2nd Class in the middle of their Christmas Play - "The Odd-Job Reindeer"Monday, December 22, 2008
Friday, December 19, 2008
School Policy on use of the Internet - section relevant to this blog.
School Website
Pupils may create projects, artwork or writing which would be suitable for publication on the World Wide Web. The work will appear in an educational context on web pages with a copyright notice prohibiting the copying of such work without express written permission. The home address or telephone numbers of pupils will not appear with such work.
Photographs of Pupils
Placing images on the Internet creates concerns and a professional dilemma. Photographs help develop the effectiveness, usefulness and interest in the website. In the current climate it has to be done with firm guidelines. Guidelines from the Dept. of Education & Science were received and are implemented in the school. These guidelines include:
1. Children’s work should appear in an educational context prohibiting copying of the work without permission from the school.
2. No contact details should appear with such work.
3. Small group photos should be avoided, large groups where possible.
4. There should be no names or contact details included in any such photos.
5. A school or work email address should be used, not a personal one.
Pupils may create projects, artwork or writing which would be suitable for publication on the World Wide Web. The work will appear in an educational context on web pages with a copyright notice prohibiting the copying of such work without express written permission. The home address or telephone numbers of pupils will not appear with such work.
Photographs of Pupils
Placing images on the Internet creates concerns and a professional dilemma. Photographs help develop the effectiveness, usefulness and interest in the website. In the current climate it has to be done with firm guidelines. Guidelines from the Dept. of Education & Science were received and are implemented in the school. These guidelines include:
1. Children’s work should appear in an educational context prohibiting copying of the work without permission from the school.
2. No contact details should appear with such work.
3. Small group photos should be avoided, large groups where possible.
4. There should be no names or contact details included in any such photos.
5. A school or work email address should be used, not a personal one.
The school will endeavour to ensure:
· That no individual pupils will be named in any photographs.
· The work of pupils, if shown individually, will be accredited to pupils.
· Group photos, e.g. class groups and school teams will not include any names or details.
· The official school email address cahirboys@eircom.net is the contact address on the website.
· That no individual pupils will be named in any photographs.
· The work of pupils, if shown individually, will be accredited to pupils.
· Group photos, e.g. class groups and school teams will not include any names or details.
· The official school email address cahirboys@eircom.net is the contact address on the website.
Wednesday, December 17, 2008
Welcome & Calendar
Welcome to the new website link for Cahir Boys NS. It is hoped that school news and events shall be transmitted using this blog. A full website is under construction but until then this blog system will help communicate school events.
The school calendar is always a necessary item of information so:
Calendar
Christmas Holidays: December 23rd 2008
Second Term: Start Jan 7 2009
First Penance: Tuesday, February 17th
Mid-term: Feb 19th & 20th
Confirmation: Sunday, March 15th
St. Patrick’s Day: March 17th 2009
Easter Holidays: 3 April 2009
Third Term: Start 20th April 2009
Bank Holiday: May 4th 2009
First Holy Communion: Sat, May 16th
Mid-term: May 25-29 2009
Bank Holiday: June 1st 2009
Summer Holidays: June 30th 2009
Please note dates of Religious Ceremonies
The school calendar is always a necessary item of information so:
Calendar
Christmas Holidays: December 23rd 2008
Second Term: Start Jan 7 2009
First Penance: Tuesday, February 17th
Mid-term: Feb 19th & 20th
Confirmation: Sunday, March 15th
St. Patrick’s Day: March 17th 2009
Easter Holidays: 3 April 2009
Third Term: Start 20th April 2009
Bank Holiday: May 4th 2009
First Holy Communion: Sat, May 16th
Mid-term: May 25-29 2009
Bank Holiday: June 1st 2009
Summer Holidays: June 30th 2009
Please note dates of Religious Ceremonies
Tuesday, December 16, 2008
Enrolment Policy
Enrolment Policy
School Mission Statement:
Cahir Boys NS, a Roman Catholic boys School under the patronage of the Bishop of Waterford & Lismore, aims at promoting the full and harmonious development of all aspects of the person of the pupil: intellectual, physical, cultural, moral and spiritual, including a living relationship with God and with other people. The school models and promotes a philosophy of life inspired by belief in God and in the life, death and resurrection of Jesus Christ. Cahir Boys NS provides Religious Education for the pupils in accordance with the doctrines, practices and tradition of the Roman Catholic Church and promotes the formation of the pupils in the Catholic Faith.
School Aims and Objectives
· To enable the pupil to live a full life as a child.
· To prepare the children for life by teaching true Christian Values and helping them to practise and cherish those values in daily life.
· To prepare the pupils to take their place with confidence in Second-Level schools.
· To assist the pupils in becoming full and useful members of society.
· To support the teachers in developing programmes of learning suitable to the abilities and ages of the pupils.
· To develop teacher – parent relations to benefit the learning environment of each individual pupil.
1. Parents seeking to enrol their children in Cahir Boys National School are requested to return a completed Enrolment Application Form (available in the office).
2. The names of children for whom Enrolment Application forms have been returned, will be placed on a class waiting list.
3. Equality of access is the key value that determines the enrolment of children to our school. No child is refused admission for reasons of ethnicity, special educational needs, disability, language/accent, traveller status, asylum-seeker/refugee status, religious/political beliefs and values, family or social circumstances.
4. While recognising the right of parents to enrol their child in the school of their choice, the Board of Management of Cahir Boys National School is also responsible to respect the rights of the existing school community and in particular, the children already enrolled. This requires balanced judgements, which are guided by the principles of natural justice and acting in the best interest of all children. Assisting the school in such circumstances, the Board of Management reserves the right to determine the maximum number of children in each separate classroom bearing in mind:
a. size of / available space in classrooms
b. educational needs of children of a particular age
c. multi-grade classes
d. presence of children with special educational/behavioural needs
e. DES maximum class average directives (currently a maximum average of 30 children)
5. In the event of the number of children seeking enrolment in any given class/standard exceeding the number of places available preceding or during the school year (due to the Board of Management being unable to provide suitable accommodation, or recruit the required teaching staff) the following criteria will be used to prioritise children for enrolment:
a. Brothers (including step-siblings, residing at the same address) of children already enrolled – priority to oldest
b. Children living within the parish (in the case of parish schools) – priority to oldest
c. Children of current school staff – priority to oldest
d. Children whose home address is closest to the school (as measured by a straight line on OS map) if the child is normally resident outside the parish/agreed catchment area
e. In the event of being unable to enrol a child/children from categories a, b, or c, in a given class at the beginning of a year, or mid-year, such children will receive priority (in order of a, b, c,) for the subsequent school year over other children on the waiting list.
6. Other pupils are enrolled during the school year (if newly resident in the area)
7. Pupils wishing to transfer from other schools are enrolled subject to the Rules governing National Schools, as well as our own school’s enrolment policy and local agreements with other schools.
8. Children with special needs will be resourced in accordance with the level of resources provided by the Department of Education and Science to the Board of Management.
9. 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 designed and resourced to specifically cater for the needs of children with special educational needs.
10. 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 Parents/Guardians responsible for ensuring that their child/children co-operate with said policies in an age-appropriate way. In accordance with the Department of Education’s rules for National Schools these policies may be added to and revised from time-to-time.
School Mission Statement:
Cahir Boys NS, a Roman Catholic boys School under the patronage of the Bishop of Waterford & Lismore, aims at promoting the full and harmonious development of all aspects of the person of the pupil: intellectual, physical, cultural, moral and spiritual, including a living relationship with God and with other people. The school models and promotes a philosophy of life inspired by belief in God and in the life, death and resurrection of Jesus Christ. Cahir Boys NS provides Religious Education for the pupils in accordance with the doctrines, practices and tradition of the Roman Catholic Church and promotes the formation of the pupils in the Catholic Faith.
School Aims and Objectives
· To enable the pupil to live a full life as a child.
· To prepare the children for life by teaching true Christian Values and helping them to practise and cherish those values in daily life.
· To prepare the pupils to take their place with confidence in Second-Level schools.
· To assist the pupils in becoming full and useful members of society.
· To support the teachers in developing programmes of learning suitable to the abilities and ages of the pupils.
· To develop teacher – parent relations to benefit the learning environment of each individual pupil.
1. Parents seeking to enrol their children in Cahir Boys National School are requested to return a completed Enrolment Application Form (available in the office).
2. The names of children for whom Enrolment Application forms have been returned, will be placed on a class waiting list.
3. Equality of access is the key value that determines the enrolment of children to our school. No child is refused admission for reasons of ethnicity, special educational needs, disability, language/accent, traveller status, asylum-seeker/refugee status, religious/political beliefs and values, family or social circumstances.
4. While recognising the right of parents to enrol their child in the school of their choice, the Board of Management of Cahir Boys National School is also responsible to respect the rights of the existing school community and in particular, the children already enrolled. This requires balanced judgements, which are guided by the principles of natural justice and acting in the best interest of all children. Assisting the school in such circumstances, the Board of Management reserves the right to determine the maximum number of children in each separate classroom bearing in mind:
a. size of / available space in classrooms
b. educational needs of children of a particular age
c. multi-grade classes
d. presence of children with special educational/behavioural needs
e. DES maximum class average directives (currently a maximum average of 30 children)
5. In the event of the number of children seeking enrolment in any given class/standard exceeding the number of places available preceding or during the school year (due to the Board of Management being unable to provide suitable accommodation, or recruit the required teaching staff) the following criteria will be used to prioritise children for enrolment:
a. Brothers (including step-siblings, residing at the same address) of children already enrolled – priority to oldest
b. Children living within the parish (in the case of parish schools) – priority to oldest
c. Children of current school staff – priority to oldest
d. Children whose home address is closest to the school (as measured by a straight line on OS map) if the child is normally resident outside the parish/agreed catchment area
e. In the event of being unable to enrol a child/children from categories a, b, or c, in a given class at the beginning of a year, or mid-year, such children will receive priority (in order of a, b, c,) for the subsequent school year over other children on the waiting list.
6. Other pupils are enrolled during the school year (if newly resident in the area)
7. Pupils wishing to transfer from other schools are enrolled subject to the Rules governing National Schools, as well as our own school’s enrolment policy and local agreements with other schools.
8. Children with special needs will be resourced in accordance with the level of resources provided by the Department of Education and Science to the Board of Management.
9. 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 designed and resourced to specifically cater for the needs of children with special educational needs.
10. 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 Parents/Guardians responsible for ensuring that their child/children co-operate with said policies in an age-appropriate way. In accordance with the Department of Education’s rules for National Schools these policies may be added to and revised from time-to-time.
Anti-Bullying Policy
ANTI - BULLYING POLICY
Introductory Statement
Cahir Boys National School endeavours to provide a positive and caring environment for all members. Our anti-bullying policy aims to foster and assist the making of such an environment.
We want our school to be a caring school, free from intimidation by word, deed, look or exclusion; a place where every person feels cared for and listened to.
We do not condone bullying behaviour in our school. We know that bullying thrives on secrecy and that bullies rely on silence. The more people are aware and the more people who "tell" the easier it is to stop bullying behaviour. We want our school to be a telling and sharing school and we encourage our members to tell someone.
Whoever you tell will know what to do. First of all they will listen to you seriously. First actions are normally on a "no blame" basis. This means the person doing the bullying will be made aware is how hurtful the behaviour is, that it must stop and that they will be monitored.
If the activity continues then the school will take some or all of the following steps
- Question those involved - Take statements
- Notify parents
- Use sanctions from code of behaviour including suspension
TO THOSE BEING BULLIED
TELL someone You will be listened to You will be helped
TO THOSE WHO BULLY
· You will be told to stop
· If you continue your parents will be informed You may be suspended
Rationale
It is recognised internationally that bullying behaviour is not confined to schools. It is prevalent in society, in the workplace and in the home. To counteract bullying behaviour, it is important that all involved with children have an understanding of the factors which give rise to bullying. A high degree of collective vigilance is needed throughout the local community, the school, other agencies and by parents if' bullying behaviour is to be identified and dealt with in a fair and equitable manner.
While recognising and accepting that a community approach is essential in dealing with bullying, we also recognise that the school is in a unique position to promote attitudes and to shape patterns of behaviour which are positive and caring.
In accordance with this:
The school recognises the need for teachers and parents / guardians to communicate and cooperate with each other to maintain good relationships within the school community.
The school recognises the responsibility of. parents to share in the task of equipping their children with a range of skills which will help them in their dealings with others.
The staff recognise that we share a responsibility to act in preventing bullying/ aggressive behaviour by any member of the school.
The school acknowledges the uniqueness of each individual and his/her worth as a human being. It therefore aims to foster self respect and self discipline in the child. Respect for and courtesy towards each other is encouraged and an awareness of the inter dependence of the group/ school community is fostered.
The school acknowledges the right of each child to enjoy school in a secure environment. It therefore promotes qualities of social responsibility, tolerance and understanding amongst the children both in school and out of school.
The school aims to take particular care of all pupils and to respond to their needs, fears or anxieties.
SCHOOL PROCEDURE
1. Since failure to report bullying can lead to a continuation or deterioration of bullying the school and parents encourage children to disclose and discuss incidents of bullying behaviour. This can be with the class teacher, the teacher on duty at the time, the principal or with parents. This is a "telling school" as defined in Stay Safe Programme. Children will therefore be constantly assured that their reports of bullying either for themselves or peers will be treated with sensitivity.
2. An Incident Report Book will be kept by each teacher in which each pupil's profile is kept. This book and the school bullying scheme and policy have been worked out over a series of meetings between the Parents' Council and the Principal and Post Holders on the staff during the winter term. It has been endorsed by both parties.
3. If a pupil is reported more than four times in a month then the parent or guardian of that pupil will be interviewed by the principal and the class teacher. The presence of the pupil at that interview is required.
4. Repeated incidents of bullying behaviour will be noted by the class teacher and or the teacher on duty and into incident report book.
5. Incidents will be investigated - what, who, when, where, why? will help here.
6. Serious incidents/ persistent problems will be reported to the principal/ vice principal.
7. If a gang is involved, they will be rnet both individually and as agroup. Each member will be asked for his/her account of what happened to ensure that everyone is clear about what everyone else has said. This account may be oral or written.
8. Pupils who are not directly involved can also provide very useful information in this way and will be expected to assist in the investigation. Children should understand that there are no innocent bystanders where bullying is concerned.
9. The "bully" will be asked to reflect on his/her behaviour and its consequences for himself/herself and for the person who is the victim.
10. Parents will be made aware of this behaviour and requested to come and discuss it with the teacher/principal with a view to resolving the problem.
11. The situation will continue to be monitored to ensure that the problem has been resolved.
12. In the ca.se of a complaint regarding a staff member, this should normally in the first instance be raised with the staff member in question and if necessary, with the Principal.
13. Where cases, relating to either pupil or a teacher remain unresolved at school level, the matter should be referred to the School's Board of Management. If it is not resolved at Board level the matter may be referred to the Department of Education.
This policy operates in accordance with the school Code of Behaviour and is in line with the Guidelines for Procedures for Anti-Bullying in Primary Schools.
Introductory Statement
Cahir Boys National School endeavours to provide a positive and caring environment for all members. Our anti-bullying policy aims to foster and assist the making of such an environment.
We want our school to be a caring school, free from intimidation by word, deed, look or exclusion; a place where every person feels cared for and listened to.
We do not condone bullying behaviour in our school. We know that bullying thrives on secrecy and that bullies rely on silence. The more people are aware and the more people who "tell" the easier it is to stop bullying behaviour. We want our school to be a telling and sharing school and we encourage our members to tell someone.
Whoever you tell will know what to do. First of all they will listen to you seriously. First actions are normally on a "no blame" basis. This means the person doing the bullying will be made aware is how hurtful the behaviour is, that it must stop and that they will be monitored.
If the activity continues then the school will take some or all of the following steps
- Question those involved - Take statements
- Notify parents
- Use sanctions from code of behaviour including suspension
TO THOSE BEING BULLIED
TELL someone You will be listened to You will be helped
TO THOSE WHO BULLY
· You will be told to stop
· If you continue your parents will be informed You may be suspended
Rationale
It is recognised internationally that bullying behaviour is not confined to schools. It is prevalent in society, in the workplace and in the home. To counteract bullying behaviour, it is important that all involved with children have an understanding of the factors which give rise to bullying. A high degree of collective vigilance is needed throughout the local community, the school, other agencies and by parents if' bullying behaviour is to be identified and dealt with in a fair and equitable manner.
While recognising and accepting that a community approach is essential in dealing with bullying, we also recognise that the school is in a unique position to promote attitudes and to shape patterns of behaviour which are positive and caring.
In accordance with this:
The school recognises the need for teachers and parents / guardians to communicate and cooperate with each other to maintain good relationships within the school community.
The school recognises the responsibility of. parents to share in the task of equipping their children with a range of skills which will help them in their dealings with others.
The staff recognise that we share a responsibility to act in preventing bullying/ aggressive behaviour by any member of the school.
The school acknowledges the uniqueness of each individual and his/her worth as a human being. It therefore aims to foster self respect and self discipline in the child. Respect for and courtesy towards each other is encouraged and an awareness of the inter dependence of the group/ school community is fostered.
The school acknowledges the right of each child to enjoy school in a secure environment. It therefore promotes qualities of social responsibility, tolerance and understanding amongst the children both in school and out of school.
The school aims to take particular care of all pupils and to respond to their needs, fears or anxieties.
SCHOOL PROCEDURE
1. Since failure to report bullying can lead to a continuation or deterioration of bullying the school and parents encourage children to disclose and discuss incidents of bullying behaviour. This can be with the class teacher, the teacher on duty at the time, the principal or with parents. This is a "telling school" as defined in Stay Safe Programme. Children will therefore be constantly assured that their reports of bullying either for themselves or peers will be treated with sensitivity.
2. An Incident Report Book will be kept by each teacher in which each pupil's profile is kept. This book and the school bullying scheme and policy have been worked out over a series of meetings between the Parents' Council and the Principal and Post Holders on the staff during the winter term. It has been endorsed by both parties.
3. If a pupil is reported more than four times in a month then the parent or guardian of that pupil will be interviewed by the principal and the class teacher. The presence of the pupil at that interview is required.
4. Repeated incidents of bullying behaviour will be noted by the class teacher and or the teacher on duty and into incident report book.
5. Incidents will be investigated - what, who, when, where, why? will help here.
6. Serious incidents/ persistent problems will be reported to the principal/ vice principal.
7. If a gang is involved, they will be rnet both individually and as agroup. Each member will be asked for his/her account of what happened to ensure that everyone is clear about what everyone else has said. This account may be oral or written.
8. Pupils who are not directly involved can also provide very useful information in this way and will be expected to assist in the investigation. Children should understand that there are no innocent bystanders where bullying is concerned.
9. The "bully" will be asked to reflect on his/her behaviour and its consequences for himself/herself and for the person who is the victim.
10. Parents will be made aware of this behaviour and requested to come and discuss it with the teacher/principal with a view to resolving the problem.
11. The situation will continue to be monitored to ensure that the problem has been resolved.
12. In the ca.se of a complaint regarding a staff member, this should normally in the first instance be raised with the staff member in question and if necessary, with the Principal.
13. Where cases, relating to either pupil or a teacher remain unresolved at school level, the matter should be referred to the School's Board of Management. If it is not resolved at Board level the matter may be referred to the Department of Education.
This policy operates in accordance with the school Code of Behaviour and is in line with the Guidelines for Procedures for Anti-Bullying in Primary Schools.
Code of Behaviour-Discipline
Cahir Boys NS
Code of Discipline/Behaviour
The Board of Management has ultimate responsibility for discipline in the school and a duty to ensure that a fair Code of Discipline applies therein. This Code should be formulated by the Principal and Teaching Staff in consultation with Parents and be approved by the Board.
The following is The Code of Behaviour of Cahir Boys NS (Roll: 18716T) and was devised by the Principal and Teaching Staff in consultation with the Board of Management and Parents’ Representatives.
The Catholic Ethos of the School is to establish and maintain high standards of behaviour. This points to the importance of the strong sense of community within the school and the existence of a high level of co-operation among teachers, ancillary staff, pupils, parents, parents’ association and the Board. The emphasis is placed on the need to give the children every possible opportunity to develop good behaviour. The aim is that each individual child is nurtured and accommodated and every child has a right to education free from disruption and bad behaviour.
School Mission Statement:
Cahir Boys NS, a Roman Catholic School under the patronage of the Bishop of Waterford & Lismore, aims at promoting the full and harmonious development of all aspects of the person of the pupil: intellectual, physical, cultural, moral and spiritual, including a living relationship with God and with other people. The school models and promotes a philosophy of life inspired by belief in God and in the life, death and resurrection of Jesus Christ. Cahir Boys NS provides Religious Education for the pupils in accordance with the doctrines, practices and tradition of the Roman Catholic Church and promotes the formation of the pupils in the Catholic Faith.
School Aims and Objectives
· To enable the pupil to live a full life as a child.
· To prepare the children for life by teaching true Christian Values and helping them to practise and cherish those values in daily life.
· To prepare the pupils to take their place with confidence in Second-Level schools.
· To assist the pupils in becoming full and useful members of society.
· To support the teachers in developing programmes of learning suitable to the abilities and ages of the pupils.
· To develop teacher – parent relations to benefit the learning environment of each individual pupil.
The Code of Behaviour aims to achieve 3 things
The efficient running of the school, with structured in-class discipline to maintain and develop an efficient, stimulating, secure learning environment.
Evolve good classroom behaviour into a positive school environment, based on respect for all.
The development of self-discipline in pupils based on consideration, respect, equality and tolerance for all.
To achieve a happy learning environment for the child to reach his potential, a promotion of constructive behaviour and discouraging unacceptable behaviour is necessary. The school aims to put a greater emphasis on rewards, rather than sanctions and shall work in conjunction with parents in assisting pupils acquire self-discipline. The school recognises that there are times where sanctions shall be the appropriate response to certain behaviours. The school recognises the individuality of the child, and each incident is dealt with based on the facts, the child and the severity of the discipline matter.
School Rules are kept to a minimum – currently 5:
Respect Everyone
Uniform must be worn
Leaving Play Area is not allowed (without permission)
Eat, Drink and Go to the toilet before going out on yard
Stand quietly in line when the bell rings.
At the beginning of each school year, each class, with the guidance of the teacher agrees class rules. These rules are displayed on a chart in the classroom. They are kept clear and simple aimed at developing a safe, secure, comfortable learning situation for everyone.
Expectations of Behaviour
· Each pupil is expected to be well behaved and to show consideration for other children and adults
· Each pupil is expected to show respect for the property of the school, other children’s and their own belongings
· Each pupil is expected to attend school on a regular basis and to be punctual
· Each pupil is expected to do his best both in school and for homework.
1. The school code of discipline states that the school should provide an environment where the child is physically safe and happy and where good relationships are fostered between pupils, teachers, parents/guardians and others involved in the running of the school.
2. Every effort will be made by all members of staff to adopt a positive approach to the question of behaviour in the school. The code offers a framework within which positive techniques of motivation and encouragement are utilised by teachers.
3. The school places greater emphasis on rewards than on sanctions so in the long-term this will lead to better results.
4. The school recognises that children are different and individual and recognises the need to accommodate these differences.
5. It is agreed that a high standard of behaviour requires a strong sense of community within the school and a high level of co-operation among and between staff, pupils and parents.
6. School Rules are kept to a minimum and are positively stated in terms of what pupils should do.
7. All efforts will be made to match the curriculum to abilities; aptitudes and interests aimed at reducing boredom, lack of interest or progress.
8. The responsibility for school discipline rests with the Principal. Each teacher is responsible for the maintenance of classroom discipline and shares the common responsibility for good order within the school grounds. A pupil will be referred to the Principal for serious breaches of discipline and repeated incidents of minor misbehaviour.
9. The following strategies may be used in dealing with unacceptable behaviour:
(a) Reasoning with the pupil
(b) Communication with parents
Involving parents in management of problem behaviour
‘Parents should be kept fully informed from the outset of instances of serious misbehaviour on the part of their children. It is better to involve parents at an early stage than as a last resort.’ (Circular 20/90).
(c) Reprimand (with advice on proper behaviour)
(d) Temporary separation from peers, friends or others.
(e) Prescribed additional work, either in school or for home as appropriate. Pupils may be asked to complete a standard 4 W form – What I did? Why I did it? Which rule did I break? What I should do to make it right? A signature from parents may be sought.
(f) Loss of privileges
(g) Supervised Detention during breaks
(h) Referral to the Principal
(i) Suspension (temporary) – Where there are repeated instances of serious behaviour, including bullying, or an incidence of gross misbehaviour the Chairperson of the Board shall be informed. Parents shall be called to discuss the incident, recorded in the School Incident Book. Should the Principal, following consultation with the Chairperson, deem a Suspension appropriate, then the Principal has been given authority by the Board for a maximum of 3 days suspension. A greater period of detention would have to be voted on by Board members. Each case is based on its merits, the child himself and the seriousness of the incident. A record of events shall be kept.
Teachers shall keep a written record on incidents of serious misbehaviour and record improvements in pupil behaviour. The normal channels of communication between school and parents will be utilised before resorting to serious sanctions. The aim is that parents will be involved at an early stage in the process, rather than as the last resort.
10. Communication will be verbal or written or both, depending on the circumstances. The parents concerned will be invited to discuss their child’s case. For gross misbehaviour and repeated instances of serious misbehaviour, suspension will be considered.
11. Aggressive, threatening or violent behaviour towards a teacher will be regarded as serious or gross misbehaviour.
12. Every effort will be made to have emotionally disturbed children referred for psychological assessment. Help will be sought from support services within the wider community, e.g. Community Care Services provided by Health Boards, the Garda Síochána etc.
Rewards for Good Behaviour – the following may be used at the discretion of the teacher.
Certificates of Merit e.g. Student of the Week to reward work and/or behaviour.
Points/Star System, leading to a small reward
Oral & Written praise – in homework diary for recognition at home
Homework off as appropriate
Extra privileges given to promote good behaviour
Prizes for merit
Good behaviour must be seen to be rewarded
Role of Parents
The Code of Discipline will not work without the co-operation of parents. If teachers are not working in a harmonious environment, the learning of all children suffers. Parents are invited to keep in close contact with the class teacher and the school with regard to all aspects of their child’s progress.
A copy of the code is included in the Information Booklet for parents when enrolling their child in the school. It is a condition of enrolment and attendance that the code be signed up to and that the child shall abide by this Code of Discipline.
Anti-Bullying Statement (see full school policy)
Cahir Boys NS endeavours to provide a positive, caring environment for all pupils and staff. This policy endeavours to foster and assist the making of such an environment.
Bullying
¨ The school recognises the need for teachers and parents/guardians to communicate and co-operate to maintain good relationships within the school community.
¨ The school recognises the responsibility of parents to share in equipping their children with a range of skills to help them in dealing with other individuals.
¨ The staff recognises a joint responsibility with parents to prevent bullying and aggressive behaviour in the school.
¨ The school acknowledges the uniqueness of each individual pupil. It aims to foster self-respect and self discipline in pupils. Respect and courtesy are encouraged and an awareness of teamwork is developed in the school.
¨ Each child should enjoy school in a secure environment. The qualities of social responsibility, tolerance and understanding need to be promoted inside and outside of school.
Procedures for dealing with bullying are laid out by the Dept. of Education and are in the School Plan. Reporting by pupils/parents is essential. Without it, the school is unable to act on such an important issue.
Review:
In conjunction with school policies, the code of discipline shall be reviewed at the beginning or end of the school year, as appropriate. It shall be initiated by the teaching staff and consulted with the other members of the school community, the parents’ council and the Board of Management.
Following consultation with the Parents’ Council and the Board of Management the Code shall be ratified at a full meeting:
Chairperson:
Principal:
Date:
Appendix 1
What type of behaviour is not acceptable?
lHumiliation - including name-calling or teasing about doing well at school (or not)
lIntimidation - including aggressive body language
lVerbal abuse - to someone’s face or behind their back
lPhysical abuse or threatened abuse - such as hitting, pushing or kicking
lAggressive or obscene language - including sexual references
lOffensive jokes - spoken or in writing, by e-mail or text messages
lVictimisation - picking on someone, including making very personal remarks
lExclusion and isolation - deliberately leaving people out of activities
lIntrusion - such as interfering with belongings
lThreats - including demands for money
lAttacks on someone's reputation - for example by rumour, gossip, innuendo or ridicule
Other incidents of unacceptable behaviour shall be dealt with as they arise.
Categories of Misconduct
Misdemeanour
Serious Misbehaviour
Gross Misbehaviour
Talking in Class
‘Messing’ in Class
Not paying attention
Eating (without permission)
Homework not done without good reason.
Leaving school yard without permission
Disobedience
Not doing class work
Telling lies (white lie – self preservation)
Continuous talking in class
Continuous messing in class
Eating in class after warning
Repeatedly not doing homework
Repeated disobedience
Not doing class work after warning
Blatant bad manners
Disrespect
Fighting
Bullying
Defiance
Answering Back
Insolence
Theft
Deliberate lies
Bad language
Bad language to staff
Questioning of teachers’ authority, decisions
Repeated or serious theft
Serious disrespect
Serious insolence
Deliberate damage to property
Continuous bullying
Deliberate injury to another pupil
Threat to a staff member / pupil
Deliberate injury to staff member
Deliberate lies against other pupils’/staffs’ character.
The degree and severity of all forms of bad behaviour is considered in relation to intent, history of behaviours, the individual pupil and circumstances that surround the incident. The discretion with which such considerations lie with the Principal.
Code of Discipline/Behaviour
The Board of Management has ultimate responsibility for discipline in the school and a duty to ensure that a fair Code of Discipline applies therein. This Code should be formulated by the Principal and Teaching Staff in consultation with Parents and be approved by the Board.
The following is The Code of Behaviour of Cahir Boys NS (Roll: 18716T) and was devised by the Principal and Teaching Staff in consultation with the Board of Management and Parents’ Representatives.
The Catholic Ethos of the School is to establish and maintain high standards of behaviour. This points to the importance of the strong sense of community within the school and the existence of a high level of co-operation among teachers, ancillary staff, pupils, parents, parents’ association and the Board. The emphasis is placed on the need to give the children every possible opportunity to develop good behaviour. The aim is that each individual child is nurtured and accommodated and every child has a right to education free from disruption and bad behaviour.
School Mission Statement:
Cahir Boys NS, a Roman Catholic School under the patronage of the Bishop of Waterford & Lismore, aims at promoting the full and harmonious development of all aspects of the person of the pupil: intellectual, physical, cultural, moral and spiritual, including a living relationship with God and with other people. The school models and promotes a philosophy of life inspired by belief in God and in the life, death and resurrection of Jesus Christ. Cahir Boys NS provides Religious Education for the pupils in accordance with the doctrines, practices and tradition of the Roman Catholic Church and promotes the formation of the pupils in the Catholic Faith.
School Aims and Objectives
· To enable the pupil to live a full life as a child.
· To prepare the children for life by teaching true Christian Values and helping them to practise and cherish those values in daily life.
· To prepare the pupils to take their place with confidence in Second-Level schools.
· To assist the pupils in becoming full and useful members of society.
· To support the teachers in developing programmes of learning suitable to the abilities and ages of the pupils.
· To develop teacher – parent relations to benefit the learning environment of each individual pupil.
The Code of Behaviour aims to achieve 3 things
The efficient running of the school, with structured in-class discipline to maintain and develop an efficient, stimulating, secure learning environment.
Evolve good classroom behaviour into a positive school environment, based on respect for all.
The development of self-discipline in pupils based on consideration, respect, equality and tolerance for all.
To achieve a happy learning environment for the child to reach his potential, a promotion of constructive behaviour and discouraging unacceptable behaviour is necessary. The school aims to put a greater emphasis on rewards, rather than sanctions and shall work in conjunction with parents in assisting pupils acquire self-discipline. The school recognises that there are times where sanctions shall be the appropriate response to certain behaviours. The school recognises the individuality of the child, and each incident is dealt with based on the facts, the child and the severity of the discipline matter.
School Rules are kept to a minimum – currently 5:
Respect Everyone
Uniform must be worn
Leaving Play Area is not allowed (without permission)
Eat, Drink and Go to the toilet before going out on yard
Stand quietly in line when the bell rings.
At the beginning of each school year, each class, with the guidance of the teacher agrees class rules. These rules are displayed on a chart in the classroom. They are kept clear and simple aimed at developing a safe, secure, comfortable learning situation for everyone.
Expectations of Behaviour
· Each pupil is expected to be well behaved and to show consideration for other children and adults
· Each pupil is expected to show respect for the property of the school, other children’s and their own belongings
· Each pupil is expected to attend school on a regular basis and to be punctual
· Each pupil is expected to do his best both in school and for homework.
1. The school code of discipline states that the school should provide an environment where the child is physically safe and happy and where good relationships are fostered between pupils, teachers, parents/guardians and others involved in the running of the school.
2. Every effort will be made by all members of staff to adopt a positive approach to the question of behaviour in the school. The code offers a framework within which positive techniques of motivation and encouragement are utilised by teachers.
3. The school places greater emphasis on rewards than on sanctions so in the long-term this will lead to better results.
4. The school recognises that children are different and individual and recognises the need to accommodate these differences.
5. It is agreed that a high standard of behaviour requires a strong sense of community within the school and a high level of co-operation among and between staff, pupils and parents.
6. School Rules are kept to a minimum and are positively stated in terms of what pupils should do.
7. All efforts will be made to match the curriculum to abilities; aptitudes and interests aimed at reducing boredom, lack of interest or progress.
8. The responsibility for school discipline rests with the Principal. Each teacher is responsible for the maintenance of classroom discipline and shares the common responsibility for good order within the school grounds. A pupil will be referred to the Principal for serious breaches of discipline and repeated incidents of minor misbehaviour.
9. The following strategies may be used in dealing with unacceptable behaviour:
(a) Reasoning with the pupil
(b) Communication with parents
Involving parents in management of problem behaviour
‘Parents should be kept fully informed from the outset of instances of serious misbehaviour on the part of their children. It is better to involve parents at an early stage than as a last resort.’ (Circular 20/90).
(c) Reprimand (with advice on proper behaviour)
(d) Temporary separation from peers, friends or others.
(e) Prescribed additional work, either in school or for home as appropriate. Pupils may be asked to complete a standard 4 W form – What I did? Why I did it? Which rule did I break? What I should do to make it right? A signature from parents may be sought.
(f) Loss of privileges
(g) Supervised Detention during breaks
(h) Referral to the Principal
(i) Suspension (temporary) – Where there are repeated instances of serious behaviour, including bullying, or an incidence of gross misbehaviour the Chairperson of the Board shall be informed. Parents shall be called to discuss the incident, recorded in the School Incident Book. Should the Principal, following consultation with the Chairperson, deem a Suspension appropriate, then the Principal has been given authority by the Board for a maximum of 3 days suspension. A greater period of detention would have to be voted on by Board members. Each case is based on its merits, the child himself and the seriousness of the incident. A record of events shall be kept.
Teachers shall keep a written record on incidents of serious misbehaviour and record improvements in pupil behaviour. The normal channels of communication between school and parents will be utilised before resorting to serious sanctions. The aim is that parents will be involved at an early stage in the process, rather than as the last resort.
10. Communication will be verbal or written or both, depending on the circumstances. The parents concerned will be invited to discuss their child’s case. For gross misbehaviour and repeated instances of serious misbehaviour, suspension will be considered.
11. Aggressive, threatening or violent behaviour towards a teacher will be regarded as serious or gross misbehaviour.
12. Every effort will be made to have emotionally disturbed children referred for psychological assessment. Help will be sought from support services within the wider community, e.g. Community Care Services provided by Health Boards, the Garda Síochána etc.
Rewards for Good Behaviour – the following may be used at the discretion of the teacher.
Certificates of Merit e.g. Student of the Week to reward work and/or behaviour.
Points/Star System, leading to a small reward
Oral & Written praise – in homework diary for recognition at home
Homework off as appropriate
Extra privileges given to promote good behaviour
Prizes for merit
Good behaviour must be seen to be rewarded
Role of Parents
The Code of Discipline will not work without the co-operation of parents. If teachers are not working in a harmonious environment, the learning of all children suffers. Parents are invited to keep in close contact with the class teacher and the school with regard to all aspects of their child’s progress.
A copy of the code is included in the Information Booklet for parents when enrolling their child in the school. It is a condition of enrolment and attendance that the code be signed up to and that the child shall abide by this Code of Discipline.
Anti-Bullying Statement (see full school policy)
Cahir Boys NS endeavours to provide a positive, caring environment for all pupils and staff. This policy endeavours to foster and assist the making of such an environment.
Bullying
¨ The school recognises the need for teachers and parents/guardians to communicate and co-operate to maintain good relationships within the school community.
¨ The school recognises the responsibility of parents to share in equipping their children with a range of skills to help them in dealing with other individuals.
¨ The staff recognises a joint responsibility with parents to prevent bullying and aggressive behaviour in the school.
¨ The school acknowledges the uniqueness of each individual pupil. It aims to foster self-respect and self discipline in pupils. Respect and courtesy are encouraged and an awareness of teamwork is developed in the school.
¨ Each child should enjoy school in a secure environment. The qualities of social responsibility, tolerance and understanding need to be promoted inside and outside of school.
Procedures for dealing with bullying are laid out by the Dept. of Education and are in the School Plan. Reporting by pupils/parents is essential. Without it, the school is unable to act on such an important issue.
Review:
In conjunction with school policies, the code of discipline shall be reviewed at the beginning or end of the school year, as appropriate. It shall be initiated by the teaching staff and consulted with the other members of the school community, the parents’ council and the Board of Management.
Following consultation with the Parents’ Council and the Board of Management the Code shall be ratified at a full meeting:
Chairperson:
Principal:
Date:
Appendix 1
What type of behaviour is not acceptable?
lHumiliation - including name-calling or teasing about doing well at school (or not)
lIntimidation - including aggressive body language
lVerbal abuse - to someone’s face or behind their back
lPhysical abuse or threatened abuse - such as hitting, pushing or kicking
lAggressive or obscene language - including sexual references
lOffensive jokes - spoken or in writing, by e-mail or text messages
lVictimisation - picking on someone, including making very personal remarks
lExclusion and isolation - deliberately leaving people out of activities
lIntrusion - such as interfering with belongings
lThreats - including demands for money
lAttacks on someone's reputation - for example by rumour, gossip, innuendo or ridicule
Other incidents of unacceptable behaviour shall be dealt with as they arise.
Categories of Misconduct
Misdemeanour
Serious Misbehaviour
Gross Misbehaviour
Talking in Class
‘Messing’ in Class
Not paying attention
Eating (without permission)
Homework not done without good reason.
Leaving school yard without permission
Disobedience
Not doing class work
Telling lies (white lie – self preservation)
Continuous talking in class
Continuous messing in class
Eating in class after warning
Repeatedly not doing homework
Repeated disobedience
Not doing class work after warning
Blatant bad manners
Disrespect
Fighting
Bullying
Defiance
Answering Back
Insolence
Theft
Deliberate lies
Bad language
Bad language to staff
Questioning of teachers’ authority, decisions
Repeated or serious theft
Serious disrespect
Serious insolence
Deliberate damage to property
Continuous bullying
Deliberate injury to another pupil
Threat to a staff member / pupil
Deliberate injury to staff member
Deliberate lies against other pupils’/staffs’ character.
The degree and severity of all forms of bad behaviour is considered in relation to intent, history of behaviours, the individual pupil and circumstances that surround the incident. The discretion with which such considerations lie with the Principal.
Child Protection Statement
Child Protection Policy Statement
Philosophy
In line with the ethos of Cahir Boys NS the aim is to provide a safe environment for both teaching and learning.
We, as a school community, are aware of the “Children First” National Guidelines for the Protection and Welfare of Children published by the Department of Health and Children and of the “Child Protection” Guidelines published by the Department of Education and Science.
It is the policy of Cahir Boys NS to follow these guidelines.
The Board of Management has appointed the Principal as Designated Liaison Person (DLP) and the Deputy Principal as Deputy Liaison Person.
Should the DLP need to consult with a parent in line with the procedures laid down in the guidelines, the Board recommends that the Deputy Liaison Person also be present.
Education on Child Protection issues shall be provided to pupils through the Social and Personal Health Education (SPHE) Curriculum under the strand unit of Safety and Protection using the Stay Safe Programme and other suitable material as a resource.
Philosophy
In line with the ethos of Cahir Boys NS the aim is to provide a safe environment for both teaching and learning.
We, as a school community, are aware of the “Children First” National Guidelines for the Protection and Welfare of Children published by the Department of Health and Children and of the “Child Protection” Guidelines published by the Department of Education and Science.
It is the policy of Cahir Boys NS to follow these guidelines.
The Board of Management has appointed the Principal as Designated Liaison Person (DLP) and the Deputy Principal as Deputy Liaison Person.
Should the DLP need to consult with a parent in line with the procedures laid down in the guidelines, the Board recommends that the Deputy Liaison Person also be present.
Education on Child Protection issues shall be provided to pupils through the Social and Personal Health Education (SPHE) Curriculum under the strand unit of Safety and Protection using the Stay Safe Programme and other suitable material as a resource.
Ethos & Equality
Statement of Ethos and Equality
Ethos of Cahir Boys NS
The ‘ethos’ of Cahir Boys NS encompasses collective attitudes, beliefs, core values, traditions, aspirations and goals. These are reflected in the actual practices which are carried out in the school on a daily, weekly and yearly basis. While it is impossible to outline all aspects of the school ‘ethos’, the following characteristics are experienced and promoted as essential elements in the establishment of a supportive and positive ‘ethos’.
· In Cahir Boys NS, where the ethos is that of a Christian Catholic school, religious instruction, in accordance with the doctrine and tradition of the Catholic Church is part of the education given to children who belong to that Church.
· The pupils are prepared for the reception of the sacraments of First Confession, First Holy Communion and Confirmation, in accordance with arrangements in the diocese.
· Prayer is a feature of the school day.
· The school aims at promoting the full and harmonious development of all aspects of the pupil, including his / her relationship with God, with other people and with the environment.
· The Principal and teaching staff aim at maintaining high professional standards and creating a safe and happy environment.
· A spirit of mutual respect is promoted within the school community. Pupils are drawn by example and teaching to appreciate and respect people of different religious affiliations and of different nationalities.
· Close contact is maintained between school and home. Parents / guardians and teachers support one another and collaborate with one another in leading the children to the fullness of their potential at the different stages.
Ancillary staff in the school are highly esteemed and respected. It is recognised that their work makes a valued contribution to the process of education.
Ethos of Cahir Boys NS
The ‘ethos’ of Cahir Boys NS encompasses collective attitudes, beliefs, core values, traditions, aspirations and goals. These are reflected in the actual practices which are carried out in the school on a daily, weekly and yearly basis. While it is impossible to outline all aspects of the school ‘ethos’, the following characteristics are experienced and promoted as essential elements in the establishment of a supportive and positive ‘ethos’.
· In Cahir Boys NS, where the ethos is that of a Christian Catholic school, religious instruction, in accordance with the doctrine and tradition of the Catholic Church is part of the education given to children who belong to that Church.
· The pupils are prepared for the reception of the sacraments of First Confession, First Holy Communion and Confirmation, in accordance with arrangements in the diocese.
· Prayer is a feature of the school day.
· The school aims at promoting the full and harmonious development of all aspects of the pupil, including his / her relationship with God, with other people and with the environment.
· The Principal and teaching staff aim at maintaining high professional standards and creating a safe and happy environment.
· A spirit of mutual respect is promoted within the school community. Pupils are drawn by example and teaching to appreciate and respect people of different religious affiliations and of different nationalities.
· Close contact is maintained between school and home. Parents / guardians and teachers support one another and collaborate with one another in leading the children to the fullness of their potential at the different stages.
Ancillary staff in the school are highly esteemed and respected. It is recognised that their work makes a valued contribution to the process of education.
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