Code of Behaviour

  1. Gortnahoe National School

 ( For the most up to date information on all school policies, please contact the school principal) 

 

Code of Behaviour

 

Scope:

This Code of Behaviour applies to pupils in Gortnahoe NS and should be observed while in school and while attending any school activities including tours, sporting and cultural events etc.  It has been reviewed and ratified in June 2016  to take cognisance of the Education Act 1998, the Education Welfare Act 2000, the Equal Status Act 2002, EPSEN 2004  and the guidelines “Developing a Code of Behaviour: Guidelines for Schools” published by the National Education Welfare Board (NEWB, 2008) and should be read in conjunction with the Anti-Bullying Policy, Health and Safety Policy, Child Protection, Assault Against School Employees and Gortnahoe NS Enrolment Policy. This code will then be published on the school website which will be developed in the near future.

 

Guidelines:

By enrolling their children in our school, parents indicate agreement with the aims and ethos of Gortnahoe NS and are acknowledging acceptance of the Code of Behaviour. There is a strong sense of community associated with our school and co-operation will be required from all members of this community to implement the code, namely staff, pupils and parents.

Acceptance of the terms and conditions of this Code of Behaviour is and will be a prerequisite to enrolment.

This is stated on the Gortnahoe NS enrolment policy.

 

Relationship to our Mission, Vision and Aims:

Our aim in presenting this policy to parents is to ensure that the individuality of each child is accommodated. Equally we acknowledge the right of each child to education in a relatively disruption free and non-threatening environment. Our school motto in Gortnahoe states “Tá gach dalta tábhachtach” ( “Every child is important and valued”) and ‘Mol an Óige: Praise the youth.

In accordance with our mission statement we seek to promote the spiritual, emotional, social and physical development of the children in our care and this code should play a major role in reflecting the ethos of our school which is based on respect: for themselves, each other, school property and the property of others.

 

 

Our Vision: 

The vision for relationships and behaviour in Gortnahoe NS is that:

“Each individual through positive learning experiences will be stimulated to reach his/her full potential, face life confidently, find fulfilment and be respectful in an ever changing world”.

 

Aims:  

The code aims at creating a caring, ordered environment based on respect and tolerance where each child can feel secure and confident. The code not only applies everywhere on the school premises but also applies at any school related activity whether on or off the premises such as school tours, swimming, sports activities, religious ceremonies etc.

 

Rationale:

We adopt a positive approach to behaviour in school. We keep the rules to a minimum and teach these rules to the children in such a way that they understand that these rules ensure the smooth running of the school for the maximum benefit and safety to all members of our school community. This Code of Behaviour ensures that good behaviour and positive attitudes and relationships are fostered.

 

Aims of the Code:

  • To create a safe, secure and positive learning environment that encourages and reinforces good behaviour
  • To promote self-esteem and positive relationships
  • To encourage consistency of response to both positive and negative behaviour
  • To foster a sense of responsibility and self-discipline in pupils and to support good behaviour patterns based on consideration and respect for the rights of others.
  • To facilitate the education and development of every child
  • To foster caring attitudes to one another and to the environment
  • To enable teachers to teach without disruption
  • To ensure that the school’s expectations and strategies are widely known and understood through the parent’s handbook, availability of policies and an ethos of open communication.
  • To encourage the involvement of both home and school in the implementation of this policy.
  • To make teachers and parents aware of procedures for dealing with challenging behaviour and infringement of school rules.

 

 

 

School Rules:

Each class operates a set of 7 basic rules.

  1. Always be on time and be prepared for class.
  2. Do as you are asked immediately.
  3. Raise your hand and wait quietly for attention.
  4. Work quietly in your place and do your best.
  5. Stay seated and be quiet when the teacher is out of the room.
  6. Listen attentively and in silence to the person speaking.
  7. Be honest. Respect everyone and their property.

 

Safety: For my own safety and that of others:

  1. a) I should be careful coming to and going from school.
  2. b) I should always walk while in the school building and paths.
  3. c) I should remain seated at all times during class and while eating lunch. Lunch is eaten in the classroom.
  4. d) I should always show respect for my fellow pupils, all staff and visitors.
  5. e) I should always return the completed Absence Form ( Pink) following each absence.
  6. f) I should never leave the school grounds without being signed out of the office by a parent/guardian.

 

Caring for Myself:

  1. a) I should respect myself and my property, always keeping my school uniform, bag, books, and copies in

good order. (Uniforms and all other property should be labelled).

  1. b) I should be in school at 9.20 am.
  2. c) I should always be aware of my personal cleanliness. In the interests of hygiene and safety long hair should be tied back, jewellery should be kept to a minimum (e.g. watches, one pair only ear studs). Make-up is not permitted nor are aerosols.
  3. d) I should always bring a sensible, nutritious lunch to school
  4. e) I should always do my best in school by listening carefully, working as hard as I can and by completing my homework.

 

Caring for Others:

  1. a) I should be kind and respectful to all staff, visitors and fellow pupils by being mannerly and polite, by taking turns and by remaining silent and orderly in my class line.
  2. b) I should behave well in class so that my fellow pupils and I can learn.
  3. c) I should always keep my school clean. I should show respect for the property of others, the school building and grounds.
  4. d) I should be truthful and honest at all times.
  5. e) I should not have a mobile phone at school, unless given permission by the principal to do so, in exceptional cases.
  6. f) I shall address other pupils by Christian name.
  7. g) I shall not climb on walls or trees or sit on front wall.

 

Promoting Positive Academics and Social Behaviours:

Strategies to promote Positive Behaviour:

 

We promote positive behaviour in Gortnahoe National School as we feel that this will, in the long run, brings about  the best result.

  • Praise and encouragement in lessons and around the school should be used as much as possible.
  • Ensuring that pupils are treated fairly, equally and firmly ;
  • A quiet word or gesture to show approval;
  • Matching workwith pupil’s abilities; A prize/reward carefully noted by the teacher to ensure that all children at regular stages during the school year are rewarded for effort/behaviour/skill etc. Teachers creating moments of success and then acknowledging them.
  • A comment in a pupil’s exercise book;
  • A visit to another member of staff or the Principal for commendation ;
  • A word of praise in front of a group or class;
  • Delegating some responsibility or privilege ;
  • A mention to a parent – written or verbal;
  • Teacher records improvement in the behaviour of a disruptive pupil;
  • Implementation of Programmes such as Circle Timeto promote positive behaviour.
  • Golden Time is awarded in individual classes as a reward for positive behaviour.

The above list is not exhaustive and consists of examples only and may be procedurally added to over time at the discretion of the staff and Principal.

 

Positive Interventions:

 

We will make every effort to have children who appear to be having serious difficulties, emotionally, academically or otherwise referred for psychological assessment and / or counselling, working in conjunction with parents. Help may also be sought from the support services within the wider community –

HSE, The National Education Psychological Services (NEPS), the Department of Education and Skills and the National Education Welfare Board (NEWB).

 

 

 

 

 

 

Children with Special Needs:

All children are required to comply with the code of behaviour. However the school recognises that children with special needs may require assistance in understanding certain rules. Specialised behavioural plans will be put in place in consultation with parents and the class teacher, learning support/ resource teacher, and or principal will work closely with home to ensure that optimal support is given. Cognitive development will be taken into account at all times. Professional advice from psychological assessments will be invaluable.

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

 

Decreasing Inappropriate Behaviour:

Sanctions are necessary to show disapproval of and discourage unacceptable behaviour. Sanctions will be graded according to the particular circumstances and will be applied according to the gravity of the misbehaviour, with due regard to the age, emotional and intellectual development of the child. From time to time, it emerges that the pupil causing difficulties in school, does so in response to significant problems outside the school.

While solving such problems is beyond the brief of the school, cognisance must be taken of them, in so far as is practical, but only to the extent that they do not impinge on the learning process and safety of others. Sanctions will also take account of the pupil’s behaviour record to date.

Examples of Misdemeanours and Sanctions

Examples of Minor Misdemeanours:

Interrupting class work/ arriving late for school/ running in school building/not listening and speaking out of turn/leaving seat without permission at break or lunch time/ placing unfinished food in bins/ leaving litter around school/ not wearing correct uniform/ being discourteous or unmannerly/ not completing homework without good reason/ bringing sweets and bars to school/ wearing jewellery ( Jewellery is not allowed except for one small stud earring in the bottom of each ear and a watch)/ wearing make-up / belongings not named/ distracting hairstyles, hair not tied back / not bringing explanation notes for absences and homework/ wearing unsuitable shoes/ cycling in school grounds

 

 

Examples of steps to be taken by teachers when dealing with Minor Misdemeanours

  • The class teacher will normally deal with classroom misdemeanours.
  • Verbal reprimand and reasoning with the pupil, including advice on how to improve, setting realistic targets.
  • Time out from friends and others (to reflect on the misbehaviour).
  • Loss of privileges such as ‘Golden Time’
  • Noting incidence of yard misbehaviour in yard book.
  • Note in homework journal or other to parents.
  • Isolation within class.
  • Removed to another class for a limited time span.

Examples of steps to be taken when dealing with REGULAR occurrences of Minor Misdemeanours:

  • The child will receive written work to be completed at home during the weekend.
  • Class teacher meets with parent(s)/guardian. Details of all misbehaviour will be given to parents.

Examples of Serious Misdemeanours:

 

Bullying/ Constantly disruptive in class/ telling lies/stealing/damaging or interfering with another person’s property/back answering a teacher/leaving school premises during school day without appropriate permission/ using or writing unacceptable language/ bringing chewing gum, glass bottles, solvents to school/ deliberately injuring a fellow pupil or partaking in any activity which would put themselves or others in danger/ deliberately leaving taps on/ misuse of fire equipment/ bringing in mobile phones without permission etc.

 

Examples of steps to be taken when dealing with Serious Misdemeanours:

  • Pupil is sent to Principal/ Deputy Principal
  • Principal/Deputy Principal contacts parent/guardian
  • Pupils may be removed from activity if endangering self or others
  • The child will write an account of what they have done if age appropriate. Temporary separation from peers, friends and others may also occur.
  • A record is kept of all serious misdemeanours.
  • Parent comes in to meet the Principal and all relevant matters will be discussed, including advice in how to improve.
  • A verbal warning will be given to the child regarding the future breaches of our code of behaviour.
  • A formal suspension warning may be given.
  1. B. 2 teachers to be present when interviewing a child/ren in connection with serious misdemeanours, either male or female.

 

 

Examples of Gross Misdemeanours:

 

Deliberately vandalizing school property/ aggressive, insulting, threatening or violent behaviour towards any person. Bringing alcohol, drugs, cigarettes or matches to school.

 

Examples of steps to be taken when dealing with Gross Misdemeanours:

  • Principal/Deputy Principal contacts parent/guardian immediately and parents will be called to meet the principal in the school.
  • While waiting for the parents’  presence in the school or while the discussion is taking place, the child may be removed from class and placed in another classroom with written work to do. The child writes an account of what happened and how they will behave in the future. The Board of Governance has authorised the Chairman or Principal to sanction an immediate suspension following discussion with the parents. If the parents do not attend the meeting, the pupil/s may be suspended and parents informed by letter.
  • A record is kept of the incident.
  • Suspension or expulsion may be considered.

Suspension Warning:

Parents and the child sign a written agreement to abide by the school rules or face suspension.

Class Dojo:

Some class teachers operate a rewards system based on Class DoJo where each child receives pints and over a period of time, they can earn rewards for their good behaviour.

 

Suspension:

While the Board of Governance has the authority to suspend, the Board of Governance of Gortnahoe National School has delegated this authority to the principal, for periods of up to three days. The B.O.G has also authorised the Principal, with the approval of the Chairperson of the Board, to impose a suspension of up to five days in circumstances where a meeting of the Board cannot be convened in a timely fashion. The B.O.G will place a ceiling of ten days on any one period of suspension imposed by it.

 

Immediate Suspension: 

In exceptional circumstances the Principal may consider an immediate suspension to be necessary, where the continued presence of the student in the school at the time would represent a serious threat to the safety of students or staff of the school, or any other person, or in the case of gross misbehaviour.

The following procedure will be followed in Gortnahoe N.S.

  • An investigation of the facts to confirm serious misbehaviour.
  • Parents will be informed, in person, by phone or in writing about the incident.
  • Parents will be given an opportunity to respond.

If suspension is still decided upon

  • The principal will notify the parent in writing of the decision to suspend. The letter will confirm.
    • The period 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 student and the parents.
    • The provision for appeal to the Board of Governance
    • The provision for appeal to the Secretary General of the Department of Education and Skills. (Only where the total number of days for which the student has been suspended in the current school year reaches 20 days.)
    • Where the cumulative total of days reaches 6, the NEWB will be notified

 

Cases of Immediate Suspension:

  1. Violent assault towards any pupil or staff member, causing bodily harm.
  2. Bringing a violent / destructive / dangerous implement to school and either using it, or threatening to use it, or showing others how to use it in a dangerous manner.
  3. Being in possession of an illegal substance or substances, as listed in out Substance Use Policy e.g. cigarettes, alcohol or any illegal substances
  4. Serious damage to school property or the property of others (e.g. cars).

 

The degree of misdemeanours i.e. minor / serious / gross will be judged by the teachers and / or Principal based on a common sense approach with regard to the gravity and frequency of such demeanours.

 

Our school reserves the right to introduce new rules and add to the list of misdemeanours as and when the circumstances arise. Parents, pupils and all staff members will be made aware of these additions.

 

Expulsion:

Procedures in respect of expulsion.

  • A detailed investigation carried out under the direction of the principal.
  • A recommendation to the B.O.G by the principal
  • Consideration by the B.O.G of the principal’s recommendations and the holding of a hearing.
  • B.O.G deliberates and acts following the hearing.
  • If B.O.G is of the opinion that the student will be expelled, the Board must notify the Educational Welfare Officer (EWO) in writing, of its opinion and the reasons for this opinion. The intention to expel a student does not take effect until 20 school days have elapsed after NEWB have received written notification. The NEWB will be notified using a Notice of Intention to Expel form which is available on www.schoolreturn.ie or from the helpline (1890 36 3666). This form will be completed and sent to School Return Section, National Educational Welfare Board, 16-22 Green St, Dublin 7.
  • Consultations arranged by the EWO.
  • Confirmation of the decision to expel.
  • Provide alternative school placement for the child, working in cooperation with the Welfare Board.

Appeals

A parent may appeal a decision to expel to the Secretary General of the Department of Education and Skills ( Education Act 1998 section 29)

 

Removal of Suspension ( Reinstatement) :  

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

 

 

Record Keeping:

Formal written records will be kept of:

  • The investigation (including notes of all interviews held)
  • The decision-making process.
  • The decision and rationale for the decision.
  • The duration of the suspension and any conditions attached to the suspension.
  • Class & Yard Incidents are recorded on “Aladdin” ( see procedures for Reporting in the Plean Scoile)

 

 

Communication:

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

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

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

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

  • Informal/ formal parent/ teacher meetings
  • Through children’s homework journal
  • Letters/ notes from school to home and from home to school
  • School notice board
  • Newsletters/ school website/ e mails
  • Text a Parent service

 

 

 

Bullying: (Please refer to Gortnahoe NS Anti-Bullying Policy)                

  • Conduct which may harm the mental, physical or emotional well being of others is not conducive to good school morale or a secure learning environment.
  • Students should not engage in any activity that could be interpreted by others as harassment, intimidation or bullying.
  • Bullying is any repeated, on-going and sustained aggression, verbal, psychological or physical conducted by an individual or a group against another person or persons. There is a detailed description of behaviours that are deemed inappropriate in our anti-bullying policy.
  • Bullying is not to be confused with the normal social interchange that takes place between children.
  • All allegations of bullying will be investigated according to the procedures outlined in the anti-bullying policy and appropriate sanctions will be taken against those who bully.

 

 

 

 

 

Uniform/ Personal Appearance/ Hygiene:

We require the wearing of the full Gortnahoe NS school uniform or tracksuit to help promote a sense of belonging to the Gortnahoe NS community.

  • Blue jumper, trousers, (not track suit) skirt/pinafore/dress, tie and blue Navy or white socks. Black or Navy Shoes

Official Gortnahoe School Tracksuit and a blue t-shirt. Runners.

  • Students should maintain a neat and tidy appearance.
  • All items of uniform should be clearly labelled.
  • Hairstyles should be neat. No distracting hair cuts or styles. Hair should not be dyed or high-lighted in un-natural hair colours.
  • One pair of stud earrings is allowed in the ear lobe
  • Rings, bracelets and necklaces pose as a Health / Safety risk and are not allowed in our school, except in exceptional circumstances and approved by the principal.
  • Make-up of any description may not be used by children. This includes concealer, fake tans, foundation and eye make-up.
  • Nail varnish should be kept for weekends and holidays.
  • Football gear/boots to be worn for games in the field, when the weather is bad.

 

Internet:

  • Pupils are expected to use computers and computer networks solely for the purpose of education and academic research.
  • Pupils may not misuse electronic mail or have access to internet sites that violate any aspect of this code of behaviour
  • Any pupil using Information Technology for the purpose of bullying a pupil, insulting or defaming a teacher or any other staff member associated with the school and / or bringing the school into disrepute in any fashion, will be dealt with according to our sanctions.

 

 

 

Mobile Phones:

Mobile phones are not permitted in Gortnahoe N.S. except in exceptional circumstances and approved by the Principal.

 

Distribution of Christmas cards/ birthday invitations/ presents

The distribution of individual Christmas, birthday,  communion, confirmation cards, birthday invitations or presents is not permitted in school.

 

Entry & Exit:

  

  • Entry to the school building is at 9.10 a.m. and pupils are NOT supervised before this time.
  • Pupils are not permitted to leave the school grounds on their own during the school day. Children may only leave the school premises when signed out of the office by a parent/guardian.
  • No running, playing or any inappropriate behaviour while waiting for the school premises to open.

 

Bus Rules:

 

The children are regularly encouraged by all teachers to behave appropriately on the bus, not distract the driver, stay seated with seat belt on and to enter and exit the bus in a safe, orderly manner. Enter and Exit the bus on the footpath side in a safe manner.

 

Yard Rules:

General Lunchtime Rules

 

  • When the first bell goes for lunch, eat your lunch in your own place.
  • When the second bell goes, line up and WALK to the yard.
  • Everyone is to leave the school and go to the yard when the bell goes. No hanging around the class.
  • No food is allowed in the yard.
  • Each class must remain in their allocated area in the yard.
  • No one is allowed on the ramp or on the bars.
  • You must ask the teacher for permission to go to the toilet or leave the yard for any other reason.
  • You must listen to your prefect and do as you are asked immediately.
  • When the first bell goes at the end of lunch, everyone freezes and on the second bell walks to their line.
  • Line up in a straight line at your designated area.
  • Teacher collects their class from the yard. .
  • Hurling Area is timetabled for classes.

 

 

Hurling Area:

 

  • Helmet must be worn once you enter the playing area and must be kept on until you come back into the normal yard.
  • Tennis Ball Only Allowed and you are not allowed to play with it in class or normal yard on your way to the playing area.
  • Goals Only and the Score is not to be Kept.
  • Only when the weather is fine and the grass dry will hurling be allowed.
  • Old runners must be worn with football socks.
  • 1 person in charge of setting up the goals with cones.
  • Only people genuinely interested in playing hurling are allowed out to the hurling area to PLAY. You will not be allowed to stand around in groups chatting in the middle of the pitch, just because you are wearing a helmet. If so you will be asked to return to the normal section of your yard.
  • If the ball goes over the wall into the housing estate you are to leave it. No one is to climb the wall or fence of the field. Also, there is no one to enter the building site after school to retrieve the tennis ball.
  • If the ball goes over the wall into the yard, ONE person is to leave their hurley down and go into the normal yard for the tennis ball.
  • Once the bell goes, play is immediately stopped, no matter what and players return to their line as quickly as possible
  • There is to be no goading, gloating, talking, fighting in relation to the matches.
  • REMEMBER ; It is for fun and to improve your skills.
  • Anyone breaking any of these rules can be removed from the Hurling Area.
  • Classes are timetabled for the Hurling Area

 

 

 

 

 

 

 

 

 

 

Swimming:

When swimming children are expected:

  • to wear a coat when walking to the swimming pool except on dry, sunny days during May and June;
  • to walk in line behind the teacher to the swimming pool. No running allowed;
  • to never shout or run in the dressing rooms or pool area;
  • to listen and obey the instructor and life guard;
  • to wear a swimming cap.
  • to never leave the pool side – unless under the instructor’s directions;
  • to never push or play roughly in the pool, pool area or dressing rooms;
  • to dress quickly after each session;
  • not to bring hairsprays, gels, spray deodorants to the pool; Roll-on deodorants are allowed for 3rd – 6th class pupils.
  • not to buy drinks/sweets at the pool.

School Functions/ Trips/ Tours. Matches/ Cross Country:

When on school trips/tours, children are expected:

  • to enter/leave the bus in an orderly manner;
  • to arrive 15 minutes before departure time; Parents are expected to contact the school 15 minutes before departure time if a child is sick or unable to attend.
  • to keep the school rules as listed above;
  • not to bring mobile phones or electronic devices on school tours; Teachers will have mobile phones on tour if parents/children need to get in contact with one another.
  • to sit in their seats and avoid loudness that would distract the driver;
  • to take drinks and sweets at the appointed lunch breaks;
  • to stay in their appointed groups at all times;
  • to wear school tracksuit on school tours;
  • to return the parental/guardian permission slips allowing the child to go on tour;

 

 

 

 

 

Gortnahoe N.S. Sports Code of Conduct

Please see separate policy.

 

 

Behaviour in School and at School Functions:

 

Good behaviour in class and around the school creates a safe environment that is conducive to learning.

  1. All members of the school community have a right to be treated with dignity and respect and should treat others with dignity and respect.
  2. Students should follow the instructions given by their teachers and other members of staff.
  3. Students should not engage in actions where others may be adversely affected. This includes play fighting, running through the corridor or engaging in conduct potentially harmful to themselves or others.
  4. The chewing of gum is forbidden in school and at any school function.
  5. Behaviour during liturgies, formal events and presentations must be appropriate to the occasion.(e.g.Communion, Confession, Confirmation, other Ceremonies)

 

 

Expectations of the Board of Management

 

  • Provide a comfortable, safe and stimulating school environment.
  • Support the Principal and staff in implementing the Code.
  • Ratify the Code.
  • Review the Code.

 

 

Expectations of Principal

 

  • Promote a positive climate in the school.
  • Ensure that the Code of Behaviour is implemented in a fair and consistent manner.
  • Arrange for review of the Code, as required.

 

 

 

 

 

Expectations of Staff

 

School rules are devised with regard to the health, safety and welfare of all members of the school community. It is imperative that adults ‘practise what they preach’ in their interaction with children every day.  

 

  • support and implement the school’s code of behaviour;
  • be cognisant of their duty of care;
  • to be familiar with and follow the school’s policy on “Child Protection”.
  • create a safe, welcoming environment for each pupil;
  • praise desirable behaviour;
  • facilitate pupils to reach their full academic potential;
  • recognise and provide for individual talents and differences among pupils
  • be courteous, consistent and fair;
  • keep opportunities for disruptive behaviour to a minimum;
  • deal appropriately with misbehaviour;
  • keep a record of serious misbehaviour or repeated instances of misbehaviour;
  • listen, at appropriate times, to pupils’ explanations for behaviour;
  • provide support for colleagues;
  • be familiar with the Teaching Councils “Professional Conduct Code”;
  • communicate with parents and staff when necessary, always with courtesy and respect;
  • provide reports on matters of concern.
  • be familiar with and follow the school’s policies on “Grievance” and “Harassment” if he/she has any complaint against staff, parents or outside personnel.

Expectations of Parents

   Parents are expected :

  • to nurture in their children a positive attitude towards school and try not to pass on any negative experiences parents may have had themselves while at school.
  • to ensure their child attends school regularly and punctually in full school uniform with appropriate clothing for the weather so that their child will be warm and dry playing outside during breaks;
  • to send a written note on the “Pink Slip” provided to the class teacher explaining their child’s absence from school;
  • to ensure the school has up-to-date phone numbers of family/friends to be contacted in case of an emergency.
  • to arrange and ensure that a family member/friend is contactable and available to attend the school in the event of an emergency.
  • to ensure their child attends school with a good level of hygiene; to check their child’s head regularly for head lice and treat as necessary;
  • to notify the school of any infectious diseases.
  • to ensure their child has a healthy lunch in school every day in line with the school policy on “Health Eating”.
  • to arrange meetings with the class teacher and/or principal when they are concerned about any issue relating to their child;
  • communicate with staff when necessary, always with courtesy and respect and to model good behaviour in their relationship with teachers;
  • to encourage children to have a sense of respect for themselves, for others, for their own property and that of others;
  • to be interested in, support and encourage their child’s school work;
  • to ensure that their child has the correct books and other materials;
  • to be familiar with the code of behaviour and other school policies and to support the implementation of these policies;
  • to co-operate with teachers in instances where their child’s behaviour is causing difficulties for others;
  • to communicate to the school problems which may affect a child’s behaviour.
  • to sign their child out at the OFFICE and then collect them from their class.
  • To collect their child promptly from school

Expectations of Pupils

 

Pupils are expected:

  • to listen to the class teacher, work hard, do their best and make best use of their time in school;
  • to enter and leave the school building at all times in an orderly fashion; When the bell rings after play-time the children stop playing and walk to their class lines. Children are not to enter the school building without getting permission from teachers.
  • to walk within the school building and quietnessis expected while children are getting ready to enter/exit class i.e. while queuing, while putting on coats in cloakrooms etc. ;
  • to treat all staff members, themselves and each other with due respect and courtesy;
  • to stand back for an adult, to welcome visitors and to show respect to their elders;
  • to never bully any person; Any behaviour that interferes with the rights of others to learn and to be safe is unacceptable. Fighting, rough play or any physical force is never allowed or tolerated.
  • to never use bad language; Inappropriate language if used towards a teacher or anywhere within the school or while on a school activity is considered a breach of the code.
  • to wear their full school uniform;
  • not to bring chewing gum, glass bottles, solvents, matches, cigarettes, alcohol or drugs to school either on the premises or to a school related activity;
  • to bring no jewellery to school ( except on medical grounds) except one small stud earring in the bottom of each ear and a watch;
  • not to wear make-up;
  • not to cycle in school grounds unless taking part in safety training organised by the school;
  • to keep their hair neat and in its natural colour; For hygiene purposes hair must be tied back.
  • to respect the school building and property; If any deliberate damage is caused, the parent/guardian will be responsible for the cost of repair/replacement.
  • to value our school environment; The playground is a litter-free zone. Fruit peels, pencil parings etc. are collected for composting. Waste paper and cardboard are collected for recycling. All other empty carton drink containers and wrapping papers are considered household waste and are taken home.
  • not to climb on the school walls, gates or the old water pump.

 

Success criteria: (by which the policy will be judged)

  • Atmosphere of discipline within the school
  • Children are aware of school rules
  • Staff apply school rules
  • Growth in self discipline
  • Co-operation between parents, teachers and pupils in maintaining the code.
  • Comments or compliments on behaviour.
  • Children working to the best of their ability
  • Class working to the best of their ability
  • Improvements in behaviour

 

 

 

Appendix:

Code of Conduct for Children’s Sport in Our School

Core Values in School Sport

Integrity in Relationships:

Teachers and adults interacting with children in school sport must do so with integrity and respect for the child.  There is a danger that the sporting context could be used to exploit or undermine children.  All adult actions in sport should be guided by what is best for the child. Verbal, physical, emotional or sexual abuse of any kind is unacceptable within sport.

Principle of Fair Play:

Ireland has contributed, and is committed, to the European Code of Sports Ethics, of which fair play is the guiding principle. Fair play is defined as: “much more than playing within the rules.  It incorporates the concepts of friendship, respect for others and always playing with the right spirit.  Fair play is defined as a way of thinking, not just behaving.“ (European Sports Charter and Code of Ethics, Council of Europe, 1993).  It incorporates issues concerned with the elimination of cheating, gamesmanship, doping, violence (both physical and verbal), sexual harassment and abuse, exploitation, unequal opportunities, excessive commercialisation, and corruption. Our school strives continuously to adhere to this key principle when conducting sports activities.

Atmosphere and Ethos:

Children’s sport must be conducted in a safe, positive and encouraging atmosphere.  A child-centred ethos helps to ensure that competition and specialisation are kept in their appropriate place.  Too often competitive demands are placed on children too early, and results in excessive levels of pressure on them, with the consequence of high levels of dropout from sport.

Our teachers have an overall responsibility to take the steps necessary to ensure that positive and healthy experiences in sport are provided for the pupils in their care.

Equality:

All children in our school are treated in an equitable and fair manner, regardless of age, ability, sex, religion, social and ethnic background or political persuasion (see our School Equality Policy).  Children with disability are involved in sports activities in an integrated way, thus allowing them to participate to their potential alongside other children.

Teachers are always mindful of pupil safety, both individually and collectively, in sports participation. If a teacher excludes a pupil from a particular sports activity, for good safety reasons, it is not to be regarded as being contrary to the school ethos of integration and inclusion.

 

Guidelines for Teachers/Coaches/Parents

Gortnahoe N.S. is committed to providing a safe and fair environment for all participating in sport.  Our teachers’ first priority is the welfare of their pupils, and we are committed to providing an environment which allows participants in our school’s sporting activities to perform to the best of their ability, free from bullying and intimidation.  The school has a duty of care for coaches working with pupils on behalf of the school to:

  • be a role model for children, and maintain the highest standards of conduct when interacting with children, parents, officials and organisers
  • encourage children to play by the rules
  • always behave responsibly on the sidelines and not seek to unfairly affect the game or sport
  • take care not to expose any player, intentionally or unintentionally, to embarrassment or disparagement by the use of flippant or sarcastic remarks
  • respect referees, coaches, organisers, and other players
  • not publicly question the judgement or honesty of referees, coaches or organisers
  • teach children that honest endeavour is as important as winning, and do all they can to encourage good sportsmanship
  • set a good example by applauding good play on both sides
  • encourage mutual respect for team-mates and opponents.

 

Parents should support all efforts to remove abusive and bullying behaviour in all its forms:

  • Child to Child – including physical aggression, verbal bullying, intimidation, or isolation;
  • Adult to Child – including the use of repeated gestures or expressions of a threatening or intimidatory nature, or any comment intended to degrade the child;
  • Adult to Adult – including verbal aggression towards other adults in order to achieve a beneficial outcome for own self or own child;
  • Child to Adult – including repeated gestures or expressions of a threatening or intimidatory nature by an individual child or a group of children.

Guidelines for Coaches

Teachers have the ultimate duty of care to ensure that all coaches/selectors/team managers working with the school have as their first priority the children’s safety and enjoyment of the sport, and adhere to the guidelines and regulations set out.

Coaches must respect the rights, dignity and worth of every child, and must treat everyone equally, regardless of sex, ethnic origin, religion or ability. A coach of school teams has a duty of care which is more onerous than that of a coach to an adult team. A coach must act as a role model, promote the positive aspects of sport, and maintain the highest standards of personal conduct.

Coaches should remember that their behaviour to players, other officials, and opponents has an effect on the players in their care. Coaches should be generous with praise, and never ridicule or shout at players for making mistakes or for losing a game. Care must be taken not to expose a child intentionally or unintentionally to embarrassment or disparagement by use of sarcastic or flippant remarks about the child or his/her family. Physical punishment or physical force must never be used. Coaches should never punish a mistake – by verbal means, physical means, or exclusion. All young players are entitled to respect.

Coaches should be careful to avoid the “star system”; each child deserves equal time and attention.

Coaches must insist that players in their care respect the rules of the game.  They must Insist on fair play, and ensure that players know that cheating or bullying behaviour will not be tolerated. Coaches must encourage the development of respect for opponents, officials, selectors and other coaches, and avoid criticism of fellow coaches.

Coaches must remember that our pupils play for fun and enjoyment, and that skill and playing for fun have priority over highly structured competition. Coaches must never make winning the only objective. Coaches must set realistic goals for the team and for the individual players, and not push young players; a safe and enjoyable environment must be created.

It is advisable to:

  • record attendance at training
  • keep a brief record of injuries and actions taken
  • keep a brief record of problem/action/outcome if behavioural problems arise and a young player has to face disciplinary procedures.

Good Practice Guidelines

All personnel are encouraged to demonstrate exemplary behaviour in order to protect themselves from false allegation (see Child Protection School Policy). It is important to realise that certain situations or friendly actions could be misinterpreted by participants or by observers. The following are common sense examples of how to create a positive culture and climate:

  • always working in an open environment (e.g. avoiding private or unobserved situations and encouraging an open environment, e.g. no secrets)
  • treating all pupils equally, with respect and dignity
  • always putting the welfare of each child first, before winning or achieving goals
  • maintaining a safe and appropriate distance with sports participants
  • building balanced relationships based on mutual trust which empower pupils to share in decision-making
  • making sport fun and enjoyable
  • promoting fair play
  • involving parents/carers wherever possible (e.g. for the responsibility of their children in the changing rooms); if groups have to be supervised in the changing rooms, it should always be ensured that parents/teachers/coaches/officials work in pairs
  • giving enthusiastic and constructive feedback, encouraging achievements rather than negative criticism
  • recognising the developmental needs and capacity of children, including those disabled – avoiding excessive training or competition and not pushing them against their will
  • securing parental consent in writing to act in loco parentis; e.g. if the need arises, for the administration of emergency first aid and/or other medical treatment
  • keeping a written record of any injury that occurs, along with the details of any treatment given
  • requesting written parental consent if club officials are required to transport young people in their cars, and not doing so without the presence of a second adult
  • immediately reporting any accusations made against a person
  • avoiding spending any time alone with a child away from others.

 

 

Teachers/Coaches have the following Responsibilities:

Personal behaviour

  • To behave in a way which sets good example and presents a positive role model for children and young people; not in any way to reward, demonstrate personally, nor condone in others unfair play, and to take appropriate sanctions against this type of behaviour.
  • To ensure that their own level of training and qualification is appropriate to the needs of the child as he or she moves through different stages of sporting commitment.

When working with children

  • To put as a first priority the health, safety and welfare of the child, and to ensure that such considerations come before vicarious achievement, or the reputation of the school, coach or parent.
  • To provide a sporting experience for children that encourages a life-long commitment to health-related physical activity.
  • To avoid treating children simply as small adults, but to be aware of the physical and psychological changes that occur during maturation, and how these affect sporting performance.
  • To avoid placing on a child expectations unrelated to his or her capacity to meet them.
  • To make the enjoyment of the participant a priority, and never to place undue pressure which impinges on the rights of the child to choose to participate.
  • To take as much interest in the less talented as in the talented, and to emphasise and reward personal levels of achievement and skill acquisition in addition to more overt competitive success
  • To encourage children to devise their own games with their own rules, to take on the roles of the coach, official, and referee, in addition to participant; to devise their own incentives and sanctions for fair and unfair play, and to take personal responsibility for their actions
  • To provide the child and child’s family with as much information as possible to ensure awareness of the potential risks and attractions of reaching levels of high performance.

 

Rights and Responsibilities

Pupils have a right to:

  • be safe
  • be listened to
  • be respected
  • privacy
  • enjoy sports in a protective environment
  • be protected from abuse
  • participate on an equal basis, appropriate to ability
  • experience competition and the desire to win
  • be believed
  • ask for help.

 

Pupils are responsible for:

  • showing respect to other players and leaders
  • keeping themselves safe
  • reporting inappropriate behaviour or risky situations
  • playing fairly
  • respecting opponents
  • having respect for officials and accepting decisions
  • showing appropriate loyalty
  • not cheating
  • not using violence
  • their behaviour in defeat.

Teachers have a right to:

  • access ongoing training and information on managing activities for young players, particularly on child protection
  • support in reporting suspected abuse
  • respect from players and supporters
  • be protected from abuse by players and supporters
  • not be left vulnerable when working with children.

Teachers Have a Responsibility for:

  • using appropriate team management behaviour to ensure safety of those in the group
  • ensuring the principle of ‘Fair Play’
  • responding to pupil concerns about alleged abuse
  • ensuring that the rights and responsibilities of pupils are enforced
  • reporting suspected abuse to the Designated Liaison Person
  • engaging in good practice and encouraging good practice in others
  • maintaining confidentiality about sensitive information
  • being an appropriate role model.

 

Parents have a Right to:

  • know that their child is safe
  • be informed of problems or concerns relating to their children
  • have their consent sought for issues such as trips away
  • complain appropriately if they have concerns about coaches, players, or other adults
  • have their concerns treated seriously
  • be protected from other adults behaving inappropriately.

Parents are Responsible for:

  • encouraging their child to play by the rules
  • respecting their child and teaching them that they can only do their best
  • insisting that their child shows respect for coaches and others involved in sports activities
  • behaving responsibly on the sideline
  • showing respect and appreciation for teachers and coaches involved in their child’s sporting activities
  • accepting their child’s ability and ambitions
  • ensuring that their child’s needs are met.

 

This list is not exhaustive and is by no means definitive.

See also School Child Protection Policy.

Guidelines on use of photographic and filming equipment at competitions and practice sessions

Amateur photographers/film/video operators wishing to record an event or practice session should seek accreditation with the event organiser or teacher of practice session.

During competitions or practice sessions, children must not be photographed or filmed without their permission and the express permission of one of their parents or person acting for the parent.  A record should be kept of any permission granted.

Professional photographers/film/video operators wishing to record an event or practice session should seek accreditation with the event organiser by producing their professional identification for the details to be recorded. A record should be kept of accreditations.

Video-taping as a coaching aid:       Video equipment can be used as a legitimate coaching aid.  However, permission should first be obtained from the player and the player’s parent/carer.

Anyone concerned about any photography taking place at events or training sessions can contact the teacher/organiser, and ask them to deal with the matter.

 

 

 

 

 

 

 

 

 

This policy was adopted by the Board of Management on: ___________________

Signed: ___________________    (Chairperson of BOM)         Date: ____________________

 

Signed: ___________________    (Principal)                          Date: ____________________

 

Date of next review: ______________

 

 

 

 

 

 

Code of Behaviour

 

 

Scope:

This Code of Behaviour applies to pupils in Gortnahoe NS and should be observed while in school and while attending any school activities including tours, sporting and cultural events etc.  It has been reviewed and ratified in June 2016  to take cognisance of the Education Act 1998, the Education Welfare Act 2000, the Equal Status Act 2002, EPSEN 2004  and the guidelines “Developing a Code of Behaviour: Guidelines for Schools” published by the National Education Welfare Board (NEWB, 2008) and should be read in conjunction with the Anti-Bullying Policy, Health and Safety Policy, Child Protection, Assault Against School Employees and Gortnahoe NS Enrolment Policy. This code will then be published on the school website which will be developed in the near future.

 

Guidelines:

By enrolling their children in our school, parents indicate agreement with the aims and ethos of Gortnahoe NS and are acknowledging acceptance of the Code of Behaviour. There is a strong sense of community associated with our school and co-operation will be required from all members of this community to implement the code, namely staff, pupils and parents.

Acceptance of the terms and conditions of this Code of Behaviour is and will be a prerequisite to enrolment.

This is stated on the Gortnahoe NS enrolment policy.

 

Relationship to our Mission, Vision and Aims:

Our aim in presenting this policy to parents is to ensure that the individuality of each child is accommodated. Equally we acknowledge the right of each child to education in a relatively disruption free and non-threatening environment. Our school motto in Gortnahoe states “Tá gach dalta tábhachtach” ( “Every child is important and valued”) and ‘Mol an Óige: Praise the youth.

In accordance with our mission statement we seek to promote the spiritual, emotional, social and physical development of the children in our care and this code should play a major role in reflecting the ethos of our school which is based on respect: for themselves, each other, school property and the property of others.

 

 

Our Vision: 

The vision for relationships and behaviour in Gortnahoe NS is that:

“Each individual through positive learning experiences will be stimulated to reach his/her full potential, face life confidently, find fulfilment and be respectful in an ever changing world”.

 

Aims:  

The code aims at creating a caring, ordered environment based on respect and tolerance where each child can feel secure and confident. The code not only applies everywhere on the school premises but also applies at any school related activity whether on or off the premises such as school tours, swimming, sports activities, religious ceremonies etc.

 

Rationale:

We adopt a positive approach to behaviour in school. We keep the rules to a minimum and teach these rules to the children in such a way that they understand that these rules ensure the smooth running of the school for the maximum benefit and safety to all members of our school community. This Code of Behaviour ensures that good behaviour and positive attitudes and relationships are fostered.

 

Aims of the Code:

  • To create a safe, secure and positive learning environment that encourages and reinforces good behaviour
  • To promote self-esteem and positive relationships
  • To encourage consistency of response to both positive and negative behaviour
  • To foster a sense of responsibility and self-discipline in pupils and to support good behaviour patterns based on consideration and respect for the rights of others.
  • To facilitate the education and development of every child
  • To foster caring attitudes to one another and to the environment
  • To enable teachers to teach without disruption
  • To ensure that the school’s expectations and strategies are widely known and understood through the parent’s handbook, availability of policies and an ethos of open communication.
  • To encourage the involvement of both home and school in the implementation of this policy.
  • To make teachers and parents aware of procedures for dealing with challenging behaviour and infringement of school rules.

 

 

 

School Rules:

Each class operates a set of 7 basic rules.

  1. Always be on time and be prepared for class.
  2. Do as you are asked immediately.
  3. Raise your hand and wait quietly for attention.
  4. Work quietly in your place and do your best.
  5. Stay seated and be quiet when the teacher is out of the room.
  6. Listen attentively and in silence to the person speaking.
  7. Be honest. Respect everyone and their property.

 

Safety: For my own safety and that of others:

  1. a) I should be careful coming to and going from school.
  2. b) I should always walk while in the school building and paths.
  3. c) I should remain seated at all times during class and while eating lunch. Lunch is eaten in the classroom.
  4. d) I should always show respect for my fellow pupils, all staff and visitors.
  5. e) I should always return the completed Absence Form ( Pink) following each absence.
  6. f) I should never leave the school grounds without being signed out of the office by a parent/guardian.

 

Caring for Myself:

  1. a) I should respect myself and my property, always keeping my school uniform, bag, books, and copies in

good order. (Uniforms and all other property should be labelled).

  1. b) I should be in school at 9.20 am.
  2. c) I should always be aware of my personal cleanliness. In the interests of hygiene and safety long hair should be tied back, jewellery should be kept to a minimum (e.g. watches, one pair only ear studs). Make-up is not permitted nor are aerosols.
  3. d) I should always bring a sensible, nutritious lunch to school
  4. e) I should always do my best in school by listening carefully, working as hard as I can and by completing my homework.

 

Caring for Others:

  1. a) I should be kind and respectful to all staff, visitors and fellow pupils by being mannerly and polite, by taking turns and by remaining silent and orderly in my class line.
  2. b) I should behave well in class so that my fellow pupils and I can learn.
  3. c) I should always keep my school clean. I should show respect for the property of others, the school building and grounds.
  4. d) I should be truthful and honest at all times.
  5. e) I should not have a mobile phone at school, unless given permission by the principal to do so, in exceptional cases.
  6. f) I shall address other pupils by Christian name.
  7. g) I shall not climb on walls or trees or sit on front wall.

 

Promoting Positive Academics and Social Behaviours:

Strategies to promote Positive Behaviour:

 

We promote positive behaviour in Gortnahoe National School as we feel that this will, in the long run, brings about  the best result.

  • Praise and encouragement in lessons and around the school should be used as much as possible.
  • Ensuring that pupils are treated fairly, equally and firmly ;
  • A quiet word or gesture to show approval;
  • Matching workwith pupil’s abilities; A prize/reward carefully noted by the teacher to ensure that all children at regular stages during the school year are rewarded for effort/behaviour/skill etc. Teachers creating moments of success and then acknowledging them.
  • A comment in a pupil’s exercise book;
  • A visit to another member of staff or the Principal for commendation ;
  • A word of praise in front of a group or class;
  • Delegating some responsibility or privilege ;
  • A mention to a parent – written or verbal;
  • Teacher records improvement in the behaviour of a disruptive pupil;
  • Implementation of Programmes such as Circle Timeto promote positive behaviour.
  • Golden Time is awarded in individual classes as a reward for positive behaviour.

The above list is not exhaustive and consists of examples only and may be procedurally added to over time at the discretion of the staff and Principal.

 

Positive Interventions:

 

We will make every effort to have children who appear to be having serious difficulties, emotionally, academically or otherwise referred for psychological assessment and / or counselling, working in conjunction with parents. Help may also be sought from the support services within the wider community –

HSE, The National Education Psychological Services (NEPS), the Department of Education and Skills and the National Education Welfare Board (NEWB).

 

 

 

 

 

 

Children with Special Needs:

All children are required to comply with the code of behaviour. However the school recognises that children with special needs may require assistance in understanding certain rules. Specialised behavioural plans will be put in place in consultation with parents and the class teacher, learning support/ resource teacher, and or principal will work closely with home to ensure that optimal support is given. Cognitive development will be taken into account at all times. Professional advice from psychological assessments will be invaluable.

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

 

Decreasing Inappropriate Behaviour:

Sanctions are necessary to show disapproval of and discourage unacceptable behaviour. Sanctions will be graded according to the particular circumstances and will be applied according to the gravity of the misbehaviour, with due regard to the age, emotional and intellectual development of the child. From time to time, it emerges that the pupil causing difficulties in school, does so in response to significant problems outside the school.

While solving such problems is beyond the brief of the school, cognisance must be taken of them, in so far as is practical, but only to the extent that they do not impinge on the learning process and safety of others. Sanctions will also take account of the pupil’s behaviour record to date.

Examples of Misdemeanours and Sanctions

Examples of Minor Misdemeanours:

Interrupting class work/ arriving late for school/ running in school building/not listening and speaking out of turn/leaving seat without permission at break or lunch time/ placing unfinished food in bins/ leaving litter around school/ not wearing correct uniform/ being discourteous or unmannerly/ not completing homework without good reason/ bringing sweets and bars to school/ wearing jewellery ( Jewellery is not allowed except for one small stud earring in the bottom of each ear and a watch)/ wearing make-up / belongings not named/ distracting hairstyles, hair not tied back / not bringing explanation notes for absences and homework/ wearing unsuitable shoes/ cycling in school grounds

 

 

Examples of steps to be taken by teachers when dealing with Minor Misdemeanours

  • The class teacher will normally deal with classroom misdemeanours.
  • Verbal reprimand and reasoning with the pupil, including advice on how to improve, setting realistic targets.
  • Time out from friends and others (to reflect on the misbehaviour).
  • Loss of privileges such as ‘Golden Time’
  • Noting incidence of yard misbehaviour in yard book.
  • Note in homework journal or other to parents.
  • Isolation within class.
  • Removed to another class for a limited time span.

Examples of steps to be taken when dealing with REGULAR occurrences of Minor Misdemeanours:

  • The child will receive written work to be completed at home during the weekend.
  • Class teacher meets with parent(s)/guardian. Details of all misbehaviour will be given to parents.

Examples of Serious Misdemeanours:

 

Bullying/ Constantly disruptive in class/ telling lies/stealing/damaging or interfering with another person’s property/back answering a teacher/leaving school premises during school day without appropriate permission/ using or writing unacceptable language/ bringing chewing gum, glass bottles, solvents to school/ deliberately injuring a fellow pupil or partaking in any activity which would put themselves or others in danger/ deliberately leaving taps on/ misuse of fire equipment/ bringing in mobile phones without permission etc.

 

Examples of steps to be taken when dealing with Serious Misdemeanours:

  • Pupil is sent to Principal/ Deputy Principal
  • Principal/Deputy Principal contacts parent/guardian
  • Pupils may be removed from activity if endangering self or others
  • The child will write an account of what they have done if age appropriate. Temporary separation from peers, friends and others may also occur.
  • A record is kept of all serious misdemeanours.
  • Parent comes in to meet the Principal and all relevant matters will be discussed, including advice in how to improve.
  • A verbal warning will be given to the child regarding the future breaches of our code of behaviour.
  • A formal suspension warning may be given.
  1. B. 2 teachers to be present when interviewing a child/ren in connection with serious misdemeanours, either male or female.

 

 

Examples of Gross Misdemeanours:

 

Deliberately vandalizing school property/ aggressive, insulting, threatening or violent behaviour towards any person. Bringing alcohol, drugs, cigarettes or matches to school.

 

Examples of steps to be taken when dealing with Gross Misdemeanours:

  • Principal/Deputy Principal contacts parent/guardian immediately and parents will be called to meet the principal in the school.
  • While waiting for the parents’  presence in the school or while the discussion is taking place, the child may be removed from class and placed in another classroom with written work to do. The child writes an account of what happened and how they will behave in the future. The Board of Governance has authorised the Chairman or Principal to sanction an immediate suspension following discussion with the parents. If the parents do not attend the meeting, the pupil/s may be suspended and parents informed by letter.
  • A record is kept of the incident.
  • Suspension or expulsion may be considered.

Suspension Warning:

Parents and the child sign a written agreement to abide by the school rules or face suspension.

Class Dojo:

Some class teachers operate a rewards system based on Class DoJo where each child receives pints and over a period of time, they can earn rewards for their good behaviour.

 

Suspension:

While the Board of Governance has the authority to suspend, the Board of Governance of Gortnahoe National School has delegated this authority to the principal, for periods of up to three days. The B.O.G has also authorised the Principal, with the approval of the Chairperson of the Board, to impose a suspension of up to five days in circumstances where a meeting of the Board cannot be convened in a timely fashion. The B.O.G will place a ceiling of ten days on any one period of suspension imposed by it.

 

Immediate Suspension: 

In exceptional circumstances the Principal may consider an immediate suspension to be necessary, where the continued presence of the student in the school at the time would represent a serious threat to the safety of students or staff of the school, or any other person, or in the case of gross misbehaviour.

The following procedure will be followed in Gortnahoe N.S.

  • An investigation of the facts to confirm serious misbehaviour.
  • Parents will be informed, in person, by phone or in writing about the incident.
  • Parents will be given an opportunity to respond.

If suspension is still decided upon

  • The principal will notify the parent in writing of the decision to suspend. The letter will confirm.
    • The period 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 student and the parents.
    • The provision for appeal to the Board of Governance
    • The provision for appeal to the Secretary General of the Department of Education and Skills. (Only where the total number of days for which the student has been suspended in the current school year reaches 20 days.)
    • Where the cumulative total of days reaches 6, the NEWB will be notified

 

Cases of Immediate Suspension:

  1. Violent assault towards any pupil or staff member, causing bodily harm.
  2. Bringing a violent / destructive / dangerous implement to school and either using it, or threatening to use it, or showing others how to use it in a dangerous manner.
  3. Being in possession of an illegal substance or substances, as listed in out Substance Use Policy e.g. cigarettes, alcohol or any illegal substances
  4. Serious damage to school property or the property of others (e.g. cars).

 

The degree of misdemeanours i.e. minor / serious / gross will be judged by the teachers and / or Principal based on a common sense approach with regard to the gravity and frequency of such demeanours.

 

Our school reserves the right to introduce new rules and add to the list of misdemeanours as and when the circumstances arise. Parents, pupils and all staff members will be made aware of these additions.

 

Expulsion:

Procedures in respect of expulsion.

  • A detailed investigation carried out under the direction of the principal.
  • A recommendation to the B.O.G by the principal
  • Consideration by the B.O.G of the principal’s recommendations and the holding of a hearing.
  • B.O.G deliberates and acts following the hearing.
  • If B.O.G is of the opinion that the student will be expelled, the Board must notify the Educational Welfare Officer (EWO) in writing, of its opinion and the reasons for this opinion. The intention to expel a student does not take effect until 20 school days have elapsed after NEWB have received written notification. The NEWB will be notified using a Notice of Intention to Expel form which is available on www.schoolreturn.ie or from the helpline (1890 36 3666). This form will be completed and sent to School Return Section, National Educational Welfare Board, 16-22 Green St, Dublin 7.
  • Consultations arranged by the EWO.
  • Confirmation of the decision to expel.
  • Provide alternative school placement for the child, working in cooperation with the Welfare Board.

Appeals

A parent may appeal a decision to expel to the Secretary General of the Department of Education and Skills ( Education Act 1998 section 29)

 

Removal of Suspension ( Reinstatement) :  

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

 

 

Record Keeping:

Formal written records will be kept of:

  • The investigation (including notes of all interviews held)
  • The decision-making process.
  • The decision and rationale for the decision.
  • The duration of the suspension and any conditions attached to the suspension.
  • Class & Yard Incidents are recorded on “Aladdin” ( see procedures for Reporting in the Plean Scoile)

 

 

Communication:

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

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

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

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

  • Informal/ formal parent/ teacher meetings
  • Through children’s homework journal
  • Letters/ notes from school to home and from home to school
  • School notice board
  • Newsletters/ school website/ e mails
  • Text a Parent service

 

 

 

Bullying: (Please refer to Gortnahoe NS Anti-Bullying Policy)                

  • Conduct which may harm the mental, physical or emotional well being of others is not conducive to good school morale or a secure learning environment.
  • Students should not engage in any activity that could be interpreted by others as harassment, intimidation or bullying.
  • Bullying is any repeated, on-going and sustained aggression, verbal, psychological or physical conducted by an individual or a group against another person or persons. There is a detailed description of behaviours that are deemed inappropriate in our anti-bullying policy.
  • Bullying is not to be confused with the normal social interchange that takes place between children.
  • All allegations of bullying will be investigated according to the procedures outlined in the anti-bullying policy and appropriate sanctions will be taken against those who bully.

 

 

 

 

 

Uniform/ Personal Appearance/ Hygiene:

We require the wearing of the full Gortnahoe NS school uniform or tracksuit to help promote a sense of belonging to the Gortnahoe NS community.

  • Blue jumper, trousers, (not track suit) skirt/pinafore/dress, tie and blue Navy or white socks. Black or Navy Shoes

Official Gortnahoe School Tracksuit and a blue t-shirt. Runners.

  • Students should maintain a neat and tidy appearance.
  • All items of uniform should be clearly labelled.
  • Hairstyles should be neat. No distracting hair cuts or styles. Hair should not be dyed or high-lighted in un-natural hair colours.
  • One pair of stud earrings is allowed in the ear lobe
  • Rings, bracelets and necklaces pose as a Health / Safety risk and are not allowed in our school, except in exceptional circumstances and approved by the principal.
  • Make-up of any description may not be used by children. This includes concealer, fake tans, foundation and eye make-up.
  • Nail varnish should be kept for weekends and holidays.
  • Football gear/boots to be worn for games in the field, when the weather is bad.

 

Internet:

  • Pupils are expected to use computers and computer networks solely for the purpose of education and academic research.
  • Pupils may not misuse electronic mail or have access to internet sites that violate any aspect of this code of behaviour
  • Any pupil using Information Technology for the purpose of bullying a pupil, insulting or defaming a teacher or any other staff member associated with the school and / or bringing the school into disrepute in any fashion, will be dealt with according to our sanctions.

 

 

 

Mobile Phones:

Mobile phones are not permitted in Gortnahoe N.S. except in exceptional circumstances and approved by the Principal.

 

Distribution of Christmas cards/ birthday invitations/ presents

The distribution of individual Christmas, birthday,  communion, confirmation cards, birthday invitations or presents is not permitted in school.

 

Entry & Exit:

  

  • Entry to the school building is at 9.10 a.m. and pupils are NOT supervised before this time.
  • Pupils are not permitted to leave the school grounds on their own during the school day. Children may only leave the school premises when signed out of the office by a parent/guardian.
  • No running, playing or any inappropriate behaviour while waiting for the school premises to open.

 

Bus Rules:

 

The children are regularly encouraged by all teachers to behave appropriately on the bus, not distract the driver, stay seated with seat belt on and to enter and exit the bus in a safe, orderly manner. Enter and Exit the bus on the footpath side in a safe manner.

 

Yard Rules:

General Lunchtime Rules

 

  • When the first bell goes for lunch, eat your lunch in your own place.
  • When the second bell goes, line up and WALK to the yard.
  • Everyone is to leave the school and go to the yard when the bell goes. No hanging around the class.
  • No food is allowed in the yard.
  • Each class must remain in their allocated area in the yard.
  • No one is allowed on the ramp or on the bars.
  • You must ask the teacher for permission to go to the toilet or leave the yard for any other reason.
  • You must listen to your prefect and do as you are asked immediately.
  • When the first bell goes at the end of lunch, everyone freezes and on the second bell walks to their line.
  • Line up in a straight line at your designated area.
  • Teacher collects their class from the yard. .
  • Hurling Area is timetabled for classes.

 

 

Hurling Area:

 

  • Helmet must be worn once you enter the playing area and must be kept on until you come back into the normal yard.
  • Tennis Ball Only Allowed and you are not allowed to play with it in class or normal yard on your way to the playing area.
  • Goals Only and the Score is not to be Kept.
  • Only when the weather is fine and the grass dry will hurling be allowed.
  • Old runners must be worn with football socks.
  • 1 person in charge of setting up the goals with cones.
  • Only people genuinely interested in playing hurling are allowed out to the hurling area to PLAY. You will not be allowed to stand around in groups chatting in the middle of the pitch, just because you are wearing a helmet. If so you will be asked to return to the normal section of your yard.
  • If the ball goes over the wall into the housing estate you are to leave it. No one is to climb the wall or fence of the field. Also, there is no one to enter the building site after school to retrieve the tennis ball.
  • If the ball goes over the wall into the yard, ONE person is to leave their hurley down and go into the normal yard for the tennis ball.
  • Once the bell goes, play is immediately stopped, no matter what and players return to their line as quickly as possible
  • There is to be no goading, gloating, talking, fighting in relation to the matches.
  • REMEMBER ; It is for fun and to improve your skills.
  • Anyone breaking any of these rules can be removed from the Hurling Area.
  • Classes are timetabled for the Hurling Area

 

 

 

 

 

 

 

 

 

 

Swimming:

When swimming children are expected:

  • to wear a coat when walking to the swimming pool except on dry, sunny days during May and June;
  • to walk in line behind the teacher to the swimming pool. No running allowed;
  • to never shout or run in the dressing rooms or pool area;
  • to listen and obey the instructor and life guard;
  • to wear a swimming cap.
  • to never leave the pool side – unless under the instructor’s directions;
  • to never push or play roughly in the pool, pool area or dressing rooms;
  • to dress quickly after each session;
  • not to bring hairsprays, gels, spray deodorants to the pool; Roll-on deodorants are allowed for 3rd – 6th class pupils.
  • not to buy drinks/sweets at the pool.

School Functions/ Trips/ Tours. Matches/ Cross Country:

When on school trips/tours, children are expected:

  • to enter/leave the bus in an orderly manner;
  • to arrive 15 minutes before departure time; Parents are expected to contact the school 15 minutes before departure time if a child is sick or unable to attend.
  • to keep the school rules as listed above;
  • not to bring mobile phones or electronic devices on school tours; Teachers will have mobile phones on tour if parents/children need to get in contact with one another.
  • to sit in their seats and avoid loudness that would distract the driver;
  • to take drinks and sweets at the appointed lunch breaks;
  • to stay in their appointed groups at all times;
  • to wear school tracksuit on school tours;
  • to return the parental/guardian permission slips allowing the child to go on tour;

 

 

 

 

 

Gortnahoe N.S. Sports Code of Conduct

Please see separate policy.

 

 

Behaviour in School and at School Functions:

 

Good behaviour in class and around the school creates a safe environment that is conducive to learning.

  1. All members of the school community have a right to be treated with dignity and respect and should treat others with dignity and respect.
  2. Students should follow the instructions given by their teachers and other members of staff.
  3. Students should not engage in actions where others may be adversely affected. This includes play fighting, running through the corridor or engaging in conduct potentially harmful to themselves or others.
  4. The chewing of gum is forbidden in school and at any school function.
  5. Behaviour during liturgies, formal events and presentations must be appropriate to the occasion.(e.g.Communion, Confession, Confirmation, other Ceremonies)

 

 

Expectations of the Board of Management

 

  • Provide a comfortable, safe and stimulating school environment.
  • Support the Principal and staff in implementing the Code.
  • Ratify the Code.
  • Review the Code.

 

 

Expectations of Principal

 

  • Promote a positive climate in the school.
  • Ensure that the Code of Behaviour is implemented in a fair and consistent manner.
  • Arrange for review of the Code, as required.

 

 

 

 

 

Expectations of Staff

 

School rules are devised with regard to the health, safety and welfare of all members of the school community. It is imperative that adults ‘practise what they preach’ in their interaction with children every day.  

 

  • support and implement the school’s code of behaviour;
  • be cognisant of their duty of care;
  • to be familiar with and follow the school’s policy on “Child Protection”.
  • create a safe, welcoming environment for each pupil;
  • praise desirable behaviour;
  • facilitate pupils to reach their full academic potential;
  • recognise and provide for individual talents and differences among pupils
  • be courteous, consistent and fair;
  • keep opportunities for disruptive behaviour to a minimum;
  • deal appropriately with misbehaviour;
  • keep a record of serious misbehaviour or repeated instances of misbehaviour;
  • listen, at appropriate times, to pupils’ explanations for behaviour;
  • provide support for colleagues;
  • be familiar with the Teaching Councils “Professional Conduct Code”;
  • communicate with parents and staff when necessary, always with courtesy and respect;
  • provide reports on matters of concern.
  • be familiar with and follow the school’s policies on “Grievance” and “Harassment” if he/she has any complaint against staff, parents or outside personnel.

Expectations of Parents

   Parents are expected :

  • to nurture in their children a positive attitude towards school and try not to pass on any negative experiences parents may have had themselves while at school.
  • to ensure their child attends school regularly and punctually in full school uniform with appropriate clothing for the weather so that their child will be warm and dry playing outside during breaks;
  • to send a written note on the “Pink Slip” provided to the class teacher explaining their child’s absence from school;
  • to ensure the school has up-to-date phone numbers of family/friends to be contacted in case of an emergency.
  • to arrange and ensure that a family member/friend is contactable and available to attend the school in the event of an emergency.
  • to ensure their child attends school with a good level of hygiene; to check their child’s head regularly for head lice and treat as necessary;
  • to notify the school of any infectious diseases.
  • to ensure their child has a healthy lunch in school every day in line with the school policy on “Health Eating”.
  • to arrange meetings with the class teacher and/or principal when they are concerned about any issue relating to their child;
  • communicate with staff when necessary, always with courtesy and respect and to model good behaviour in their relationship with teachers;
  • to encourage children to have a sense of respect for themselves, for others, for their own property and that of others;
  • to be interested in, support and encourage their child’s school work;
  • to ensure that their child has the correct books and other materials;
  • to be familiar with the code of behaviour and other school policies and to support the implementation of these policies;
  • to co-operate with teachers in instances where their child’s behaviour is causing difficulties for others;
  • to communicate to the school problems which may affect a child’s behaviour.
  • to sign their child out at the OFFICE and then collect them from their class.
  • To collect their child promptly from school

Expectations of Pupils

 

Pupils are expected:

  • to listen to the class teacher, work hard, do their best and make best use of their time in school;
  • to enter and leave the school building at all times in an orderly fashion; When the bell rings after play-time the children stop playing and walk to their class lines. Children are not to enter the school building without getting permission from teachers.
  • to walk within the school building and quietnessis expected while children are getting ready to enter/exit class i.e. while queuing, while putting on coats in cloakrooms etc. ;
  • to treat all staff members, themselves and each other with due respect and courtesy;
  • to stand back for an adult, to welcome visitors and to show respect to their elders;
  • to never bully any person; Any behaviour that interferes with the rights of others to learn and to be safe is unacceptable. Fighting, rough play or any physical force is never allowed or tolerated.
  • to never use bad language; Inappropriate language if used towards a teacher or anywhere within the school or while on a school activity is considered a breach of the code.
  • to wear their full school uniform;
  • not to bring chewing gum, glass bottles, solvents, matches, cigarettes, alcohol or drugs to school either on the premises or to a school related activity;
  • to bring no jewellery to school ( except on medical grounds) except one small stud earring in the bottom of each ear and a watch;
  • not to wear make-up;
  • not to cycle in school grounds unless taking part in safety training organised by the school;
  • to keep their hair neat and in its natural colour; For hygiene purposes hair must be tied back.
  • to respect the school building and property; If any deliberate damage is caused, the parent/guardian will be responsible for the cost of repair/replacement.
  • to value our school environment; The playground is a litter-free zone. Fruit peels, pencil parings etc. are collected for composting. Waste paper and cardboard are collected for recycling. All other empty carton drink containers and wrapping papers are considered household waste and are taken home.
  • not to climb on the school walls, gates or the old water pump.

 

Success criteria: (by which the policy will be judged)

  • Atmosphere of discipline within the school
  • Children are aware of school rules
  • Staff apply school rules
  • Growth in self discipline
  • Co-operation between parents, teachers and pupils in maintaining the code.
  • Comments or compliments on behaviour.
  • Children working to the best of their ability
  • Class working to the best of their ability
  • Improvements in behaviour

 

 

 

Appendix:

Code of Conduct for Children’s Sport in Our School

Core Values in School Sport

Integrity in Relationships:

Teachers and adults interacting with children in school sport must do so with integrity and respect for the child.  There is a danger that the sporting context could be used to exploit or undermine children.  All adult actions in sport should be guided by what is best for the child. Verbal, physical, emotional or sexual abuse of any kind is unacceptable within sport.

Principle of Fair Play:

Ireland has contributed, and is committed, to the European Code of Sports Ethics, of which fair play is the guiding principle. Fair play is defined as: “much more than playing within the rules.  It incorporates the concepts of friendship, respect for others and always playing with the right spirit.  Fair play is defined as a way of thinking, not just behaving.“ (European Sports Charter and Code of Ethics, Council of Europe, 1993).  It incorporates issues concerned with the elimination of cheating, gamesmanship, doping, violence (both physical and verbal), sexual harassment and abuse, exploitation, unequal opportunities, excessive commercialisation, and corruption. Our school strives continuously to adhere to this key principle when conducting sports activities.

Atmosphere and Ethos:

Children’s sport must be conducted in a safe, positive and encouraging atmosphere.  A child-centred ethos helps to ensure that competition and specialisation are kept in their appropriate place.  Too often competitive demands are placed on children too early, and results in excessive levels of pressure on them, with the consequence of high levels of dropout from sport.

Our teachers have an overall responsibility to take the steps necessary to ensure that positive and healthy experiences in sport are provided for the pupils in their care.

Equality:

All children in our school are treated in an equitable and fair manner, regardless of age, ability, sex, religion, social and ethnic background or political persuasion (see our School Equality Policy).  Children with disability are involved in sports activities in an integrated way, thus allowing them to participate to their potential alongside other children.

Teachers are always mindful of pupil safety, both individually and collectively, in sports participation. If a teacher excludes a pupil from a particular sports activity, for good safety reasons, it is not to be regarded as being contrary to the school ethos of integration and inclusion.

 

Guidelines for Teachers/Coaches/Parents

Gortnahoe N.S. is committed to providing a safe and fair environment for all participating in sport.  Our teachers’ first priority is the welfare of their pupils, and we are committed to providing an environment which allows participants in our school’s sporting activities to perform to the best of their ability, free from bullying and intimidation.  The school has a duty of care for coaches working with pupils on behalf of the school to:

  • be a role model for children, and maintain the highest standards of conduct when interacting with children, parents, officials and organisers
  • encourage children to play by the rules
  • always behave responsibly on the sidelines and not seek to unfairly affect the game or sport
  • take care not to expose any player, intentionally or unintentionally, to embarrassment or disparagement by the use of flippant or sarcastic remarks
  • respect referees, coaches, organisers, and other players
  • not publicly question the judgement or honesty of referees, coaches or organisers
  • teach children that honest endeavour is as important as winning, and do all they can to encourage good sportsmanship
  • set a good example by applauding good play on both sides
  • encourage mutual respect for team-mates and opponents.

 

Parents should support all efforts to remove abusive and bullying behaviour in all its forms:

  • Child to Child – including physical aggression, verbal bullying, intimidation, or isolation;
  • Adult to Child – including the use of repeated gestures or expressions of a threatening or intimidatory nature, or any comment intended to degrade the child;
  • Adult to Adult – including verbal aggression towards other adults in order to achieve a beneficial outcome for own self or own child;
  • Child to Adult – including repeated gestures or expressions of a threatening or intimidatory nature by an individual child or a group of children.

Guidelines for Coaches

Teachers have the ultimate duty of care to ensure that all coaches/selectors/team managers working with the school have as their first priority the children’s safety and enjoyment of the sport, and adhere to the guidelines and regulations set out.

Coaches must respect the rights, dignity and worth of every child, and must treat everyone equally, regardless of sex, ethnic origin, religion or ability. A coach of school teams has a duty of care which is more onerous than that of a coach to an adult team. A coach must act as a role model, promote the positive aspects of sport, and maintain the highest standards of personal conduct.

Coaches should remember that their behaviour to players, other officials, and opponents has an effect on the players in their care. Coaches should be generous with praise, and never ridicule or shout at players for making mistakes or for losing a game. Care must be taken not to expose a child intentionally or unintentionally to embarrassment or disparagement by use of sarcastic or flippant remarks about the child or his/her family. Physical punishment or physical force must never be used. Coaches should never punish a mistake – by verbal means, physical means, or exclusion. All young players are entitled to respect.

Coaches should be careful to avoid the “star system”; each child deserves equal time and attention.

Coaches must insist that players in their care respect the rules of the game.  They must Insist on fair play, and ensure that players know that cheating or bullying behaviour will not be tolerated. Coaches must encourage the development of respect for opponents, officials, selectors and other coaches, and avoid criticism of fellow coaches.

Coaches must remember that our pupils play for fun and enjoyment, and that skill and playing for fun have priority over highly structured competition. Coaches must never make winning the only objective. Coaches must set realistic goals for the team and for the individual players, and not push young players; a safe and enjoyable environment must be created.

It is advisable to:

  • record attendance at training
  • keep a brief record of injuries and actions taken
  • keep a brief record of problem/action/outcome if behavioural problems arise and a young player has to face disciplinary procedures.

Good Practice Guidelines

All personnel are encouraged to demonstrate exemplary behaviour in order to protect themselves from false allegation (see Child Protection School Policy). It is important to realise that certain situations or friendly actions could be misinterpreted by participants or by observers. The following are common sense examples of how to create a positive culture and climate:

  • always working in an open environment (e.g. avoiding private or unobserved situations and encouraging an open environment, e.g. no secrets)
  • treating all pupils equally, with respect and dignity
  • always putting the welfare of each child first, before winning or achieving goals
  • maintaining a safe and appropriate distance with sports participants
  • building balanced relationships based on mutual trust which empower pupils to share in decision-making
  • making sport fun and enjoyable
  • promoting fair play
  • involving parents/carers wherever possible (e.g. for the responsibility of their children in the changing rooms); if groups have to be supervised in the changing rooms, it should always be ensured that parents/teachers/coaches/officials work in pairs
  • giving enthusiastic and constructive feedback, encouraging achievements rather than negative criticism
  • recognising the developmental needs and capacity of children, including those disabled – avoiding excessive training or competition and not pushing them against their will
  • securing parental consent in writing to act in loco parentis; e.g. if the need arises, for the administration of emergency first aid and/or other medical treatment
  • keeping a written record of any injury that occurs, along with the details of any treatment given
  • requesting written parental consent if club officials are required to transport young people in their cars, and not doing so without the presence of a second adult
  • immediately reporting any accusations made against a person
  • avoiding spending any time alone with a child away from others.

 

 

Teachers/Coaches have the following Responsibilities:

Personal behaviour

  • To behave in a way which sets good example and presents a positive role model for children and young people; not in any way to reward, demonstrate personally, nor condone in others unfair play, and to take appropriate sanctions against this type of behaviour.
  • To ensure that their own level of training and qualification is appropriate to the needs of the child as he or she moves through different stages of sporting commitment.

When working with children

  • To put as a first priority the health, safety and welfare of the child, and to ensure that such considerations come before vicarious achievement, or the reputation of the school, coach or parent.
  • To provide a sporting experience for children that encourages a life-long commitment to health-related physical activity.
  • To avoid treating children simply as small adults, but to be aware of the physical and psychological changes that occur during maturation, and how these affect sporting performance.
  • To avoid placing on a child expectations unrelated to his or her capacity to meet them.
  • To make the enjoyment of the participant a priority, and never to place undue pressure which impinges on the rights of the child to choose to participate.
  • To take as much interest in the less talented as in the talented, and to emphasise and reward personal levels of achievement and skill acquisition in addition to more overt competitive success
  • To encourage children to devise their own games with their own rules, to take on the roles of the coach, official, and referee, in addition to participant; to devise their own incentives and sanctions for fair and unfair play, and to take personal responsibility for their actions
  • To provide the child and child’s family with as much information as possible to ensure awareness of the potential risks and attractions of reaching levels of high performance.

 

Rights and Responsibilities

Pupils have a right to:

  • be safe
  • be listened to
  • be respected
  • privacy
  • enjoy sports in a protective environment
  • be protected from abuse
  • participate on an equal basis, appropriate to ability
  • experience competition and the desire to win
  • be believed
  • ask for help.

 

Pupils are responsible for:

  • showing respect to other players and leaders
  • keeping themselves safe
  • reporting inappropriate behaviour or risky situations
  • playing fairly
  • respecting opponents
  • having respect for officials and accepting decisions
  • showing appropriate loyalty
  • not cheating
  • not using violence
  • their behaviour in defeat.

Teachers have a right to:

  • access ongoing training and information on managing activities for young players, particularly on child protection
  • support in reporting suspected abuse
  • respect from players and supporters
  • be protected from abuse by players and supporters
  • not be left vulnerable when working with children.

Teachers Have a Responsibility for:

  • using appropriate team management behaviour to ensure safety of those in the group
  • ensuring the principle of ‘Fair Play’
  • responding to pupil concerns about alleged abuse
  • ensuring that the rights and responsibilities of pupils are enforced
  • reporting suspected abuse to the Designated Liaison Person
  • engaging in good practice and encouraging good practice in others
  • maintaining confidentiality about sensitive information
  • being an appropriate role model.

 

Parents have a Right to:

  • know that their child is safe
  • be informed of problems or concerns relating to their children
  • have their consent sought for issues such as trips away
  • complain appropriately if they have concerns about coaches, players, or other adults
  • have their concerns treated seriously
  • be protected from other adults behaving inappropriately.

Parents are Responsible for:

  • encouraging their child to play by the rules
  • respecting their child and teaching them that they can only do their best
  • insisting that their child shows respect for coaches and others involved in sports activities
  • behaving responsibly on the sideline
  • showing respect and appreciation for teachers and coaches involved in their child’s sporting activities
  • accepting their child’s ability and ambitions
  • ensuring that their child’s needs are met.

 

This list is not exhaustive and is by no means definitive.

See also School Child Protection Policy.

Guidelines on use of photographic and filming equipment at competitions and practice sessions

Amateur photographers/film/video operators wishing to record an event or practice session should seek accreditation with the event organiser or teacher of practice session.

During competitions or practice sessions, children must not be photographed or filmed without their permission and the express permission of one of their parents or person acting for the parent.  A record should be kept of any permission granted.

Professional photographers/film/video operators wishing to record an event or practice session should seek accreditation with the event organiser by producing their professional identification for the details to be recorded. A record should be kept of accreditations.

Video-taping as a coaching aid:       Video equipment can be used as a legitimate coaching aid.  However, permission should first be obtained from the player and the player’s parent/carer.

Anyone concerned about any photography taking place at events or training sessions can contact the teacher/organiser, and ask them to deal with the matter.

 

 

 

 

 

 

 

 

 

This policy was adopted by the Board of Management on: ___________________

Signed: ___________________    (Chairperson of BOM)         Date: ____________________

 

Signed: ___________________    (Principal)                          Date: ____________________

 

Date of next review: ______________