CODE OF BEHAVIOUR

Reviewed and approved by BOM 26/8/20

This Version Approved 11/5/21

This Code of Behaviour is informed by several key bodies of thinking:

• Solution-focused Approach
• Restorative Practices
• Therapeutic Crisis Intervention (Cornell University)
• Developing a Code of Behaviour Guidelines for Schools (NEWB 2007)
• Our Trustees’ values of Respect, Justice and Creativity

The implementation of the Code, supported by the Board of Management, is one of the key ways in which the Board fulfils its responsibility to ensure that the school is a safe place to work. Specifically, this Code outlines the following:

• How staff build a school atmosphere / culture in which positive behaviour and respectful relationships are fostered.
• Specific measures which will encourage positive behaviour.
• Staff’s approach to behaviour inc. preventative strategies and a range of options for dealing with misbehaviour.
• The role of parents / carers in encouraging positive behaviour.
• Behaviours which are not acceptable and appropriate responses.
• How decisions are made.

How we Build a Positive Atmosphere

• Staff are respectful towards students and each other at all times.

• Teachers plan class work so that every student’s learning is maximised and students enjoy success, because learning and behaviour are inextricably linked.
• Opportunities are provided for the young people to have fun.

• The programme is interesting, varied and attractive to the students.

Specific measures which encourage positive behaviour

• Staff acknowledge and praise effort, improvement and achievement in students’ work and behaviour.  This praise should be specific.

• Teachers give positive feedback to students and parents in various ways:

• note or postcard home
• regular feedback to students in class
• phone call home
• at parent / teacher meetings
• at award presentation / graduation ceremonies.
• students’ work is displayed around school and on the school’s website

School Staff’s Approach to Behaviour Management

• Staff act as role models by managing their own emotions and their responses to inappropriate behaviour
• Students are supervised at all times
• Out – of – class activities are well structured and supervised including meal times, physical activities, trips, football
• Staff are observant; they try to anticipate difficulties and prevent same
• Staff communicate and support each other throughout the day in relation to managing student behaviour, with an emphasis on prevention
• Staff use professional judgment to achieve a balance of consistency and flexibility in their dealings with pupils
• The Principal ensures that there is open communication and collaboration between staff on a daily basis in relation to student behaviour

The Role of Parents / Carers in Encouraging Positive Behaviour

Parents and carers are vital in ensuring that young people learn appropriate behaviours.  Most of the young people in our school have had behavioural difficulties in previous schools, but have the potential to change this negative pattern. We have seen many young people succeed at developing positive patterns of behaviour when they come here.

The school values the input of parents/carers; they are the experts in relation to their son/daughter.

Through maintaining positive and regular communication between school and home, the parents’/carers’ role in their child’s education will be valued.  This communication requires the school to be flexible re. meeting times and the parents/carers to show their commitment by answering calls from the school and attending for meetings or ceremonies.

Parents can encourage positive behaviour by ensuring their son/daughter attends school every day and is on time for school.

The school will strive to have parental representation on the Board of Management.

Inappropriate Behaviours and Appropriate Staff Response

LEVEL 1

Low-Level Misbehaviour

Using inappropriate language, disrupting teaching and learning, hiding, consistent negative comments towards/about peers, attempting to manipulate staff, smoking, minor damage/graffiti

Response will be one or both of the following:

Teacher talks to student during or after school

Teacher and/or principal talk to student

LEVEL 2

Medium Level Misbehaviour

Hurtful slagging

Commenting negatively re. other pupils’ ability

Refusing to follow reasonable direction

Destroying another pupil’s work

Verbal abuse of peers

Verbal abuse of staff

Fabricating stories re. staff

Continually disrupting class over a period of time.

Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging.

Deliberate misuse of the internet or email

 Response will be one or more of the following:

Teacher speaks to/ meets with student

Sent to Principal’s office, another class or other ‘safe space’

Teacher and Principal talk to student using a combination of the solution-focussed and restorative approaches

Teacher group talks to student using restorative approach

Contact parent(s)/carer(s)

If persistent, the behaviour will be included in the behaviour targets set by teacher and student as part of IBP

In the case of deliberate misuse of the internet or email, access to the internet may be withdrawn for a period of time

LEVEL 3

Serious Misbehaviour

Pupil putting him/herself in serious danger

Destroying property

Repeated instances of level 2 type behaviour

Throwing object likely to injure

Refusing to follow reasonable direction of the principal

Verbally and physically threatening staff

Invading staff’s personal lives

Theft

Physical assault of staff

Physical assault of student

Presenting under the influence of alcohol or illegal substances

Being in possession of alcohol or an illegal substance

Taking an illegal substance in the school building

Supplying illegal substances

Bullying of fellow student

Placing/creating/sharing a once-off offensive or hurtful message, image or statement on a social media platform or other public or group forum where that message, image or statement can be viewed and/or repeated by other people, is regarded as bullying behaviour (see school’s Anti-Bullying Policy).

There may be once- off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging that could be considered as serious misbehaviour.

Deliberately putting the health and safety of staff or other students at risk by engaging in spitting, coughing, sneezing or any other act in close proximity to a student/staff member/visitor that is commonly known to increase the risk of spreading an infection/virus during a pandemic

The list above is not exhaustive.

Response will be one or more of the following:

Meeting with Principal

Meeting with teacher and Principal

Meeting with parent(s)/guardian(s)

Staff team meet with student

In-school ‘suspension’

Sending home early (suspension)

Suspension

Pupil & parent asked to meet members of B.O.M.

Expulsion

Involvement of Garda (supplying)

How Decisions Are Made

• The teaching staff meet to discuss the pupils’ progress and behaviour at least three times per week.  Some of the responses above will be decided during these discussions.

• The decision to contact the parents will be made by the teacher or the teacher and the Principal.

• The decision to meet with parents will be made by the teacher and Principal.

• The decision to deny a pupil access to a part time teacher’s class for any more than three consecutive sessions will be made by the Principal, in consultation with the two teachers involved.  

• Decisions re. sending a pupil home early (a suspension) or longer suspension will be made by the Principal up to a maximum of 3 consecutive days (see Suspension Policy). If possible, the Principal will consult with the teacher concerned before making this decision.

• Suspension of more than three consecutive days or expulsion will be decided by the Board of Management (see Suspension and Expulsion Policy). The school will act in accordance with the Education Act 1998 and the Education (Welfare) Act 2000 in relation to these matters.

• If the Principal is absent the Deputy Principal takes overall responsibility for all disciplinary matters above.                         

Parent’s/Carer’s Signature: _______________________

Student’s Signature: ______________________ Date: ______________