Year: 2020

Admission Policy of The Divine Word NS

 

 

Admission Policy of The Divine Word NS

 

 

School Address: Marley Grange, Rathfarnham, Dublin D16FF62

 

Roll number:19574H

 

School Patron: Catholic Archbishop of Dublin

 

 

 

 

 

 

 

1.    Introduction

 

This Admission Policy complies with the requirements of the Education Act 1998, the Education (Admission to Schools) Act 2018 and the Equal Status Act 2000. In drafting this policy, the board of management of the school has consulted with school staff, the school patron and with parents of children attending the school.

 

The policy was approved by the school patron on 31/03/2020. It is published on the school’s website and will be made available in hardcopy, on request, to any person who requests it.

 

The relevant dates and timelines for Divine Word NS, admission process are set out in the school’s annual admission notice which is published annually on the school’s website at least one week before the commencement of the admission process for the school year concerned.

This policy must be read in conjunction with the annual admission notice for the school year concerned.

The application form for admission is published on the school’s website and will be made available in hardcopy on request to any person who requests it.

 

 

 

2.    Characteristic spirit and general objectives of the school:

 

The Divine Word NS is a Catholic co-educational primary school with a Catholic ethos under the patronage of the Archbishop of Dublin.

 

“Catholic Ethos” in the context of a Catholic primary school means the ethos and characteristic spirit of the Roman Catholic Church, which aims at promoting:

  • the full and harmonious development of all aspects of the person of the pupil, including the intellectual, physical, cultural, moral and spiritual aspects; and
  • a living relationship with God and with other people; and
  • a philosophy of life inspired by belief in God and in the life, death and resurrection of Jesus; and
  • the formation of the pupils in the Catholic faith,

and which school provides religious education for the pupils in accordance with the  doctrines, practices and traditions of the Roman Catholic Church, and/or such ethos and/or characteristic spirit as may be determined or interpreted from time to time by the Irish Episcopal Conference.

In accordance with S.15 (2) (b) of the Education Act, 1998 the Board of Management of Divine Word N.S. shall uphold, and be accountable to the patron for so upholding, the characteristic spirit of the school as determined by the cultural, educational, moral, religious, social, linguistic and spiritual values and traditions which inform and are characteristic of the objectives and conduct of the school.

The Divine Word NS strives to provide a well-ordered, caring, happy and secure atmosphere and environment where the intellectual, spiritual, physical, moral, and cultural needs of the children are identified and addressed.

The Divine Word NS encourages the involvement of parents through home/school contacts and through their involvement in the Divine Word NS Parents Association. The school will endeavour to enhance the self esteem and wellbeing of everyone in the school community; to imbue in the children respect for people and property and to encourage in them the idea of being responsible.

The Divine Word NS will promote gender equity amongst teachers and pupils and promote a caring and responsible attitude to the environment

Déanfaimid iarracht Gaeilge a labhairt.

We always aim to promote our school motto: “ Mol an óige agus tiocfaidh sí”

 

 

3.    Admission Statement

 

The Divine Word NS will not discriminate in its admission of a student to the school on any of the following:

 

  • the gender ground of the student or the applicant in respect of the student concerned,
  • the civil status ground of the student or the applicant in respect of the student concerned,
  • the family status ground of the student or the applicant in respect of the student concerned,
  • the sexual orientation ground of the student or the applicant in respect of the student concerned,
  • the religion ground of the student or the applicant in respect of the student concerned,
  • the disability ground of the student or the applicant in respect of the student concerned,
  • the ground of race of the student or the applicant in respect of the student concerned,
  • the Traveller community ground of the student or the applicant in respect of the student concerned, or
  • the ground that the student or the applicant in respect of the student concerned has special educational needs

 

As per section 61 (3) of the Education Act 1998, ‘civil status ground’, ‘disability ground’, ‘discriminate’, ‘family status ground’, ‘gender ground’, ‘ground of race’, ‘religion ground’,  ‘sexual orientation ground’ and ‘Traveller community ground’ shall be construed in accordance with section 3 of the Equal Status Act 2000.

 

 

 

 

Divine Word NS is a school whose objective is to provide education in an environment which promotes certain religious values and does not discriminate where it refuses to admit as a student a person who is not Catholic and it is proved that the refusal is essential to maintain the ethos of the school.

 

 

 

4.    Categories of Special Educational Needs catered for in the school/special class

 

The Divine Word NS is an all-inclusive school and accepts children with any Special needs requirements.

 

 

 

 

5.    Admission of Students

 

This school shall admit each student seeking admission except where –

 

  1. the school is oversubscribed (please see section 6 below for further details)

 

  1. a parent of a student, when required by the principal in accordance with section 23(4) of the Education (Welfare) Act 2000, fails to confirm in writing that the code of behaviour of the school is acceptable to him or her and that he or she shall make all reasonable efforts to ensure compliance with such code by the student

 

 

The Divine Word NS is a Catholic Ethos School and may refuse to admit as a student a person who is not of Catholic Ethos where it is proved that the refusal is essential to maintain the ethos of the school.

 

 

6.    Oversubscription (this section must be completed by all schools including schools that do not anticipate being oversubscribed)

 

In the event that the school is oversubscribed, the school will, when deciding on applications for admission, apply the following selection criteria in the order listed below to those applications that are received within the timeline for receipt of applications as set out in the school’s annual admission notice:

 

 

 

1.     Siblings/stepsiblings* and children of the Parish of Divine Word, Marley Grange* will be allocated places in order of age (eldest first).

 

2.     Children of the staff in the school will be allocated places in order of age (eldest first).

 

3.     Children of Past Pupils of the Divine Word NS, up to a maximum of 25% of available places (eldest first).

 

4.     Children living outside the catchment area of the Parish of Divine Word Marley Grange (eldest first).

 

 

*siblings refer to all siblings including step and foster siblings enrolled in the school on date of application

**map available in school office.

 

 

 

In the event that there are two or more students tied for a place or places in any of the selection criteria categories above (the number of applicants exceeds the number of remaining places), the following arrangements will apply:

 

 

Places will be offered in accordance with date of birth (oldest to get priority)

 

In the event of two or more applicants with the same date of birth there will be a draw carried out by an independent person.

 

 

 

 

7.    What will not be considered or taken into account

 

In accordance with section 62(7) (e) of the Education Act, the school will not consider or take into account any of the following in deciding on applications for admission or when placing a student on a waiting list for admission to the school:

 

 

 

(a)  a student’s prior attendance at a pre-school or pre-school service, including naíonraí,

 

 

(b)   the payment of fees or contributions (howsoever described) to the school;

 

 

(c)   a student’s academic ability, skills or aptitude;

 

 

(d)   the occupation, financial status, academic ability, skills or aptitude of a student’s parents;

 

(e)   a requirement that a student, or his or her parents, attend an interview, open day or other meeting as a condition of admission;

 

(f)    a student’s connection to the school by virtue of a member of his or her family attending or having previously attended the school;

(other than, in the case of the school wishing to include a selection criteria based on (1) siblings of a student attending or having attended the school and/or (2) parents or grandparents of a student having attended the school.

 

In relation to (2) parents and grandparents having attended, a school may only apply this criteria to a maximum of 25% of the available spaces as set out in the school’s annual admission notice).

 

 

(g)   the date and time on which an application for admission was received by the school,

 

This is subject to the application being received at any time during the period specified for receiving applications set out in the annual admission notice of the school for the school year concerned.

This is also subject to the school making offers based on existing waiting lists (up until 31st January 2025 only).

 

 

8.    Decisions on applications

 

All decisions on applications for admission to the Divine Word NS will be based on the following:

  • Our school’s admission policy
  • The school’s annual admission notice
  • The information provided by the applicant in the school’s official application form received during the period specified in our annual admission notice for receiving applications

 

(Please see section 14 below in relation to applications received outside of the admissions period and section 15  below in relation to applications for places in years other than the intake group.)

 

Selection criteria that are not included in our school admission policy will not be used to make a decision on an application for a place in our school.

 

9.    Notifying applicants of decisions

 

Applicants will be informed in writing as to the decision of the school, within the timeline outlined in the annual admissions notice.

 

If a student is not offered a place in our school, the reasons why they were not offered a place will be communicated in writing to the applicant, including, where applicable, details of the student’s ranking against the selection criteria and details of the student’s place on the waiting list for the school year concerned.

 

Applicants will be informed of the right to seek a review/right of appeal of the school’s decision (see section 18 below for further details).

 

 

10.  Acceptance of an offer of a place by an applicant

 

In accepting an offer of admission from the Divine Word NS, you must indicate—

 

(i) whether or not you have accepted an offer of admission for another school or schools. If you have accepted such an offer, you must also provide details of the offer or offers concerned and

 

(ii) whether or not you have applied for and awaiting confirmation of an offer of admission from another school or schools, and if so, you must provide details of the other school or schools concerned.

 

11. Circumstances in which offers may not be made or may be withdrawn

 

An offer of admission may not be made or may be withdrawn by the Divine Word NS where—

  • it is established that information contained in the application is false or misleading.
  • an applicant fails to confirm acceptance of an offer of admission on or before the date set out in the annual admission notice of the school.
  • the parent of a student, when required by the principal in accordance with section 23(4) of the Education (Welfare) Act 2000, fails to confirm in writing that the code of behaviour of the school is acceptable to him or her and that he or she shall make all reasonable efforts to ensure compliance with such code by the student; or
  • an applicant has failed to comply with the requirements of ‘acceptance of an offer’ as set out in section 10

 

 

12. Sharing of Data with other schools

 

Applicants should be aware that section 66(6) of the Education (Admission to Schools) Act 2018 allows for the sharing of certain information between schools in order to facilitate the efficient admission of students.

Section 66(6) allows a school to provide a patron or another board of management with a list of the students in relation to whom—

 

(i) an application for admission to the school has been received,

 

(ii) an offer of admission to the school has been made, or

 

(iii) an offer of admission to the school has been accepted.

 

The list may include any or all of the following:

(i) the date on which an application for admission was received by the school;

 

(ii) the date on which an offer of admission was made by the school;

 

(iii) the date on which an offer of admission was accepted by an applicant;

 

(iv) a student’s personal details including his or her name, address, date of birth and personal public service number (within the meaning of section 262 of the Social Welfare Consolidation Act 2005).

 

13. Waiting list in the event of oversubscription

 

In the event of there being more applications to the school year concerned than places available, a waiting list of students whose applications for admission to the Divine Word NS were unsuccessful due to the school being oversubscribed will be compiled and will remain valid for the school year in which admission is being sought.

 

Placement on the waiting list of the Divine Word NS is in the order of priority assigned to the students’ applications after the school has applied the selection criteria in accordance with this admission policy.

 

Applicants whose applications are received after the closing date, outlined in the Annual Admission Notice, will be placed at the end of the waiting list in order of the date of receipt of the application.

 

Offers of any subsequent places that become available for and during the school year in relation to which admission is being sought will be made to those students on the waiting list, in accordance with the order of priority in relation to which the students have been placed on the list.

 

 

14. Late Applications

 

All applications for admission received after the closing date as outlined in the annual admission notice will be considered and decided upon in accordance with our school’s admissions policy, the Education Admissions to School Act 2018 and any regulations made under that Act.

 

Late applicants will be notified of the decision in respect of their application no later than three weeks after the date on which the school received the application.  Late applicants will be offered a place if there is place available.  In the event that there is no place available, the name of the applicant will be added to the waiting list as set out in Section 13.

 

 

15. Procedures for admission of students to other years and during the school year

 

The procedures of the school in relation to the admission of students who are not already admitted to the school to classes or years other than the school’s intake group are as follows:

 

Subject to there being places available in the relevant classes:

-on basis of order of application

 

 

The procedures of the school in relation to the admission of students who are not already admitted to the school, after the commencement of the school year in which admission is sought, are as follows:

 

 

 

Priority to order of applications subject to places available.

 

Applicants must inform the school office of their continued expression of interest in a place in the Divine Word NS by 2.30pm on the second Wednesday in June prior to the commencement of each school year for classes Snr Inf to 6th.

 

 

 

 

 

16. Declaration in relation to the non-charging of fees

 

This rule applies to all schools.

 

The board of the Divine Word NS or any persons acting on its behalf will not charge fees for or seek payment or contributions (howsoever described) as a condition of-

  • an application for admission of a student to the school, or
  • the admission or continued enrolment of a student in the school.

 

Note: Exceptions apply only in relation to fee charging post primary schools, the boarding element in Boarding Schools and admission to post leaving cert or further education courses run by post-primary schools.

 

17.  Arrangements regarding students not attending religious instruction

 

This section must be completed by schools that provide religious instruction to students.

 

The following are the school’s arrangements for students, where the parents or in the case of a student who has reached the age of 18 years, the student, who has requested that the student attend the school without attending religious instruction in the school.  These arrangements will not result in a reduction in the school day of such students:

 

A written request should be made to the Principal of the school.  A meeting will then be arranged with the parent(s) or the student, as the case may be, to discuss how the request may be accommodated by the school.

 

 

18.   Reviews/appeals

 

Review of decisions by the board of Management

The parent of the student, or in the case of a student who has reached the age of 18 years, the student, may request the board to review a decision to refuse admission. Such requests must be made in accordance with Section 29C of the Education Act 1998.

The timeline within which such a review must be requested and the other requirements applicable to such reviews are set out in the procedures determined by the Minister under section 29B of the Education Act 1998 which are published on the website of the Department of Education and Skills.

The board will conduct such reviews in accordance with the requirements of the procedures determined under Section 29B and with section 29C of the Education Act 1998.

Note:  Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998.

Where an applicant has been refused admission due to a reason other than the school being oversubscribed, the applicant may request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998.

 

 

Right of appeal

Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission.

An appeal may be made under Section 29 (1) (c) (i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed.

An appeal may be made under Section 29 (1) (c) (ii) of the Education Act 1998 where the refusal to admit was due a reason other than the school being oversubscribed.

Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. (see Review of decisions by the Board of Management)

Where an applicant has been refused admission due to a reason other than the school being oversubscribed, the applicant may request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. (see Review of decisions by the Board of Management)

Appeals under Section 29 of the Education Act 1998 will be considered and determined by an independent appeals committee appointed by the Minister for Education and Skills.

The timeline within which such an appeal must be made and the other requirements applicable to such appeals are set out in the procedures determined by the Minister under section 29B of the Education Act 1998 which are published on the website of the Department of Education and Skills.

Staff Lipdub 2020
Staff Lipdub 2020

🎓Farewell Class of 2020🎓

Please click on the links below to access the videos.

A special thanks to Ms Hynes, Mr Mangan and Ms Murphy for putting together the Lipdub!

Lipdub 2020

A message from David Gillick

 

 

BOM Agreed Report June 2020

 

Divine Word NS Board of Management Meeting

 

Date 09/06/2020 Time 7.00pm
Venue Zoom online (COVID 19 Pandemic)
Present Daire Keogh, John Williams, Fr. Jim Mulherin, Mary O’Sullivan, David Gildea, Leisel Kealy, Peter Leonard, Clare-Marie Murphy

 

Opening Prayer Fr. Jim
Chairpersons Report ·       Correspondence

·       Online teaching

Child Protection ·       Principals Oversight Report
Principal’s Report ·       Staffing

·       Graduation ceremony and 6th class discussion

·       Summer courses for teachers

·       Current safety procedures for staff entering premises

·       Results of survey on distance learning

·       Preparations for the return to school for the school year 2020/21 will be addressed by the board when guidelines are issued from the department.

·       Walk through to be done in Autumn with BOM

 

Policies and Circulars  

·       Capitation Grant

Finance ·       Possibility of grants from department for extra cleaning when school building reopens

 

Code of Behaviour

Code of Behaviour

2020

 

We are kind – we use kind words, kind hands and kind feet.

 

We share. We play fairly. We look after each other. We always try our best.

“The Divine Word School strives to provide a well ordered, caring,happy and secure atmosphere and environment where the intellectual, spiritual, physical, moral and cultural needs of the children are developed….The school will endeavour to enhance the self esteem of everyone in the school community,to imbue in children the  respect for people and property and to encourage in them the the idea of being responsible”

 

 

                                                                 Divine Word NS Mission Statement

 

Divine Word N.S Code of Behaviour 2020

Introductory Statement

 

This Code has been drafted, following collaboration between principal, teachers, staff, pupils, parents and Board of Management of The Divine Word National School, Marley Grange, Dublin 16. The Code of Behaviour was initially formulated in October 2005 and was reviewed regularly in light of the increasing size of the school, as well as to adhere to DES guidelines. The revised Code has been formulated in order to provide a happy, effective and safe learning environment, where all the children can develop socially through living and co-operating with others, therefore contributing to the good of society. Whilst this Code outlines standards of behaviour to be maintained of pupils, it is an expectation that all adults, i.e. staff, visitors, parents/guardians would adhere to standards of respectful behaviour at all times.

 

Rationale

 

The Divine Word  NS decided to review its Code of Behaviour at this time because:

 

  • It is a priority area identified in our school plan for regular
  • It is a requirement of the National Educational Welfare Board Education (Welfare) Act, 2000

 

A code of behaviour shall be prepared in accordance with such guidelines as may, following consultation by the Board with national associations of parents, recognised school management organisations and trade unions and staff associations representing teachers, be issued by the Board.

 

Education (Welfare) Act 2000, section 23(3)

 

  • The school board wishes to ensure compliance with legal requirements and good practice as set out in “Developing a Code of Behaviour: Guidelines for Schools, NEWB, 2008”.

 

Accordingly our school code of behaviour specifies:

 

  1. The standards of behaviour expected of pupils attending the school;
  2. The measures in place within the organisation and structure of school to create a positive school climate
  3. The measures that shall be taken when a pupil fails or refuses to observe those standards;
  4. The procedures to be followed in dealing with behaviour
  5. The procedures in place before a pupil may be suspended or expelled from the school;
  6. The grounds for removing a suspension imposed in relation to a pupil; and
  7. The procedures to be followed in relation to a child’s absence from

 

Relationship to Characteristic Ethos of the school

 

The Divine Word NS is a Catholic primary school under the patronage of the Archdiocese of Dublin, Dr Diarmuid Martin Our school ethos nurtures each child to develop his/her potential in a caring environment. This is achieved by a high level of respect and co- operation between staff, parents and pupil.

 

“The Divine Word School strives to provide a well ordered, caring,happy and secure atmosphere and environment where the intellectual, spiritual, physical, moral and cultural needs of the children are nurtured ….The school will endeavour to enhance the self esteem of everyone in the school community,to imbue in children the  respect for people and property and to encourage in them the the idea of being responsible”

 

Divine Word NS Mission Statement

 

Aims of Code of Behaviour

 

  • To ensure an educational environment that is guided by our Vision / Mission
  • To allow the school to function in an orderly and harmonious way by establishing the school’s expectations regarding behaviour and procedures that are
  • To ensure the safety and wellbeing of all members of the school
  • To enhance the learning environment where children can make progress in all aspects of their development.
  • To create an atmosphere of respect, tolerance and consideration for
  • To ensure fairness and promote
  • To promote positive
  • To recognise the differences between children and the need to accommodate these
  • To ensure that the system of contracts, rewards, and consequences are implemented in a fair and consistent
  • To assist parents and pupils in understanding the systems and procedures that form part of the Code of Behaviour and to seek their co-operation in the application of these

 

 

 

Standards of behaviour expected of pupils:

 

The Divine Word NS enjoys a high standard of pupil behaviour and mutual respect. This stems from a strong sense of community within the school and a high level of co-operation among staff and between staff, parents and pupils. Every effort is made to ensure that the Code of Behaviour is implemented in a reasonable, fair and consistent manner. The limits of behaviour are clearly defined and children become familiar with the consequences of behaviour beyond these limits. The over-riding principle governing this code is respect – respect for ourselves, for others and for property.

 

 

 

In the Divine Word NS we have developed our Golden Rules

 

We are kind-

 

we use kind words, kind hands and kind feet.

 

We share. We play fairly. We look after each other.

We always try our best.

 

 

·       Each child is expected to be well behaved.

 

·       Each child is expected to be sensitive to the needs of others and show consideration for others.

 

·       Each child is expected to treat others, as they would like to be treated themselves.

 

·       Each child is expected to show respect for the school property and environment, their own and other people’s belongings.

 

·       Each situation is seen as unique. All antecedents, events and causalities are considered with the individual and their circumstances in mind. We subscribe to the notion that Fair is not giving each child the same; fair is giving each child what he/she needs.’

 

·       Each child is expected to attend school every day. Punctuality is of utmost importance.

 

·       Each child is expected to do his/her best both in school and for homework.

 

The school recognises the variety of differences that exist between children and the need to accommodate these differences.

 

We also recognise that clear protocols for teaching and learning as well as organising for learning are necessary to ensure an ethos that supports good behaviour.

 

The following outline of procedures for the classroom, yard and school environment set a positive atmosphere in relation to pupil learning, behaviour and achievement:

 

Mornings

 

o    Pupils are in school, ready to commence class by 8.50am.

 

o    Pupils wear the school uniform each day. On PE days the school tracksuit is worn.

 

o    Pupils who cycle, scoot or skate to school must dismount outside the school premises and walk to the lining up line in their relevant yard.. No pupil may interfere with a bicycle or scooter belonging to another pupil.

 

At Break Times

 

o    Pupils walk in orderly fashion to the school yard on the instruction of class teacher/ teacher on duty.

 

o    Pupils are encouraged to play games during play times.

 

o    Rough play is not allowed.

 

o    Each class group play in their own area of the school yard.

 

o    Pupils are encouraged to be gentle, as per our  Golden Rules.

 

o    Our School is a bully-free zone. Pupils are encouraged to tell if they feel they are being bullied. (See Anti Bullying Policy)

 

o    Pupils are expected to line up orderly at the end of break.

 

o    The Divine Word NS is a Green School. Pupils help to keep their classrooms clean and tidy and put all waste in the correct bins. Uneaten food is taken home.No food is allowed in the school yards.

 

o    Name calling or bad language is not allowed in the school.

 

o    Pupils do not damage school property.

 

o    When children are playing on the yard, physical contact (e.g. pushing, pulling, and kicking) is not allowed.

 

o    Sharp objects that could cause injury to others are not brought to the yard.

 

Pupils are advised to go to the teacher or SNA’s on yard if there is a problem.

 

Toilets

 

o    Pupils treat all toilet facilities in the school with respect and must not damage them in any way.

 

In Class:

 

Each pupil is expected to:

 

o    work to the best of his/her ability;

 

o    have materials necessary for class;

 

o    complete homework to the best of his/her ability;

 

o    bring a note in journal from parents if homework is not done;

 

o    treat all staff members, other pupils and visitors with respect;

 

o    participate in the development of the Class Contract and agree to abide by it;

 

o    ensure the smooth running of the class.

 

Going Home

 

o    Pupils leave the school in a safe and orderly fashion.

 

o    If a pupil has to leave early, a note must be given to the class teacher. Children leaving school early must be collected by a parent or guardian over the age of 18 years.

 

The Classroom

 

The Class Contract /Class rules are drafted in each class, following class discussion. The aim of these are to highlight the importance of a harmonious and effective learning environment. The practice is consistent and continuous throughout the school, with each class prominently displaying their agreed Class Contract/Rules. The Class Contract/Rules are brought to the attention of parents, through the Homework Journal.

 

Clear learning objectives help to motivate pupils. Positive reinforcement is favoured as a motivation tool for the children. Teachers reward and celebrate pupils’ success when and where appropriate.

 

Classroom Management Routines:

 

Clear, daily routines help support good school behaviour; to this end, pupils are aware of –

 

o    Timetable- the daily schedule.

 

o    How to make transitions between subjects and move around classroom and school.

 

o    Correct use of classroom materials; distribution and collection of classroom items.

 

o    Procedures around entering and leaving the classroom.

 

o    Practice of taking responsibilities for roles (i.e. group leader)

 

o    Expectations around behaviour for lunch-times when supervising teacher is in charge.

 

o    Appropriate responses to teacher and others.

 

o    Acceptable level of talk during learning activities.

 

o    How to get teacher’s attention.

 

o    Early finishers’ procedure.

 

o    Personal responsibility for materials, including school-bag and uniform items.

 

Playground

 

The Class Contract/Rules/Yard Procedures( See Appendix1) are consistently implemented during playtime. There is an age appropriate division of the yard. Pupils are reminded of specific areas they are allowed play in at break time.

 

There is open communication between SNAs and teachers regarding individual pupil behaviour of SEN children. Allocation of SNAs and ancillary staff is proportional to the needs and numbers of children on the yard. Pupils do not enter yard or return to classroom without teacher supervision. Pupils in senior classes have organised activities and games to help minimise misbehaviour eg Football, Basketball,Skipping

 

A Junior Buddy System is in place to support SNAs and teaching staff.

 

Junior Buddies are given clear instructions from their class teachers to ensure that they are effective in a supporting role (i.e. accompanying child to the toilet / incidents / accidents).

 

Two Junior Buddies are assigned to each class and tutored in their duties for wet day duty. Buddies are given clear guidelines on their duties as senior pupils to support the work of teachers and SNAs.

 

No-Yard Days

 

There is an established rota for teachers and SNAs regarding the supervision of all children on days when pupils are not allowed go to the play-yard. Wet day activities/Board games are organized on these occasions. Pupils who are taken ill during the school day, are sent to the area outside the staffroom.

 

Friday Assembly (Pupil of the week Assembly) and Monday Assembly

 

Friday Assembly is used to promote positive behaviour / reinforce Class Contracts / rules and encourage good pupil interaction etc.by awarding Pupil of the week awards.

Monday Assemblies reinforce school rules and promote The Merit Award Scheme

 

School tours / outside school environment activities

 

The Class Contract /Rules apply at all times in all places. Pupil and parents are made aware that behaviour expectations while outside of the school are always in line with our Code of Behaviour.

Measures to create a positive school climate:

 

Pupil behaviour is influenced by school climate, values, policies, practices and relationships. The staff of The Divine Word NS is aware of factors within school and from outside school that may affect behaviour and accepting that pupil behaviour can change, will look to influence positive behaviour changes. To this end, teachers will implement a programme of intervention for any pupil with ongoing difficulties.

 

Such intervention will include routine strategies in the course of the classroom situation and more active intervention for some pupils to help them manage their behaviour. For pupils who show particularly challenging behaviour, a sustained and systematic response involving the adults in their lives and local/ other support services will be provided as appropriate (Guidelines pg 50 and Continuum of Support Documents).

 

The foundation of positive learning behaviour is effective teaching and an inclusive and engaging curriculum. Classroom management and teaching methods have a strong influence on pupils’ behaviour. The classroom environment like the wider environment gives the pupils clear messages about teachers’ expectations and creates consistent boundaries. In this regard, a whole school approach giving clear guidelines and protocols for the smooth operation of classroom and school activities will be addressed at the beginning of each year by each class teacher and during school assembly time. Our school-wide promotion of SPHE principles seeks to cultivate in our pupils, a way of thinking and learning, which encourages them to embrace challenges and persist in the face of set-backs. Circle Time  and Mindfulness sessions help to enhance pupil self-esteem and to build positive social relationships within classes.

 

Parents have responsibilities for behaviour at school. Parents have the opportunities to learn how their commitment to, and their relationship with the school can impact on behaviour and learning. Pupils learn how their behaviour and learning, the learning of other pupils, and the wellbeing of pupils and staff are all linked together. At the beginning of each year, parents are familiarised with the classroom and school code of behaviour and reminded of their responsibilities at class teacher curriculum meetings. We value parental involvement in acknowledging positive behaviour and the support of parents in teaching responsibility for behaviour and an appreciation of consequences.

 

Rewards:

 

The Divine Word NS strives to provide a warm, safe, and stimulating learning environment, where all the children can develop socially through living and co-operating with others. We believe all children respond to attention and that a focus on positive behaviour will reinforce positive behaviour. A positive classroom and whole-school culture operates, with a high value placed on intrinsic reward for effort.

 

Effective use of Rewards

 

We believe that reward systems are more likely to motivate pupils when:

 

•  they are meaningful to the individual pupil or group

 

•  the pupil understands what the reward is given for

 

•  they acknowledge behaviour that is valued and wanted

 

•  they are closely linked in time to that specific behaviour

 

•  they are given for effort and not only for achievement

 

•  they are used consistently and by all staff

 

The Merit Award System and Token rewards, such as stars, stickers, pupil-highlighting are also used, particularly in the junior classes and the following feature throughout the school:

 

·       Positive Comment

·       Positive note to parents

·       Individual or Class treat

·       Outdoor Activity

·       Homework Pass

·       Additional free time for a chosen activity

·       Golden Time

·       Class Outing

 

We endeavour to ensure that rewards do not:

 

•  become the goal of learning

 

•  result in unhelpful competition

 

•  repeatedly reward the same pupils

 

•  seem unattainable to some pupils and, as a result, de-motivate them.

 

A problem solving approach will be engaged to enable staff respond to unwanted behaviour (Developing a Code of Behaviour; Túsla Guidelines p.46 – 47). This will involve the following steps:

 

1.        gathering information – to understand the context and the factors that may be affecting behaviour;

2.        generating ideas about possible solutions that take account of the reasons why behaviour may be unacceptable;

3.        setting of behaviour targets with the pupil and deciding on specific strategies;

4.        implementing the agreed strategy consistently;

5.        reviewing progress – evaluating the impact and effectiveness of interventions;

6.        maintaining a positive relationship with the pupil concerned;

7.        involving parents when appropriate.

 

Sanctions

 

The purpose of a sanction is to bring about a change in behaviour by:

 

•  helping pupils to learn that their behaviour is unacceptable

 

•  helping them to recognise the effect of their actions and behaviour on others

 

•  helping pupils (in ways appropriate to their age and development) to understand that they have choices about their own behaviour and that all choices have consequences

 

•  helping them to learn to take responsibility for their behaviour.

 

A sanction may also:

 

•  reinforce the boundaries set out in the code of behaviour

 

•  signal to other pupils and to staff that their wellbeing is being protected.

 

In instances of more serious breaches of school standards, sanctions may be needed to:

 

•  prevent serious disruption of teaching and learning

 

•  keep the pupil, or other pupils or adults, safe. ( See Appendix 3 for types of misbehaviour and sanctions)

 

Examples of sanctions include:

 

·       verbal correction by Teacher

·       removal from the group (in class)

·       note to parents in Journal

·       Time Out in Yard

·       withdrawal of privileges

·       withdrawal from a particular activity

·       temporary transfer to partner class

·       referral to the Principal / senior staff

 

A Staged Procedure is followed in responding to inappropriate behaviour:

Responding to inappropriate behaviour: Stage 1.

 

In dealing with any incidents of misbehaviour, teachers take cognisance of the child’s age, level of understanding, severity and frequency of the misbehaviour. Teachers endeavour to understand causes of individual misbehaviour. Minor changes to classroom management may be sufficient to eliminate the cause of poor behaviour. Teacher will correct the child, indicating that the behaviour is unacceptable, referring to the Divine Word NS Golden Rules / Class Contract/class Rules

 

Stage 2.

 

If a pupil continues to misbehave, or if the behaviour is deemed by teacher to be more serious, the child is given a ‘Thinking about my Behaviour’ form. This encourages the child to think about their behaviour and invites a positive response from the child on improving their behaviour. The form is brought home for parents’ signature. An additional sanction may be given by class teacher or Principal.

 

Thinking about my Behaviour forms are retained by the Class Teacher.

 

Stage 3.

 

The teacher contacts child’s parents, giving a brief account of the incidents of misbehaviour. Parents are invited to meet with teacher and senior staff member, to try and establish causes for behaviour and how best to try improve the pupil’s behaviour through an Individual Behaviour Plan

 

Parents and teachers identify target behaviours that can be addressed in the plan at home and at school. A target is set. Intrinsic rewards are considered. The behaviour plan will be signed by parents and teacher. A review date is set. The contract should be written in such a way that it is focused on specific behavioural problems and offers accrued benefits for achieving the stated goals- in this way a balance can be seen to be kept between sanctions and rewards.

 

Stage 4.

 

If the unacceptable behaviour continues, or in the case of very serious misbehaviour, Principal and class teacher will meet with parents / guardians and discuss the situation. Advice may be sought from outside agencies and further sanctions may be applied

 

by the Principal. In extremely serious situations, it may become necessary to involve the Board of Management, who reserves the right to impose Suspension or Expulsion according to Department of Education Procedures.
Restorative Approach in Dealing with Misbehaviour (Restore = to make things as they were)

 

In dealing with certain cases of misbehaviour, involving pupils, Restorative Justice Approach may be considered appropriate. Restorative Justice approaches contrast with more traditional punitive approaches; they emphasise –

·       Who has been hurt?

·       What are their needs?

·       Who has an obligation regarding these needs?

 

Punishment alone for the offender offers little in the genuine way of accountability; does little to meet a victim’s needs and does little to address the causes of the wrongdoing.

 

Restorative Justice demands that we think about what happens to the victim, and how the victim’s needs might be met in the aftermath of the wrongdoing.

 

Contact with Parents

 

The staff at the Divine Word NS will intervene early and positively when pupil’s behaviour does not meet the standards of behaviour expected in the school. Early involvement of parents is considered important. Prior to enrolment all parents are presented with a copy of the school’s Code of Behaviour.

 

Parents are given a report on pupil behaviour at parent teacher meeting in November. The end-of year report card also gives an account of pupil behaviour.

 

If a teacher considers that a pupil’s behaviour is inhibiting the child’s learning or the learning of class, the teacher will consider the following:

 

a.      have an informal word with child’s parent and seek parental support in addressing the misbehaviour;

b.      write a short note in the child’s journal requesting that parents have a talk with their child about their behaviour in class;

c.      invite parents to a meeting to discuss the behaviour and prepare a Behaviour Plan to support the pupil.

 

Teacher will seek to establish if any other factors may be affecting child’s behaviour. A subsequent review of behaviour within an agreed time-frame should be agreed, following the adoption of the Behaviour Plan.

 

We endorse a co-operative Home/School approach to addressing pupil behaviour. At all times parents and teachers should adopt a calm, dignified approach to any difficulty. Consistency is vital and we advise that parent response to misbehaviour is in line with the school approach of reasoning with the child and withdrawing privileges / treats, if appropriate.

 

Physical punishment at home is considered counter-productive and should NEVER be used.

 

If a parent is concerned about their child’s behaviour, an appointment can be made through the school office for one/both parents to see their child’s teacher. In situations where it is appropriate, pupils will participate in a portion of the meeting between parent(s) and teacher. As with all Parent/Teacher meetings, both parties may take notes at these meetings. If misbehaviour continues, teachers will discuss with Principal and a further meeting may be organised with parents, Principal, Teacher and child.

 

In the case of serious misbehaviour, the Principal may contact parents immediately and arrange an urgent meeting. It is the decision of the Principal to prevent a child from re-joining class before such a meeting takes place and behavioural contract is agreed. This decision will only be made if the child’s behaviour is considered a danger to himself or others in class.

 

A parent with a concern regarding the handling of a child’s misbehaviour can seek clarification from Class Teacher or Principal.

Note: Pupils with special needs:

 

Pupil with special needs will be required to follow the school’s ‘Code of Behaviour’ but teachers will use their professional judgement in relation to regularity and level of sanctions. Sanctions may be needed to help a student with special educational

needs to learn about appropriate behaviour and skills, as in the case of any pupil. However, teachers take particular care that they help the student with special needs to understand clearly the purpose of the sanction and the reason why their behaviour is

 

unacceptable. The school and classroom practices that support good learning behaviour are valid for all students, including those with identified special educational needs.
Managing aggressive/violent behaviour

 

·       In the case of an incident involving children who are emotionally disturbed, advice and assistance will be sought from outside agencies involved in the child’s care. Parents will be immediately involved.

·       In other cases, necessary steps will be taken by the school authorities to ensure no risk to the child him/herself, to other pupils, or to staff.

·       In all cases, such incidents may be referred to the Board of Management and, if necessary, to the Gardaí.

 

Recording

 

Class– Each teacher logs incidents of misbehaviour in teacher’s diary. Each teacher will record all incidents of serious misbehaviour by pupil and report this to the Principal.

 

Principal

 

Records of meetings with parents and Principal will be stored in the school office  A general report on pupil behaviour will be presented to the BoM each term. Incidents of a serious nature will be brought to the attention of the school board and minuted in board minutes.

 

Playground.

 

All incidents of misbehaviour on yard are noted on the junior and senior yard book.

 

School Records. Record of pupil behaviour as reported in end-of-year report is retained in pupil’s file. Incidents of a serious nature are also kept on file in the pupil’s file. Any correspondence with outside agencies is also kept in pupil file.

PROCEDURES FOR SUSPENSION  
 

The Board of Management and Staff of The Divine Word NS will follow the procedures for suspension and expulsion outlined in the Guidelines for School and Developing a Code of Behaviour (Chapters 10—12).

 

Fair procedures (i.e. the right to be heard and the right to impartiality) will be applied at all times. Accordingly, pupil and their parents will be fully informed about an allegation and the processes that will be used to investigate and decide the matter and they will be given an opportunity to respond to an allegation before a decision is made and before a serious sanction is imposed.

 

The Board of Management will also follow the factors to consider before suspending a pupil (p.72) and the factors to consider before proposing to expel a pupil (p.82).

 

In Relation to Suspension

 

o    Communication to parents regarding the suspension of a pupil or the possibility of suspension will be in writing and copies of all correspondence will be retained.

o    The parents/guardians and the pupil will be invited to meet with principal and or Board of Management to discuss the proposed suspension.

o    The Board of Management has delegated responsibility for suspension to the principal in the event that immediate suspension of 3 days maximum of a pupil is warranted (Guidelines p73). The parents /guardians and child will be invited to discuss the matter with the Principal and the procedures governing suspension will be applied.

o    A written statement of terms and date of the termination of a suspension will be given to parents/guardians. A suspension will not be for more than three days, except in exceptional circumstances where the principal considers that a period of suspension longer than three days is necessary in order to achieve a particular objective. The letter will confirm;

 

o    The period of the suspension and the dates on which the suspension will begin and end.

o    the reason for the suspension

o    any programme of study to be followed

o    the arrangements for returning to school, including any commitments to be entered into by the pupil and the parents (for example: the pupil and parents might be asked to reaffirm their commitment to the Code of Behaviour)

o    The provision for an appeal to The Board of management

o    The right to appeal to the Secretary general of the Department of Education & Science (Education Act 1998 Section 29)

 

o    The suspension will be recorded on the NEWB ‘pupil absence report form’

o    When a period of suspension ends, the pupil will be re-admitted formally to the class by the principal.

 

o    Where a satisfactory resolution of a problem is achieved, a pupil may be readmitted to school within a suspension period at the discretion of the Principal and or the Chairperson of the Board of Management.

o    If a pupil continues to misbehave he may be suspended for a major fixed period (up to 10 days) to allow for consultation with both the pupil and the pupil’s parents to address the issues.

o    As outlined above, parents/guardians and pupil will be given the opportunity to discuss the issues with the Principal and or Board of Management.

o    The Education Welfare Officer will be informed when a pupil has been suspended for 6 days or more cumulatively.

o    Section 29 Appeal – when the total number of days for which the pupil has been suspended in the correct year reaches 20 days the parents may appeal the suspension under section 29 of the Educations Act and will be given information about how to appeal.

 

PROCEDURES FOR EXPULSION –

 

THE PROCEDURE OUTLINED ON PAGES 83 – 86 OF THE TUSLA GUIDELINES WILL BE FOLLOWED (SEE STEPS 1 –6 BELOW):

o    Subsequent to the above suspension procedures and meetings with parents/guardians, if serious/gross incidents of misbehaviour continue, the pupil will be recommended for permanent exclusion (expulsion) by the Board of Management.

 

o    Step 1—A detailed investigation carried out under the direction of the Principal.

 

o    Step 2 – A recommendation to the Board of Management

 

o    Step 3 — Consideration by the Board of Management of the Principal’s recommendation; and the holding of a hearing.

 

o    Step 4 – Board of Management deliberations and actions following the hearing.

 

o    Step 5 – Consultations arranged by the Education Welfare Officer.

 

o    Step 6 – Confirmation of the decision to expel

 

o    The parents/guardians will be informed of the Board’s decision and the reasons why in writing.

o    The parents/guardians and the pupil will be given the opportunity to meet the Board of Management to discuss the proposed expulsion.

o    The parents/guardians will be informed of their right of appeal to the Secretary General of the Department of Education and Science (Section 29 of the Education Act 1998).

o    In the event that the Board of Management decides to expel a pupil, the NEWB will be notified immediately of both this decision and the reasons for the expulsion using a Notice of decision to Expel Form (Reporting of Pupil Absences and Expulsions for School Year 2005/2006: Section C – published by the NEWB).

o    This form will only be completed and returned after all appeals processes both external and internal have been exhausted.

o    The commencement date for the expulsion will be 20 days after the ‘notice of Decision to Expel’ form.

o    When all appeals processes have been exhausted and the school has expelled a pupil, the pupil’s expulsion will be reported on the Pupil absence Report Form.

Pupil absence procedures:

 

If a child is absent from school, parents are obliged to inform the school. Parents should do so by contacting the school office on the morning of the absence; a message may be left if the phone is unattended. Parents will receive a text message if their child is absent.

 

Following 20 recorded absences, parents will be advised on the number of days missed and that, in accordance with our school obligation, a report will be prepared for NEWB to inform this agency of school absences. Parents are invited to meet Principal to discuss absences and agree a plan to help improve school attendance. Parents are informed at the beginning of

each year of their obligations regarding school attendance.

 

Reference to other policies

 

  • School Mission Statement
  • School Anti-Bullying Policy
  • SPHE Policy
  • Child Protection Policy
  • School Attendance Policy
  • Health & Safety Policy
  • Record Keeping & Data Protection Policy

 

Success Criteria

 

Practical indicators of the success of the policy include:

 

  1. A happy and caring school environment
  2. Positive feedback from teachers, parents and
  3. Observation of behaviour in class rooms, corridors, outside-school activities and the

 

Roles and Responsibilities

 

The people who have particular responsibility for aspects of the policy are:

 

  • Board of Management
  • Principal and Staff
  • Parents
  • Pupils

 

Board of Management

 

The school Board of Management assumes ultimate responsibility for school practices regarding behaviour and will ensure the school is complying with our Behaviour Code. To ensure good practice and implementation the Principal reports on a regular basis to the BOM.

 

Principal and Staff

 

The Code of Behaviour is devised, reformulated and reviewed by the staff having consulted with the parent and pupil body. School staff contributes to and support the agreed school policy. New staff are given a copy of the policy and encouraged to respond and contribute to the document by the Deputy Principal. There is an acknowledgement that all staff are responsible for the well- being of all pupils. They recognise and are aware of each pupil’s individual needs, and where necessary take IEPs  (Individual Education Plans) into consideration for pupils with special needs. Each situation is seen as unique; all antecedents, events and consequences are considered with the individual and their circumstances in mind.

 

Parents

 

The parents of the Divine Word N.S. are included in devising the Code of Behaviour through the involvement of the Board of Management, Parent’s Association and by individually completing questionnaires regarding the satisfaction of the policy and its implementation. The Code of Behaviour is included with the enrolment form to bring parents’ attention to the expected behaviour of all pupils while attending school. This must be signed and returned to the office prior to enrolment. Parents are reminded at parent/teacher meetings and when necessary that their commitment, co-operation and relationship with the school and its Code of Behaviour can impact on the learning and behaviour of their child and the class as a whole.

 

Parents support the policy by ensuring their child attends school regularly and punctually with the correct books and materials. They encourage their child to do their best work both at home and at school. They support the children where necessary and ensure any given work in

completed. They attend curriculum meetings and parent / teacher meetings when

requested. Parents are also asked to sign their child’s class contract at the beginning of the year. Parents can bring any concern to the attention of their child’s teacher by contacting the school; this will ensure issues can be dealt with at the earliest opportunity.

 

Pupils

 

Pupils are reminded of and encouraged to adhere to the behavioural policy from the start of the year with “Good Friend Week” and by their involvement in devising the Class Contract. Children’s participation in the weekly assembly encourages and acknowledges good practice throughout the year. In the classroom, the implementation of the SPHE curriculum also reinforces this good practice. In the yard, the presence of “Buddies” also encourages good behaviour.

 

Student Council

 

The Divine Word  N.S. has a school council. Two pupils from 2nd class up represent their peers on this council. The student council are invited to contribute to school behaviour initiatives each year.

Such initiatives include contributions to School Assemblies and Friendship Week. The Student Council arrange activities and  for lunch-time and year round awareness competitions under the direction of principal or designated teacher. When the policy is being reviewed, the student council is invited to contribute with suggestions on appropriate rewards and sanctions for dealing with pupil behaviour.

 

Note: Any external agency using the school premises for after-school activities, camps, breakfast club, extra-curricular activities etc. will be referred to our school Code of Behaviour and expected to honour this Code.

 

Implementation Date

 

This policy applies from September 2020.

 

Teachers will discuss the code with the pupil in the school and formally teach/revise the expectations for the behaviour each term so that pupils are aware of what is expected of them. Each teacher will ensure that their class develops classroom rules (Class Contract) and that children agree to follow these.

 

Parents will also be informed of the code by newsletter. A copy of the updated policy will be published on the school website. A hard-copy will be available in the school office.

 

Timetable for Review

 

The policy will be reviewed and, if necessary, amended in September 2021.

 

Ratification & Communication

 

The Board of management officially ratified this policy on                         .

 

The policy will be circulated to parents/guardians of applicants on enrolment for signature and acceptance.

 

 

 

 

 

 

 

Signed:                                                                       

 

Dr Daire Keogh, Chairperson BoM.

 

 

 

 

 

 

 

ABBREVIATIONS

 

 

DES: Department of Education & Skills NEWB: National Educational Welfare Board SNA: Special Needs Assistant

 

IBP: Individual Behaviour Plan

 

IEP: Individual Education Plan

 

 

Appendix 1: Divine Word NS Golden Rules’

Appendix 2: References

Appendix 3:Types of Misbehavious and sanctions.

 

Appendix 1: Divine Word NS “Golden Rules”

We are Kind

We use kind  words, kind hands and kind feet

We share. We play fairly

We look after each other

We always try our best!

Appendix 2: Reference Section:

Main Reference “ Developing a Code of Behaviour:Guidelines for Schools.(2008 NEWB)

  • Education (Welfare) Act, 2000 Section 23(1 -5), 24 (1-5) (DES website)
  • Education Act, 1998 Section 15 (2(d)) (DES website)
  • Circular 20/90 on Discipline (DES web site irlgov.ie/educ). Also as Appendix 54 CPSMA Handbook
  • Circular 22/02 Appeals Procedures under Section 29 of the Education Act, 1998.

(DES website).  Deals with appeals under the following headings:

(1) Permanent exclusion from a school

  • Suspension
  • Refusal to enrol
    • Department of Education and Science Guidelines on Countering Bullying Behaviour in Primary and Post Primary Schools (1993) available on DES website
    • Report to the Minister of Education Niamh Breathnach, T.D. on Discipline in Schools. Maeve Martin Spring 1997. Ch. 4 p.56-61 Recommendations for Schools
    • Stay Safe and Walk Tall Programmes
    • Management Board Members’ Handbook. Revised 2019. CPSMA.

*Appendix 42 p.171 Rule 130 of the Rules for National Schools

*Appendix 54 p.192 Guidelines for School Behaviour and Discipline.

*Appendix 55 p.194 A suggested Code of Behaviour & Discipline for National Schools

*These references apply until new guidelines are issued by the Education Welfare Board…TUSLA.

  • Managing Challenging Behaviour: Guidelines for Teachers- INTO- 2004.
  • Towards Positive Behaviour in Primary Schools. INTO. 2006
  • Enhancing Self Esteem INTO 1995
  • The Education Act 1998. The Education Welfare Act 2000. Questions and Answers INTO
  • The Principal’s Legal Handbook Oliver Mahon B.L. IVEA 2002 Ch. 2 School Discipline
  • Responding to Bullying. First Steps for Teachers. The Cool School Programme. NE Health Board
  • Investigating and Resolving Bullying in Schools. The Cool School Programme. NE Health Board
  • Stop it! Steps to Address Bullying. Wexford Education Network. Wexford Area Partnership. Phone: 053 23994
  • Quality Circle Time in the primary school. Jenny Mosley. LDA 2000
  • Working towards a Whole School Policy on Self-Esteem and Positive Behaviour. Jenny Mosley. Positive Press 2001
  • Working Together – to promote positive behaviour in classrooms, CEDR, Mary Immaculate College of Education (due for publication Autumn 2006)
  • Achieving Positive Behaviour. A Practical Guide. Patricia Dwyer. Marino
  • Websites: NPC: npc.ie ; IPPN:  www.ippn.ie; INTO: www.into.ie; SDPS: www.sdps.ie; SESS: www.sess.ie; PCSP: www.pcsp.ie
  • Chaplain, R. Teaching without Disruption. Routledge 2003
  • Good, T.L. and J. Brophy, 1987. Looking in classrooms. 4th ed. New York: Harper and Row.
  • Good, T.L. and J. Brophy, 1995. Contemporary Educational Psychology. New York: Longman Publishers USA.
  • Gray, P., Miller, A. and J. Noakes, (eds). Challenging Behaviour in Schools. Macmillan
  • Humphreys, H., 1993 a. A Different Kind of Teacher. Cork: Carrig Print.
  • Humphreys, H., 1993 b. Self-esteem the Key to your Child’s Education. Cork: Carrig Print.
  • Westwood, P., 2004. Commonsense Methods for Children with Special Educational Needs. London and New York: Routledge Falmer.

 

 APPENDIX 3

 

Discussion Regarding Class Rewards

 

 

Junior/Senior Infants

 

Stars (individual)

Best Group Prizes

Frogs/Circles

Prizes

Raffle tickets

Reward DVD

Golden Time

Marble Jar

Awards/Certificates

 

1st and 2nd Class

 

As before+

 

Points for groups

Treats on Friday for the best Group

Tick Charts

Golden cards

Yellow card Reminders

Trophy

100 square reward scheme

 

 

3rd and 4th Class

 

As before+

 

Homework vouchers

Extra yard time

5th and 6th Class

 

As before +

 

Focus on 3 behaviours for the week and whole class reward

No written homework on a Wednesday

Lifelines

Extra soccer,GAA,Basketball etc

 

 

Whole School Reward Scheme

 

Pupil of the week Principal and class teacher Weekly class assembly Trophy

 

Good yard behaviour Principal Weekly Extra play time
Attendance

 

Principal End-of-term Certificate
Merit award System All Staff Daily When card is completed(either 10 or 20 signatures) badge/prize awarded in assembly.
Classroom rewards Individual class teacher Daily Based on class teachers choice.

 

 

 

Categories

 

Examples

 

Sanctions

 

Who?

 

Minor Misbehaviours

 

No homework.

Not following instructions.

Interruptions.

Out of seat during breaktimes on wet days.

Breaking class rules

Not wearing proper uniform

Not lining up

Verbal warning

Time out(5mins within class)

Removal to another classroom.

Class teacher

Staff member must inform the class teacher who will deal with the incident.

More Serious Misbehaviours Repeated minor

Bad language

Body language

(Verbal or physical)

Bad attitude

Cheekiness

Answering back

Questioning authority

Vandalism

 

 

Note home

Extra Homework

Class detention

Football detention

Lunch detention

Apology note

Discuss with parent and get feedback from parent

Sent to another class for time to calm down

Class teacher to parent

  • Signature in the journal
  • Note
  • One-to-one meetings if it is repeated

 

 

Major Misbehaviours Repeated more serious

Leaving the school without permission

Deliberate bad language

Intentional vandalism

Continuous rule breaking

Violence

Stealing

Persistent rule breaking

Verbal abuse

Bullying…refer to bullying policy.

 

 

 

No external outings

Friday lunch/afternoon detention?

Withdraw child to principal and inform parent

Sent to another class for a longer period in school.

Suspension

Expulsion

 

 

 

Teacher

Pupil

Parent

BOM

Principal.

Chairperson BOM.

 

 

 

Maths Trail

A huge thank you to Ms Mahony on all her hard work creating a maths trail around Marley Park. A special thanks to her helpers Patrick and Wesley.

Here are the answers but only look if you have finished!

Click here to download answers in Word. Divine Word Summer Maths Trail