Policies & Procedures

Code of Behaviour

Good behaviour is based on good relations between parents/guardians, child and school.

In Scoil Mhuire, Belcruit, we hope to foster this ideal in co-operation with our parents/guardians. We have adopted a positive code of behaviour with emphasis on encouragement and reward so that good behaviour can prevail in our school.

The Board of Management of the school has ultimate responsibility for behaviour in the school.  Within the school, the overall day-to-day responsibility for behaviour rests with the Principal.  Each teacher has the responsibility for the maintenance of good behaviour and good order within his/her classroom while sharing a common responsibility for good behaviour within the school premises.

Parents/guardians can support the school by encouraging their children to understand the need for school rules, and by communicating any relevant concerns to the school.

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 ensure that the school’s expectations and strategies are widely known and understood through the 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 positive behaviour, through example, honesty and courtesy.
  • Provide a caring and effective learning environment.
  • Encourage relationships based on kindness, respect and understanding of the needs of others.
  • Ensure fair treatment for all regardless of age, gender, race, ability and disability.
  • Show appreciation of the efforts and contribution of all.
  • To discourage physical aggression and encourage  ‘Kind Hands, Kind Words, Kind Feet’.

A Code of Conduct for staff, pupils and volunteers ensures that the rights of all are upheld.

School Rules

  1. We show respect for self and others
  2. We show respect for our own property and the property of others
  3. We show respect other students and their learning
  4. We are kind and willing to help others
  5. We follow instructions from staff immediately
  6. We walk quietly in the school building
  7. We show courtesy and good manners
  8. We try to use respectful ways of resolving difficulties and conflict
  9. We ask permission to leave the classroom/school.
  10. We do our best in class
  11. We take responsibility for your own work
  12. We wear the appropriate uniform.
  13. We follow our Healthy Eating Policy.

These can be summed up as 6 Golden Rules:

  1. We listen. We don’t interrupt.
  2. We are gentle. We don’t hurt others.
  3. We are honest. We tell the truth.
  4. We are kind. We are considerate.
  5. We work hard. We don’t waste time.
  6. We look after property. We don’t damage things.   

These 6 “Golden Rules” will be the main ones used for infant classes. Rules apply during school-time and during all school related activities.

Class Rules

At the beginning of each academic year, the class teacher will draft a list of class rules with the children, based closely on the “Golden Rules”. Class rules will be kept to a minimum and are devised with regard for the health, safety and welfare of all members of the school community.  Where possible they emphasise positive behaviour (e.g. ‘Walk’ and not, ‘Don’t run’).  Rules will be applied in a fair and consistent manner, with due regard to the age of the pupils and to individual difference.  Where difficulties arise, parents will be contacted at an early stage.

Incentives/Reward System                      

Part of the vision of Scoil Mhuire, Belcruit, is to help children achieve their personal best and thus prepare them for further education, life and work.  We recognise that there are many different forms of intelligence and similarly that children use a variety of approaches to solve problems.  Our reward system seeks to provide encouragement to all children of all abilities and talents. Children will be encouraged, praised and listened to by adults in the school. Praise is earned by the maintenance of good standards as well as by particularly noteworthy personal achievements. Rates of praise for behaviour should be as high as for work.

The following are some samples of how praise might be given:

  • A quiet word or gesture to show approval
  • A comment in a pupil’s copy or homework journal
  • A visit to another member of Staff or to the Principal for commendation
  • A word of praise in front of a group or class
  • Delegating some special responsibility or privilege
  • A mention to parent, written or verbal communication
  • ‘Bualadh Bos’ in class or special mention at assembly.

The Ticket System operates as follows:

  • Each child will be awarded with one ticket for good behaviour, showing kindness to others, kind gestures and achieving within their own academic abilities.
  • There is now maximum amount of tickets to be received within a month.
  • At the end of each month (every 4th Friday), tickets will be counted. The whole school will come together for a short assembly, where the students of the month for each classroom will be announced and presented a trophy and certificate along with the added bonus of choosing from: Homework pass; sit beside a friend of choice for the rest of the day; Teacher’s helper
  • Once a students name has been entered into the student of the month box it cannot be retracted.
  • Student of the month will be displayed in the school hallway.

Unacceptable Behaviour

Three levels of misbehaviour are recognised: Minor, Serious and Gross. All everyday instances of a minor nature are dealt with by the class teacher, or the supervising teacher at break-times.  In cases of repeated serious misbehaviour or single instances of gross misbehaviour parents will be involved at an early stage and invited to meet the teacher and/or the principal to discuss their child’s behaviour.

Examples of minor misbehaviour include:

  • Bringing electronic equipment or mobile-phones to school
  • Not wearing appropriate uniform; bringing in chewing-gum
  • Not following instructions.

Examples of serious misbehaviour include:

  • 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
  • Bringing dangerous equipment to school
  • Leaving school/school activities without permission.

Examples of gross misbehaviour include:

  • Assault on a teacher or pupil
  • Serious Theft inc. expensive equipment and/or personal items
  • Serious Damage to property
  • Serious bullying
  • Carrying drugs, alcohol, cigarettes

Bullying is repeated aggression – physical, verbal or emotional – conducted by an individual or group against another or others.

  • PHYSICAL: includes pushing, shoving, punching, kicking, poking, tripping, biting etc.
  • VERBAL: name calling which hurts, insults or humiliates.
  • EMOTIONAL: threats or persistent hurtful remarks regarding sensitive areas e.g. appearance, dress, progress, race, religion, culture, sexuality, disability and or Special Educational Needs. Isolating or shunning a child. Threats to extort money or possessions. “Cyber/text” bullying.

The school takes particular care to intervene early in responding to the needs, fears or anxieties of individual members in a sensitive manner.

Issues in relation to Bullying are explored continually during SPHE lessons and using Circle Time, Drama etc.

Should a parent/guardian have any concerns which need to be discussed with a teacher, all staff members are more than willing to facilitate a meeting, made through the proper channels i.e. a phone call to the office, or a note to the class teacher to arrange a convenient time for both parties. The first person to be informed should be the class teacher.

This arrangement ensures that all concerns are dealt with in a dignified, meaningful manner, without infringing on valuable teaching time.

Isolated incidents of aggressive behaviour, while not to be condoned, cannot be described as bullying.

Incidents of bullying will be dealt with in the same manner as breaches of discipline – already outlined in our Code of Behaviour.

In the case where a parent reports a bullying incident, the school reserves the right to inform the relevant parties of the identity of the person making the complaint, when this is deemed necessary.

Sanctions

 

The purpose of a sanction is to bring about a change in behaviour by:

  • helping students to learn that their behaviour is unacceptable
  • helping them to recognise the effect of their actions and behaviour on others
  • helping students (in ways appropriate to their age and development) to understand that they have choices about their own behaviour and that all choices have consequences
  • helping them to learn to take responsibility for their behaviour.

A sanction may also:

  • reinforce the boundaries set out in the code of behaviour
  • signal to other students and to staff that their wellbeing is being protected.

In instances of more serious breaches of school standards, sanctions may be needed to:

  • prevent serious disruption of teaching and learning
  • keep the student, or other students or adults, safe.

The following steps will be taken when a child behaves inappropriately.  The list is by no means exhaustive.  Teachers may put in place alternative measures bearing in mind the circumstances involved. The aim of any sanction is to prevent the behaviour occurring again and if necessary to help the pupil devise strategies for this.

  1. Reasoning with pupil
  2. Verbal reprimand including advice on how to improve
  3. Temporary separation from peers within class and/or temporary removal to another class
  4. Prescribing extra work
  5. Loss of privileges
  6. Detention during break or after school
  7. Communication with parents
  8. Referral to Principal
  9. Principal communicating with parents
  10. 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)

Usually sanctions will relate as closely as possible to the behaviour.

Suspension and Expulsion

Before serious sanctions such as detention, suspension or expulsion are used, the normal channels of communication between school and parents will be utilised. Communication with parents may be verbal or by letter depending on the circumstances.

For gross misbehaviour or repeated instances of serious misbehaviour suspension may be considered. 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 Education Welfare Officer in writing in accordance with Section 24 of the Education Welfare Act.

Removal of Suspension (Reinstatement)

Following or during a period of suspension, the parent/s may apply to have the pupil reinstated to the school. The parent/s must give a satisfactory undertaking that a suspended pupil will behave in accordance with the school code and the Principal must be satisfied that the pupil’s reinstatement will not constitute a risk to the pupil’s own safety or that of the other pupils or staff. The Principal will facilitate the preparation of a behaviour plan for the pupil if required and will re-admit the pupil formally to the class.

Children with Special 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 and the class teacher, learning support/ resource teacher, and or principal will work closely with home to ensure that optimal support is given.   Cognitive development will be taken into account at all times.  Professional advice from psychological assessments will be invaluable.

The children in the class or school may be taught strategies to assist a pupil with special needs adhere to the rules and thus provide peer support.  This will be done in a supportive and safe way, acknowledging and respecting the difference in all individuals.

Communicating with Parents

Communicating with parents is central to maintaining a positive approach to dealing with children. Parents and teachers should develop a joint strategy to address specific difficulties, in addition to sharing a broader philosophy which can be implemented at home and in school.

A high level of co-operation and open communication is seen as an important factor encouraging positive behaviour in the school. Structures and channels designed to maintain a high level of communication among staff and between staff, pupils and parents have been established and are being reviewed regularly.

Parents are encouraged to talk in confidence to teachers about any significant developments in a child’s life (in the past or present), which may affect the child’s behaviour.

The following methods of communication are to be used within the school:

  • Informal/formal parent/teacher meeting
  • Through children’s homework journal  (infants do not have a homework journal, please check bags for notes)
  • Letters/notes from school to home and from home to school
  • School notice board
  • Newsletters/school web-site/e-mails
  • TextaParent service.

Anti – Bullying Policy

School Position on Bullying

The Scoil Mhuire, Belcruit school community believes that each pupil has a right to an education free from fear and intimidation.

The school regards bullying as a serious infringement of individual rights and a serious threat to the self-esteem and self-confidence of targeted pupil(s).  Therefore it does not tolerate bullying of any kind.

Every report of bullying is treated seriously and dealt with, having due regard for the well being of the targeted pupil(s) and the perpetrator(s).

An ‘Anti-Bullying Team,’ made up of staff members, exists to cultivate an environment free from bullying.

The immediate priority, should a bullying incident occur, is ending the bullying, (thereby protecting the person(s) being targeted) and resolving the issues and restoring the relationships involved insofar as is practicable using a “Reform, not Blame” approach.

All pupils are expected to contribute to the creation and maintenance a safe environment in the school.  On becoming aware of any bullying situation, in or outside the school, involving members of the school community they should notify a trusted responsible adult.  Bullying behaviour is too serious not to report.

Pupils’ participation in school life in general is encouraged through existing school structures.  Awareness of bullying, and willingness to take action to prevent or stop it, is part of this participation.

Anti – Bullying Policy

  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, Belcruit has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour.  This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.

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:

  • 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; and promotes respectful relationships across the school community.
  • Effective leadership;
  • A school-wide approach;
  • 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 explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying; (Homophobia encompasses a range of negative attitudes and feelings towards homosexuality or people who are identified or perceived as being lesbian, gay, bisexual or transgender. Transgender is a range of negative attitudes and feelings towards transsexuality and transsexual or transgender people, based on the expression of their gender identity.)
  • Effective supervision and monitoring of pupils;
  • Supports for staff;
  • Consistent recording, investigation and follow up of bullying behavior (including use of established intervention strategies); and
  • On-going evaluation of the effectiveness of the anti-bullying policy

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 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 should be dealt with, as appropriate, in accordance with the school’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 the school’s code of behaviour.

This definition includes a wide range of behaviour, whether verbal or written, whether physical or social, whether targeting person or property, whether carried out directly or indirectly or through any electronic or other medium, which could harm a pupil or undermine her/his self-esteem or self-confidence. 

Appendix 1 gives a list of 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.

4. The “Relevant Teacher(s)” for investigating and dealing with bullying in this school is/are as follows:

Ms. Comack for Junior Infants – 2nd  Class,

Ms. O Donnell for 3rd-6th Class,

(“At primary level, the relevant teacher will normally be the class teacher.” Procedures 6.8.3).

5. The education and prevention strategies (including strategies specifically aimed at cyber-bullying and identity based bullying) used by the school are as follows:

  • The anti-bullying module of the SPHE programme as it applies during each school year,
  • At least five awareness-raising exercises per school year for each class group (e.g. from the “Awareness-Raising” strand of the Anti-Bullying Campaign, via its website), pro-actively explaining the nature and variety, causes, consequences and unacceptability of bullying.

– Pupils are helped to examine the issue of bullying in a calm rational way, outside of the tense context of particular bullying incidents.  In the process they are made more aware of the nature of bullying and the various forms that it can take.

-Pupils are made aware that the consequences of bullying behaviour are always bad for those who are targeted, even if this is not always obvious at the time.

-Pupils are encouraged to recognise, reject and report bullying behaviour, either spontaneously or through questionnaires that are regularly used in the school.

Through presentations or other exercises, the school staff and parents/guardians are made aware of the nature of bullying and the signs that might indicate that a pupil is being bullied.  They are encouraged to be vigilant in watching out for signs of bullying and to report any suspicion of bullying they may have to the “Relevant Teacher” (in the case of staff members) or any staff member (in the case of parents/guardians).

Through regular reports on school website and other communications as well as at meetings with parent/guardian groups parents/guardians are regularly informed of the activities of the school ‘Anti-Bullying Team’ and encouraged to support its work.An annual anti-bullying/friendship day/week

6.The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour, (e.g. the six step approach available from the “Dealing with Incidents” section of the Anti-Bullying Campaign website) are as follows:

  • The ‘Relevant Teacher’ investigates all instances of reported or suspected bullying behaviour, whether these take place within the school or outside it, with a view to establishing the facts and bringing any such behaviour to an end.  
  • The School, through the ‘Relevant Teacher’ reserves the right to ask any pupil to write an account of what happened, as part of an investigation.  This will be a standard procedure and does not necessarily imply that a pupil is guilty of misbehaviour.
  • Pupils who are alleged to have been involved in bullying behaviour are interviewed by the ‘Relevant Teacher’ to establish the nature and extent of the behaviour and any reasons for it.  In the event that they have been involved in bullying behaviour they are asked to sign a binding promisethat they will treat all pupils fairly, equally and respectfully including the targeted pupil(s).
  • The ‘Relevant Teacher’ does not apportion blame but rather treats bullying behaviour as a “mistake” that can and must be remedied.  S/he emphasises that the intention is not to punish perpetrators but to talk to them, to explain how harmful and hurtful bullying is and to seek a promise that it will stop.  If that promise is forthcoming and is honoured there will be no penalty and that will be the end of the matter.  Pupils who report bullying therefore are not getting others “in trouble” so much as enabling them to get out of trouble into which they may ultimately get if the bullying continued.
  • When an investigation is completed and/or a bullying situation is resolved the ‘Relevant Teacher’ will complete a report, to include the findings of the investigation, the strategy adopted and the outcome of the intervention, as well as any other relevant information.
  • If a pupil has signed such a promise but then chooses to break that promise and continue the bullying behaviour, this can then no longer be considered a “mistake.”  In this event parent(s)/guardian(s) will be informed and requested to countersign their daughter/son’s promise.  Breach of this additional promise by further bullying behaviour is regarded as a very grave matter and a serious sanction may be imposed by the school authorities (See sanctions below).
  • All documentation regarding bullying incidents and their resolution is retained securely in the school.
  • Sanctions:

Where a pupil has been found to be engaged in bullying behaviour, has formally promised to stop and has broken that promise, any of the following sanctions may be imposed:

  • S/he may be required to sign another promise, this time countersigned by a parent/guardian;
  • Parent(s)/guardian(s) may be contacted by the ‘Relevant Teacher’ and informed of the nature and extent of the bullying behaviour with a view to agreeing a strategy whereby a promise to end the bullying behaviour would be honoured;
  • Parent(s)/guardian(s) may be invited to a meeting with the ‘Relevant Teacher’ and the Principal and the pupil may be suspended from school. 
  • The case may be referred to the Board of Management and the pupil may be expelled from the school.

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

  • Bullied pupils:

-Ending the bullying behaviour,

-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 awareness-raising programme,

-Indicating clearly that the bullying is not the fault of the targeted pupil through the speedy identification of those responsible and speedy resolution of bullying situations,

-After resolution, enabling bullied pupils to complete a victim-impact statement,

-Making adequate 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,

  • Bullying pupils:

-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 honorable thing and giving them praise for this,

-Making adequate counseling 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 child,

-In dealing with bullying behaviour seeking resolution and offering a fresh start with a “clean sheet” and no blame in return for keeping a promise to reform.

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.

9. The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps as 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.

  1. This policy was adopted by the Board of Management on 25/02/2015.
  1. This policy has been made available to school personnel, will be published on the school website and provided to the Parents’ Association. All parents will be made aware of this policy’s existence and are welcome to come in and view in the office. A copy of this policy will be made available to the Department of Education and Skills and to the patron if requested.

12. 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, published on the school website.  A record of the review and its outcome will be made available to the Department of Education and Skills and to the patron if requested.

Appendix 1

Bullying 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 ideas,

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.

Healthy Eating Policy

Introduction:

Scoil Mhuire, Belcruit aims to promote and maintain a healthy eating policy in the school at all times for the benefit of all pupils.

We will encourage the children with the help of parents to have a healthy lunch box, including such foods as sandwiches, rolls, wraps, fruit, cheese strings, any type of vegetable, yoghurt, cereal bars, milk, apple/orange juice or water or any other healthy food that is not mentioned in our list.

We have a ban on crisps, popcorn, chocolate and fizzy drinks.

All children will get appropriate time to eat their lunch before leaving the classroom, 10.50-11.00 a.m and 12.20 – 12.30 p.m.

Aims:

To educate children about the correct/incorrect foods to consume daily

To educate children to maintain a healthy balanced diet

To encourage children from all classes to participate and promote healthy eating throughout the school year

To make the ‘Food Pyramid’ known to the children

Exception:

We normally have 2-3 school parties a year, before Christmas, at Easter and summer closing. On these days and because of their hard work the children will be given a treat e.g. Sweets/Crisps.

On occasion teachers will give out treats (e.g. Sweets) to reward good behaviour or hard work.

Success Criteria:

Reports from pupils, parents and staff

Projects/displays made by the children

Responsibility:

Principal, teachers and staff and you the parent who provides the lunch

Starting date for Healthy Eating Policy:

The first day of term every year to the last day of the school term at the end of the year.

Substance Use Policy

Scoil  Mhuire

                                         Belcruit

Scope of Policy

This Policy applies to all students, teachers, parents and other users of the school premises.  It applies during school time (including breaks) and to all school related activities.

Relationship to Schools Ethos and Mission Statement.

The substance use policy reflects the school ethos in that it will help towards the provision of a well-ordered, caring, happy and secure atmosphere where the intellectual, spiritual, physical, moral and cultural needs of the pupils are addressed.  Also it will help to enhance the self-esteem of everyone in the school community and imbue in the pupils respect for people and property and encourage in them the idea of being responsible.

Rationale:

The world in which we live presents young people with many challenges that affect their health and well being.  Exposure to alcohol, tobacco and drug is part of this reality.  Schools need to reflect upon how they might provide for the needs of their students in this area and respond appropriately to what are sometimes sensitive and emotive issues.

  • The Education Act (1998) provides that schools should promote the social and personal development of students and provide health education for them.
  • The National Drugs Strategy, “Building on Experience”, is now Government Policy and it requires schools to have a substance use policy in place.
  • The recent report from the National Advisory Committee on Drugs entitled “Drug Use Prevention” (Nov. 2001) underlines the importance of schools developing substance use policies.
  • The 2003 European School Survey Project on Alcohol and other Drugs (E.S.P.A.D.) report highlighted the seriousness of the problem among 16 year olds in Ireland, as compared to the other 34 E.S.P.A.D. countries surveyed.  Alcohol was identified as being the dominant drug of misuse in Ireland, with girls ranking higher than boys in terms of regular alcohol use. In terms of drug use in Ireland, there was a notable increase in lifetime use of any illicit drug between 1999 (32%) and 2003 (40%), up eight per cent.

Definition of a Drug  ( Walk  Tall – Book 6  P.116)

A drug can be defined as a chemical, which causes changes in the way the human body functions mentally, physically or emotionally.  For the purpose of this policy we are concerned with drugs which have the power to change a previous mood and the way a person thinks about things and drugs or which the taker may become physically or more often psychologically dependent. 

Goals/Objectives:

To set out in writing the framework within which the whole school community manages issues relating to substance use.

  1. To reflect the unique ethos of our school.
  2. To develop a shared understanding of the term “drugs”
  3. To gain an understanding of why children and young people use drugs
  4. To influence people towards healthier activities and away from the need to use drugs
  5. To help develop sensible attitudes to drugs
  6. To help prevent the child from becoming a drug misuser
  7. To help the child develops personal strengths and values that can reduce the likelihood that he/she will become involved in drugs.
  8. Develop in the child an awareness of the issues surrounding substance use
  9. Through our S.P.H.E. (Social, Personal & Health Education) Programme we seek to develop a framework for education concerning substance use in terms of providing information helping the child developing a common sense approach to alcohol, drugs and everyday substances that can be abused.

Policy Content:

The policy content is divided into 3 sections

  1. Education concerning substance use
  2. Management of alcohol, tobacco and drug-related incidents
  3. Provision for training and staff development

(i) Education concerning substance use: (Check SPHE  Plan)

The education of alcohol, tobacco and drugs is provided within the broader context of a Social, Personal and Health Education (S.P.H.E.) programme which is developmental and delivered within the context of a supportive whole school environment.  We believe the “WALK TALL” programme to be of optimum value in addressing these issues across the whole school community in an age-appropriate manner.

The use of an outside visitor/speaker (nurse, garda, social worker, Dept of Education facilitator) to enhance the work done in class may be considered in context of the full SPHE programme.

(ii) Management of alcohol, tobacco and drug related incidents;

Smoking

School Policy

-The school is a restricted smoking area.

-Students are not permitted to smoke or possess cigarettes on the school premises or in any other place during school related activities.

-Visitors will comply with the restricted smoking policy.

-Pupils found smoking on school premises will be reported to the Principal and parents will be informed.

Alcohol

School Policy:

-The school is an alcohol free area.

-Pupils will not be allowed to bring alcohol into the school or to consume alcohol in school or during any school activities.

-If a teacher is of the opinion that a student is under the influence of alcohol, s/he will immediately inform the Principal and consult on what action should be taken.

-Where a student comes to school under the influence of alcohol, their parents will be called in to take them home.

– In the case where the child is under the influence of alcohol and where the parent/guardian is unable or unwilling to remove the child/children the local doctor or medical services will be contacted.

– If alcohol is required for an adult only school function, permission shall be sought from the B.O.M.

Illicit Drugs, Paraphernalia and Solvents

School Policy:

-Students are forbidden from being in possession of or using illicit drugs or misusing solvents in the school premises.

– Teachers are advised not to transport illicit substances at any time.

– In the case of suspected or actual possession or use of illegal drugs on the school premises or on a school related activity, every effort will be made to locate the offending substance and/or associated paraphernalia and remove same to locked secure location.

– The following Parties will be informed immediately:

  • Chairperson of Board of Management
    • Gardai
    • Parents/Guardians will be contacted and requested to present themselves at the school or location of the school related activity where they will be informed of the incident.

Solvents  we  do  not  allow  in  the  school or  when  going  on  school  outings are – aerosols  and  nail  varnish. We  advise  parents  that  roll  on  deodorants  should  be  sent  with  children  when  they  are  going  to  sporting  events, (e.g. swimming, football  matches, athletics etc.)

All  solvent  based  products  we  have  in  the  school  are  kept  in  a  safe  place.

– In the case where the child is under the influence of drugs, and where the parent/guardian is unwilling to remove the child/children in question, the local doctor or medical services will be contacted

-If a teacher is of the opinion that a student is under the influence of illicit drugs or misusing solvents, s/he will immediately inform the Principal and consult on what action should be taken. Substance should be confiscated, and  the  Incident will  be  investigated. The parents of pupils  involved  will  be  informed. Disciplinary  action  will  be  taken  in  line  with  our  Code  of  Behaviour.

-Where the school suspects trafficking of illicit drugs, an investigation will be carried out. Parents of any student involved will be informed. The advice and assistance of the Garda Juvenile Liaison Officer will be sought.

-The school B.O.M. will expect parents to inform the Principal or teacher if they suspect their child of drug taking. If  a  staff  member  becomes  aware  of  a  parent  under  the  influence  of  a  substance  and  is  incapable  of  caring  for  the  child  all  reasonable  steps  will  be  taken  to  help  the  welfare  of  the  child. The  school  will  endeavour  to  contact  another  member  of  family  and  or  Gardai.

The school will endeavour to respond to incidents involving alcohol, tobacco and drug use in a planned and considered way.  In certain cases it may be necessary to seek legal advice. All  incidents  will  be  recorded.  Due care will be taken in deciding on the nature of the response i.e. pastoral or disciplinary.  An appropriate pastoral response to an incident involving alcohol, tobacco or drug use may include referral to a support agency.  Expulsion is the ultimate sanction and it is stressed that this measure is only used as a last resort as it can have the effect of alienating a student from mainstream sources of help and may result in this student coming more involved in the culture of drugs abuse.  Where a member of staff requires support, schools may consider facilitating links with a support agency.  The school policy will seek to inform teachers about issues relating to confidentiality and appropriate reporting procedures.  Parents and / or Guardians will be informed of the incident and where deemed necessary, the Health Board and Gardí also.

(iii)  Provision for Training and Staff Development

Teachers have already undergone training in the Walk Tall and S.P.H.E. Programmes.

An effective policy needs to be supported by an on-going commitment from the Board of Management to training and staff development.  At present primary schools are assisted in this area by the PPDS and Walk Tall Support Office (for Local Drugs Task Force Area Primary Schools) Health Boards also provide a wide range of support for schools including Health Education and Health Promotion, Smoking Cessation Support and Adolescent Counselling Service.

Roles & Responsibilities

The school wishes to make clear that the primary role of substance misuse prevention rests with the parents.

The Teacher’s Role:

The role of the teacher in the active learning environment is like that of a facilitator.  This may initially involve planning and setting up the structures for an active learning approach by initiating ground rules for discussions/debates.

  • Listen when someone else is talking
  • Put-downs are not allowed
  • No one is named in a negative way

However as important as what is done is how it is done.  Important considerations are the building of trust, respect and positive regard for all, developing and maintaining good relationships between teacher and pupils, and among the pupils themselves, and having clear goals, expectations and learning objectives.  The teacher as facilitator encourages children to share ideas and opinions, ask questions, and, as appropriate, devolve responsibility to the group for answers and outcomes.  The value of discussion during or after an activity should not be underestimated as it can deepen understanding leading to better learning for all.  However the teacher is also a leader and the entire process is one of leading children towards valuing what is good.

Success Criteria:

Substance Misuse Prevention is a complex and demanding task which needs to be approached in the context of increasing drug use among young people.  No one group holds the key to prevention; rather a co-operative approach is required.  The importance of schools in the context of an overall prevention strategy is acknowledged in the development of school-based programmes such as Walk Tall.  The success of any programme will be influenced greatly by what is happening both inside and outside school to support young people to make healthy lifestyle choices.

This Policy will be reviewed every  two  years  and  when  the  need  arises.

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