@2020 Scoil Mhuire
Scoil Mhuire Mount Sackville, Dublin
Sisters of St. Joseph of Cluny
(01) 82 13105
Tower Road, Chapelizod, Dublin 20, D20 HX04
09:20 - 15:00
Monday to Friday
(01) 82 13105
Tower Road, Chapelizod, Dublin 20, D20 HX04
09:20 - 15:00
Monday to Friday
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.
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.
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.
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.
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 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.
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:
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.
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:
Support for pupils who have been identified as having engaged in bullying behaviour as follows:
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.
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.
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.
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
Bullying (intentional, repetitive, hurtful behaviour) can take a number of forms. These may include any of the following (this list is not exhaustive):
Shouting and uncontrolled anger
Offensive language directed at an individual
Continually shouting or dismissing others
Public verbal attacks/criticism
Offensive gestures and unwanted physical contact
Treating in a dictatorial manner
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
Stealing/damaging books or equipment
Stealing/damaging clothing or other property
Demanding money with menaces
Persistently moving, hiding or interfering with property
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
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
Template for recording bullying behaviour (Taken from appendix 3 Anti-bullying Procedures for Primary and Post-Primary Schools 2013)
Homophobic Disability/SEN related
Racist Membership of Traveller community
Signed ______________________________ (Relevant Teacher) Date ___________________________
Date submitted to Principal/Deputy Principal ___________________
School Address: Tower Rd, Chapelizod, Dublin 20
Roll number: 17891J
School Patron/s: Archbishop of Dublin
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.
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:
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.
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.
Scoil Mhuire will not discriminate in its admission of a student to the school on any of the following:
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.
This school shall admit each student seeking admission except where –
|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.
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.
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).
All decisions on applications for admission to Scoil Mhuire will be based on the following:
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.
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).
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.
An offer of admission may not be made or may be withdrawn by Scoil Mhuire where—
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).
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.
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.
|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.
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-
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.
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.
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
This policy applies to all staff and children during school hours, break times, and on all school-related activities.
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
Reception of pupils:
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.
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
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.
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.
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.
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
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
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
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:
These can be summed up as 6 main 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.
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;
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:
Examples of gross misbehaviour:
The use of sanctions or consequences should be characterised by certain features;
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;
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.
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:
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)
SCOIL MHUIRE SCHOOL LANGUAGE CURRICULUM PLAN(Click on link below)