end of the day. Children should not enter the school building without permission.

Smoking is not allowed on the school grounds and the use of illegal substances is strictly forbidden. Pupils may not have or use correction fluids such as Tippex.

Rewards/Incentives

Praise and positive feedback for good behaviour and achievements
A visit to another member of staff or to the principal for commendation
Positive feedback on behaviour to parents
Class teachers will use age appropriate reward systems e.g. golden time, small prizes, homework voucher, extra privileges, delegating special responsibility or privilege, stamps etc
Principals award.

Unacceptable Behaviour

Three levels of misbehaviour are recognised: Minor, Serious and Gross.

All everyday instances of a minor nature are dealt with by the class teacher. Repeated instances of minor misbehaviour will be referred to the Deputy Principal/Principal.

Sanctions will apply for repeated minor misbehaviours or any serious misbehaviour. Examples of some of the sanctions are listed in the next section.

In cases of repeated serious misbehaviour or single instances of gross misbehaviour, parents will be involved at an early stage and invited to meet the teacher and/or the Principal to discuss their child’s behaviour.

The categorisation of any offence as a minor, serious or gross misbehaviour is at the discretion of Principal and the Board of Management.

The standards outlined in the Code of Behaviour apply in all situations where pupils remain the responsibility of the school. These include school trips, swimming, going to and from the church, fieldtrips, after school games, any event where the school has organised the activity or any outside event where the pupils are representing the school.

Examples of minor misbehaviour

Interrupting class work
Arriving late for school
Leaving assigned seat without permission
Leaving litter around the school
Not wearing the correct school uniform
Being unmannerly including using bad language
Not completing homework without good reason/not having homework signed by a parent

Examples of serious misbehaviour:

Behaviour that is hurtful (inc. bullying, harassment, racism, discrimination, victimisation)
Verbal abuse of a pupil, visitor or staff member
Threats or physical hurt to another person
Damage to property
Theft
Leaving the school without permission
Repeated and continual cases of minor misbehaviour

Examples of gross misbehaviour:

Physical assault on a teacher or pupil
Serious theft
Serious damage to property
Serious unacceptable personal conduct

Pupils with Special Needs

Pupils with special needs will be required to follow the school’s ‘Code of Behaviour’ but teachers will use their professional judgment in the application of the Code.

Teaching the rules to children with SEN and helping them understand behaviour and its consequences will be a main focus of teacher’s work. Parents of these children will be kept informed of their child’s behaviour on a regular basis and may be requested to work with the school in devising effective strategies to help the child to improve his behaviour. This may involve working and co-operating with a Special Needs Assistant, and/or agreeing a behaviour plan or IEP. Support services such as NEPS, the SENO and the SESS may be involved in this context.

Particular support programmes such as Copping On, Bubblegum Guy, S.A.L.T. and Transitions may be used to support SEN children.

Strategies for Dealing with Unacceptable Behaviour

A Problem Solving Approach will be used to discuss incidents of misbehaviour as a means to providing understanding and alternatives for the future.

The process of dealing with poor behaviour will lead from –Teacher – Principal - Parents - BOM - Other Agencies

Sanctions are applied in a respectful manner with the emphasis on helping children to understand the consequences of their behaviour and to take responsibility for the behaviour.

Sanctions are used as consistently as possible by all teachers. When teachers are in doubt as to the appropriateness of a sanction, they will consult with colleagues and the principal. Group sanctions will be avoided where possible.

Sanctions are proportionate to the nature and seriousness of the behaviour.

Sanctions will be linked to the behaviour in so far as is possible eg. A child who scribbles on a desk will be asked to clean the desk at a time assigned by the teacher.

Teachers will investigate incidents of misbehaviour to clarify factors such as intent, provocation, the child’s understanding of the misbehaviour and its consequences.

Sanctions

Sanctions may include:

The choice of sanction to be imposed will be determined by the seriousness and frequency of the incident and the age of the child. This is not an exhaustive list but will be the predominant forms of sanctions used.

Verbal reasoning and/or reprimand
Changing seating arrangement
Children assigned particular tasks or projects relevant to the misbehaviour
Temporary withdrawal at in class level
Temporary withdrawal from class to classroom of Deputy Principal
Withdrawal of privileges
Confiscation of any dangerous, distracting or banned items
Withdrawal from lesson or peer group
Extra schoolwork
Completion of Pupil Reflection Form
Referral to Principal
Informing parents by phone, homework journal or letter
Temporary suspension
Expulsion

Involvement of Parents

Communicating with parents is central to maintaining a positive approach to dealing with children. A high level of co-operation and open communication is seen as an important factor in encouraging positive behaviour in the school.

The following methods are to be used at all levels within the school

Meeting with parents/guardians at enrolment
Induction meeting for new pupils
Formal parent/teacher meetings
Informal parent/teacher meetings
Communication through homework journals
Telephone contact
Letters/notes to and from home
School newsletters
Through Parent Association meetings
Use of ‘Text a Parent’

Parents were invited to provide input for this policy at a meeting of the Parent Association. The reviewed policy will be circulated to all families and will be included on the school Information Pack for newly enrolled pupils.

Parents of children with Special Educational Needs will be kept informed of their child’s behaviour on a regular basis and may be requested to work with the school in devising effective strategies to help the child to improve her behaviour. This may involve working and co-operating with a Special Needs Assistant, and/or agreeing a behaviour plan or IEP. Support services such as NEPS, the SENO and the SESS may be involved in this context.

Parents will be encouraged to discuss the Code with their children and to support the school in its endeavours to implement it.

Procedures for Suspension and Expulsion

(The procedures for suspension and expulsion are taken from The Guidelines for Schools on Developing a Code of Behaviour. The book is available to be viewed from the school Secretary or Principal.)

Suspension

Normally, other interventions will have been tried before suspension and the school staff will have reviewed the reasons why these have not worked. Suspension can provide a respite for staff and the pupil, give the pupil time to reflect on the link between their action and its consequences, and give staff time to plan ways of helping the pupil to change unacceptable behaviour.

The decision to suspend a pupil will follow from serious/gross misbehaviour where:

The pupil’s behaviour has had a seriously detrimental effect on the education of other students
The pupil’s continued presence in the school at this time constitutes a threat to safety
The pupil is responsible for serious damage to property

Procedures for Suspension

The Board of Management and Staff will follow the procedures for suspension and expulsion outlined in the Guidelines for Schools on Developing a Code of Behaviour (Chapters 10 – 12).

Fair procedures (i.e. the right to be heard and the right to impartiality) will be applied at all times. Accordingly, pupils and their parents will be fully informed about the alleged misbehaviour and the processes that will be used to investigate and decide the matter and they will be given an opportunity to respond to an allegation before a decision is made and before a serious sanction is imposed. In exceptional circumstances, the Principal/Board may consider an immediate suspension to be necessary when the continued presence of the pupil in the school at the time would represent a serious threat to the safety of pupils or staff of the school, or any other person (p73)

Automatic suspension may apply in the event of a student engaging in gross misbehaviour (see above).

The Board of Management will also follow the factors to consider before suspending a student (p.72) and the factors to consider before proposing to expel a student (p82).

In relation to suspension,

Communication to parents regarding the suspension of a pupil or the possibility of suspension will be in writing and copies of all correspondence will be retained. In some circumstances it may be necessary to contact parents by phone.
The parents/guardians and the pupil will be invited to meet with the Principal and/or Board of Management to discuss the proposed suspension.
The Board of Management has delegated responsibility for suspension to the principal in the event that immediate suspension of a pupil is warranted (Guidelines p73). The parents/guardians and child will be invited to discuss the matter with the Principal and the procedures governing suspension will be applied.
Where parents do not agree to meet with the Principal, written notification will serve as notice to impose a suspension.
A written statement of the terms and date of the termination of a suspension will be given to parents/guardians
. A suspension will not be for more than three days, except in exceptional circumstances where the principal considers that a period of suspension longer than three days is necessary in order to achieve a particular objective.

The letter will confirm;

the period of the suspension and the dates on which the suspension will begin and end
the reasons for the suspension
any programme of study to be followed
the arrangements for returning to school, including any commitments to be entered into by the student and the parents (for example, the pupil and parents might be asked to reaffirm their commitment to the code of behaviour)
the provision for an appeal to the Board of Management
the right to appeal to the Secretary general of the Department of Education and Science (Education Act 1998 Section 29).(Applies only when the period of suspension totals over 20 days)

The suspension will be recorded on the NEWB ‘Student Absence Report Form’ (when applicable).
When a period of suspension ends, the pupil will be re-admitted formally to the class by the principal. The school will help the pupil catch up on work missed and the pupil will be given the opportunity and support for a fresh start.
Where a satisfactory resolution of a problem is achieved, a pupil may be re-admitted to school within a suspension period at the discretion of the Principal and/or the chairperson of the Board of Management.
If a pupil continues to misbehave he may be suspended for a major fixed period (up to ten days) to allow for consultation with both the pupil and the pupil’s parents/guardians to address the issues.
As outlined above, parents/guardians and pupil will be given the opportunity to discuss the issues with the Principal/Board of Management.
The Education Welfare Officer will be informed when a student has been suspended for six days or more cumulatively.
Section 29 Appeal – when the total number of days for which the student has been suspended in the current school year reaches 20 days the parents may appeal the suspension under section 29 of the Education Act and will be given information about how to appeal.

PROCEDURES FOR EXPULSION

The procedures outlined on pages 83 – 86 of the Guidelines for Schools on Developing a Code of Behaviour will be followed (see steps 1-6 below):

Subsequent to the above suspension procedures and meetings with parents/guardians, if serious/gross incidents of misbehaviour continue, the pupil will be recommended for permanent expulsion by the Board of Management. In exceptional circumstances, pupils may be expelled for a first offence - see p. 81.

Step 1 – A detailed investigation carried out under the direction of the Principal

Step 2 – A recommendation to the Board of Management

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

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

Step 5 – Consultations arranged by the Educational Welfare Officer

Step 6 – Confirmation of the decision to expel

Reference to Other School Policies

The Administrative policies contained in our Whole School Plan ensure our school runs in an orderly and safe manner. This policy will be implemented with in conjunction with these policies.

Other relevant school policies (eg. Health & Safety) will be referred to as appropriate
The school has an Anti-Bullying policy

Recordkeeping

Incidents of misbehaviour or accidents that occur on the yard are reported to the relevant class teacher

Each teacher will keep a record of any class incidents.

Reflection cards are used to encourage pupils to record their own actions and reflect on what they could have done differently following an incident of misbehaviour. These reflection cards are kept on the children’s file in the office.

Copies of any letters to parents outlining concerns regarding behaviour are kept on file.

Children’s behaviour is recorded annually for the end of year report card.

SEN children may have behaviour targets as part of their IEP or in some cases they may have a behaviour plan.

Roles and Responsibilities

Board of Management

The Board of Management is responsible for managing the school on behalf of the Patron and has the overall responsibility for ensuring that a Code of Behaviour is in place. It is also responsible for upholding the characteristics and spirit of the school and publishing a policy on suspension and expulsions.

Principal

The Principal is responsible for ensuring this policy is implemented in the school.

Deputy Principal

The Deputy Principal will support staff in the promotion of positive behaviour within the school

Teachers

Teachers are responsible for implementing this policy within each classroom while sharing a common responsibility for good order within the school premises. Teachers and S.E.T.s should teach and explain the rules to the pupils in their care.

Ratification

This policy was circulated to all interested parties prior to ratification including staff, parents, pupils and the Board of Management.

Ratified by the Board of Management: November 2016

Martin Quirke Chairperson

Mary Andrews Principal

Review date: November, 2017