GILSON NS
Code of Behaviour Policy (Revised 2016)
Introduction
Gilson NS aims to provide a happy, secure, friendly, learning environment, where children, parents, teachers, special needs assistants, ancillary staff and Board of Management work in partnership. Each individual is valued, encouraged and respected for their uniqueness and facilitated to reach their full potential in a positive atmosphere.
This will enable the child to live a full life and will equip him/her to avail himself/herself of further education so that he/she may go on to live a full and useful life as an adult in society.
Aims:
Principles:
The Board of Management of the school has ultimate responsibility for behaviour in the school. Within the school, the overall day to day responsibility for behaviour rests with the Principal. Each teacher has the responsibility for the maintenance of good behaviour and good order within his/her classroom while sharing a common responsibility for good behaviour within the school premises.
Parents/guardians can support the school by encouraging their children to understand the need for school rules, and by communicating any relevant concerns to the school.
Responsibility of Adults.
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, as their example has an important influence on the children.
As adults we should aim to:
Code of Behaviour
The Code of Behaviour covers the following areas:
School Rules
These can be summed up as 6 Golden Rules:
These 6 “Golden Rules” will be the main ones used for infant classes. Rules apply during school-time and during all school related activities.
Class RulesAt the beginning of each academic year, the class teacher will draft a list of class rules with the children, based closely on the “Golden Rules”. Class rules will be kept to a minimum and are devised with regard for the health, safety and welfare of all members of the school community. Where possible they emphasise positive behaviour (e.g. ‘Walk’ and not, ‘Don’t run’). Rules will be applied in a fair and consistent manner, with due regard to the age of the pupils and to individual difference. Where difficulties arise, parents will be contacted at an early stage.
E.g. of Class Rules
There are variations of the above rules from Junior Infants to 6th class.
Behaviour in the Playground
Pupils should treat others as they would like to be treated themselves. Any behaviour
which endangers or offends others is not permitted. Rough behaviour e.g. fighting,
kicking, spitting is forbidden. Games or activities considered to be dangerous shall
be prohibited.
Any behaviour which interferes with other pupils play is not permitted. Pupils may not leave the
playground for any reason during breaks without permission. If a football goes outside of
the school boundary, permission must be sought from the supervising teacher before the ball
is retrieved. When the bell goes children should proceed to their class lines in an orderly fashion.
The Essential out of Class Rules
Behaviour in the School Environment & Behaviour on School Outings
Respect and courtesy to others is essential. Any kind of verbal or physical abuse of other pupils is unacceptable. Use of foul language among pupils is unacceptable. Bullying or intimidation of other pupils is prohibited and is always regarded as a serious offence. Pupils must show respect for school property at all times. For reasons of safety and to minimise accidents, pupils should move about the school in an orderly manner.
Pupils are encouraged to be respectful of each other on their way to and from school. When on school outings pupils are expected to behave in an orderly manner and show respect for public property. They should always co-operate fully with their teachers and special needs staff.
Incentives/Reward System
Part of the vision of Gilson N.S. is to help children achieve their personal best and thus prepare them for further education, life and work. We recognise that there are many different forms of intelligence and similarly that children use a variety of approaches to solve problems. Our reward system seeks to provide encouragement to all children of all abilities and talents. Children will be encouraged, praised and listened to by adults in the school. Praise is earned by the maintenance of good standards as well as by particularly noteworthy personal achievements. Rates of praise for behaviour should be as high as for work.
The following are some samples of how praise might be given:
Field trips, annual school tours and our end of year special event will be reserved for those who have consistently strived to behave well.
The ‘Stamp System’ operates as follows:
rewarded for positive behaviour by the class teacher
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, or the supervising teacher at break-times. 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.
Examples of minor misbehaviour include:
Examples of serious misbehaviour include:
Examples of gross misbehaviour include:
Bullying is covered in the schools Anti-Bullying Policy
Should a parent/guardian have any concerns which need to be discussed with a teacher, all staff members are more than willing to facilitate a meeting, made through the proper channels i.e. a phone call to the office, or a note to the class teacher to arrange a convenient time for both parties. The first person to be informed should be the class teacher.
This arrangement ensures that all concerns are dealt with in a dignified, meaningful manner, without infringing on valuable teaching time.
Sanctions
The purpose of a sanction is to bring about a change in behaviour by:
amended by circular and Education Welfare Act 2000)
If a parent refuses to meet with a class teacher the matter will be referred to the principal. Any refusal to meet with the Principal and /or Chairperson will automatically be referred to the Board of Management and regarded as a serious breach of co-operation in our school behaviour policy. Sanctions will relate as closely as possible to the behaviour.
Suspension and Expulsion
Before serious sanctions such as suspension or expulsion are used, the normal channels of communication between school and parents will be utilised. Communication with parents may be verbal or by letter depending on the circumstances.
For gross misbehaviour or repeated instances of serious misbehaviour suspension may be considered. The Board of Management has given the Principal authority to impose an immediate one day suspension in such cases. The parents concerned will be invited to come to the school to discuss their child’s case. They must give an undertaking that the pupil will behave in an acceptable manner or risk further suspension or expulsion.
Where there is a repeat of serious or gross misbehaviour, the Chairperson of the Board of Management will be informed and the parents will be requested in writing to attend at the school to meet the Chairperson and the principal. At this stage the pupil may be suspended for a 3 day period.
Prior to suspension, where possible, the Principal may review the case in consultation with teachers and other members of the school community involved, with due regard to records of previous misbehaviours, their pattern and context, sanctions and other interventions used and their outcomes and any relevant medical information. Suspension will be in accordance with the Rules for National Schools and the Education Welfare Act 2000.
Sometimes in the case of gross misbehaviour, where it is necessary to ensure that order and discipline are maintained and to secure the safety of the pupils, the Board may authorise the Chairperson or Principal to sanction an immediate suspension for a period not exceeding three school days, pending a discussion of the matter with the parents.
Expulsion may be considered in an extreme case, in accordance with the Rule for National Schools and the Education Welfare Act 2000. Before suspending or expelling a pupil, the Board shall notify the Education Welfare Officer in writing in accordance with Section 24 of the Education Welfare Act.
Removal of Suspension (Reinstatement)
Following or during a period of suspension, the parent/s may apply to have the pupil reinstated to the school. The parent/s must give a satisfactory undertaking that a suspended pupil will behave in accordance with the school code and the Principal must be satisfied that the pupil’s reinstatement will not constitute a risk to the pupil’s own safety or that of the other pupils or staff. The Principal will facilitate the preparation of a behaviour plan for the pupil if required and will re-admit the pupil formally to the class.
Children with Special NeedsAll children are required to comply with the code of behaviour. However the school recognises that children with special needs may require assistance in understanding certain rules. Specialised behaviour plans will be put in place in consultation with parents and the class teacher, learning support/ resource teacher, and or principal will work closely with home to ensure that optimal support is given. Cognitive development will be taken into account at all times. Professional advice from psychological assessments will be invaluable.
The children in the class or school may be taught strategies to assist a pupil with special needs adhere to the rules and thus provide peer support. This will be done in a supportive and safe way, acknowledging and respecting the difference in all individuals.
Communicating with Parents
Communicating with parents is central to maintaining a positive approach to dealing with children. Parents and teachers should develop a joint strategy to address specific difficulties, in addition to sharing a broader philosophy which can be implemented at home and in school.
A high level of co-operation and open communication is seen as an important factor encouraging positive behaviour in the school. Structures and channels designed to maintain a high level of communication among staff and between staff, pupils and parents have been established and are being reviewed regularly.
Parents are encouraged to talk in confidence to teachers about any significant developments in a child’s life (in the past or present), which may affect the child’s behaviour.
The following methods of communication are used within the school:
This policy was ratified by the Board of Management on the 10th March 2016. A review will take place in the 2020/2021 school year.
Chairperson BOM: William Smith
……………………………………
Principal: Mark Carey
……………………………………
Code of Behaviour Policy (Revised 2016)
Introduction
Gilson NS aims to provide a happy, secure, friendly, learning environment, where children, parents, teachers, special needs assistants, ancillary staff and Board of Management work in partnership. Each individual is valued, encouraged and respected for their uniqueness and facilitated to reach their full potential in a positive atmosphere.
This will enable the child to live a full life and will equip him/her to avail himself/herself of further education so that he/she may go on to live a full and useful life as an adult in society.
Aims:
- In devising the code, consideration has been given to the particular needs and circumstances of this school. The 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.
- Every effort will be made by all members of staff to adopt a positive approach to the question of behaviour in the school, to create a positive learning environment that encourages and reinforces good behaviour.
- To promote self-esteem and positive relationships.
- To encourage consistency of response to both positive and negative behaviour.
- To foster a sense of responsibility and self-discipline in pupils and to support good behaviour patterns based on consideration and respect for the rights of others.
- To foster caring attitudes to one another and to the environment.
- To enable teachers to teach without disruption.
- To ensure that the school's expectations and strategies are widely known and understood through the parent’s handbook, availability of policies and an ethos of open communication.
- To encourage the involvement of both home and school in the implementation of this policy.
Principles:
- 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 pupils.
- Every effort will be made to ensure that the code of discipline is implemented in a reasonable, fair and consistent manner.
- We have adopted a positive code of behaviour with emphasis on encouragement and reward so that good behaviour can prevail in our school.
The Board of Management of the school has ultimate responsibility for behaviour in the school. Within the school, the overall day to day responsibility for behaviour rests with the Principal. Each teacher has the responsibility for the maintenance of good behaviour and good order within his/her classroom while sharing a common responsibility for good behaviour within the school premises.
Parents/guardians can support the school by encouraging their children to understand the need for school rules, and by communicating any relevant concerns to the school.
Responsibility of Adults.
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, as their example has an important influence on the children.
As adults we should aim to:
- Create a positive climate with realistic expectations.
- Promote positive behaviour, through example, honesty and courtesy.
- Provide a caring and effective learning environment.
- Encourage relationships based on kindness, respect and understanding of the needs of others.
- Ensure fair treatment for all regardless of age, gender, race, ability and disability.
- Show appreciation of the efforts and contribution of all.
Code of Behaviour
The Code of Behaviour covers the following areas:
- Behaviour in class.
- Behaviour in the playground.
- Behaviour in the school environment and behaviour on school outings.
- Attendance at school/Education Welfare Act
- Homework, after school, and extra-curricular activities.
School Rules
- We show respect for self and others.
- We show respect for our own property and the property of others.
- We show respect for other students and their learning.
- We are kind and willing to help others.
- We follow instructions from staff immediately.
- We walk quietly in the school building.
- We show courtesy and good manners.
- We try to use respectful ways of resolving difficulties and conflict.
- We ask permission to leave the classroom/school.
- We do our best in class.
- We take responsibility for our own work.
- We wear the appropriate uniform.
- We follow our Healthy Eating Policy.
These can be summed up as 6 Golden Rules:
- We listen. We don’t interrupt.
- We are gentle. We don’t hurt others.
- We are honest. We tell the truth.
- We are kind.
- We work hard. We don’t waste time.
- We look after property. We don’t damage things.
These 6 “Golden Rules” will be the main ones used for infant classes. Rules apply during school-time and during all school related activities.
Class RulesAt the beginning of each academic year, the class teacher will draft a list of class rules with the children, based closely on the “Golden Rules”. Class rules will be kept to a minimum and are devised with regard for the health, safety and welfare of all members of the school community. Where possible they emphasise positive behaviour (e.g. ‘Walk’ and not, ‘Don’t run’). Rules will be applied in a fair and consistent manner, with due regard to the age of the pupils and to individual difference. Where difficulties arise, parents will be contacted at an early stage.
E.g. of Class Rules
- Listen while others are speaking-no interrupting.
- Avoid distracting others while they are working.
- Show kindness and thoughtfulness.
- Allow for ‘differences’ – others strengths and weaknesses, no mocking.
- Don’t tamper with others property.
- Do your best, by listening carefully and working to the best of your ability.
- Complete your homework.
- Desk must be kept neat and tidy at all times.
- Use the toilet property and wash your hands.
There are variations of the above rules from Junior Infants to 6th class.
Behaviour in the Playground
Pupils should treat others as they would like to be treated themselves. Any behaviour
which endangers or offends others is not permitted. Rough behaviour e.g. fighting,
kicking, spitting is forbidden. Games or activities considered to be dangerous shall
be prohibited.
Any behaviour which interferes with other pupils play is not permitted. Pupils may not leave the
playground for any reason during breaks without permission. If a football goes outside of
the school boundary, permission must be sought from the supervising teacher before the ball
is retrieved. When the bell goes children should proceed to their class lines in an orderly fashion.
The Essential out of Class Rules
- Stay within the boundaries in yard
- Play safely and fairly. Treat others fairly, the way you would like yourself to be treated
- Keep yard and school environment litter free and tidy
- Respect all school property
- Line up quickly and quietly when the bell goes, return to your classroom in an orderly fashion with your class teacher
Behaviour in the School Environment & Behaviour on School Outings
Respect and courtesy to others is essential. Any kind of verbal or physical abuse of other pupils is unacceptable. Use of foul language among pupils is unacceptable. Bullying or intimidation of other pupils is prohibited and is always regarded as a serious offence. Pupils must show respect for school property at all times. For reasons of safety and to minimise accidents, pupils should move about the school in an orderly manner.
Pupils are encouraged to be respectful of each other on their way to and from school. When on school outings pupils are expected to behave in an orderly manner and show respect for public property. They should always co-operate fully with their teachers and special needs staff.
Incentives/Reward System
Part of the vision of Gilson N.S. is to help children achieve their personal best and thus prepare them for further education, life and work. We recognise that there are many different forms of intelligence and similarly that children use a variety of approaches to solve problems. Our reward system seeks to provide encouragement to all children of all abilities and talents. Children will be encouraged, praised and listened to by adults in the school. Praise is earned by the maintenance of good standards as well as by particularly noteworthy personal achievements. Rates of praise for behaviour should be as high as for work.
The following are some samples of how praise might be given:
- A quiet word or gesture to show approval
- A comment in a pupil’s copy or homework journal
- A visit to another member of Staff or to the Principal for commendation
- A word of praise in front of a group or class
- Delegating some special responsibility or privilege
- A mention to parent, written or verbal communication
Field trips, annual school tours and our end of year special event will be reserved for those who have consistently strived to behave well.
The ‘Stamp System’ operates as follows:
- All children in classes from Senior Infants to 6th class receive a stamp book.
rewarded for positive behaviour by the class teacher
- Each child will get one stamp for good behaviour each day
- Teachers often may give extra stamps as a reward for exceptional work, behaviour or achievement
- This stamp system will enable teachers to continually monitor, encourage and reward good behaviour throughout the school year
- Children in classes from 2nd class to 6th class will receive a Homework Pass when they accumulate 20 stamps
- Senior Infants and First Class receive Certificates and Lucky Dips when they accumulate 20 stamps
- A child will usually receive one warning and then will lose his/her stamp for any further misbehaviour
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, or the supervising teacher at break-times. 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.
Examples of minor misbehaviour include:
- Interrupting the teacher in the classroom
- Disrupting others
- Omitting homework
- Not wearing appropriate uniform
- Not following instructions.
Examples of serious misbehaviour include:
- Behaviour that is hurtful (including bullying, harassment, discrimination and victimisation)
- Continuous behaviour that interferes with teaching and learning e.g. Being constantly disruptive in class
- Threats or physical hurt to another person
- Damage to property
- Bringing dangerous equipment to school
- Leaving school/school activities without permission.
Examples of gross misbehaviour include:
- Assault on a teacher or pupil
- Verbal abuse/foul language directed to a member of staff/other adult/pupil
- Serious Theft
- Serious Damage to property
- Bullying that continues despite intervention
Bullying is covered in the schools Anti-Bullying Policy
Should a parent/guardian have any concerns which need to be discussed with a teacher, all staff members are more than willing to facilitate a meeting, made through the proper channels i.e. a phone call to the office, or a note to the class teacher to arrange a convenient time for both parties. The first person to be informed should be the class teacher.
This arrangement ensures that all concerns are dealt with in a dignified, meaningful manner, without infringing on valuable teaching time.
Sanctions
The purpose of a sanction is to bring about a change in behaviour by:
- helping students to learn that their behaviour is unacceptable
- helping them to recognise the effect of their actions and behaviour on others
- helping students (in ways appropriate to their age and development) to understand that they have choices about their own behaviour and that all choices have consequences
- helping them to learn to take responsibility for their behaviour.
- reinforce the boundaries set out in the code of behaviour
- signal to other students and to staff that their wellbeing is being protected.
- prevent serious disruption of teaching and learning
- keep the student, or other students or adults, safe.
- Verbal reprimand/reasoning. Ticks x 3
- Temporary removal from peers, removal to another class or consequence sheet
- Detention at lunchtime + advice on how to improve
- Detention at lunchtime + Pupil Behaviour Promise. Note in journal to be signed by parents
- Detention at lunchtime + Pupil / Parent Behaviour Promise. Parents are contacted and a meeting takes place at this stage with the class teacher and the school Principal
- Loss of privileges (eg School tours, extra-curricular activities) + further communication with parents
- Suspension, initially 1 day, then a 3 day suspension followed by a 5 day suspension (3 stages)
amended by circular and Education Welfare Act 2000)
If a parent refuses to meet with a class teacher the matter will be referred to the principal. Any refusal to meet with the Principal and /or Chairperson will automatically be referred to the Board of Management and regarded as a serious breach of co-operation in our school behaviour policy. Sanctions will relate as closely as possible to the behaviour.
Suspension and Expulsion
Before serious sanctions such as suspension or expulsion are used, the normal channels of communication between school and parents will be utilised. Communication with parents may be verbal or by letter depending on the circumstances.
For gross misbehaviour or repeated instances of serious misbehaviour suspension may be considered. The Board of Management has given the Principal authority to impose an immediate one day suspension in such cases. The parents concerned will be invited to come to the school to discuss their child’s case. They must give an undertaking that the pupil will behave in an acceptable manner or risk further suspension or expulsion.
Where there is a repeat of serious or gross misbehaviour, the Chairperson of the Board of Management will be informed and the parents will be requested in writing to attend at the school to meet the Chairperson and the principal. At this stage the pupil may be suspended for a 3 day period.
Prior to suspension, where possible, the Principal may review the case in consultation with teachers and other members of the school community involved, with due regard to records of previous misbehaviours, their pattern and context, sanctions and other interventions used and their outcomes and any relevant medical information. Suspension will be in accordance with the Rules for National Schools and the Education Welfare Act 2000.
Sometimes in the case of gross misbehaviour, where it is necessary to ensure that order and discipline are maintained and to secure the safety of the pupils, the Board may authorise the Chairperson or Principal to sanction an immediate suspension for a period not exceeding three school days, pending a discussion of the matter with the parents.
Expulsion may be considered in an extreme case, in accordance with the Rule for National Schools and the Education Welfare Act 2000. Before suspending or expelling a pupil, the Board shall notify the Education Welfare Officer in writing in accordance with Section 24 of the Education Welfare Act.
Removal of Suspension (Reinstatement)
Following or during a period of suspension, the parent/s may apply to have the pupil reinstated to the school. The parent/s must give a satisfactory undertaking that a suspended pupil will behave in accordance with the school code and the Principal must be satisfied that the pupil’s reinstatement will not constitute a risk to the pupil’s own safety or that of the other pupils or staff. The Principal will facilitate the preparation of a behaviour plan for the pupil if required and will re-admit the pupil formally to the class.
Children with Special NeedsAll children are required to comply with the code of behaviour. However the school recognises that children with special needs may require assistance in understanding certain rules. Specialised behaviour plans will be put in place in consultation with parents and the class teacher, learning support/ resource teacher, and or principal will work closely with home to ensure that optimal support is given. Cognitive development will be taken into account at all times. Professional advice from psychological assessments will be invaluable.
The children in the class or school may be taught strategies to assist a pupil with special needs adhere to the rules and thus provide peer support. This will be done in a supportive and safe way, acknowledging and respecting the difference in all individuals.
Communicating with Parents
Communicating with parents is central to maintaining a positive approach to dealing with children. Parents and teachers should develop a joint strategy to address specific difficulties, in addition to sharing a broader philosophy which can be implemented at home and in school.
A high level of co-operation and open communication is seen as an important factor encouraging positive behaviour in the school. Structures and channels designed to maintain a high level of communication among staff and between staff, pupils and parents have been established and are being reviewed regularly.
Parents are encouraged to talk in confidence to teachers about any significant developments in a child’s life (in the past or present), which may affect the child’s behaviour.
The following methods of communication are used within the school:
- Informal/formal parent/teacher meetings
- Through children’s homework journal (infants do not have a homework journal, please check bags for notes)
- Letters/notes from school to home and from home to school
- Text a Parent service.
- Newsletters/school web-site/e-mails
- School notice board
This policy was ratified by the Board of Management on the 10th March 2016. A review will take place in the 2020/2021 school year.
Chairperson BOM: William Smith
……………………………………
Principal: Mark Carey
……………………………………