Scoil Mhuire Mount Sackville, Dublin

Sisters of St. Joseph of Cluny

(01) 82 13105

scoilmhuiremountsackville@gmail.com

Tower Road, Chapelizod, Dublin 20, D20 HX04

09:20 - 15:00

Monday to Friday

(01) 82 13105

scoilmhuiremountsackville@gmail.com

Tower Road, Chapelizod, Dublin 20, D20 HX04

09:20 - 15:00

Monday to Friday

Policies

SSE Report and Improvement plan 2019 2020 2021

Digital-Learning-Plan

Safety Statement

Stay Safe Policy

SPHE Policy

InternetAcceptableUsePolicy

Remote-Teaching-and-Learning-Plan-

Anti-Bullying Policy

SECTION 1

In accordance with the requirements of the Education (Welfare) Act 2000 and the Code of Behaviour guidelines issued by the NEWB, the Board of Management of Scoil Mhuire Mount Sackville has adopted the following Anti-Bullying Policy within the framework of the school’s overall Code of Behaviour. This policy complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.

SECTION 2

The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour.

Scoil Mhuire aims to foster a positive school culture and climate which

– is welcoming of difference and diversity and is based on inclusivity;

– encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment;

– promotes respectful relationships across the school community;

Effective leadership involving school staff, parents and pupils at all levels.

A school-wide approach to: (a) the recognition of; (b) the rejection of: and (c) the reporting of bullying behaviour.

A shared understanding of what bullying is and its impact.

Implementation of education and prevention strategies (including awareness raising measures) that

– build empathy, respect and resilience in pupils; and

– explicitily address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.

Effective supervision and monitoring of pupils

Supports for staff to assist them in investigating and dealing with reports of bullying behaviour

Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies) and

On-going evaluation and regular review of the effectiveness of the anti-bullying policy.

SECTION 3

In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows: Bullying is unwanted negative behaviour, verbal, psychological or physical, conducted by an individual or group against another person (or persons) and which is repeated over time. The following types of bullying behaviour are included in the definition of bullying:

– deliberate exclusion, malicious gossip and other forms of relational bullying, – cyber-bullying and

– identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.

Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and will be dealt with, as appropriate, in accordance with Scoil Mhuire’s Code of Behaviour.

However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with Scoil Mhuire’s Code of Behaviour.

APPENDIX 1 gives specific examples of bullying behaviour – this list is not exhaustive

Additional Information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.

SECTION 4

In Scoil Mhuire the relevant teacher(s) for investigating and dealing with bullying is (are) as follows:

Class Teacher (initially)

– Principal/ Deputy Principal by referral from Class Teacher

IMPORTANT NOTE: Any teacher may act as the relevant teacher should circumstances warrant it.

 

SECTION 5

The education and prevention strategies (including strategies specifically aimed at cyber bullying & identity based bullying including homophobic and transphobic bullying) that will be used by Scoil Mhuire are as follows:

  • The Social, Personal and Health Education (SPHE) curriculum, including the RSE and Stay Safe Programmes support the anti-bullying policy. The Stay Safe Programme is taught to all classes each year. The school’s anti-bullying policy will be discussed with the pupils. Scoil Mhuire will develop a school Anti-Bullying Charter which will be displayed in classrooms and in prominent places around the school.
  • Awareness Raising Exercises for class groups will be taught at intervals each year. These exercises will proactively raise awareness amongst pupils about the nature and extent of bullying behaviour, and the consequences of and unacceptability of bullying behaviour. Pupils will also be made aware of their own personal responsibility if bullying behaviour is witnessed. (Reference: Anti Bullying Campaign Website – www.antibullyingcampaign.ie)
  • Pupils will be taught rules for keeping safe from bullies (from Personal Safety Skills – Stay Safe Programme) i.e. (1) Say ‘No’ using assertive body language and eye contact, (2) Get Away, (3) Tell Someone
  • Teaching strategies that make use of cooperative and collaborative learning are used regularly across all curricular areas. This helps to build acceptance of and respect for other pupils and helps pupils work more cooperatively with others. Methodologies to explore and express feelings in a safe and respectful environment e.g. circle time and role play will be also used by teachers with a view to preventing bullying.
  • Teachers and non-teaching school staff regularly praise and positively reinforce acceptable and/or improved pupil behaviour – this helps in creating a school culture which discourages bullying type behaviour. Positive self-esteem is fostered among the pupils by celebrating individual differences, by acknowledging good behaviour and by providing opportunities for success. As self-esteem is a major factor in determining behaviour, Scoil Mhuire, through both its curricular and extra-curricular classes, provide pupils with opportunities to develop positive self-worth.
  • School Staff and Postholders with special responsibility for pastoral care are particularly vigilant in monitoring pupils who are considered at risk of bullying/ who are being bullied. Particular attention is also focused on pupils with SEN.

Cyber-Bully

  • Cyber-Bullying at school requires access to technology. In Scoil Mhuire, pupils working with technology have access to the internet only under the supervision of teachers. Pupils do not have access to their mobile/smartphones during the school day.
  • Internet Permission Form: All pupils and parents must sign an Internet Permission Form in accordance with Scoil Mhuire’s Internet Acceptable Usage Policy.
  • Prevention and awareness raising measures will also deal explicitly with cyber-bullying in the senior classes. The WEBWISE programme includes prevention and awareness raising lessons which focus on educating pupils on appropriate online behaviour, how to stay safe while on-line and also on developing a culture of reporting concerns about cyber-bullying. Senior classes to be involved in awareness raising lessons to coincide with Internet Safety Day (February each year).
  • Identity based & homophopic insults will be treated in exactly the same way as racist or other insults – it will be explained to pupils that such insults are hurtful and are not acceptable.
  • Ongoing training and support for school staff on recognising bullying behaviour and dealing with reports of bullying behaviour and in implementing Scoil Mhuire Anti-Bullying Policy.

Parents

  • Preparation of a Parent Advice Sheet to alert about the nature of bullying behaviour, how to recognize signs of bullying and how to report concerns to the school. This information will also be included in the Infant Induction meeting each year.
  • The school will co-operate with Scoil Mhuire Parents Association in providing for information sessions for parents on bullying and on the school’s Anti-Bullying Policy e.g. Zeeko
  • Parents contribute to and support the school’s policy on bullying by encouraging positive behaviour both at home and at school, by being vigilant for signs and symptoms of bullying, and by communicating concerns to the school.
  • Parents sign an Internet Permission Form in accordance with Scoil Mhuire’s Internet Acceptable Usage Policy.

SECTION 6

The primary aim in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame).

Procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by Scoil Mhuire for dealing with cases of bullying behaviour are as follows:

Procedures for Investigating and Dealing with Bullying Behaviour

1) Non-teaching staff, i.e. SNA’s, school secretary, caretakers, cleaners, pre and after school activity providers, must report, to the relevant teacher, any incidents of bullying behaviour witnessed by them, or reported to them;

2) All reports of bullying will be investigated and dealt with by the relevant Teacher, with a view to establishing the facts and bringing any such behaviour to an end.

– In investigating reports and allegations of bullying, the relevant Teacher will determine whether bullying has occurred by reference to the definition of bullying outlined in this policy. Teacher will also identify the type of bullying involved. It will be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly.

3) Pupils who are alleged to have been involved in bullying behaviour will be interviewed by the ‘relevant Teacher/s’ to establish the nature and extent of the behaviour and any reasons for it.

4)  If it is established that a pupil/s has been involved in bullying behaviour the ‘relevant Teacher/s’

– will treat bullying behaviour as behaviour that can and must be remedied.

– will emphasise that the intention is not to initially sanction perpetrators but to (a) explain clearly and firmly how harmful and hurtful and unacceptable bullying is, and (b) seek a firm commitment that the bullying behaviour will stop.

– the parents of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy)

Parent(s)/Guardian(s) of the child who is being bullied and the child who is alleged to be involved in bullying behavior will be invited to meet with the ‘relevant Teacher/s’ and the Principal/Deputy Principal about ongoing bullying behaviour and the pupil may be suspended from school as per Code of Behaviour.

  • The case may be referred to the Board of Management and the pupil may be expelled from the school.

NOTE: Whilst the school will adhere to the above procedures for investigating and dealing with bullying issues it may be necessary for the relevant Teacher/s and Principal/Deputy Principal to modify aspects of the above steps when dealing with younger pupils and SEN pupils. This to ensure that the resolution of bullying issues is dealt with in a manner that is appropriate to the age and understanding of the pupil/s involved.

Procedures for Recording Bullying Behaviour

The school’s procedures for noting and reporting bullying behaviour will adhere to the following:

  • While all reports of bullying will be investigated and dealt with by the relevant teacher, the relevant teacher/s will keep records of the actions taken and any discussions with those involved regarding same;
  • The relevant teacher will use the recording template (Ref: Appendix 3 of Anti-Bullying Procedures for Primary and Post-Primary Schools 2013) to record the bullying behaviour in the following circumstances:  (a) In cases where teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after a determination that bullying behaviour occurred;(b) in certain circumstances* bullying behaviour must be recorded and reported immediately to the relevant Teacher & Principal/Deputy Principal as applicable. *i.e. repeated incidents of bullying by a pupil/s, where physical injury and/or emotional trauma inflicted, denial in cases where clear evidence is available, non-co-operation with the school investigation, etc In each of the circumstances at (a) and (b) above, the recording template will be completed in full and retained by the teacher in question and a copy provided to the Principal/Deputy Principal as applicable.

The timeline for recording bullying behaviour in the recording template does not in any way preclude the ‘relevant teacher/s’ from consulting the Principal/Deputy Principal at an earlier stage in relation to a case.

All documentation regarding bullying incidents and their resolution is retained securely in the Principal/Deputy Principal Office. Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents will be referred, as appropriate, to the school’s complaints procedures. In the event that a parent has exhausted the school’s complaints procedures and is still not satisfied, the school will advise the parents of their right to make a complaint to the Ombudsman for Children.

 

SECTION 7

Established Intervention Strategies

Bullying as part of a continuum of behaviour: It is also important to note that bullying behaviour can be part of a continuum of behaviour rather than a stand-alone issue. Cases arise where behaviour can escalate beyond that which can be described as bullying to serious physical or sexual assault or harassment. To ensure that such cases are dealt with appropriately this bullying policy is linked to Scoil Mhuire’s Code of Behaviour. Referral will be made to NEPS, CAMHS and other external agencies and authorities where appropriate.

Referral of serious cases to the TUSLA

In relation to bullying in schools, National Guidance for the Protection and Welfare of Children 2017 and the Child Protection Procedures for Primary and Post-Primary Schools 2013 provide that in situations where “the incident is serious and where the behaviour is regarded as potentially abusive, the school must consult TUSLA, the child and family agency with a view to drawing up an appropriate response, such as a management plan”.

Serious instances of bullying behaviour will, in accordance with the National Guidance for the Protection and Welfare of Children 2017 and the Child Protection Procedures for Primary and Post-Primary Schools, be referred to TUSLA , the child and family agency and/or Gardaí as appropriate.

IMPORTANT NOTE: Whilst all reports of bullying will be investigated by the relevant teacher it must be stated that where the incidents of bullying are occurring outside of the school environment and/or outside of school hours and/or involving persons who are not pupils in the school – the school may not be able to fully deal with these matters. In such cases the school will make all reasonable efforts to co-operate with parents in assisting them to resolve the issues. The school may also direct those involved to the appropriate support agencies, i.e. Gardaí/Community Garda Service, Health Service Executive, or other relevant community service

The school’s programme of support for working with pupils affected by bullying is as follows
:

Support for pupils who have been victims of bullying behaviour as follows:

  • Ending the bullying behaviour through awareness raising and restorative intervention,
  • Changing the school culture to foster more respect for bullied pupils and all pupils,
  • Changing the school culture to foster greater empathy towards and support for bullied pupils,
  • Indicating clearly that the bullying is not the fault of the targeted pupil through the identification of those responsible and the resolution of bullying situations,
  • Directing counselling facilities available to pupils who need it in a timely manner,
  • Helping bullied pupils raise their self-esteem by encouraging them to become involved in activities that help develop friendships and social skills (e.g. participation in group work in class and in extra-curricular group or team activities during or after school).
  • Implementing a ‘buddy system’ in the school

Support for pupils who have been identified as having engaged in bullying behaviour as follows:

  • Making it clear that bullying pupils who reform are not blamed or punished and get a ‘clean sheet,’
  • Making it clear that bullying pupils who reform are doing the right and honourable action and give praise for this,
  • Directing counselling facilities available to help those who need it learn other ways of meeting their needs besides violating the rights of others,
  • Helping those who need to raise their self-esteem by encouraging them to become involved in activities that develop friendships and social skills (e.g. participation in group work in class and in extra-curricular group or team activities during or after school),
  • Using learning strategies throughout the school and the curriculum to help enhance pupils’ feelings of self-worth,
  • In dealing with negative behaviour in general, encouraging teachers and parents to focus on, challenge and correct the behaviour while supporting the pupil.

SECTION 8

Supervision and Monitoring of Pupils

The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible. At least once in every school term, the Principal will report to the Board of Management at every BOM meeting on the overall number of bullying cases reported (by means of the bullying recording template) since the previous report to the Board and (ii) confirm that all cases referred to have been or are being, dealt within accordance with the school’s anti-bullying policy and the Anti-Bullying Procedures for Primary and Post-Primary schools.

SECTION 9

Prevention of Harassment The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified, i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

SECTION 10

This policy will be made available to school personnel and is readily available to parents and pupils on request and provided to the Parents’ Association. A copy of this policy will be made available to the Department and the Patron if requested.

SECTION 11

This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, and provided to the Parents’ Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.

Ratified by BOM on May 22nd 2020

To be reviewed in May 2021

Signed:    Sr. Maeve Guinan

Chairperson – Scoil Mhuire Board of Management

Signed:  Úna O’ Kelly

Principal

Appendix 1.

Bullying (intentional, repetitive, hurtful behaviour) can take a number of forms. These may include any of the following (this list is not exhaustive):

  • Repeated aggressive behaviour/attitude/body language, for example:

Shouting and uncontrolled anger

Personal insults

Verbal abuse

Offensive language directed at an individual

Continually shouting or dismissing others

Public verbal attacks/criticism

Domineering behaviour

Open aggression

Offensive gestures and unwanted physical contact

  • Intimidation, either physical, psychological or emotional, for example:

Treating in a dictatorial manner

Ridicule

Persistent slagging

Deliberate staring with the intent to discomfort

Persistent rudeness in behaviour and attitude toward a particular individual

Asking inappropriate questions/making inappropriate comments re. personal life/family

Asking inappropriate questions/making inappropriate comments re. social life or schoolwork

  • Interference with property, for example:

Stealing/damaging books or equipment

Stealing/damaging clothing or other property

Demanding money with menaces

Persistently moving, hiding or interfering with property

Marking/defacing property

  • Undermining/Public or Private Humiliation, for example:

Condescending tone

Deliberately withholding significant information and resources

Writing of anonymous notes

Malicious, disparaging or demeaning comments

Malicious tricks/derogatory jokes

Knowingly spreading rumours

Belittling others’ efforts, their enthusiasm or their new idea,

Derogatory or offensive nicknames (name-calling)

Using electronic or other media for any of the above (cyber bullying)

Disrespectfully mimicking a particular individual in his/her absence

Deliberately refusing to address issues focusing instead on the person

  • Ostracising or isolating, for example:

Deliberately marginalising an individual

Deliberately preventing a person from joining a group

Deliberately preventing from joining in an activity, schoolwork-related or recreational

Blaming a pupil for things s/he did not do

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 2

Template for recording bullying behaviour (Taken from appendix 3 Anti-bullying Procedures for Primary and Post-Primary Schools 2013)        

 

  1. Name of pupil being bullied and class group

 

Name _________________________________________Class__________________

 

  1. Name(s) and class(es) of pupil(s) engaged in bullying behaviour _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

 

  1. Source of bullying concern/report (tick relevant box(es))*
  2. Location of incidents (tick relevant box(es))* Pupil concerned Playground    Other Pupil    Classroom   Parent    Corridor   Teacher     Toilets   Other    School Bus      Other   5. Name of person(s) who reported the bullying concern

 

 

 

  1. Type of Bullying Behaviour (tick relevant box(es)) * Physical Aggression Cyber-bullying  Damage to Property  Intimidation  Isolation/Exclusion   Malicious Gossip    Name Calling  Other (specify) 

 

  1. Where behaviour is regarded as identity-based bullying, indicate the relevant category:

 

Homophobic Disability/SEN related

Racist Membership of Traveller community 

Other (specify)

 

    

 

  1. Brief Description of bullying behaviour and its impact

 

 

 

  1. Details of actions taken

 

 

 

Signed ______________________________ (Relevant Teacher)   Date ___________________________

 

Date submitted to Principal/Deputy Principal ___________________

 

 

 

 

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 Admission Policy of Scoil Mhuire

 

 

School Address: Tower Rd, Chapelizod, Dublin 20

 

Roll number: 17891J

 

School Patron/s: Archbishop of Dublin

 

 

 

 

 

 

 

1.     Introduction

This Admission Policy complies with the requirements of the Education Act 1998, the Education (Admission to Schools) Act 2018 and the Equal Status Act 2000. In drafting this policy, the board of management of the school has consulted with school staff, the school patron and with parents of children attending the school.

The policy was approved by the school patron on                   .  It is published on the school’s website and will be made available in hardcopy, on request, to any person who requests it.

The relevant dates and timelines for Scoil Mhuire’s admission process are set out in the school’s annual admission notice which is published annually on the school’s website at least one week before the commencement of the admission process for the school year concerned.

This policy must be read in conjunction with the annual admission notice for the school year concerned.

The application form for admission is published on the school’s website and will be made available in hardcopy on request to any person who requests it.

2.     Characteristic spirit and general objectives of the school

This section must be completed by all schools.

Scoil Mhuire is a Catholic all girls primary school with a Catholic ethos under the patronage of the Archbishop of Dublin

“Catholic Ethos” in the context of a Catholic primary school means the ethos and characteristic spirit of the Roman Catholic Church, which aims at promoting:

  • the full and harmonious development of all aspects of the person of the pupil, including the intellectual, physical, cultural, moral and spiritual aspects; and
  • a living relationship with God and with other people; and
  • a philosophy of life inspired by belief in God and in the life, death and resurrection of Jesus; and
  • the formation of the pupils in the Catholic faith,

and which school provides religious education for the pupils in accordance with the  doctrines, practices and traditions of the Roman Catholic Church, and/or such ethos and/or characteristic spirit as may be determined or interpreted from time to time by the Irish Episcopal Conference.

In accordance with S.15 (2) (b) of the Education Act, 1998 the Board of Management of Scoil Mhuire shall uphold, and be accountable to the patron for so upholding, the characteristic spirit of the school as determined by the cultural, educational, moral, religious, social, linguistic and spiritual values and traditions which inform and are characteristic of the objectives and conduct of the school.

Mission Statement:

At Scoil Mhuire Mount Sackville, we aim to provide a happy, friendly and caring             environment, where children feel secure and valued.  Children are encouraged to develop self-discipline and mutual respect for each other and for all adults in an atmosphere that promotes learning and excellence, thus enabling the child to reach his/her potential.

Parents and visitors are welcomed into the school.  Their involvement and contribution are sought consistently in a partnership that enhances the children’s education, welfare and social awareness.

All members of staff are valued and are encouraged to develop their educational skills and interests.

3.     Admission Statement

Scoil Mhuire will not discriminate in its admission of a student to the school on any of the following:

  • the gender ground of the student or the applicant in respect of the student concerned,
  • the civil status ground of the student or the applicant in respect of the student concerned,
  • the family status ground of the student or the applicant in respect of the student concerned,
  • the sexual orientation ground of the student or the applicant in respect of the student concerned,
  • the religion ground of the student or the applicant in respect of the student concerned,
  • the disability ground of the student or the applicant in respect of the student concerned,
  • the ground of race of the student or the applicant in respect of the student concerned,
  • the Traveller community ground of the student or the applicant in respect of the student concerned, or
  • the ground that the student or the applicant in respect of the student concerned has special educational needs

As per section 61 (3) of the Education Act 1998, ‘civil status ground’, ‘disability ground’, ‘discriminate’, ‘family status ground’, ‘gender ground’, ‘ground of race’, ‘religion ground’,  ‘sexual orientation ground’ and ‘Traveller community ground’ shall be construed in accordance with section 3 of the Equal Status Act 2000.

Additional information must be included (as applicable) in this section, in the case of single gender schools, post-primary denominational schools, denominational primary schools of a minority religion, all denominational schools, special schools and schools with special classes as set out below.

Schools must retain any of the following statements that apply to them and delete those that do not:

Single gender schools

Scoil Mhuire is an all-girls school and does not discriminate where it refuses to admit a boy applying for admission to this school.

Primary schools receiving applications from applicants of a minority religion

Scoil Mhuire is a school whose objective is to provide education in an environment

which promotes certain religious values and does not discriminate in relation to the admission of a student who has applied for a place in the school in accordance with section 7A of the Equal Status Act 2000.

All denominational schools

Scoil Mhuire is a school whose objective is to provide education in an environment which promotes certain religious values and does not discriminate where it refuses to admit as a student a person who is not catholic and it is proved that the refusal is essential to maintain the ethos of the school.

 

 

4.     Admission of Students

This school shall admit each student seeking admission except where –

  1. the school is oversubscribed (please see section 6 below for further details)
  1. a parent of a student, when required by the principal in accordance with section 23(4) of the Education (Welfare) Act 2000, fails to confirm in writing that the code of behaviour of the school is acceptable to him or her and that he or she shall make all reasonable efforts to ensure compliance with such cod
  1. e by the student
Additional information must be included (as applicable) in this section.

Schools must retain any of the following statements that apply to them and delete those that do not:

A school that admits students of one gender only

Scoil Mhuire provides education exclusively for girls and may refuse to admit as a student a person who is not of the gender provided for by this school.

All denominational schools

Scoil Mhuire is a catholic school and may refuse to admit as a student a person who is not of catholic denominaton where it is proved that the refusal is essential to maintain the ethos of the school.

 

 

5.     Oversubscription (this section must be completed by all schools including schools that do not anticipate being oversubscribed)

In the event that the school is oversubscribed, the school will, when deciding on applications for admission, apply the following selection criteria in the order listed below to those applications that are received within the timeline for receipt of applications as set out in the school’s annual admission notice:

Insert selection criteria here:

1            Sisters of pupils in the school

2            Daughters of staff

3            Children living in the parish of Castleknock

4            Children living outside the parish. If the applications within categories exceed the number of places available, older children will have precedence.

5            Other pupils may be enrolled during the school year (if newly resident in the area) subject to the school’s enrolment policy and space available in the particular class.

6            Pupils may transfer from other schools at any time, subject to the Rules governing National Schools, our school’s enrolment policy, available space and in some cases the approval of the Department of Education and Skills.

7            Children with identified special needs will be assessed psychologically/educationally before enrolment and the Board of Management will request the Department of Education and Skills to provide resources as appropriate. The Board of Management will make every effort to have the necessary resources in place before enrolment.

8             Notwithstanding the availability of such resources, parents of children who are unsatisfied with the level of educational provision in our school, are advised to consider a special school which is designated and resourced to specifically cater for the needs of children with special educational needs.

9             Children enrolled in our school are required to co-operate with and support the School/Board of Management’s Code of Behaviour as well as all other policies on Curriculum, Organisation and Management. The Board of Management places responsibility with Parents/Guardians for ensuring that their children co-operate with said policies in an age-appropriate way. These policies may be added to and revised from time-to-time.

 

In the event that there are two or more students tied for a place or places in any of the selection criteria categories above (the number of applicants exceeds the number of remaining places), the following arrangements will apply:

In the event that two or more students tied for a place or places in any of the selection criteria categories above the older of the students will receive a place.

 

 

 

 

6.     What will not be considered or taken into account

In accordance with section 62(7) (e) of the Education Act, the school will not consider or take into account any of the following in deciding on applications for admission or when placing a student on a waiting list for admission to the school:

Points (a) to (g) must be included here by all schools. There are limited exceptions to some of these (highlighted in red below) and schools must retain the exceptions that apply to them and delete those that do not:

(a)  a student’s prior attendance at a pre-school or pre-school service, including naíonraí,

(b)   the payment of fees or contributions (howsoever described) to the school;

(c)    a student’s academic ability, skills or aptitude;

(d)   the occupation, financial status, academic ability, skills or aptitude of a student’s parents;

(e)    a requirement that a student, or his or her parents, attend an interview, open day or other meeting as a condition of admission;

(f)    a student’s connection to the school by virtue of a member of his or her family attending or having previously attended the school;

(other than, in the case of the school wishing to include a selection criteria based on (1) siblings of a student attending or having attended the school.

(g)   the date and time on which an application for admission was received by the school,

This is subject to the application being received at any time during the period specified for receiving applications set out in the annual admission notice of the school for the school year concerned.

This is also subject to the school making offers based on existing waiting lists (up until 31st January 2025 only).

 

7.     Decisions on applications

 

All decisions on applications for admission to Scoil Mhuire will be based on the following:

  • Our school’s admission policy
  • The school’s annual admission notice (where applicable)
  • The information provided by the applicant in the school’s official application form received during the period specified in our annual admission notice for receiving applications

(Please see section 14 below in relation to applications received outside of the admissions period and section 15  below in relation to applications for places in years other than the intake group.)

Selection criteria that are not included in our school admission policy will not be used to make a decision on an application for a place in our school.

 

8.     Notifying applicants of decisions

Applicants will be informed in writing as to the decision of the school, within the timeline outlined in the annual admissions notice.

If a student is not offered a place in our school, the reasons why they were not offered a place will be communicated in writing to the applicant, including, where applicable, details of the student’s ranking against the selection criteria and details of the student’s place on the waiting list for the school year concerned.

Applicants will be informed of the right to seek a review/right of appeal of the school’s decision (see section 18 below for further details).

9.      Acceptance of an offer of a place by an applicant

 

In accepting an offer of admission from Scoil Mhuire, you must indicate—

(i) whether or not you have accepted an offer of admission for another school or schools. If you have accepted such an offer, you must also provide details of the offer or offers concerned and

(ii) whether or not you have applied for and awaiting confirmation of an offer of admission from another school or schools, and if so, you must provide details of the other school or schools concerned.

10. Circumstances in which offers may not be made or may be withdrawn

An offer of admission may not be made or may be withdrawn by Scoil Mhuire where—

  • it is established that information contained in the application is false or misleading.
  • an applicant fails to confirm acceptance of an offer of admission on or before the date set out in the annual admission notice of the school.
  • the parent of a student, when required by the principal in accordance with section 23(4) of the Education (Welfare) Act 2000, fails to confirm in writing that the code of behaviour of the school is acceptable to him or her and that he or she shall make all reasonable efforts to ensure compliance with such code by the student; or
  • an applicant has failed to comply with the requirements of ‘acceptance of an offer’ as set out in section 10

11. Sharing of Data with other schools

 

Applicants should be aware that section 66(6) of the Education (Admission to Schools) Act 2018 allows for the sharing of certain information between schools in order to facilitate the efficient admission of students.

Section 66(6) allows a school to provide a patron or another board of management with a list of the students in relation to whom—

(i) an application for admission to the school has been received,

(ii) an offer of admission to the school has been made, or

(iii) an offer of admission to the school has been accepted.

The list may include any or all of the following:

(i) the date on which an application for admission was received by the school;

(ii) the date on which an offer of admission was made by the school;

(iii) the date on which an offer of admission was accepted by an applicant;

(iv) a student’s personal details including his or her name, address, date of birth and personal public service number (within the meaning of section 262 of the Social Welfare Consolidation Act 2005).

12. Waiting list in the event of oversubscription

 

In the event of there being more applications to the school year concerned than places available, a waiting list of students whose applications for admission to Scoil Mhuire were unsuccessful due to the school being oversubscribed will be compiled and will remain valid for the school year in which admission is being sought.

Placement on the waiting list of Scoil Mhuire is in the order of priority assigned to the students’ applications after the school has applied the selection criteria in accordance with this admission policy.

Applicants whose applications are received after the closing date, outlined in the Annual Admission Notice, will be placed at the end of the waiting list in order of the date of receipt of the application.

Offers of any subsequent places that become available for and during the school year in relation to which admission is being sought will be made to those students on the waiting list, in accordance with the order of priority in relation to which the students have been placed on the list.

13. Late Applications

All applications for admission received after the closing date as outlined in the annual admission notice will be considered and decided upon in accordance with our school’s admissions policy, the Education Admissions to School Act 2018 and any regulations made under that Act.

Late applicants will be notified of the decision in respect of their application no later than three weeks after the date on which the school received the application.  Late applicants will be offered a place if there is place available.  In the event that there is no place available, the name of the applicant will be added to the waiting list as set out in Section 13.

 

 

14. Procedures for admission of students to other years and during the school year

 

The procedures of the school in relation to the admission of students who are not already admitted to the school to classes or years other than the school’s intake group are as follows:

Pupils may transfer from other schools at any time, subject to the Rules governing National Schools, our school’s enrolment policy, available space and in some cases the approval of the Department of Education and Skills.

 

 

The procedures of the school in relation to the admission of students who are not already admitted to the school, after the commencement of the school year in which admission is sought, are as follows:

Pupils may transfer from other schools at any time, subject to the Rules governing National Schools, our school’s enrolment policy, available space and in some cases the approval of the Department of Education and Skills.

 

 

 

 

15. Declaration in relation to the non-charging of fees

This rule applies to all schools.

 

The board of Scoil Mhuire or any persons acting on its behalf will not charge fees for or seek payment or contributions (howsoever described) as a condition of-

  • an application for admission of a student to the school, or
  • the admission or continued enrolment of a student in the school.

Note: Exceptions apply only in relation to fee charging post primary schools, the boarding element in Boarding Schools and admission to post leaving cert or further education courses run by post-primary schools.

 

16.  Arrangements regarding students not attending religious instruction

This section must be completed by schools that provide religious instruction to students.

 

The following are the school’s arrangements for students, where the parents who have requested that the student attend the school without attending religious instruction in the school.  These arrangements will not result in a reduction in the school day of such students: Children will remain in the class during religious instruction and complete other curricular work at this time.

A written request should be made to the Principal of the school.  A meeting will then be arranged with the parent(s) to discuss how the request may be accommodated by the school.

 

17.   Reviews/appeals

Review of decisions by the board of Management

The parent of the student, or in the case of a student who has reached the age of 18 years, the student, may request the board to review a decision to refuse admission. Such requests must be made in accordance with Section 29C of the Education Act 1998.

The timeline within which such a review must be requested and the other requirements applicable to such reviews are set out in the procedures determined by the Minister under section 29B of the Education Act 1998 which are published on the website of the Department of Education and Skills.

The board will conduct such reviews in accordance with the requirements of the procedures determined under Section 29B and with section 29C of the Education Act 1998.

Note:  Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998.

Where an applicant has been refused admission due to a reason other than the school being oversubscribed, the applicant may request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998.

Right of appeal

Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission.

An appeal may be made under Section 29 (1) (c) (i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed.

An appeal may be made under Section 29 (1) (c) (ii) of the Education Act 1998 where the refusal to admit was due a reason other than the school being oversubscribed.

Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. (see Review of decisions by the Board of Management)

Where an applicant has been refused admission due to a reason other than the school being oversubscribed, the applicant may request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. (see Review of decisions by the Board of Management)

Appeals under Section 29 of the Education Act 1998 will be considered and determined by an independent appeals committee appointed by the Minister for Education and Skills.

The timeline within which such an appeal must be made and the other requirements applicable to such appeals are set out in the procedures determined by the Minister under section 29B of the Education Act 1998 which are published on the website of the Department of Education and Skills.

Scoil Mhuire Supervision Policy

Introduction

This policy applies to all staff and children during school hours, break times, and on all school-related activities.

Rationale

The rules for National Schools 121(4) and 124(1) obliges teachers to take all reasonable precautions to ensure the safety of pupils and to participate in supervising pupils during school time and during all school-related activities.

Legislation such as the Health, Safety and Welfare at Work Act 2005 and recent Court judgments have placed a “duty of care” and accountability on schools that must be underpinned by a policy covering all possible eventualities.

Relationship to ethos of the school

This policy is in keeping with the school ethos of providing a safe and secure environment for learning for all pupils and the wider school community.

 

Aims and Objectives

  • To develop a framework that effectively ensures, as far as is practicable, the safety of children while in school at play on the yard or while engaged in school-related activities
  • To observe and monitor behaviour patterns outside the confines of the classroom in school
  • To contribute to effective school management and comply with relevant legislation.

 

School Procedures

  • Teachers assume a duty of care at 9.20am.  A letter is sent to parents/ guardians in September reminding parents/ guardians that the Board of Management takes no responsibility for children on the premises before 9.10 a.m.
  • It is the policy of the school to supervise the school yard at all times during regular lunch breaks i.e. 11.00am to 11.10am and 12.30pm to 1.00pm.
  • A rota for supervision is drawn up by a post holder in consultation with Principal/staff and this rota is displayed on the staff room notice board.
  •  School rules as well as rules of the school yard are reviewed and revised as necessary and communicated to children regularly.
  • If a serious issue arises or parents indicate a worry about a particular child on the yard, teachers rostered for yard duty are informed of the concern so that the particular concerns can be addressed satisfactorily.
  • Teachers on supervision duty remain in the yard or on corridor (on a wet day) until the class teacher returns to class or collects the classes from the yard.
  • Teachers who will be absent on school business, attending an in-service course or on an Extra Personal Vacation (EPV) day can arrange to swap supervision duties with a willing colleague.
  • If a teacher is unexpectedly absent, a volunteer colleague will assume his/her duties in a reciprocal arrangement. This may be rostered as an Emergency Duty Rota.
  • Special Needs Assistants are on duty during lunch breaks. While these Assistants provide individual supervision for designated children with special educational needs, they can also act in an observing and reporting capacity, bringing instances of misbehaviour to the attention of the teacher on yard duty. The schools Anti-Bullying Policy and Code of Behaviour Policy cover incidents of misbehaviour.
  • Children with injuries/ illness are dealt with by the teacher on duty at lunchtime. A parent must request permission in writing for a child to stay in at break time due to serious ill health/injury.
  • First Aid boxes and Accident Report books are kept as a matter of procedure.
  • A record is kept in the office of all serious accidents. This is written up by the teacher/ SNA on duty who witnessed the accident. The insurance company are also informed if deemed necessary.
  • At home time teachers bring children to their designated exit door

Daily Routine

Reception of pupils:

 

  • All class levels assemble in a line at their designated assembly points inside the school back yard.
  • The principal/deputy principal or designated teacher opens the black gate on back yard at 9:10a.m. A bell is rung to inform the children and teachers that it is 9:20 a.m.
  • Teachers collect their classes at 9:20a.m. and proceed to their classrooms through the various entry points agreed by staff-back blue buzzer door, hall door and 6th class room external door.
  • Doors to the school are secured by electronic locks at 9.30 and entry to the school during the day is through the main front door.

Morning Break:

Infant- 6th Class

Coffee break is from 11.00 – 11.10 a.m. Two teachers supervise the classes on dry and wet days.

On dry days pupils go outside. All classes are brought to the main door by the class teacher and pupils go outside. Two teachers supervise the yard. SNAs are also on duty.

On wet days pupils stay indoors and two teachers supervise the classrooms and corridors. SNAs are also on duty.

Lunch Break:

Infant-6th class

  • Lunch break is 12.30p.m -1.00 p.m.
  • Two teachers are on duty for all of lunch break.
  • Children are supervised eating their lunches in the classrooms for the first 10 mins of lunch break by teachers on duty. The teachers on duty then supervise the lining-up and the exit of the pupils for yard time.
  • Special needs assistants supervise their assigned pupil in whichever yard their pupil is assigned.
  • The same roster applies for wet day supervision

 

In exceptional circumstances where an illness or an injury prevents a pupil from going outside during yard time, the pupil will be permitted to sit at the First Aid Station opposite the secretary’s office or supervised by one of their parents inside school hall.

       Dismissal of Pupils

  • Infants are dismissed at 2.00 p.m. All other classes are dismissed at 3.00 p.m.
  • Children in Junior Classes are collected from their teachers in the school yard.
  • Class teachers bring the older classes to the front area outside the main door and see the pupils off the premises.
  • For safety reasons, pupils must remain on the cemented area inside front black gate until they are collected.
  • Children in after school activities are the responsibility of the after school teacher.

 

Permission for children to leave school early

Permission must be obtained from the Principal/Deputy Principal/ Class teacher. Pupils leaving the school premises for dentist/ doctor appointments are collected by parent/ guardian from the secretary’s office and signed out. Generally speaking, pupils are not allowed to leave school with teenage siblings unless there is a written request from parents.

 

Toilets:

Children generally go to the toilets with the permission of the class teacher. Each child is encouraged to use the toilet before they go onto the yard. However, if they need to use the toilet, they ask permission of the teacher on duty. Pupils in senior classes are constantly reminded of the expectation of responsible behaviour if they are unaccompanied around the building.

 

Security Measures:

  • Pupils from Infants to Second class should go on a message in pairs under the supervision of their class teacher.
  • No child is allowed to open the front door from inside to allow a visitor access.
  • The main entrance doors are locked after 9.20 a.m. and are secured by code.
  • Parents are requested to make appointments to see Principal/ Class teacher.
  • The secretary will bring messages e.g. forgotten lunch, runners etc. to pupils in class to avoid unauthorised personnel walking unaccompanied around the building.

Pupils who leave school without permission:

If, for any reason, a child leaves the school without permission during the school day, parents/guardians will be notified immediately. Should the school be unable to contact the parents/ guardians, the Gardai will be notified.

Pupils who are not collected on time when school finishes:

The class teacher waits with the child at the dismissal door for a reasonable amount of time. He/she then proceeds to the school office with the child and contacts the parents/guardians/emergency contact numbers and organises for the timely collection of the child. If there are after-school clubs in operation, it can be agreed that the child can be left in the care of a teacher/project worker/coach/principal depending on the circumstances on the day.

In the unlikely event that no contact can be made and all school personnel are leaving the building, the Gardaí will be contacted by the principal teacher or his/her representative.

Special Provision

  • For out of school activities such as games, and tours, back up provision is put in place to ensure adequate levels of supervision. The level of supervision is usually one adult per 15 pupils with designated teachers/ assistants/adults in charge of specific groups.
  • If a teacher is called urgently from his/ her classroom to meet with a parent, another member of staff may be released to cover supervision of the pupils if this can be arranged. However, it is school policy to request parents to make prior appointments.
  • On wet days children remain in their classes at break times under the normal supervision rota. Two teachers supervise all classes. SNAs are also on duty in assigned classrooms.
  • When student teachers or visiting tutors/coaches are teaching subjects e.g. P.E.,   or other topics, the class teacher is always present in the room/hall.

Minor and serious incidents of misbehaviour will be dealt with in accordance with the school’s Code of Behaviour Policy and Anti- Bullying Policy.

 

Success criteria and Review

  • Ensuring a safe child- friendly school and school yard
  • Providing well organised and safe school activities
  • Reinforcing school rules on a regular basis
  • Reviewing supervision duties yearly (or sooner if the need arises)
  • Altering or adjusting procedures deemed to be inoperable
  • Evaluating and improving procedures regularly.

This policy was ratified by the Board of Management of Scoil Mhuire National School on 06/02/2020.

It will be available for parents on school website. It will be also available in the policy folder in the school office.

Chairperson’s  Signature:  Sr. Maeve Guinan  Date: 06/02/2020

Principal’s Signature:         Úna O’ Kelly             Date: 06/02/2020

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Code of Behaviour

 

The school has a central role in the children’s social and moral development just as it does in their academic development. In seeking to define acceptable standards of behaviour it is acknowledged that these are goals to be worked towards rather than expectations that are either fulfilled or not.

The children bring to school a wide variety of behaviour. As a community environment, in school we must work towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. It follows that acceptable standards of behaviour are those that reflect these principles.

Children need limits set for them in order to feel secure and develop the skills for co-operation. Therefore any rules will be age appropriate, with clear agreed consequences.

Parents can co-operate with the school by encouraging their children to understand the need for school rules, by visiting the school and by talking to the members of staff.

A code of behaviour is established to ensure that the individuality of each child is accommodated while at the same time acknowledging the right of each child to education in a relatively disruption free environment.

 

Aims of the Code

  • 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 facilitate the education and development of every child
  • 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

 

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, 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
  • To discourage physical aggression and encourage ‘Kind Hands, Kind Words, Kind Feet’. A Code of Conduct for staff and volunteers ensures that the rights of the children are upheld.

 

School Rules

  • Respect for self and others
  • Respect for other’s property
  • Respect other students and their learning
  • Kindness and willingness to help others
  • Follow instructions from staff immediately
  • Walk quietly in the school building
  • Courtesy and good manners
  • Readiness to use respectful ways of resolving difficulties and conflict
  • Ask permission to leave the classroom
  • Do your best in class
  • Take responsibility for your own work

These can be summed up as 6 main rules;

  • Respect/ Be nice
  • Do your best
  • Be tidy
  • Be Safe
  • Walk
  • Listen

Class Rules

At the beginning of each academic year, the class teacher will draft a list of class rules with the children.  These reflect and support the school rules, but are presented in a way that is accessible to the children.  Class rules should be kept to a minimum and are devised with regard for the health, safety and welfare of all members of the school community.  They should where possible 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.

Incentives

Part of the vision of Scoil Mhuire Mount Sackville is to help children achieve their personal best – academically, intellectually and socially.  We recognise that there are many different forms of intelligence and that similarly children use a variety of approaches to solve problems. All children deserve encouragement to attain their own best.  Children will be encouraged, praised and listened to at all times 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 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
  • A system of merit marks or stickers
  • Delegating some special responsibility or privilege
  • A mention to parent, written or verbal communication.

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.  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 serious misbehaviour:

  • Behaviour that is hurtful (including bullying, harassment, discrimination and victimisation)
  • Behaviour that interferes with teaching and learning
  • Threats or physical hurt to another person
  • Damage to property
  • Theft

Examples of gross misbehaviour:

  • Assault on a teacher or pupil
  • Bullying
  • Serious theft
  • Serious damage to property

 

 

 

Sanctions

The use of sanctions or consequences should be characterised by certain features;

  • It must be clear why the sanction is being applied
  • The consequence must relate as closely as possible to the behaviour
  • It must be made clear what changes in behaviour are required to avoid future sanctions
  • Group punishment should be avoided as it breeds resentment
  • There should be a clear distinction between minor and major offences
  • It should be the behaviour rather than the person that is the focus

The following steps will be taken when the children behave inappropriately.  They are listed in order of severity with one being for a minor misbehaviour and ten being for serious or gross misbehaviour.  The list is by no means exhaustive.  Teachers may put in place alternative measures bearing in mind the features by which sanctions should be characterised.  The aim of any sanction is to prevent the behaviour occurring again and if necessary to help the pupils devise strategies for this;

  1. Reasoning with pupil
  2. Verbal reprimand including advice on how to improve
  3. Temporary separation from peers within class
  4. Writing out the story of what happened/apology
  5. Loss of privileges
  6. Communication with parents
  7. Referral to Principal
  8. Principal communicating with parents
  9. Exclusion (Suspension or Expulsion) from school (in accordance with Rule 130 of the Rules for National Schools as amended by circular and Education Welfare Act 2000)

Sanctions should relate as closely as possible to the behaviour.

Pupils will not be deprived of engagement in a Curricular Area, except on the grounds of health & safety.

Before serious sanctions such as suspension or expulsion are used, the normal channels of communication between school and parents will be utilised.  Where it is proposed to detain a pupil after school hours, the parents or guardians will be notified.  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. Parents concerned will be invited to come to the school to discuss their child’s case.  Aggressive, threatening or violent behaviour towards a teacher or pupil will be regarded as serious or gross misbehaviour.

Where there are repeated instances of serious 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.  If the parents do not give an undertaking that the pupil will behave in an acceptable manner in the future the pupil may be suspended for a 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.

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 Local Welfare Education 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 Needs

All 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, the class teacher, SET team, SNA and 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.

 

Methods of 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 should be 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 are to be used at all levels within the school:

  • Informal parent/teacher meetings and Formal parent/teacher meetings
  • Children’s homework journal
  • Letters/notes from school to home and from home to school
  • Text a Parent
  • School Website

Ratified by the BOM on March 30th 2020

Signed: Sr. Maeve Guinan                         Signed:       Una O’ Kelly

Sr. Maeve Guinan                                                Úna O’ Kelly

Chairperson BOM Scoil Mhuire, Mount Sackville.      Principal

To be reviewed in April 2021

SCOIL MHUIRE SCHOOL MATHS PLAN(Click on link below)

http://scoilmhuiremountsackville.ie/school-maths-plan-2020-2021

SCOIL MHUIRE SCHOOL LANGUAGE CURRICULUM PLAN(Click on link below)

language Curriculum Policy (1)