Monthly Archives: January 2015

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The Administration of Medicines

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The Administration of Medicines

While the Board of Management has a duty to safeguard the health and safety of pupils when they are engaged in authorised school activities this does not mean a duty upon teachers to personally undertake the administration of medicines.

The Board of Management requests parents to ensure that teachers be made aware in writing of any medical condition suffered by any children in their class.

• Non-prescriptive medicines will neither be stored nor administered to pupils in school. Prescribed medicines will not be administered in school without the written consent of parents and in the case of long term conditions e.g. Diabetes the specific authorisation of the Board of Management.

• The medicine should not be kept by the pupil but in a cupboard out of reach of pupils. Certain medicines, such as inhalers used by asthmatic children must be readily accessible at all times of the school day.

• The medicine should by self-administered if possible, under the supervision of an authorised adult.

• A written record of the date and time of administration must be kept.

• A teacher should not administer medication without the specific authorisation of the Board.

• No teacher can be required to administer medicine or drugs to a pupil.

• In emergency situations qualified medical assistance will be secured at the earliest opportunity.

• Parents of a pupil requiring regular medication during school hours should write to the Board to authorise a member of staff to administer the medication in school.

• Written details are required from the parent/guardian to the Board of Management giving the name of the child, name and dose of medication, whether the child should be responsible for her own medication, the circumstances in which medication is to be given by the teacher and consent for it to be given, when the parent is to be notified and where she can be contacted. It is the parent’s responsibility to check each morning whether or not the authorised teacher is in school unless an alternative arrangement is made locally.

• Where children are suffering from life threatening conditions, parents should outline clearly in writing, what can and can’t be done in a particular emergency situation, with particular reference to what may be a risk to the child.

• It is the parent’s responsibility to inform the school where children have an allergy to a substance contained in antiseptic wipes or plasters as these will be used in cases of accidents in school.

• Parents are further required to indemnify the Board of Management and authorised members of staff in respect of any liability that may arise regarding the administration of prescribed medicines in school. The Board of Management will inform the school’s insurers accordingly.

• Where possible the family doctor should arrange for the administration of prescribed medicines outside of school hours.

• Where permission has been given by the Board of Management for the administration of medicine the smallest possible dose should be brought to school, preferably by the parent with clear written instructions for administration, giving the name of the pupil. It is also the parent’s responsibility to check that the medicine is within expiry date.

• Changes in prescribed medication (or dosage) should be notified immediately to the school with clear written instructions of the procedure to be followed in storing and administering the new medication.

Parents should ensure that these procedures are clearly understood before submitting any request to the Board of Management.

This policy will be reviewed as and when necessary.


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Complaints procedure for primary schools

COMPLAINTS PROCEDURE FOR PRIMARY SCHOOLS

 

Introduction

Only those complaints about teachers which are written and signed by parents/guardians of pupils may be investigated formally by the Board of Management, except where those complaints are deemed by the Board to be:

 

  • on matters of professional competence and which are to be referred to the Department of Education;
  • frivolous or vexatious complaints and complaints which do not impinge on the work of a teacher in a school; or
  • complaints in which either party has recourse to law or to another existing procedure.

 

Unwritten complaints not in the above categories may be processed informally as set out in Stage 1 of this procedure.

 

 

Stage 1

 

  • A parent/guardian who wishes to make a complaint should, unless there are local arrangements to the contrary, approach the class teacher with a view to resolving the complaint.
  • Where the parent/guardian is unable to resolve the complaint with the class teacher she/he should approach the Principal with a view to resolving it.
  • If the complaint is still unresolved the parent/guardian should raise the matter with the Chairperson of the Board of Management with a view to resolving it.

 

 

Stage 2

 

2.1 If the complaint is still unresolved and the parent/guardian wishes to pursue the matter further she/he should lodge the complaint in writing with the Chairperson of the Board of Management.

2.2 The Chairperson should bring the precise nature of the written complaint to the notice of the teacher and seek to resolve the matter between the parties within 5 days of receipt of the written complaint.

 

 

Stage 3

 

3.1 If the complaint is not resolved informally, the Chairperson should, subject to the general authorisation of the Board and except in those cases where the Chairperson deems the particular authorisation of the Board to be required:

 

  • supply the teacher with a copy of the written complaint; and

 

  • arrange a meeting with the teacher and, where applicable, the Principal Teacher with a view to resolving the complaint. Such a meeting should take place within 10 days of receipt of the written complaint.

 

Stage 4

 

4.1 If the complaint is still not resolved the Chairperson should make a formal report to the Board within 10 days of the meeting referred to in 3.1(b).

4.2 If the Board considers that the complaint is not substantiated the teacher and the complaint should be so informed within three days of the Board meeting.

4.3 If the Board considers that the complaint is substantiated or that it warrants further investigation it proceeds as follows:

 

  • the teacher should be informed that the investigation is proceeding to the next stage;
  • the teacher should be supplied with a copy of any written evidence in support of the complaint;
  • the teacher should be requested to supply a written statement to the Board in response to the complaint;
  • the teacher should be afforded an opportunity to make a presentation of case to the Board. The teacher would be entitled to be accompanied and assisted by a friend at any such meeting;
  • the board may arrange a meeting with the complainant if it considers such to be required. The complainant would be entitled to be accompanied and assisted by a friend at any such meeting; and
  • the meeting of the Board of Management referred to in (d) and (e) will take place within 10 days of the meeting referred to in 3.1(b).

 

Stage 5

 

5.1 When the Board has completed its investigation, the Chairperson should convey the decision of the Board in writing to the teacher and the complainant within five days of the meeting of the Board.

5.2 The decision of the Board shall be final.

5.3 This Complaints Procedure shall be reviewed after three years.

5.4 CPSMA or INTO may withdraw from this agreement having given the other party three months’ notice of intention to do so.

 

In this agreement ‘days’ means schools days.

 


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Anti-bullying policy

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Anti-Bullying Policy St John’s N.S, Kenmare

  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 St John’s N.S Kenmare 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) 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;

(b)  Effective leadership

(c)  A school-wide approach

(d)  A shared understanding of what bullying is and its impact

(e) 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.

(f) Effective supervision and monitoring of pupils

(g) Supports for staff

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

(i) On-going evaluation of the effectiveness of the anti-bullying policy.

Definition of Bullying:  Bullying is unwanted negative behaviour, verbal psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time

The following types of bullying behaviour are included in the definition of bullying:

  • Physical aggression: This behaviour includes pushing, shoving, punching, kicking, poking and tripping people. It may also take the form of severe physical assault. While pupils often engage in ‘mess fights’, they can sometimes be used as a disguise for physical harassment or inflicting pain.

 

  • Intimidation: Some bullying behaviour takes the form of intimidation: it may be based on the use of very aggressive body language with the voice being used as a weapon. Particularly upsetting can be a facial expression which conveys aggression and/or dislike.

 

  • Extortion: Demands for money may be made, often accompanied by threats (sometimes carried out in the event of the targeted pupil not delivering on the demand). A pupil may also be forced into theft of property for delivery to another who is engaged in bullying behaviour.

 

  • Isolation/deliberate exclusion, malicious gossip and other relational bullying: This occurs where a certain person is deliberately isolated, excluded or ignored by some or all of the class group. This practice is usually initiated by the person engaged in bullying behaviour and can be difficult to detect. It may be accompanied by writing insulting remarks about the pupil in public places, by passing around notes about or drawings of the pupil or by whispering insults about them loud enough to be heard. Relational bullying occurs when a person’s attempts to socialise and form relationships with peers are repeatedly rejected or undermined. One of the most common forms includes control: “Do this or I won’t be your friend anymore”(implied or stated); a group ganging up against one person (girl or boy); non-verbal gesturing; malicious gossip; spreading rumours about a person or giving them the “silent treatment”.

 

  • Name calling: Persistent name-calling directed at the same individual(s) which hurts, insults or humiliates should be regarded as a form of bullying behaviour. Often name-calling of this type refers to physical appearance, e.g., size or clothes worn. Accent or distinctive voice characteristics may attract negative attention. Academic ability can also provoke name calling. This tends to operate at two extremes. There are those who are singled out for attention because they are perceived to be weak academically. At the other extreme there are those who, because they are perceived as high achievers, are also targeted.

 

  • Damage to property: Personal property can be the focus of attention for bullying behaviour. This may result in damage to clothing, property, school books and other learning material or interference with e.g. a pupil’s The contents of school bags and pencil cases may be scattered on the floor. Items of personal property may be defaced, broken, stolen or hidden.

 

  • Cyber-bullying: This type of bullying is increasingly common and is continuously evolving. It is bullying carried out through the use of information and communication technologies such as text, social network sites, e-mail, instant messaging (IM), apps, gaming sites, chat-rooms and other online technologies. Being the target of inappropriate or hurtful messages is the most common form of online bullying. As cyber-bullying uses technology to perpetrate bullying behaviour and does not require face to face contact, cyber-bullying can occur at any time (day or night). Many forms of bullying can be facilitated through cyber-bullying.
  • Identity-based bullying such as allow this 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.  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.

In an effort to combat any form of bullying, via technological means, St. John’s N.S. has imposed a ban on mobile phones at any time during the school day, i.e. the time during which the staff have direct responsibility for the welfare of the pupils.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.

  1. The relevant teacher(s) for investigating and dealing with bullying are as follows:

A pupil or parent may bring a bullying concern to any teacher in the school.  Individual teachers must take appropriate measures regarding reports of bullying behaviour in accordance with the school’s anti-bullying policy.  It is anticipated that in the majority of cases of alleged bullying the initial complaint is first brought to the attention of the class teacher.

The relevant teacher responsible for investigating and dealing with/resolving bullying incidents will be the class teacher or class teachers of the pupils involved and/or the teacher/teachers on supervision duty if an incident occurs during a school break time.

The relevant teacher or teachers should keep the principal teacher/deputy principal informed of incidents and of progress being made to resolve these.

Where the relevant teacher is concerned that the gravity of the situation warrants immediate action from the principal, he/she should initially consult with the principal/deputy principal.

If it is agreed that the seriousness of the bullying behaviour warrants it, the principal/deputy principal immediately take a proactive part in investigating the bullying behaviour.

  1. The education and prevention strategies that will be used by the school are as follows:

School-wide approach:

Stay Safe

Walk tall

Gardaí speaking on cyberbullying

Compliance with acceptable user policy (AUP)

Filtering of internet

Strict supervision of internet

Alive O Programme

RSE programme

Anti- Bullying charter in each classroom

International day

 

  • A school-wide approach to the fostering of respect for all members of the school community.
  • The promotion of the value of diversity to address issues of prejudice and stereotyping, and highlight the unacceptability of bullying behaviour.
  • The fostering and enhancing of the self-esteem of all our pupils through both curricular and extracurricular activities. Pupils will be provided with opportunities to develop a positive sense of self-worth through formal and informal interactions.
  • School wide awareness raising and training on all aspects of bullying.
  • Supervision and monitoring of classrooms, corridors, school grounds, school tours and extra- curricular activities. Non-teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school.
  • Development and promotion of an Anti-Bullying code for the school-to be included in student journals and displayed publicly in classrooms and in common areas of the school.
  • The school’s anti-bullying policy is discussed with pupils and all parent(s)/guardian(s)s are given a copy as part of the Code of Behaviour of the school (every year).
  • Encourage a culture of telling, with particular emphasis on the importance of bystanders. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly.
  • Ensuring that pupils know who to tell and how to tell, e.g.:
  • Direct approach to teacher at an appropriate time.
  • Hand note to the teacher.
  • Get a parent(s)/guardian(s) to tell on your behalf
  • Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.

 

  • Identify clear protocols to encourage parent(s)/guardian(s) to approach the school if they suspect that their child is being bullied. The protocol should be developed in consultation with parents.
  • The development of an Acceptable Use Policy in the school to include the necessary steps to ensure that the access to technology within the school is strictly monitored.

 

Implementation of curricula

  • The full implementation of the SPHE and CSPE curricula and the RSE and Stay Safe Programmes.
  • School wide delivery of lessons on bullying from evidence based programmes, Stay Safe Programme, The Walk Tall Programme,

 

The school shall list all resources related to the SPHE curriculum, and   make a list of supports.

  • Delivery of the Garda SPHE Programmes at primary and post- primary level where available. These lessons, delivered by Community Gardai, cover issues around personal safety and cyber-bullying
  • The school will specifically consider the additional needs of SEN pupils with regard to programme implementation and the development of skills and strategies to enable all pupils to respond appropriately.

 

  1. 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 are as follows :

 

Procedures for Investigating and Dealing with Bullying

 

 

Procedures re Bullying Behaviour: 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 are as follows:

The School Recognises that:

  • early intervention is crucial;
  • a calm, unemotional problem-solving approach should be adopted;
  • incidents are best investigated outside the classroom situation;
  • interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned.
  • other pupils can sometimes provide useful information;
  • dealing effectively with conflict in a non-aggressive manner is setting an example for pupils.
  • parental input and co-operation is valuable.
  • both victim and bully need help.

Investigation of Bullying:

  • All interviews will take place outside the classroom situation with due regard to child protection measures e.g. door to office/room will be left open.
  • A written record of discussions will be kept and the pupil may be asked to give his/her own written account.
  • If a gang is involved, pupils will be interviewed individually and then the gang will be met as a group, where each will be asked to give his/her account.
  • If it is concluded that a pupil has engaged in bullying behaviour, it will be made clear to him/her that he/she is in breach of the schools Code of Behaviour and Discipline.
  • Efforts will be made to assist the pupil in seeing the situation from the victim’s point of view.

In cases where bullying behaviour has occurred, parents/guardians of the two parties involved will be contacted. They will be referred to this school policy. Action being taken and the reason for it will be explained to them and ways in which they can reinforce or support the school action will be explored.

Action/Disciplinary steps: 

Those found to have been engaged in bullying will encompass some or all of the following:

  • They will be warned officially to stop offending.
  • Informing the bully/ bullies’ parents/guardians.
  • A firm commitment is given by the bully/bullies that this bullying conduct will cease immediately.
  • An interim period is allowed to lapse to see if the situation improves.
  • At the end of this period the situation is reviewed.
  • If the bullying behaviour continues on the part of any child/children they will then be suspended for a fixed period.
  • If the bullying continues the Board of Management will recommend suspension for a set period of time.

 

Follow Up:

  • Follow-up contact with the two parties may be organised to take place within one month of the investigation.
  • Following any incident of bullying, the school recognises that issues relating to the prevention of bullying may need to be examined. This will involve exploration of suitable programmes with victims, bullies and their peers. Whole school focus or specific class lessons may need to be revised dealing with respect, self-esteem, aggression or the issue of bullying itself.
  • If, during the course of the investigation, there are child protection concerns, the Children First 2011 guidelines become relevant as does the schools Child Protection policy.
  • Information re any past Bullying issues will be passed on to new teacher at the start of each year.

 

Where the school feels an individual needs specific support from outside agencies, a referral to NEPS will be considered.

  • The effectiveness of this school policy will be assessed regularly with regard to the level and type of bullying behaviour that may be happening in the school. Amendments will be made to reflect any change in approach deemed necessary.

Recording of Bullying Behaviour:

  • Where a bullying investigation has been carried out the class teacher will keep a written record of the incident.
  • Where the principal has used the Bullying Incident Investigation Record Form , a copy will be kept in the office along with his own records of the investigation.
  1. Programme of Support for Pupils:

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

  • The relevant teacher will endeavour to assure the child that he/she are the wronged party and that they did the right thing by telling.
  • The teacher will monitor the situation in the period after the bullying incident.
  • The Principal will follow up by checking in regularly on how the situation has developed.
  • Information re any past Bullying issues will be passed on to new teacher at the start of each year.
  • Pupils should understand that there are no innocent bystanders and that all incidents of bullying behaviour must be reported to a teacher

 

 

  1. 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.

 

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

 

  1. Adoption Date of Policy: This policy was adopted by the Board of Management on

………………………………

 

  1. Availability of Policy: This policy has been made available to school personnel, and a hard copy is readily accessible to parents and pupils on request. It has been provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested.
  2. Review of Policy: This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel and provided to the Parents’ Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department. The Principal is required to report to the BoM once a term as to the number, if any, of reports of alleged bullying which are being investigated by the school and whether matters have been resolved in accordance with this Policy.

 

 

 

Signed: ______________________ (Principal)

 

Date:    ____________________

 

Signed: ______________________ (Chairperson of Board of Management)

 

Date:   ____________________

 

 

Date of next review:   _____________________

 

 

 

 

 


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Code of Behaviour Policy

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Code of Behaviour Policy

 

Introduction

 

In compliance with Section 23 of the Education (Welfare) Act 2000, the Board of Management of St. John’s N.S. has prepared and made available a Code of Behaviour for its Pupils, Staff and Parents.

 

The Code of Behaviour details:

 

  1. The standards of behaviour that shall be observed by each pupil attending the school;
  2. The whole school approach in promoting positive behaviour;
  3. The measures that shall be taken when a pupil fails or refuses to observe those standards;
  4. The procedures to be followed before a pupil may be suspended or expelled from the school concerned;
  5. The grounds for removing a suspension imposed in relation to a pupil
  6. The school’s Anti-Bullying Policy; and
  7. The procedures to be followed in relation to a child’s absence from school.

 

The Code of Behaviour of St. Johns’s N.S. has been developed in accordance with ‘Developing a Code of Behaviour: Guidelines for Schools’, National Educational Welfare Board, 2008.

 

Policy Formulation

 

In formulating this policy the Board of Management completed the following steps;

  1. Class teachers were requested to discuss the topic of ‘rules’ with their classes and submit a list of pupils suggestions to the Principal.
  2. Parents and Staff were informed that an initial draft of the Code of Behaviour was available and they were invited to make submissions on the content of the code within a specified timeframe.
  3. The initial draft of the Code of Behaviour was reviewed and where appropriate amended in-line with the feedback received.
  4. The finalised draft of the policy was submitted for the Patron’s Approval.

 

aims & objectives of the Code

 

The aims and objectives of the code are:

  • To allow the school to function in an orderly way where children can make progress in all aspects of their development
  • To create an atmosphere of respect, tolerance and consideration for others
  • To promote positive behaviour and self-discipline, recognising the differences between children and the need to accommodate these differences
  • To ensure the safety and well being of all members of the school community
  • To assist school staff, parents and pupils in understanding the systems and procedures that form part of the code of behaviour and to seek their co-operation in the application of these procedures
  • To ensure that the system of rules, rewards, and sanctions are implemented in a fair and consistent manner throughout the school.

 

Whole School Approach

 

The Board of Management recognises the importance of creating consistent values, policies, practices and relationships that support the Code of Behaviour.  Such an environment may only be formed by involving the entire school community and in this respect the Board acknowledges the importance of the roles played by, the principal, teachers, ancillary staff and parents in the review and operation of the Code.

The elements of a whole school approach to behaviour include

  • An ethos, policies and practices that are in harmony
  • A teamwork approach to behaviour
  • A whole-school approach to curriculum and classroom management
  • An inclusive and involved school community
  • A systematic process for planning and reviewing behaviour policy

 

Standards of Behaviour

 

St. John’s N.S. Code of Behaviour aims at creating ordered environment based on respect and tolerance where each child feels secure and confident.  We work hard to ensure the St. John’s N.S. is a happy place for both children and staff.  We aim to catch children being good and reinforce positive behaviour.

School rules and class rules are displayed in prominent locations throughout the school.  Each pupil has a copy of the golden rules/code in their homework journal (see appendix 1)

 

Pupils

 

School Rules

 

  • Pupils enter and leave the school building at all times in an orderly fashion.
  • In the interest of safety pupils must walk within the school building and enter and exit the building quietly.
  • Specific rules to apply to all stairs within the school and rules are posted in prominent location on all stairs.
  • Pupils are expected to treat all staff members, themselves and each other with due respect and courtesy.
  • Bullying is never allowed. Any behaviour that interferes with the rights of others to learn and to be safe is unacceptable.
  • Bad, inappropriate language is unacceptable.
  • Pupils are expected to wear their full school uniform/tracksuit on designated days.
  • Chewing gum, glass bottles, other solvents, matches, cigarettes, alcohol or drugs are not allowed.
  • Jewellery is not allowed except watches and one small stud earring in the bottom of each ear.
  • Make-up is not worn during school times.
  • Cycling in school grounds is forbidden.
  • We encourage children to bring healthy lunches (see healthy lunch policy).
  • All electronic devices are forbidden at school.
  • Children are not allowed mobile phones at school except by prior arrangement. If a child is found with a mobile phone it will be confiscated.  If in exceptional circumstances arrangements may be made between the principal and parents of the child to hold a mobile phone for a child in the office for use after school hours.  No responsibility will be taken in the event of loss or damage.
  • Hairstyles are expected to be kept neat and conventional – with hair in its natural colour. For hygiene purposes hair must be tied back.
  • Pupils must respect the school building and property. If any damage is caused, the parent/guardian shall be responsible for the cost of repair/replacement.
  • Fighting, rough play or any physical force is never allowed or tolerated.

 

 

General Behaviour

Each pupil is expected to:  

  • be well behaved and to show consideration for other children and adults
  • show respect for the property of, the school, other children and their own belongings
  • attend school on a regular basis and to be punctual
  • Do her best both in school and for homework.
  • Leave non essential personal belongings items at home including mobile phones, game console, I pods etc.

 

Classroom Behaviour

Each pupil is expected to:

  • listen – to the teacher and other pupils if they are speaking
  • work – to the best of his/her ability and have required materials available for class.
  • value – school property and the belongings of fellow pupils.
  • follow – the direction of her teacher
  • obtain – her teachers permission to leave the classroom
  • respect – the teacher, other pupils and visitors to the classroom.

 

Playground Behaviour

Each pupil is expected to:

  • play – safely avoiding any games or play that are rough or dangerous
  • follow – the directions of the playground supervisor(s)
  • remain – on school grounds at all times in the designated zone only
  • entering the school building during break periods is allowed in the event of an accident
  • respect – the yard supervisor and fellow pupils
  • avoid – swearing, fighting or name calling

 

Behaviour in other School Areas

Each pupil is expected to:

  • walk – in the school corridors in single file and leave classrooms in order of rotation system in place.
  • Children should step back to allow adults to pass.
  • Children should join class line on arrival in morning.
  • Children should sit down while eating in classroom.

 

Behaviour during School Outings/Activities

Each pupil is expected to:

  • follow – her teacher’s directions at all times
  • remain – with the teacher/organiser/facilitator/supervisors and group of pupils at all times
  • behave – politely towards those they meet on such trips
  • observe – the rules of general good behaviour
  • listen respectfully when attending any public event in the G.P.
  • children should leave classroom immediately at 10.50a.m. and 12.40p.m. once bell rings.
  • Observe safe travel procedures on different modes of transport during school tours/outings e.g. wearing safety belt, following instructions etc.

 

Staff

It is the Principal’s responsibility to ensure the school’s Code of Behaviour is administered in a manner that is consistent and fair to all pupils. However each staff member has responsibility for the maintenance of discipline within common areas of the school.

 

Teaching staff are specifically responsible for the management of behaviour within their own class. They will:

  • Discuss the Code of Behaviour with their class in an age appropriate manner at the beginning of the school year.
  • Ensure the rules are displayed in the classroom.
  • Encourage self-discipline and positive Behaviour.
  • Ensure there is an appropriate level of supervision at all times.
  • Implement the reward/sanction scheme in a fair and consistent manner.
  • Keep a written record of all incidents of continued, serious or gross misconduct. This record will indicate the advice and/or warnings given to the child on the misbehaviour and, the consequences of its repetition.
  • Inform pupils when instances of misbehaviour on their part are being recorded.
  • Report repeated instances of serious misbehaviour to the Principal.
  • Invite parents to discuss instances of serious misbehaviour with a view to resolving the issues in a collaborative fashion and supporting the pupil in this way.

 

Parents/Guardians

 

  • Parents/guardians play a crucial role in shaping attitudes in their children which produce positive Behaviour in school. Parents/guardians can assist the school by encouraging their children to abide by the school rules, encouraging punctuality and regular attendance and by ensuring that homework is given due time and effort.
  • Parents/guardians can also assist the school by ensuring that their children have all the necessary materials needed during the school day.
  • Parents/guardians can assist the school by collaborating with the class teacher in relation to minor misdemeanors by singing note etc.
  • Parents/guardians can also assist by collecting appointment slip to discuss misdemeanors with class teacher or principal.

 

Should a parent/guardian be concerned about any aspect of their child’s behaviour they are welcome to make an appointment to discuss their concerns.

In cases of an identified pattern of misbehaviour parents will be invited to participate in the intervention process.

 

Promoting Positive Behaviour

 

As a general rule the school will endeavor to create an environment where positive Behaviour is reinforced through praise and reward. School staff will use encouraging language and gestures, both in class and around the school, so that positive Behaviour is instantly recognised and positively rewarded. Special attention will be paid to pupils who have previously been associated with poor Behaviour so that not only good Behaviour but also improvement in Behaviour is acknowledged.

 

A reward scheme for promoting positive Behaviour will be used. Such rewards will include;

  • Occasionally comment on good behaviour in homework journal/notebook where appropriate.
  • At infant level rewards are given at group and individual level e.g. stamps, stars, Friday treat.
  • At 1st and 2nd class level group awards and student of the week/Pupil of the Month.
  • At 3rd and 4th class level student of the week awards are given/Pupil of the Month.
  • At 5th and 6th special jobs and privileges are given.
  • Good attendance awards are given as medals at the end of the school year.

 

Inappropriate Behaviour

 

In order to establish a common understanding and consistent response the Code of Behaviour classifies misbehaviour into three levels based on the degree of disruption caused by the misconduct. The Code also specifies the disciplinary actions and supportive interventions that will be employed.

 

Level One

 

Level 1: Behaviours

 

Level 1 behaviours are those that interfere with the orderly learning environment of the school, classroom, and common areas. Children will be taught what is expected and how they should behave.  Listed below are some examples of the types of Behaviour that are included in Level 1.  Please note the list is not exhaustive.

 

  • Failure to prepare for class.
  • Running in the hallways
  • Disturbing the work or play of others including talking in class
  • Disrespectful language, tone, or manner in class or yard.
  • Not wearing appropriate uniform.
  • Wearing inappropriate jewellery or footwear.
  • Not remaining seated when required to do so but in particular during break times on wet days.

 

Level 1: Disciplinary Actions

 

Consequences for Level 1 behaviour are dependent upon the severity and frequency of the specific behaviour.  Teachers will apply sanctions at level 1.

  • Discussion aligned with a warning
  • Verbal reprimand/reminder(s)
  • Encouragement of positive behaviour
  • Temporary separation from peers, friends or others
  • Prescribing additional work
  • Loss of privileges
  • Parent contact
  • Behaviour contract

 

Level 1 Supportive Interventions

 

Listed below are some examples of Level 1 supportive actions:

  • Classroom-based interventions, such as Time Circle or class meetings, with the option of informal consultation, (e.g. with parent(s)/guardian(s) or staff members)
  • Discussion of behaviour with the child
  • Informal notes regarding incident/intervention/date.  This information would be useful should a problem persist.
  • Recording of incidents in teacher’s year book.

 

Level Two

 

Level 2: Behaviours

Level 2 behaviours are those that seriously interfere with the orderly environment of the school and are potentially dangerous to the safety and well being of the students and staff.  Listed below are some examples of the types of behaviour that are included in Level 2.  Please note the list is not exhaustive.

 

  • Repeated instances of Level 1 behaviour which have not been modified by intervention
  • Behaviour which is dangerous to self or others (e.g. shoving, pushing, hitting)
  • Intentionally damaging school or personal property
  • Stealing
  • Cheating
  • Use of profanity
  • Derogatory reference to another person’s race, gender, religion, physical condition, disability, or ethnic origin
  • Disrespectful language or behaviour toward a fellow pupil/teacher or member of staff.
  • Any form of bullying behavior.
  • Leaving school without permission.
  • Absentism from school without parental consent.

 

 

Level 2: Disciplinary Actions

The disciplining of students for Level 2 behaviour is dependent upon the severity and frequency of the specific behaviour and developmentally appropriate levels.  The disciplinary actions at Level 2 are administered by the Principal, and include the formal notification of parents, with written documentation.  Some examples of Level 2 responses are:

 

  • Write up according to sanctions for serious misdemeanours in Journal
  • Sent to Principal
  • Meeting with parent(s)/guardian(s)
  • Implementation of extensive Behaviour management plan which should include review of behavior at regular intervals.

 

Level 2: Supportive Interventions

Listed below are some examples of Level 2 supportive actions:

 

  • Team conference to include classroom teacher, parents, other involved staff, Deputy Principal or Principal.
  • Request for assistance from external agencies may be sought e.g. National Educational Psychological Service, Health Service Executive Community Services, the National Behavioural Support Service, Child and Adolescent Mental Health Services, National Council for Special Education.
  • Referral of a Child displaying behavioural problems for psychological assessment (with the parent(s)/guardian(s) consent).

 

Level Three

 

Level 3: Behaviours

Level 3 behaviours are considered the most serious violations.  These behaviours endanger the immediate health, safety and personal well being of the pupils and staff of the school.  They represent a direct threat to the orderly operation of the school environment and would require immediate suspension. Situations, which include illegal activity, may result in contact with the Garda Síochána after parental involvement.  Repeated incidents of Level 3 behaviour can result in a pupil being expelled.

 

Examples of level 3 behaviours include:

  • Assault on a member of staff.
  • Serious Theft
  • Serious Damage to property
  • Serious bullying
  • Carrying drugs, alcohol, cigarettes

 

 

Procedures for Suspensions & Expulsions

 

Suspension

 

Definition of Suspension:

‘requiring the student to absent himself/herself from the school for a specified, limited period of school days’

 

Developing  A Code of Behaviour: Guidelines for Schools, National Educational Welfare Board

 

 

 

 

Authority to Suspend:

 

The Board of Management of St. Johns’s N.S. has the authority to impose an ‘Immediate Suspension’. An ‘Immediate Suspension’ may be for a period of one to three school days depending on the severity of the specific Behaviour, in exceptional circumstances and with the approval of the Chairperson of the Board the suspension may be for a longer period but in any event will not exceed 5 school days.

 

Furthermore, the Board of Management has authority to impose an ‘Automatic Suspension’ for named behaviours detailed in this policy. An Automatic Suspension may be for a period of one to three school days depending on the severity of the specific behaviour, in exceptional circumstances and with the approval of the Chairperson of the Board the suspension may be for a longer period but in any event will not exceed 5 school days.

 

The Board retains its authority to suspend a student in all other cases/circumstances.

 

 

Immediate Suspension and Automatic Suspension

 

An ‘Immediate Suspension’ will be deemed to be necessary where after a preliminary investigation the B.O.M. reaches the determination that the continued presence of the pupil in the school at the time

would represent a serious threat to the safety and wellbeing of pupils or staff of the school. An ‘Immediate Suspension’ may be for a period of one to three school days depending on the severity of the specific Behaviour, in exceptional circumstances and with the approval of the Chairperson of the Board the suspension may be for a longer period but in any event will not exceed 5 school days.

An ‘Automatic Suspension’ is a suspension imposed for named behaviours. The Board of Management of St. John’s N.S., having given due consideration to its duty of care as prescribed by Health & Safety Legislation, has determined that the following named behaviours will incur ‘Automatic Suspension’ as a sanction;

 

  • Physical assault/violence resulting in bodily harm to a pupil or member of staff

or

  • Physical violence resulting in serious damage to school property

An Automatic Suspension may be for a period of one to three school days depending on the severity of the specific Behaviour, in exceptional circumstances and with the approval of the Chairperson of the Board the suspension may be for a longer period but in any event will not exceed 5 school days.

 

Parent(s)/Guardian(s) will be informed of an Immediate or Automatic Suspension by telephone, and arrangements will be made with them for the pupil to be collected. In no circumstance will a student be sent home from school prior to his/her parent(s)/guardian(s) being notified. Formal written notification of the suspension will issue in due course, but no later than 2 school days after the imposition of the suspension. Such a notification will detail:

 

  • the duration of the suspension and the dates on which the suspension will begin and end
  • the reasons for the suspension
  • any study programme to be followed
  • the arrangements for returning to school, including any commitments to be entered into by the pupil and the parent(s)/guardian(s).

 

The Board of Management acknowledges that the decision to impose either an Immediate or Automatic Suspension does not remove the duty to follow due process and fair procedures. In this regard, and following a formal investigation, to be completed no later than 2 school days after the incident the Board will invite the pupil and his/her parent(s)/guardian(s) to a meeting to discuss;

  • the circumstances surrounding the suspension,
  • interventions to prevent a reoccurrence of such misconduct.

 

The Board of Management of St. John’s  N.S. acknowledges the fundamental importance of impartiality in the investigation process. In this regard the following undertaking is given;

  • No person with a vested interest or personal involvement in the matter will be involved in the organisation or implementation of the investigation procedure.

 

Procedures in Respect of Other Suspensions:

In cases other than those of Immediate or Automatic Suspension the following procedures will apply;

 

Where a preliminary assessment of the fact confirms serious misbehaviour that could warrant suspension, the Board of Management of St. John’s will initiate a formal investigation of the matter.

 

The following procedures will be observed

 

A written letter containing the following information will issue to Parent(s)/guardian(s);

  1. details of the alleged misbehaviour, details of the impending investigation process, and notification that the allegation could result in suspension.
  2. An invitation to a meeting, to be scheduled no later than 5 school days from the date of the letter, where parent(s)/guardian(s) are provided with an opportunity to respond before a decision is made or a sanction imposed.

 

The Board of Management of St. John’s acknowledges the fundamental importance of impartiality in the investigation and decision-making process. In this regard the following undertakings are given;

  1. No person with a vested interest or personal involvement in the matter will be involved in the organisation or implementation of the investigation procedure, nor will such a person be involved in the decision-making process.
  2. The person(s) involved in the investigation process will on presentation of a full report of the facts absent himself/herself/themselves from the decision-making process.

 

Where a decision to suspend has been made the Chairperson of the Board of Management will provide written notification to the parent(s)/guardian(s) and the pupil of the decision. The letter will confirm:

  • the duration of the suspension and the dates on which the suspension will begin and end
  • the reasons for the suspension
  • any study programme to be followed
  • the arrangements for returning to school, including any commitments to be entered into by the pupil and the parent(s)/guardian(s)
  • the provision for an appeal to the Board of Management.

Where a suspension brings the total number of days for which the pupil has been suspended in the current school year to twenty days the parent(s)/guardian(s) will be informed of their right to appeal to the Secretary General of the Department of Education and Science under Section 29 or the Education Act 1998 and will be provide with information on the submission of such an appeal.

 

Expulsion

 

Definition of Expulsion:

 

‘A student is expelled from a school when a Board of Management makes a decision to permanently exclude him or her from the school, having complied with the provisions of section 24 of the Education (Welfare) Act 2000.’

 

Developing A Code of Behaviour: Guidelines for Schools, National Educational Welfare Board

 

Authority to Suspend:

 

The authority to expel a pupil is reserved by the Board of Management.

 

Procedures in Respect of Expulsion:

 

Where a preliminary assessment of the facts confirms serious misbehaviour that could warrant expulsion the following procedures will apply:

a) A detailed investigation will be carried out under the direction of the Principal (or a Nominee of the Board if required)

As part of the investigation a written letter containing the following information will issue to parent(s)/guardian(s);

 

  1. details of the alleged misbehaviour, details of the impending investigation process, and notification that the allegation could result in expulsion.
  2. An invitation to a meeting, to be scheduled no later than 5 school days from the date of the letter, where parent(s)/guardian(s) are provided with an opportunity to respond

b) The Principal (or B.O.M. Nominee) will make a recommendation to the Board of Management

 

Where the Principal (or nominee) forms a view, based on the investigation of the alleged misbehaviour, that expulsion may be warranted, the Principal (or nominee) makes a recommendation to the Board of Management to consider expulsion.

 

In this event the Principal (or nominee) will:

  1. ensure that parent(s)/guardians have records of: the allegations against the student; the investigation; and written notice of the grounds on which the Board of Management is being asked to consider expulsion
  2. inform the parent(s)/guardian(s) that the Board of Management is being asked to consider expulsion
  3. provide the Board of Management with the same comprehensive records as are given to parent(s)/guardian(s)

c) Consideration by the Board of Management of the Principal’s (or BOM’s Nominee) Recommendations & the Holding of a Hearing

 

If, having considered the Principal’s report, the Board of Management decides to consider expelling a student a hearing will be scheduled.

 

The parent(s)/guardian(s) will be notified in writing

  1. of their right to make a written and oral submission to the Board of Management
  2. as to the date, location and time of the hearing
  3. that they may if they so choose be accompanied at the hearing

The Board of Management undertakes that the timing of such written notification will ensure that parent(s)/guardian(s) have enough notice to allow them to prepare for the hearing.

 

In respect of the expulsion hearing the Board gives an undertaking that;

  1. the principal (or B.O.M. nominee) and parent(s)/guardian(s) will present their case to the Board in each other’s presence
  2. the meeting will be properly conducted in accordance with Board procedures
  3. each party will be given the opportunity to directly question the evidence of the other party
  4. the parent(s)/guardian(s) may make a case for a lesser sanction if they so choose

 

d) Board of Management Deliberations & Actions following the Hearing

 

Where the Board of Management, having considered all the facts of the case, is of the opinion that the pupil should be expelled the Board

  1. Will not expel the student before the passage of 20 school days from the date on which the Educational Welfare Officer receives this written notification
  2. Will notify the Educational Welfare Officer in writing by registered post of its opinion, and the reasons for this opinion.
  3. Will in writing notify the parent(s)/guardian(s) of their decision and inform them that the Educational Welfare Officer is being contacted
  4. Will be represented at the consultation to be organized by the Educational Welfare Officer
  5. Will suspend the student, if it is deemed likely that the continued presence of the student during this time will seriously disrupt the learning of others, or represent a threat to the safety of other pupils or staff.

e) Confirmation of the Decision to Expel

 

Where the twenty-day period following notification to the Educational Welfare Officer has elapsed, and where the Board of Management remains of the view that the student should be expelled, the Board of Management will formally confirm the decision to expel.

 

Parent(s)/guardian(s) will be notified in writing that the expulsion will now proceed. They will also be informed of their right to appeal to the Secretary General of the Department of Education and Science under Section 29 or the Education Act 1998 and will be provide with information on the submission of such an appeal.

 

 

The Board of Management of St. John’s N.S. acknowledges the fundamental importance of impartiality in the investigation and decision-making process. In this regard the following undertakings are given;

  1. No person with a vested interest or personal involvement in the matter will be involved in the organisation or implementation of the investigation procedure, nor will such a person be involved in the decision-making process.
  2. The person(s) involved in the investigation process will on presentation of a full report of the facts absent himself/herself/themselves from the decision-making process.

 

 

 

 

 

 

 

 


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Designated Autism Unit – Admissions and Enrolment Policy

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Designated Autism Unit – St. John’s N.S.

Admissions and Enrolment Policy

 

 

Enrolment Criteria

 

  1. All parents wishing to enroll their children in the class for children with an Autistic Spectrum Disorder (ASD) in St. John’s N.S. will require an up to date psychological assessment report from a registered Psychologist.

 

Please note that an “up-to-date psychological assessment” is defined as:

 

A psychiatric or psychological assessment report that clearly specifies whether the child has a confirmed diagnosis of an Autistic Spectrum Disorder.

 

A reference to the child’s current cognitive functioning as well as current behaviour analysis as ascertained by valid and reliable psychometric tests and clinical impressions.

 

It is preferable that a report, completed within approximately 12 months prior to a decision being made with regards to the child’s application, should be furnished.

 

The age profile of children in the A.S.D. class must correspond with the age profile of all the other children in St. John’s N.S.

 

Final decision lies with the B.O.M. Applications Team comprising of the Board of Management, Chairperson, Principal, Psychologist, Special Class Teacher and S.E.N.O. (Special Needs Organisor).

 

 

Where a child’s behaviour impacts in a negative way on others in the school to the extent that their constitutional right to an education is being interfered with or their health and safety compromised, as judged by the Board of Management of the School, the school reserves the right to advise parents that a more suitable setting should be found for their child.

 

Application Process

 

  1. Parent(s) / Guardian(s) will apply in writing to the School Principal.

 

  1. The criteria for admission, the services available, the teaching methodologies used, and a Registration/ Enrolment Form will be sent to the Parent(s) / Guardian(s) for consideration.

 

  1. Should Parent(s) / Guardian(s) feel that the particular class might suit their child’s needs they will need to forward the registration form along with a recent psychological assessment – see definition of same above.

 

  1. The application will be considered by the B.O.M. Multidisciplinary Committee. This Committee is comprised of a Psychologist, Board of Management Chairperson, Class Teacher and School Principal.  The Admissions Committee recommendation is forwarded to the B.O.M. who will have the final decision.

 

 

The Class for Children with ASD

 

  1. According to the Department of Education and Science (D.E.S.) CIRCULAR 9/99 the current pupil teacher ratio applicable is 6:1. This is comprised of 1 Teacher and 2 Special Needs Assistants per 6 children.

 

  1. The outreach services of a multi disciplinary team from the Regional ASD Service will be available to the class.

 

  1. In-service training for staff will be delivered on an ongoing basis. In the light of whole team training, it may be deemed necessary at times to request the children not to attend school on that particular day(s).  Parent(s) / Guardian(s) will be given ample notice of dates.

 

  1. All school staff will have access to specific training and focuses on educating/working with children who have an Autistic Spectrum Disorder.

 

 

 

Enrolment

 

“Enrolment” – At an introductory stage children will be integrated into their new class environment as per their individual needs (for example a child may initially attend on a part-time basis until the child has adapted to the new environment) this will be individually agreed and monitored in consultation with parents.

In all cases admissions must be monitored and reviewed – children shall not remain in this class if the class is not meeting their needs.

 

 

Teaching Methods

 

Teaching methods include elements of various styles and techniques including:

  • All children follow the Mainstream Curriculum and integrate with their peers in the Mainstream Classes where appropriate
  • E.P. (Individual Education Plans) are written at the start of the school year in consultation with parents and the A.S.D. Team. Targets are monitored on a regular basis, with review meetings taking place in January and June.
  • E.A.C.C.H – Treatment and Education of Autistic and Related Communication Handicapped Children
  • E.C.S – Picture Exchange Communication System
  • P.E.L.L – Structure, Positive, Empathy, Low Arousal, Links
  • Social Stories
  • The Social Class Teachers will work in consultation with the A.S.D Team to ensure the needs of each child are addressed appropriately. The A.S.D Team may include the following members: Psychologist, Speech and Language Therapist, Occupational Therapist, Occupational Therapist, Clinic Manager, Key Worker and Social Worker.

 

 

Individual Educational Plan – Children will have regular access to I.E.P.’s in the setting of St. John’s N.S.

 

 

Aim and Objectives

 

To provide a quality driven, appropriate educational service to all children in the Unit, within the requirements of all recent legislation pertaining to Special Needs Education.

To strive towards the integration of children in the Unit into mainstream education, having regard for levels of disability, available resources and suitability for such integration.

To enhance the communicative and social skills of the children in the Unit.

 

Discharge Policy

 

It is school policy to facilitate the discharge of pupils from the unit once they have reached the age of twelve.

Pupils who reach the age of thirteen after September 30th in any year will be permitted to complete that academic year. This means a June discharge in the following year.  Discharge may also be recommended after the first year if the admissions team, after consultation with the parents/guardians, feel that placement is not appropriate.

 

Evaluation

 

The Board of Management will monitor the implementation of all aspects of this policy.  This policy will be amended and updated as require.

 


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Homework Policy

HOMEWORK POLICY

 

Homework is given as a means of consolidating and reinforcing work done in school. It provides a link between teacher and parent and encourages parental involvement in their child’s education. We would advise you to check your child’s work and remain in regular contact with the child’s teacher by signing homework every school night.

 

The following points should also be noted with regards to homework.

 

  • Set aside a regular time for homework including adequate time for reading, learning by heart as well as written work.
  • The child should be sitting comfortably at a table in a quiet room free from distractions and interruptions.
  • Do not allow children to watch T.V. while doing homework and they should not have access to iPads, tablets, phones etc. at this time.
  • The pupil should have their homework journal/homework sheet beside them and tick off work as it is completed. Homework Journals should be signed each night by parent or guardian after checking that the work is completed satisfactorily. If for any reason homework cannot be done, let the class teacher know by writing a short note.
  • If your child is working independently – be available to help and show interest in what is being done. If you are working with your child and you feel yourself becoming impatient, take a short break and go back to the work a little later. Praise your child’s efforts at every opportunity.
  • Parents should encourage a positive attitude towards all subjects from an early age and should advise their child to do their best work at all times. If your child is persistently having problems with homework, contact the class teacher and discuss the difficulties.

 

  • Encourage your child to keep books and copies clean and tidy and to take pride in doing their very best work. Ensure your child has all the necessary books and school related items needed for school the following day.
  • The school promotes recreational reading as part of the homework routine or at the other times e.g. bedtime / weekends / breaks. We would appreciate co-operation from all parents / guardians with regard to same.

 

In order to promote a positive attitude to homework the following rewards are used, reward stickers / stars / stamps / Student of the week / Reader of the week etc. Occasionally one aspect of homework e.g. oral or written will be omitted as an incentive for best effort in group work. The school will periodically award a homework-free night for special occasions or achievements.

 

While homework is given with the child of average ability in mind, obviously some children will get it completed more quickly than others. Some children may have to complete work begun in school that they did not finish. Time spent on homework will vary from day to day and also from the beginning to the end of the school year. Remember that work completed quickly and carelessly is not work completed properly.

When considering the amount of time spent on homework, one must not include time spent doing another unrelated activity e.g. wandering off to play. Time spent depends on the child’s concentration, ability and application.

 

If a child is absent from school for lengthy periods due to illness, school personnel will endeavor to help the child keep up with the work of the class. In the event of a child being absent from school for other reasons e.g. holidays, it is our policy that teachers will not set or correct work for individual children. All absences affect the pattern of a child’s schooling and parents need to be mindful of this and avoid children losing out on valuable educational experiences where possible.

 

 

 

 

 

 

Here follows the recommended homework times which should operate in normal circumstances and keeping the above guidelines in mind.

 

Infants:                                   0-20 mins.

Rang 1 and 2:                       20-30 mins.

Rang 3 and 4:         –             30-40 mins.

Rang 5 and 6:                       40-50 mins.

 

 

We have a policy of giving homework from Monday – Thursday.

Weekends are homework free provided homework has been completed on Monday to Thursday.

 

Parent / Teacher Meetings:

Communication between parent and teacher is vital to ensure that the progress of your child can be monitored. Parent / teacher meetings are held once a year usually in February. However, should you wish to discuss your child’s progress with class teacher or principal we would ask you to make an appointment through the school secretary who will arrange a suitable time for your consultation.

 

 

 


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Policy on Parental Custody/Separation/Divorce

Policy on Parental Custody/Separation/Divorce

 

The staff of St. John’s National School encourage parents experiencing separation or divorce to come and speak confidentially to the teachers and/or principal. It is our aim to handle such matters with sensitivity and compassion, and ultimately, our primary concern is for the well being and overall development of the child.

 

  1. When a child spends time in two homes, it is requested that the school be provided with both sets of emergency/contact numbers.

 

  1. It is school policy to offer the option of separate parent/teacher meetings, if so desired (arranged in February). The Principal must be notified in advance of any request for such a meeting.

 

  1. It is assumed that when we wish to communicate with parents regarding their child, the parent who is contacted (i.e. the parent with whom the child principally resides) will inform the other parent of meetings, arrangements etc.

    Special requests for separate communication can be accommodated by written request by the parent.

 

  1. Regarding notes, school communication via schoolbags, school reports etc. it is assumed that the parent with whom the child principally resides will keep the other parent informed.
  2. Both parents will be treated as equal partners in terms of parenting rights and responsibilities, in the absence of any Court Order to the contrary.
  3. The school cannot be asked to withhold a child from either parent, in the absence of a court order. A certified copy of this court order must be given to the school, and to the local Gardai.
  4. The staff of St. John’s N.S. will endeavour at all times to deal sensitively and caringly with children experiencing separation or divorce.