Covid 19 Policy Statement
| covid_19_policy_statement.pdf |
Child Safeguarding Statement
Scoil Phádraig is a primary/post-primary school providing primary/post-primary education to pupils from Junior Infants to Sixth Class. In accordance with the requirements of the Children First Act 2015, Children First: National Guidance for the Protection and Welfare of Children 2017, the Child Protection Procedures for Primary and Post Primary Schools 2017 and Tusla Guidance on the preparation of Child Safeguarding Statements, the Board of Management of Scoil Phádraig, Ballyhale, has agreed the Child Safeguarding Statement set out in this document.
1. The Board of Management has adopted and will implement fully and without modification the Department’s Child Protection Procedures for primary and post-primary Schools 2017 as part of this overall Child Safeguarding Statement.
2. The Designated Liaison Person (DLP) is: Tomás O Dowd
3. The Deputy Designated Liaison Person (Deputy DLP) is: Helena Coleman
4. The Board of Management recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, procedures, practices and activities. The school will adhere to the following principles of best practice in child protection and welfare. The school will:
a.recognise that the protection and welfare of children is of paramount importance, regardless of all other considerations
b.fully comply with its statutory obligations under the Children First Act 2015 and other relevant legislation relating to the protection and welfare of children
c.fully co-operate with the relevant statutory authorities in relation to child protection and welfare matters
d.adopt safe practices to minimise the possibility of harm or accidents happening to children and protect workers from the necessity to take unnecessary risks that may leave themselves open to accusations of abuse or neglect
e.develop a practice of openness with parents and encourage parental involvement in the education of their children; and
f.fully respect confidentiality requirements in dealing with child protection matters
5. The following procedures/measures are in place:
a.In relation to any member of staff who is the subject of any investigation (howsoever described) in respect of any act, omission or circumstance in respect of a child attending the school, the school adheres to the relevant procedures set out in Chapter 7 of the Child Protection Procedures for Primary and Post-Primary Schools 2017 and to the relevant agreed disciplinary procedures for school staff which are published on the DES website
b.In relation to the selection or recruitment of staff and their suitability to work with children, the school adheres to the statutory vetting requirements of the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 and to the wider duty of care guidance set out in relevant Garda vetting and recruitment circulars published by the DES and available on the DES website
c.In relation to the provision of information and, where necessary instruction and training to staff in respect of the identification of the occurrence of harm (as defined in the 2015 Act) the school:
i.Has provided each member of staff with a copy of the school’s Child Safeguarding Statement
ii.Ensures all new staff are provided with a copy of the school’s Child Safeguarding Statement
iii.Encourages staff to avail of relevant training
iv.Encourages Board of Management members to avail of relevant training
v.The Board of Management maintains records of all staff and Board member training.
6. All registered teachers employed by the school are mandated persons under the Children First Act 2015
7. In accordance with the Children First Act 2015, the Board and staff have carried out an assessment of any potential for harm to a child while attending the school or participating in school activities. A written assessment setting out the areas of risk identified and the school’s procedures for managing those risks is attached as an appendix to these procedures
8. The various procedures referred to in this Statement can be accessed via the school’s website, the DES website or will be made available on request by the school
Note: The above is not intended as an exhaustive list. Individual Boards of Management shall also include in this section such other procedures/measures that are of relevance to the school in question
9. This statement has been published on the school’s website and has been provided to all members of school personnel, the Parents’ Association (if any) and the patron. It is readily accessible to parents and guardians on request. A copy of this Statement will be made available to Tusla and the Department if requested.
10. This Child Safeguarding Statement will be reviewed annually or as soon as practicable after there has been a material change in any matter to which this statement refers
This Child Safeguarding Statement was adopted by the Board of Management on
Signed: _________________________ Signed: ________________________
Chairperson of BoM Principal/Secretary to the BoM
Date: ________________________ Date: _______________________
HOMEWORK POLICY
Homework is fosters independence, self-reliance, self-esteem, co-operation and responsibility and life long learning. It is an essential part of primary education as it re-enforces what children learn in school. It provides a link between teacher and parent and encourages parental involvement in their child’s education.
In general, homework is meant to be achievable by a child working on their own to the best of their ability. It is normally prepared by the teacher in class. It can be used to practice what is done in school or can be designed to challenge children’s ability and provide opportunities for creativity.
How often is homework given?
Homework is given on Mondays, Tuesdays, Wednesdays and Thursdays but not on Fridays with certain exceptions:
• If homework has been neglected during the week
• In senior classes some project work is undertaken at weekends.
Sometimes at the discretion of the class teacher or the principal, children are given ‘homework off’ as a treat or as acknowledgement of some special occasion.
Homework Content
Usually, homework contains a balance between reading tasks, learning tasks and written tasks. This balance is not always possible and can vary considerably from day to day. However, it should be noted that homework time devoted to reading and learning is as important as written work. Homework will regularly contain reading, spellings, tables, written work, pieces to be ‘learned by heart’, drawing/colouring, collecting information/items and finishing work started in class. Children often feel that reading and ‘learning by heart’ is not real homework. Parents can play an important role in listening to reading and items to be learned, ensuring this work is done well.
Duration of Homework
The following are guidelines for time spent at homework. Different children will complete the same homework in different lengths of time. Time spent will vary from day to day and also from the beginning to the end of the school year.
It is important to remember that it is the quality and not the quantity of homework that matters.
The following are general guidelines:
Infants 0-20 minutes
Rang 1 and 2 20 to 30 minutes
Rang 3 and 4 30 to 60 minutes
Rang 5 and 6 60 to 90 minutes
Homework should not take excessive amounts of time to complete, if there is a difficulty parents are advised to communicate difficulties to the teacher using the homework journal or by arranging to meet the teacher to discuss the matter.
Pupils should:
• enter homework accurately in homework diary.
• ensure they take home relevant books and copies.
• complete homework assignments to the best of their ability.
• present written work neatly.
Parents/Guardians should:
• Encourage a positive attitude towards homework in all subjects from an early age.
• Encourage children to work independently as far as possible. Resist over-helping.
• Encourage children to organise themselves for homework. Have all books and materials to
hand. The pupil should have the Homework Journal open to tick off work as it is completed.
• Agree a suitable time for doing homework, taking into account of age, the need for playtime,
Teachers should:
Set homework, review assignments and provide feedback to students.
Monitor homework to help identify pupils with special difficulties.
How often do teachers monitor homework?
Ideally, teachers check homework on a daily basis. However, with large class numbers, it is not always possible to check each child’s homework journal every day. As children get older and learn to work independently, some items of homework are checked less often, e.g. every second day or once a week. Some items of homework (and class work) may be checked by children themselves, under the direction of the teacher. This can be a useful part of the learning process for children as it promotes responsibility and self esteem.
What happens when Homework is not done?
Homework that isn’t done will be completed at break time or at the weekend, (unless there is a valid reason for non-completion of work).
When homework is not done regularly the teacher contacts parents with a view to resolving the situation. If the situation continues, then the matter is brought to the attention of the Principal who will contact the parent(s) and arrange a meeting to discuss how the matter can be resolved.
Policy on Attendance
Introduction
This policy document was drawn up:
To ensure and maintain a high level of attendance at school by all pupils.
The Board of Management, in consultation with staff drew up this Policy on Attendance.
Rationale
The policy was drafted for the following reasons:
The Board of Management wishes to comply with legislation, such as:
The Education Act, 1998
The Education (Welfare) Act, 2000
The Board of Management wishes to promote and encourage regular attendance as an essential factor in our pupils’ learning.
Relationship to the Characteristic Spirit of the School
Scoil Phádraig endeavours to enable every pupil to actively participate in all school activities. Regular attendance helps to create a stable learning environment for all pupils, and the school hopes to promote co-operation among pupils, parents/guardians and staff in maintaining a high level of regular attendance through the school year.
Aims
To raise awareness of the importance of regular school attendance
To identify pupils at risk of leaving school early
To promote and to foster positive attitudes to learning
To ensure compliance with the requirements of the relevant legislation.
Content
Recording and Reporting of Attendance and Non-Attendance
The school attendance of individual pupils is recorded on Aladdin every day. Class attendance data is recorded daily in the Leabhar Tinrimh on Aladdin. A clip board is sent around to each classroom every day to record the absences. The annual attendance of each individual pupil is recorded in the Clár Leabhar (Register), together with information provided in enrolment forms (Pupil’s Name and Date of Birth)
If a pupil does not attend on a day when the school is open for instruction, his/her non-attendance will be recorded by the class teacher on Aladdin. The roll call is taken each morning. Any pupil not present will be marked absent for the day. A note from parents/guardians is required to explain each absence. Such notes will be retained by the class teacher. Parents/guardians must also provide a note if a child departs early during the school day.
As soon as the child has missed 15 days a note is sent from the school informing parents. The school must inform the Education Welfare Officer/TUSLA in writing, where a child has missed 20 or more days in a school year, where attendance is irregular, where a pupil is removed from the school register and where a child is suspended or expelled for 6 days or more.
After 20 days of absence a letter is sent to inform parents/guardians that the child has reached 20 days absence.
Whole School Strategies to Promote Attendance
Scoil Phádraig, endeavours to create a safe, welcoming environment for our pupils and their parents/guardians. The teaching staff collaborates in the planning and implementation of the primary school curriculum, so as to provide a stimulating learning environment for all pupils.
There is a focus on the value of regular attendance and on the importance of developing good attendance habits from Junior Infants onwards. There is also an “Awesome Attenders” trophy which is given to the classroom with the highest percentage attendance in each term.
Scoil Phádraig’s school’s homework policy clearly outlines the school’s expectations in terms of the quantity of homework assigned and in the quality of homework presented. There is a consistent approach to homework throughout the school.
The calendar for the coming school year is published annually on the school website (www.ballyhale.com) and is also sent home in September. It is hoped that this approach will enable parents/guardians to plan family events around school closures, thus minimising the chances of non-attendance related to family holidays during the school term.
Pupils are expected to wear the correct school uniform.
Parents/guardians are informed if a child has no lunch, and if one cannot be provided for him/her, the school will provide crackers and water.
A prize of a book token or some reward is given to any children who do not miss a day in the year. This is usually given out during the last week of school in June.
The school year 2015/16 was a record breaking year as 26 children did not miss one day of that school year.
Communication
The school has developed a good relationship with the local Education Welfare Board (EWB) TUSLA personnel and there is ongoing communication in relation to children who are at risk.
The school maintains communication with local pre-schools and second-level schools in order to make the transition for pupils as easy as possible.
Strategies in the Event of Non-Attendance
Section 17 of the Education (Welfare) Act (2000), states that ‘the parent of a child shall cause the child concerned to attend a recognised school on each school day’.
Section 21 of the act obliges schools to inform the Education Welfare Officer if a child is absent on more than 20 days in any school year, or if a child does not attend school on a regular basis.
In such cases the Education Welfare Officer (following all reasonable efforts by the Education Board to consult with the child’s parents and the Principal of the school) may serve a ‘School Attendance Notice’ on any parent who he/she concludes is failing or neglecting to cause the child to attend the school. A successful case taken against the parent may result in a fine and/or imprisonment.
Reasons for absence are recorded and reported to the EWB/TUSLA five times during the school year through an online system. An annual report is submitted – not more than six weeks following the end of the school year - detailing the overall level of attendance at the school during that school year.
Transfer to Another School
Under Section 20 of the Education (Welfare) Act (2000), the Principal of a child’s current school must notify the Principal of the child’s previous school in writing that the child is now registered in their school.
Success Criteria
The following will provide some practical indicators of the success of this policy:
An increase in annual attendance rates
Board of Management, Staff and parent/guardian awareness of their legal obligations under the Education (Welfare) Act 2000
Roles and Responsibilities
It is the responsibility of the Principal and staff to implement this policy under the guidance of the school’s Board of Management.
Implementation
This policy will be implemented immediately following ratification by the Board of Management.
School Policy on Healthy Lunches
Healthy lunches Consultation
The Board of Management, Parents Association and the Staff of Scoil Phádraig, in line with the healthy eating guidelines and the associated problems with obesity, have worked together on the following policy.
In drawing up this policy the school has consulted with all parties.
Health Board
The H.S.E. works hard to promote healthy eating habits among school children.
Other sources:
www.hse.ie (Health Service Executive – Healthy Eating and Nutrition)
www.fsai.ie (Food Safety Authority of Ireland)
www.safefood.eu (Safe Food – Healthy Eating)
Aim of the policy
Through these guidelines Scoil Phádraig, Ballyhale, aims to help all members of the school community; parents, pupils and staff, to develop positive and responsible attitudes to eating and to appreciate the importance of good food to health and general well-being – good teeth, increased concentration, enhanced energy levels etc.
Guidelines
The food children eat is known to be a key influence on their general health. We encourage the use of foods such as popcorn, fruit, yogurts (that are easy to open), rice cakes and crackers.
Healthy choices for drinks would include water and milk. We have been running our Water on Wednesday scheme for 18 months now and have tried Water Week and Water Month. This initiative will continue but primarily the healthiest drink to bring to school every day is water.
Suggested healthy choices for school lunches include:
Sandwich, roll, bread, crackers, pitta bread, rice cakes, pasta, rice, fruit, salad.
Milk and water as drinks.
Children are encouraged to use a lunchbox as this reduces litter.
All litter connected with children’s lunches is to be brought home in the lunchbox.
Older children will be encouraged to help younger children with their lunches where possible.
Provision of information
Classes will be taught lessons on healthy eating in an age-appropriate manner. The school will keep records of the percentage of water in each class and an overall class will receive a trophy at the end of each month. There will now be no treat day. We have been phasing this idea into the school for the last 12 months and it has worked very successfully. Again the statistics show that over 90% of children have stopped bringing a treat on a Friday anyway.
We are also trying to encourage the children to continue to bring “Fruit on Friday” which is another initiative we have started. Of course bringing fruit or chopped vegetables does not have to be confined to just Friday.
Monitoring
We are confident that parents will give a high level of support to this policy, recognising that it is aimed solely at the welfare of their children and the development of good habits for life.
Teachers will be making spot checks on lunch boxes from time to time with the aim of praising and encouraging the healthy lunches the children have brought. The approach will be positive and encouraging. We also will look at doing the Food Dudes in the coming years. We have participated in this program twice in the last number of years and it proved very successful.
We would also ask parents to be sensible and to encourage healthy eating both at home and in school.
The school is also trying to adopt a “Nut Free School”. We have some children who have an allergic reaction to nuts and by adopting the “Nut Free School” idea we can eliminate the risk.
This would rule out all forms of nuts and nut products. (Including Nutella).
The classes affected have been very good to avoid sending nut products to school and we would urge all parents to try and avoid sending such products.
Rules
The following rules should be regarded as part of the code of behaviour of the school, as approved by the Board of Management.
1. The following items are banned from the school, including school outings, on all occasions, including treat days:
- Red Bull and similar stimulant drinks
- Chewing Gum
- Crisps
- Cans or glass containers
- Coke and all fizzy drinks
2. Chocolate, biscuits, sweets (including “fruit winders”)
are not allowed.
3. Teachers will adopt a positive and encouraging approach to this policy. However, if a pupil is found to have banned or disallowed items these will be taken and returned to the child on request, at home time.
Persistent breaches of the policy will be treated in the same way as any persistent misbehaviour, as outlined in the school code of discipline.
4. From time to time, teachers may give sweets as prizes in class. This will be done in the context of an overall policy of healthy eating in the school.
Similarly, exceptions may be made on special occasions, such as a visit to the school by members of the Kilkenny team etc.
It has been decided by the Board of Management that this Policy is to be effective in the school from 18th October 2016.
School Position on Bullying
The Scoil Phádraig school community believes that each pupil has a right to an education free from fear and intimidation.
The school regards bullying as a serious infringement of individual rights and a serious threat to the self-esteem and self-confidence of targeted pupil(s). Therefore it does not tolerate bullying of any kind.
Every report of bullying is treated seriously and dealt with, having due regard for the wellbeing of the targeted pupil(s) and the perpetrator(s).
The Staff of Scoil Phádraig endeavours to cultivate an environment free from bullying.
The immediate priority, should a bullying incident occur, is ending the bullying, (thereby protecting the person(s) being targeted) and resolving the issues and restoring the relationships involved insofar as is practicable using a “Reform, not Blame” approach.
All pupils are expected to contribute to the creation and maintenance a safe environment in the school. On becoming aware of any bullying situation, in or outside the school, involving members of the school community they should notify a trusted responsible adult. Bullying behaviour is too serious not to report.
Pupils’ participation in school life in general is encouraged through existing school structures. Awareness of bullying, and willingness to take action to prevent or stop it, is part of this participation.
Anti-Bullying Policy
The following types of behaviour are included in the definition of bullying:
However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behavior.
Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.
This definition includes a wide range of behaviour, whether verbal or written, whether physical or social, whether targeting person or property, whether carried out directly or indirectly or through any electronic or other medium, which could harm a pupil or undermine her/his self-esteem or self-confidence.
Appendix 1 gives a list of specific examples of bullying behaviour. This list is not exhaustive.
Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
- Pupils are helped to examine the issue of bullying in a calm rational way, outside of the tense context of particular bullying incidents. In the process they are made more aware of the nature of bullying and the various forms that it can take.
- Pupils are made aware that the consequences of bullying behaviour are always bad for those who are targeted, even if this is not always obvious at the time.
- Pupils are encouraged to recognise, reject and report bullying behaviour in our school.
Parents are encouraged to be vigilant in watching out for signs of bullying and to report any suspicion of bullying they may have to the “Relevant Teacher” (in the case of staff members) or any staff member (in the case of parents/guardians).
A Friendship Day would be considered as part of the activities to support this policy.
· The School, through the ‘Relevant Teacher’ reserves the right to ask any pupil to write an account of what happened, as part of an investigation. This will be a standard procedure and does not necessarily imply that a pupil is guilty of misbehaviour.
· Pupils who are alleged to have been involved in bullying behaviour are interviewed by the ‘Relevant Teacher’ to establish the nature and extent of the behaviour and any reasons for it. The Relevant Teacher will record the incident in the school Anti Bullying File.
· The 'Relevant Teacher’ does not apportion blame but rather treats bullying behaviour as a "mistake" that can and must be remedied. S/he emphasises that the intention is not to punish perpetrators but to talk to them, to explain how harmful and hurtful bullying is to the victim. Pupils who report bullying therefore are not getting others "in trouble" so much as enabling them to get out of trouble into which they may ultimately get if the bullying continued.
· When an investigation is completed and/or a bullying situation is resolved the 'Relevant Teacher' will complete a report, to include the findings of the investigation, the strategy adopted and the outcome of the intervention, as well as any other relevant information. Such strategies will include increased observation in yard, teaching lessons from Stay Safe and Walk Tall and ensuring all staff are aware of any incidents.
· All documentation regarding bullying incidents and their resolution is retained securely in the school.
12. This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website (or where none exists, be otherwise readily accessible to parents and pupils on request) and provided to the Parents’ Association (where one exists). A record of the review and its outcome will be made available to the Department of Education and Skills and to the patron if requested.
Appendix 1
Bullying can take a number of forms. These may include any of the following (this list is not exhaustive):
Personal insults,
Verbal abuse,
Offensive language directed at an individual,
Continually shouting or dismissing others,
Public verbal attacks/criticism,
Domineering behaviour,
Open aggression,
Offensive gestures and unwanted physical contact.
Ridicule,
Persistent slagging,
Deliberate staring with the intent to discomfort.
Persistent rudeness in behaviour and attitude toward a particular individual.
Asking inappropriate questions/making inappropriate comments re. personal life/family
Asking inappropriate questions/making inappropriate comments re. social life or schoolwork.
Stealing/damaging clothing or other property
Demanding money with menaces
Persistently moving, hiding or interfering with property
Marking/defacing property
Deliberately withholding significant information and resources,
Writing of anonymous notes,
Malicious, disparaging or demeaning comments,
Malicious tricks/derogatory jokes,
Knowingly spreading rumours,
Belittling others’ efforts, their enthusiasm or their new ideas,
Derogatory or offensive nicknames (name-calling),
Using electronic or other media for any of the above (cyber bullying),
Disrespectfully mimicking a particular individual in his/her absence,
Deliberately refusing to address issues focusing instead on the person.
Deliberately preventing a person from joining a group,
Deliberately preventing from joining in an activity, schoolwork-related or recreational
Blaming a pupil for things s/he did not do.
Scoil Phádraig is a primary/post-primary school providing primary/post-primary education to pupils from Junior Infants to Sixth Class. In accordance with the requirements of the Children First Act 2015, Children First: National Guidance for the Protection and Welfare of Children 2017, the Child Protection Procedures for Primary and Post Primary Schools 2017 and Tusla Guidance on the preparation of Child Safeguarding Statements, the Board of Management of Scoil Phádraig, Ballyhale, has agreed the Child Safeguarding Statement set out in this document.
1. The Board of Management has adopted and will implement fully and without modification the Department’s Child Protection Procedures for primary and post-primary Schools 2017 as part of this overall Child Safeguarding Statement.
2. The Designated Liaison Person (DLP) is: Tomás O Dowd
3. The Deputy Designated Liaison Person (Deputy DLP) is: Helena Coleman
4. The Board of Management recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, procedures, practices and activities. The school will adhere to the following principles of best practice in child protection and welfare. The school will:
a.recognise that the protection and welfare of children is of paramount importance, regardless of all other considerations
b.fully comply with its statutory obligations under the Children First Act 2015 and other relevant legislation relating to the protection and welfare of children
c.fully co-operate with the relevant statutory authorities in relation to child protection and welfare matters
d.adopt safe practices to minimise the possibility of harm or accidents happening to children and protect workers from the necessity to take unnecessary risks that may leave themselves open to accusations of abuse or neglect
e.develop a practice of openness with parents and encourage parental involvement in the education of their children; and
f.fully respect confidentiality requirements in dealing with child protection matters
5. The following procedures/measures are in place:
a.In relation to any member of staff who is the subject of any investigation (howsoever described) in respect of any act, omission or circumstance in respect of a child attending the school, the school adheres to the relevant procedures set out in Chapter 7 of the Child Protection Procedures for Primary and Post-Primary Schools 2017 and to the relevant agreed disciplinary procedures for school staff which are published on the DES website
b.In relation to the selection or recruitment of staff and their suitability to work with children, the school adheres to the statutory vetting requirements of the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 and to the wider duty of care guidance set out in relevant Garda vetting and recruitment circulars published by the DES and available on the DES website
c.In relation to the provision of information and, where necessary instruction and training to staff in respect of the identification of the occurrence of harm (as defined in the 2015 Act) the school:
i.Has provided each member of staff with a copy of the school’s Child Safeguarding Statement
ii.Ensures all new staff are provided with a copy of the school’s Child Safeguarding Statement
iii.Encourages staff to avail of relevant training
iv.Encourages Board of Management members to avail of relevant training
v.The Board of Management maintains records of all staff and Board member training.
- In relation to reporting of child protection concerns to Tusla, all school personnel are required to adhere to the procedures set out in the Child Protection Procedures for Primary and Post-Primary Schools 2017, including in the case of registered teachers, those in relation to mandated reporting under the Children First Act 2015
- In this school, the Board has appointed the above named DLP as the ‘relevant person’ (as defined in the Children First Act 2015) to be the first point of contact in respect of the school’s child safeguarding statement.
6. All registered teachers employed by the school are mandated persons under the Children First Act 2015
7. In accordance with the Children First Act 2015, the Board and staff have carried out an assessment of any potential for harm to a child while attending the school or participating in school activities. A written assessment setting out the areas of risk identified and the school’s procedures for managing those risks is attached as an appendix to these procedures
8. The various procedures referred to in this Statement can be accessed via the school’s website, the DES website or will be made available on request by the school
Note: The above is not intended as an exhaustive list. Individual Boards of Management shall also include in this section such other procedures/measures that are of relevance to the school in question
9. This statement has been published on the school’s website and has been provided to all members of school personnel, the Parents’ Association (if any) and the patron. It is readily accessible to parents and guardians on request. A copy of this Statement will be made available to Tusla and the Department if requested.
10. This Child Safeguarding Statement will be reviewed annually or as soon as practicable after there has been a material change in any matter to which this statement refers
This Child Safeguarding Statement was adopted by the Board of Management on
Signed: _________________________ Signed: ________________________
Chairperson of BoM Principal/Secretary to the BoM
Date: ________________________ Date: _______________________
HOMEWORK POLICY
Homework is fosters independence, self-reliance, self-esteem, co-operation and responsibility and life long learning. It is an essential part of primary education as it re-enforces what children learn in school. It provides a link between teacher and parent and encourages parental involvement in their child’s education.
In general, homework is meant to be achievable by a child working on their own to the best of their ability. It is normally prepared by the teacher in class. It can be used to practice what is done in school or can be designed to challenge children’s ability and provide opportunities for creativity.
How often is homework given?
Homework is given on Mondays, Tuesdays, Wednesdays and Thursdays but not on Fridays with certain exceptions:
• If homework has been neglected during the week
• In senior classes some project work is undertaken at weekends.
Sometimes at the discretion of the class teacher or the principal, children are given ‘homework off’ as a treat or as acknowledgement of some special occasion.
Homework Content
Usually, homework contains a balance between reading tasks, learning tasks and written tasks. This balance is not always possible and can vary considerably from day to day. However, it should be noted that homework time devoted to reading and learning is as important as written work. Homework will regularly contain reading, spellings, tables, written work, pieces to be ‘learned by heart’, drawing/colouring, collecting information/items and finishing work started in class. Children often feel that reading and ‘learning by heart’ is not real homework. Parents can play an important role in listening to reading and items to be learned, ensuring this work is done well.
Duration of Homework
The following are guidelines for time spent at homework. Different children will complete the same homework in different lengths of time. Time spent will vary from day to day and also from the beginning to the end of the school year.
It is important to remember that it is the quality and not the quantity of homework that matters.
The following are general guidelines:
Infants 0-20 minutes
Rang 1 and 2 20 to 30 minutes
Rang 3 and 4 30 to 60 minutes
Rang 5 and 6 60 to 90 minutes
Homework should not take excessive amounts of time to complete, if there is a difficulty parents are advised to communicate difficulties to the teacher using the homework journal or by arranging to meet the teacher to discuss the matter.
Pupils should:
• enter homework accurately in homework diary.
• ensure they take home relevant books and copies.
• complete homework assignments to the best of their ability.
• present written work neatly.
Parents/Guardians should:
• Encourage a positive attitude towards homework in all subjects from an early age.
• Encourage children to work independently as far as possible. Resist over-helping.
• Encourage children to organise themselves for homework. Have all books and materials to
hand. The pupil should have the Homework Journal open to tick off work as it is completed.
• Agree a suitable time for doing homework, taking into account of age, the need for playtime,
Teachers should:
Set homework, review assignments and provide feedback to students.
Monitor homework to help identify pupils with special difficulties.
How often do teachers monitor homework?
Ideally, teachers check homework on a daily basis. However, with large class numbers, it is not always possible to check each child’s homework journal every day. As children get older and learn to work independently, some items of homework are checked less often, e.g. every second day or once a week. Some items of homework (and class work) may be checked by children themselves, under the direction of the teacher. This can be a useful part of the learning process for children as it promotes responsibility and self esteem.
What happens when Homework is not done?
Homework that isn’t done will be completed at break time or at the weekend, (unless there is a valid reason for non-completion of work).
When homework is not done regularly the teacher contacts parents with a view to resolving the situation. If the situation continues, then the matter is brought to the attention of the Principal who will contact the parent(s) and arrange a meeting to discuss how the matter can be resolved.
Policy on Attendance
Introduction
This policy document was drawn up:
To ensure and maintain a high level of attendance at school by all pupils.
The Board of Management, in consultation with staff drew up this Policy on Attendance.
Rationale
The policy was drafted for the following reasons:
The Board of Management wishes to comply with legislation, such as:
The Education Act, 1998
The Education (Welfare) Act, 2000
The Board of Management wishes to promote and encourage regular attendance as an essential factor in our pupils’ learning.
Relationship to the Characteristic Spirit of the School
Scoil Phádraig endeavours to enable every pupil to actively participate in all school activities. Regular attendance helps to create a stable learning environment for all pupils, and the school hopes to promote co-operation among pupils, parents/guardians and staff in maintaining a high level of regular attendance through the school year.
Aims
To raise awareness of the importance of regular school attendance
To identify pupils at risk of leaving school early
To promote and to foster positive attitudes to learning
To ensure compliance with the requirements of the relevant legislation.
Content
Recording and Reporting of Attendance and Non-Attendance
The school attendance of individual pupils is recorded on Aladdin every day. Class attendance data is recorded daily in the Leabhar Tinrimh on Aladdin. A clip board is sent around to each classroom every day to record the absences. The annual attendance of each individual pupil is recorded in the Clár Leabhar (Register), together with information provided in enrolment forms (Pupil’s Name and Date of Birth)
If a pupil does not attend on a day when the school is open for instruction, his/her non-attendance will be recorded by the class teacher on Aladdin. The roll call is taken each morning. Any pupil not present will be marked absent for the day. A note from parents/guardians is required to explain each absence. Such notes will be retained by the class teacher. Parents/guardians must also provide a note if a child departs early during the school day.
As soon as the child has missed 15 days a note is sent from the school informing parents. The school must inform the Education Welfare Officer/TUSLA in writing, where a child has missed 20 or more days in a school year, where attendance is irregular, where a pupil is removed from the school register and where a child is suspended or expelled for 6 days or more.
After 20 days of absence a letter is sent to inform parents/guardians that the child has reached 20 days absence.
Whole School Strategies to Promote Attendance
Scoil Phádraig, endeavours to create a safe, welcoming environment for our pupils and their parents/guardians. The teaching staff collaborates in the planning and implementation of the primary school curriculum, so as to provide a stimulating learning environment for all pupils.
There is a focus on the value of regular attendance and on the importance of developing good attendance habits from Junior Infants onwards. There is also an “Awesome Attenders” trophy which is given to the classroom with the highest percentage attendance in each term.
Scoil Phádraig’s school’s homework policy clearly outlines the school’s expectations in terms of the quantity of homework assigned and in the quality of homework presented. There is a consistent approach to homework throughout the school.
The calendar for the coming school year is published annually on the school website (www.ballyhale.com) and is also sent home in September. It is hoped that this approach will enable parents/guardians to plan family events around school closures, thus minimising the chances of non-attendance related to family holidays during the school term.
Pupils are expected to wear the correct school uniform.
Parents/guardians are informed if a child has no lunch, and if one cannot be provided for him/her, the school will provide crackers and water.
A prize of a book token or some reward is given to any children who do not miss a day in the year. This is usually given out during the last week of school in June.
The school year 2015/16 was a record breaking year as 26 children did not miss one day of that school year.
Communication
The school has developed a good relationship with the local Education Welfare Board (EWB) TUSLA personnel and there is ongoing communication in relation to children who are at risk.
The school maintains communication with local pre-schools and second-level schools in order to make the transition for pupils as easy as possible.
Strategies in the Event of Non-Attendance
Section 17 of the Education (Welfare) Act (2000), states that ‘the parent of a child shall cause the child concerned to attend a recognised school on each school day’.
Section 21 of the act obliges schools to inform the Education Welfare Officer if a child is absent on more than 20 days in any school year, or if a child does not attend school on a regular basis.
In such cases the Education Welfare Officer (following all reasonable efforts by the Education Board to consult with the child’s parents and the Principal of the school) may serve a ‘School Attendance Notice’ on any parent who he/she concludes is failing or neglecting to cause the child to attend the school. A successful case taken against the parent may result in a fine and/or imprisonment.
Reasons for absence are recorded and reported to the EWB/TUSLA five times during the school year through an online system. An annual report is submitted – not more than six weeks following the end of the school year - detailing the overall level of attendance at the school during that school year.
Transfer to Another School
Under Section 20 of the Education (Welfare) Act (2000), the Principal of a child’s current school must notify the Principal of the child’s previous school in writing that the child is now registered in their school.
Success Criteria
The following will provide some practical indicators of the success of this policy:
An increase in annual attendance rates
Board of Management, Staff and parent/guardian awareness of their legal obligations under the Education (Welfare) Act 2000
Roles and Responsibilities
It is the responsibility of the Principal and staff to implement this policy under the guidance of the school’s Board of Management.
Implementation
This policy will be implemented immediately following ratification by the Board of Management.
School Policy on Healthy Lunches
Healthy lunches Consultation
The Board of Management, Parents Association and the Staff of Scoil Phádraig, in line with the healthy eating guidelines and the associated problems with obesity, have worked together on the following policy.
In drawing up this policy the school has consulted with all parties.
Health Board
The H.S.E. works hard to promote healthy eating habits among school children.
Other sources:
www.hse.ie (Health Service Executive – Healthy Eating and Nutrition)
www.fsai.ie (Food Safety Authority of Ireland)
www.safefood.eu (Safe Food – Healthy Eating)
Aim of the policy
Through these guidelines Scoil Phádraig, Ballyhale, aims to help all members of the school community; parents, pupils and staff, to develop positive and responsible attitudes to eating and to appreciate the importance of good food to health and general well-being – good teeth, increased concentration, enhanced energy levels etc.
Guidelines
The food children eat is known to be a key influence on their general health. We encourage the use of foods such as popcorn, fruit, yogurts (that are easy to open), rice cakes and crackers.
Healthy choices for drinks would include water and milk. We have been running our Water on Wednesday scheme for 18 months now and have tried Water Week and Water Month. This initiative will continue but primarily the healthiest drink to bring to school every day is water.
Suggested healthy choices for school lunches include:
Sandwich, roll, bread, crackers, pitta bread, rice cakes, pasta, rice, fruit, salad.
Milk and water as drinks.
Children are encouraged to use a lunchbox as this reduces litter.
All litter connected with children’s lunches is to be brought home in the lunchbox.
Older children will be encouraged to help younger children with their lunches where possible.
Provision of information
Classes will be taught lessons on healthy eating in an age-appropriate manner. The school will keep records of the percentage of water in each class and an overall class will receive a trophy at the end of each month. There will now be no treat day. We have been phasing this idea into the school for the last 12 months and it has worked very successfully. Again the statistics show that over 90% of children have stopped bringing a treat on a Friday anyway.
We are also trying to encourage the children to continue to bring “Fruit on Friday” which is another initiative we have started. Of course bringing fruit or chopped vegetables does not have to be confined to just Friday.
Monitoring
We are confident that parents will give a high level of support to this policy, recognising that it is aimed solely at the welfare of their children and the development of good habits for life.
Teachers will be making spot checks on lunch boxes from time to time with the aim of praising and encouraging the healthy lunches the children have brought. The approach will be positive and encouraging. We also will look at doing the Food Dudes in the coming years. We have participated in this program twice in the last number of years and it proved very successful.
We would also ask parents to be sensible and to encourage healthy eating both at home and in school.
The school is also trying to adopt a “Nut Free School”. We have some children who have an allergic reaction to nuts and by adopting the “Nut Free School” idea we can eliminate the risk.
This would rule out all forms of nuts and nut products. (Including Nutella).
The classes affected have been very good to avoid sending nut products to school and we would urge all parents to try and avoid sending such products.
Rules
The following rules should be regarded as part of the code of behaviour of the school, as approved by the Board of Management.
1. The following items are banned from the school, including school outings, on all occasions, including treat days:
- Red Bull and similar stimulant drinks
- Chewing Gum
- Crisps
- Cans or glass containers
- Coke and all fizzy drinks
2. Chocolate, biscuits, sweets (including “fruit winders”)
are not allowed.
3. Teachers will adopt a positive and encouraging approach to this policy. However, if a pupil is found to have banned or disallowed items these will be taken and returned to the child on request, at home time.
Persistent breaches of the policy will be treated in the same way as any persistent misbehaviour, as outlined in the school code of discipline.
4. From time to time, teachers may give sweets as prizes in class. This will be done in the context of an overall policy of healthy eating in the school.
Similarly, exceptions may be made on special occasions, such as a visit to the school by members of the Kilkenny team etc.
It has been decided by the Board of Management that this Policy is to be effective in the school from 18th October 2016.
School Position on Bullying
The Scoil Phádraig school community believes that each pupil has a right to an education free from fear and intimidation.
The school regards bullying as a serious infringement of individual rights and a serious threat to the self-esteem and self-confidence of targeted pupil(s). Therefore it does not tolerate bullying of any kind.
Every report of bullying is treated seriously and dealt with, having due regard for the wellbeing of the targeted pupil(s) and the perpetrator(s).
The Staff of Scoil Phádraig endeavours to cultivate an environment free from bullying.
The immediate priority, should a bullying incident occur, is ending the bullying, (thereby protecting the person(s) being targeted) and resolving the issues and restoring the relationships involved insofar as is practicable using a “Reform, not Blame” approach.
All pupils are expected to contribute to the creation and maintenance a safe environment in the school. On becoming aware of any bullying situation, in or outside the school, involving members of the school community they should notify a trusted responsible adult. Bullying behaviour is too serious not to report.
Pupils’ participation in school life in general is encouraged through existing school structures. Awareness of bullying, and willingness to take action to prevent or stop it, is part of this participation.
Anti-Bullying Policy
- In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behavior guidelines issued by the NEWB, the Board of Management of Scoil Phádraig has adopted the following anti-bullying policy within the framework of the school’s overall code of behavior. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.
- The Board of Management recognizes the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behavior:
- A positive school culture and climate which –
- is welcoming of difference and diversity and is based on inclusivity;
- encourages pupils to disclose and discuss incidents of bullying behavior in a non-threatening environment; and
- promotes respectful relationships across the school community;
- Effective leadership;
- A school-wide approach;
- A shared understanding of what bullying is and its impact;
- Implementation of education and prevention strategies (including awareness raising measures) that –
- Build empathy, respect and resilience in pupils; and
- Explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying;
- Effective supervision and monitoring of pupils;
- Supports for staff;
- Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
- On-going evaluation of the effectiveness of the anti-bullying policy
- In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:
The following types of behaviour are included in the definition of bullying:
- deliberate exclusion, malicious gossip and other forms of relational bullying,
- cyber-bullying and
- identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.
However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behavior.
Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.
This definition includes a wide range of behaviour, whether verbal or written, whether physical or social, whether targeting person or property, whether carried out directly or indirectly or through any electronic or other medium, which could harm a pupil or undermine her/his self-esteem or self-confidence.
Appendix 1 gives a list of specific examples of bullying behaviour. This list is not exhaustive.
Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
- The “Relevant Teacher(s)” for investigating and dealing with bullying in this school are each individual class teacher.
- The education and prevention strategies (including strategies specifically aimed at cyber-bullying and identity based bullying) used by the school are as follows:
- The anti-bullying module of the SPHE programme as it applies during each school year,
- Pupils are helped to examine the issue of bullying in a calm rational way, outside of the tense context of particular bullying incidents. In the process they are made more aware of the nature of bullying and the various forms that it can take.
- Pupils are made aware that the consequences of bullying behaviour are always bad for those who are targeted, even if this is not always obvious at the time.
- Pupils are encouraged to recognise, reject and report bullying behaviour in our school.
Parents are encouraged to be vigilant in watching out for signs of bullying and to report any suspicion of bullying they may have to the “Relevant Teacher” (in the case of staff members) or any staff member (in the case of parents/guardians).
A Friendship Day would be considered as part of the activities to support this policy.
- A friendship day
- Other (if applicable) . . .
- The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour, (e.g. the six step approach available from the “Dealing with Incidents” section of the Anti-Bullying Campaign website) are as follows:
· The School, through the ‘Relevant Teacher’ reserves the right to ask any pupil to write an account of what happened, as part of an investigation. This will be a standard procedure and does not necessarily imply that a pupil is guilty of misbehaviour.
· Pupils who are alleged to have been involved in bullying behaviour are interviewed by the ‘Relevant Teacher’ to establish the nature and extent of the behaviour and any reasons for it. The Relevant Teacher will record the incident in the school Anti Bullying File.
· The 'Relevant Teacher’ does not apportion blame but rather treats bullying behaviour as a "mistake" that can and must be remedied. S/he emphasises that the intention is not to punish perpetrators but to talk to them, to explain how harmful and hurtful bullying is to the victim. Pupils who report bullying therefore are not getting others "in trouble" so much as enabling them to get out of trouble into which they may ultimately get if the bullying continued.
· When an investigation is completed and/or a bullying situation is resolved the 'Relevant Teacher' will complete a report, to include the findings of the investigation, the strategy adopted and the outcome of the intervention, as well as any other relevant information. Such strategies will include increased observation in yard, teaching lessons from Stay Safe and Walk Tall and ensuring all staff are aware of any incidents.
· All documentation regarding bullying incidents and their resolution is retained securely in the school.
- Sanctions if behavior continues:
- Parent(s)/guardian(s) may be invited to a meeting with the ‘Relevant Teacher’ and the Principal and the pupil may be suspended from school.
- The school’s programme of support for working with pupils affected by bullying is as follows:
- Bullied pupils:
- Ending the bullying behaviour,
- Changing the school culture to foster more respect for bullied pupils and all pupils,
- Indicating clearly that the bullying is not the fault of the targeted pupil through the awareness-raising programme,
- Indicating clearly that the bullying is not the fault of the targeted pupil through the speedy identification of those responsible and speedy resolution of bullying situations,
- Seek advice from NEPS psychology services if required.
- Helping bullied pupils raise their self-esteem by encouraging them to become involved in activities that help develop friendships and social skills (e.g. participation in group work in class and in extra-curricular group or team activities during or after school).
- Implementing a “buddy system” in the school (if applicable)
- Bullying pupils:
- Making it clear that bullying pupils need to manage their behavior and take ownership of their actions.
- Making adequate counseling facilities available to help those who need it learn other ways of interacting with their peers.
- Helping those who need to raise their self-esteem by encouraging them to become involved in playground game and activities that develop friendships and social skills.
- Using learning strategies throughout the school and the curriculum to help enhance pupils’ feelings of self-worth and reinforcing their positive behaviours.
- In dealing with negative behavior in general, encouraging teachers and parents to focus on, challenge and correct the behaviour while supporting the child,
- Supervision and Monitoring of Pupils:
- The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps as are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
- This policy was adopted by the Board of Management on ___/___/______ [date].
- This policy has been made available to school personnel, published on the school website (or where none exists, is otherwise readily accessible to parents and pupils on request) and provided to the Parents’ Association (where one exists). A copy of this policy will be made available to the Department of Education and Skills and to the patron if requested.
12. This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website (or where none exists, be otherwise readily accessible to parents and pupils on request) and provided to the Parents’ Association (where one exists). A record of the review and its outcome will be made available to the Department of Education and Skills and to the patron if requested.
Appendix 1
Bullying can take a number of forms. These may include any of the following (this list is not exhaustive):
- Repeated aggressive behaviour/attitude/body language, for example:
Personal insults,
Verbal abuse,
Offensive language directed at an individual,
Continually shouting or dismissing others,
Public verbal attacks/criticism,
Domineering behaviour,
Open aggression,
Offensive gestures and unwanted physical contact.
- Intimidation, either physical, psychological or emotional, for example:
Ridicule,
Persistent slagging,
Deliberate staring with the intent to discomfort.
Persistent rudeness in behaviour and attitude toward a particular individual.
Asking inappropriate questions/making inappropriate comments re. personal life/family
Asking inappropriate questions/making inappropriate comments re. social life or schoolwork.
- Interference with property, for example:
Stealing/damaging clothing or other property
Demanding money with menaces
Persistently moving, hiding or interfering with property
Marking/defacing property
- Undermining/Public or Private Humiliation, for example:
Deliberately withholding significant information and resources,
Writing of anonymous notes,
Malicious, disparaging or demeaning comments,
Malicious tricks/derogatory jokes,
Knowingly spreading rumours,
Belittling others’ efforts, their enthusiasm or their new ideas,
Derogatory or offensive nicknames (name-calling),
Using electronic or other media for any of the above (cyber bullying),
Disrespectfully mimicking a particular individual in his/her absence,
Deliberately refusing to address issues focusing instead on the person.
- Ostracising or isolating, for example:
Deliberately preventing a person from joining a group,
Deliberately preventing from joining in an activity, schoolwork-related or recreational
Blaming a pupil for things s/he did not do.