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May 2010
Revised March, 2014
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Holy Family N.S., Rathmore.
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Code of
Behaviour
Holy
Family National School,
Rathmore,
Co. Kerry.
Introduction
In compliance with Section 23 of the
Education (Welfare) Act 2000, the Board of Management of Holy Family National
School, Rathmore, has prepared and made available a Code of Behaviour for its
Pupils, Staff and Parents.
The Code of Behaviour details:
1.
The standards of behaviour that shall be observed by
each pupil attending the school;
2.
The whole school approach in promoting positive
behaviour;
3.
The measures that shall be taken when a pupil fails or
refuses to observe those standards;
4.
The procedures to be followed before a pupil may be
suspended or expelled from the school concerned;
5.
The grounds for removing a suspension imposed in
relation to a pupil
6.
The school’s Anti-Bullying Policy; and
7.
The procedures to be followed in relation to a child’s
absence from school.
The Code of Behaviour of Holy Family
N.S.has been developed in accordance with ‘Developing
a Code of Behaviour: Guidelines for
Schools’, National Educational Welfare Board, 2008.
Policy Formulation
In formulating this policy the Board
of Management completed the following steps;
- Parents and Staff were informed that
an initial draft of the Code of Behaviour was available and they were
invited to make submissions on the content of the code within a specified
timeframe.
- Class teachers were requested to
discuss the topic of ‘rules’ with their classes and submit a list of
pupils suggestions to the Principal.
- The initial draft of the Code of
Behaviour was reviewed and where appropriate amended in-line with the
feedback received.
- The finalised draft of the policy
was submitted for the Patron’s Approval.
On 30th
April, 2009 Code of Behaviour Policy was ratified by the Board of Management of
Holy Family N.S. Subsequently, we
decided to streamline our original policy in accordance with the template
received from the Limerick Diocesan Office.
aims & objectives of the Code
The aims and objectives of the code
are:
·
To allow the school to function in an orderly way
where children can make progress in all aspects of their development
·
To create an atmosphere of respect, tolerance and
consideration for others
·
To promote positive behaviour and self-discipline,
recognising the differences between children and the need to accommodate these
differences
·
To ensure the safety and well being of all members of
the school community
·
To assist school staff, parents and pupils in
understanding the systems and procedures that form part of the code of
behaviour and to seek their co-operation in the application of these procedures
·
To ensure that the system of rules, rewards, and
sanctions are implemented in a fair and consistent manner throughout the
school.
Whole School Approach
The
Board of Management recognises the importance of creating consistent values,
policies, practices and relationships that support the Code of Behaviour. Such an environment may only be formed by
involving the entire school community and in this respect the Board
acknowledges the importance of the roles played by, the principal, teachers,
ancillary staff and parents in the review and operation of the Code.
Standards of Behaviour
Pupils
General
Behaviour
Each
pupil is expected to:
·
be well behaved and to show consideration for
other children and adults
·
show respect for the property of, the school,
other children and their own belongings
·
attend school on a regular basis and to be
punctual
·
do his/her best both in school and for
homework.
- School
begins at 9.10am and ends at 2.50pm. All pupils are expected to be present
between these times. The school is not responsible for the safety of
children on the premises outside of these hours.
- School
ends for Junior and Senior Infants classes at 1.50pm. All children must be
collected by the designated person as per the enrolment form in the school
building at 1.50pm
- Full
uniform must be worn at all times with the exception of sports event. All
items should be clearly marked with the child’s name. School tracksuit
must be worn for PE. The school t-shirt is part of the school tracksuit.
No other tops are acceptable. Sneakers may be worn on the day of PE.
Classroom
Behaviour
Each
pupil is expected to:
·
listen – to the teacher and other pupils if
they are speaking
·
work – to the best of his/her ability
·
value – school property and the belongings of
fellow pupils.
·
follow – the direction of his/her teacher
·
obtain – his/her teachers permission to leave
the classroom
·
respect – the teacher, other pupils and
visitors to the classroom.
Playground
(Playing Pitches) Behaviour
Each
pupil is expected to:
·
play – safely avoiding any games or play that
are rough or dangerous
·
follow – the directions of the playground
supervisor(s)
·
remain – on school grounds at all times
·
obtain – permission before re-entering the
school building during break periods
·
respect – the yard supervisor and fellow
pupils
·
avoid – swearing, fighting or name calling
- rules
- Playground rules have been devised with regards to the health and safety
of all pupils and are prominently displayed in each corridor
·
Children will enter/exit the
school in an orderly fashion. In the
interests of safety and courtesy teachers will encourage pupils to walk quietly
along the right hand side of the corridor. If a pupil runs or shouts while
walking to and from break a sanction will be imposed
·
All staff bring misbehaviour
to the attention of the class teacher and or principal
·
Children are not permitted to
pick up stones or use them as part of their play
·
Children are not allowed to
leave the play surface area of the yard without permission from the teacher on
yard duty
·
No child should be excluded
from play and all children should ensure that no child is
left
out
·
Children have to ask teacher
on yard duty for permission to use the outdoor toilets during break times
·
During break times children
are expected to play in the designated play areas and keep off the grassy
banks. When appropriate children may be
allowed play on the field
·
When the bell rings at the
end of break the teachers on yard duty will blow a whistle to inform pupils
that break has ended.
·
All pupils go to their
designated line on the playground in an orderly fashion. Pupils from the upper play areas should walk
(not run) to their designated line.
·
Any foul or abusive language is
not permitted
·
As per school rules all forms
of bullying, either verbal or physical are strictly forbidden.
·
Three teachers are on duty
each day, one teacher in each yard.
SNA’s are on duty on the yard on which the child to whom they are
assigned is playing.
·
The SNA will draw the
attention of the teacher to any misbehaviour he/she notices on the yard. The
teacher will then deal with the incident.
·
All children are visible at
all times if they comply with playground rules as outlined in the policy.
·
On wet days the children
remain in their classrooms. In each classroom, for health and safety reasons,
children are asked to remain seated. There are three teachers on duty on the
corridors
When a child has to remain
indoors at the request of their parents or if the child has detention the child
goes to the space adjacent to the staffroom. The child’s teacher will be
responsible for the child at this time. If the child’s teacher is on yard duty
then that teacher will ask another teacher to be responsible for the child.
Behaviour in
other School Areas
·
Children will enter/exit the
school in an orderly fashion. In the
interests of safety and courtesy teachers will encourage pupils to walk quietly
along the right hand side of the corridor. If a pupil runs or shouts while
walking to and from break, a sanction will be imposed.
Behaviour
during School Outings/Activities
Each
pupil is expected to:
·
follow – his/her teacher’s directions at all
times
·
remain – with the teacher/supervisors and
group of pupils at all times
·
behave – politely towards those they meet on
such trips
·
observe – the rules of general good behaviour
Staff
It
is the Principal’s responsibility to ensure the school’s Code of Behaviour is
administered in a manner that is consistent and fair to all pupils. However
each staff member has responsibility for the maintenance of discipline within
common areas of the school.
Teaching
staff are specifically responsible for the management of behaviour within their
own class. They will:
·
Discuss the Code of Behaviour with their
class in an age appropriate manner at the beginning of the school year.
·
Ensure the rules are displayed in the
classroom.
·
Encourage self-discipline and positive
Behaviour.
·
Ensure there is an appropriate level of
supervision at all times.
·
Implement the reward/sanction scheme in a
fair and consistent manner.
·
Keep a written record of all incidents of
continued, serious or gross misconduct. This record will indicate the advice
and/or warnings given to the child on the misbehaviour and, the consequences of
its repetition.
·
Inform pupils when instances of misbehaviour
on their part are being recorded.
·
Report repeated instances of serious
misbehaviour to the Principal.
Parents/Guardians
o
Parents/guardians play a crucial role in
shaping attitudes in their children which produce positive Behaviour in school.
Parents/guardians can assist the school by encouraging their children to abide
by the school rules, encouraging punctuality and regular attendance and by
ensuring that homework is given due time and effort. Parents/Guardians
are encouraged to oversee homework. Parents/Guardians are expected to sign the
homework diary when they deem it to be successfully completed. In Junior
Infants parents sign homework when requested to do so by the teacher.
Should
a parent/guardian be concerned about any aspect of their child’s behaviour they
are welcome to make an appointment to discuss their concerns.
In
cases of an identified pattern of misbehaviour parents will be invited to
participate in the intervention process.
Promoting Positive Behaviour
As a
general rule the school will endeavor to create an environment where positive
Behaviour is reinforced through praise and reward. School staff will use
encouraging language and gestures, both in class and around the school, so that
positive Behaviour is instantly recognised and positively rewarded. Special
attention will be paid to pupils who have previously been associated with poor
Behaviour so that not only good Behaviour but also improvement in Behaviour is
acknowledged.
A
scheme for promoting positive Behaviour will be used by:
·
Inviting the principal to the classroom to commend the
behaviour
·
At assembly the principal will
accentuate the positive behaviour
·
All teachers will praise the
positive behaviour of students.
·
Rewards are given at class levels
·
A comment on positive behaviour may
be entered in the child’s homework journal
Inappropriate Behaviour
In
order to establish a common understanding and consistent response the Code of
Behaviour classifies misbehaviour into three levels based on the degree of
disruption caused by the misconduct. The Code also specifies the disciplinary
actions and supportive interventions that will be employed.
Level One
Level 1: Behaviours
Level
1 behaviours are those that interfere with the orderly learning environment of
the school, classroom, and common areas. Students learn through their mistakes. To this extent,
responses to the daily behaviours, which occur in school, will be
developmentally appropriate, instructive and positive. Children will be taught
what is expected and how they should behave. Listed below are some
examples of the types of Behaviour that are included in Level 1. Please
note the list is not exhaustive.
- Failure to prepare for class, as defined by individual
teachers
- Running in the hallways
- Disturbing the work or play of others
- Disrespectful language, tone, or manner
- Ignoring staff requests
Level 1:
Disciplinary Actions
Consequences for Level 1 behaviour
are dependent upon the severity and frequency of the specific behaviour.
Teachers will discipline students at level 1. Some examples of Level 1
responses are:
- Verbal reprimand/reminder(s) (including advice on how
to improve)
- Reinforcement of alternative positive behaviour
- Temporary separation from peers, friends or others
- Prescribing additional work
- Loss of privileges
- Parent contact
- Behaviour contract
Level 1 Supportive Interventions
Listed below are some examples of
Level 1 supportive actions:
- Classroom-based interventions, such as Open Circle or
class meetings, with the option of informal consultation, (e.g. with
parent(s)/guardian(s) or staff members)
- Discussion of behaviour with the child
- Informal notes regarding incident/intervention/date.
This information would be useful should a problem persist.
Level Two
Level 2:
Behaviours
Level
2 behaviours are those that seriously interfere with the orderly environment of
the school and are potentially dangerous to the safety and well being of the
students and staff. Listed below are some examples of the types of
behaviour that are included in Level 2. Please note the list is not
exhaustive.
- Repeated
instances of Level 1 behaviour which have not been modified by
intervention
- Behaviour which
is dangerous to self or others (e.g. shoving, pushing, hitting)
- Intentionally
damaging school or personal property
- Stealing
- Cheating
- Use of profanity
- Derogatory
reference to another person’s race, gender, religion, physical condition,
disability, or ethnic origin
- Disrespectful
language or behaviour toward an adult
- Possession or
use of dangerous toys or sporting equipment (e.g. bow and arrows, any kind
of knives, etc.)
Level 2:
Disciplinary Actions
The
disciplining of students for Level 2 behaviour is dependent upon the severity
and frequency of the specific behaviour and developmentally appropriate
levels. The disciplinary actions at Level 2 are administered by the
Principal, and include the formal notification of parents, with written documentation.
Some examples of Level 2 responses are:
- In school
supervised detention
- Report submitted
to the Board of Management
- Meeting with
parent(s)/guardian(s)
- Suspension from
school of one to five days, depending on the severity of the Behaviour
- Implementation
of extensive Behaviour management plan
Level 2: Supportive Interventions
Listed
below are some examples of Level 2 supportive actions:
- Team conference
to include classroom teacher, other involved staff, Assistant Principal or
Principal.
- Request for
assistance from external agencies such as the National Educational
Psychological Service, Health Service Executive Community Services, the
National Behavioural Support Service, Child and Adolescent Mental Health
Services, National Council for Special Education.
- Referral of a
Child displaying behavioural problems for psychological assessment (with
the parent(s)/guardian(s) consent).
Level Three
Level 3:
Behaviours
Level 3 behaviours are considered
the most serious violations. These behaviours endanger the immediate
health, safety and personal well being of the pupils and staff of the
school. They represent a direct threat to the orderly operation of the
school environment. Situations, which include illegal activity, may
result in contact with the Garda SÃochána after parental involvement.
Listed below are some examples of the types of behaviour that are included in
Level 3. Please note that the list is not exhaustive.
- Repeated or serious instances of Level 2 behaviour
which have not been modified by intervention
- Setting fires
- Intentional possession or use of weapons
- Violent fighting or intentionally causing physical harm
to others
- Discriminatory or prejudicial activities or actions
toward another person or group involving race, gender, religion, physical
condition, handicap, or ethnic origin
Level 3:
Disciplinary Actions
Behaviour
at Level 3 may involve suspension from school. The length of the suspension
will depend
upon the severity and frequency of
the specific Behaviour. Specific information about due process and
procedures in respect of the issuing of a suspension is contained in this
document. Level 3 responses:
- Suspension from school for one
to five days:
This response will occur with the first incidence of Level 3
behaviour or Level 2 behaviour of significant severity. The Principal
following due process and procedure, can issue a suspension following
consultation with Board of Management.
- Suspension from school for five
to ten days:
This response will occur with the repeated incidence of
Level 3 behaviour or a severe expression of this Behaviour. A suspension
of this magnitude will only be issued with the approval of the Board of
Management.
Expulsion:
Repeated incidents of Level 3 behaviour can result in a
pupil being expelled.
Procedures for Suspensions & Expulsions
Suspension
Definition of Suspension:
‘requiring
the student to absent himself/herself from the school for a specified, limited
period of school days’
Developing A Code of Behaviour: Guidelines for Schools,
National Educational Welfare Board
Authority to Suspend:
The
Principal in consultation with the Board of Management of Holy Family N.S. has
the authority to impose a Suspension. A
Suspension may be for a period of one to three school days depending on the
severity of the specific Behaviour, in exceptional circumstances and with the
approval of the Board of Management, the suspension may be for a longer period
but in any event will not exceed 5 school days.
Furthermore,
the Board of Management has formally and in writing delegated to the Principal
Teacher, in consultation with the Chairperson, the authority to impose an
Automatic Suspension for named behaviours detailed in this policy. An Automatic
Suspension may be for a period of one to three school days depending on the
severity of the specific behaviour, in exceptional circumstances and with the
approval of the Chairperson of the Board the suspension may be for a longer
period, but in any event will not exceed 5 school days.
The
Board retains its authority to suspend a student in all other
cases/circumstances.
Suspension and Automatic Suspension
A
Suspension will be deemed to be necessary
where after a preliminary investigation the Principal reaches the determination
that the continued presence of the pupil in the school at the time would
represent a serious threat to the safety and wellbeing of pupils or staff of
the school. A Suspension may be for a period of one to three school days
depending on the severity of the specific Behaviour, in exceptional
circumstances and with the approval of the Chairperson of the Board the
suspension may be for a longer period but in any event will not exceed 5 school
days.
An
Automatic Suspension is a suspension imposed for named behaviours. The Board of
Management of Holy Family N.S., having given due consideration to its duty of
care as prescribed by Health & Safety Legislation, has determined that the
following named behaviours will incur ‘Automatic Suspension’ as a
sanction;
·
Physical assault/violence resulting in bodily
harm to a pupil or member of staff
or
·
Physical violence resulting in serious damage
to school property
An
Automatic Suspension may be for a period of one to three school days depending
on the severity of the specific Behaviour, in exceptional circumstances and
with the approval of the Chairperson of the Board the suspension may be for a
longer period but in any event will not exceed 5 school days.
Parent(s)/Guardian(s)
will be informed of a Suspension or Automatic Suspension by telephone, and
arrangements will be made with them for the pupil to be collected. In no
circumstance will a student be sent home from school prior to his/her
parent(s)/guardian(s) being notified. Formal written notification of the
suspension will issue in due course, but no later than 2 school days after the
imposition of the suspension. Such a notification will detail:
·
the duration of the suspension and the dates
on which the suspension will begin and end
·
the reasons for the suspension
·
any study programme to be followed
·
the arrangements for returning to school,
including any commitments to be entered into by the pupil and the
parent(s)/guardian(s).
The
Board of Management acknowledges that the decision to impose either a
Suspension or Automatic Suspension does not remove the duty to follow due
process and fair procedures. In this regard, and following a formal
investigation, to be completed no later than 2 school days after the incident
the Board will invite the pupil and his/her parent(s)/guardian(s) to a meeting
to discuss;
·
the circumstances surrounding the suspension,
·
interventions to prevent a reoccurrence of
such misconduct.
The
Board of Management of Holy Family N.S. acknowledges the fundamental importance
of impartiality in the investigation process. In this regard the following
undertaking is given;
i.
No person with a vested interest or personal
involvement in the matter will be involved in the organisation or
implementation of the investigation procedure.
Procedures in Respect of Other Suspensions:
In
cases other than those of Suspension or Automatic Suspension the following
procedures will apply;
Where
a preliminary assessment of the fact confirms serious misbehaviour that could
warrant suspension, the Board of Management of Holy Family N.S. will initiate a
formal investigation of the matter.
The
following procedures will be observed;
A written
letter containing the following information will issue to
Parent(s)/guardian(s);
i.
details of the alleged misbehaviour, details
of the impending investigation process, and notification that the allegation
could result in suspension.
ii.
An invitation to a meeting, to be scheduled
no later than 5 school days from the date of the letter, where
parent(s)/guardian(s) are provided with an opportunity to respond before a
decision is made or a sanction imposed.
The
Board of Management of Holy Family N.S. acknowledges the fundamental importance
of impartiality in the investigation and decision-making process. In this
regard the following undertakings are given;
ii.
No person with a vested interest or personal
involvement in the matter will be involved in the organisation or
implementation of the investigation procedure, nor will such a person be
involved in the decision-making process.
iii.
The person(s) involved in the investigation
process will on presentation of a full report of the facts absent
himself/herself/themselves from the decision-making process.
Where
a decision to suspend has been made the Chairperson of the Board of Management
will provide written notification to the parent(s)/guardian(s) and the pupil of
the decision. The letter will confirm:
·
the duration of the suspension and the dates
on which the suspension will begin and end
·
the reasons for the suspension
·
any study programme to be followed
·
the arrangements for returning to school,
including any commitments to be entered into by the pupil and the
parent(s)/guardian(s)
·
the provision for an appeal to the Board of
Management.
Where
a suspension brings the total number of days for which the pupil has been
suspended in the current school year to twenty days the parent(s)/guardian(s)
will be informed of their right to appeal to the Secretary General of the
Department of Education and Skills under Section 29 or the Education Act 1998
and will be provide with information on the submission of such an appeal.
Expulsion
Definition of Expulsion:
‘A student is
expelled from a school when a Board of Management makes a decision to
permanently exclude him or her from the school, having complied with the
provisions of section 24 of the Education (Welfare) Act 2000.’
Developing A Code of Behaviour:
Guidelines for Schools, National Educational Welfare Board
Authority to Expel:
The
authority to expel a pupil is reserved by the Board of Management.
Procedures in Respect of Expulsion:
Where
a preliminary assessment of the facts confirms serious misbehaviour that could
warrant expulsion the following procedures will apply:
a)
A detailed investigation will be carried out under
the direction of the Principal (or a Nominee of the Board if required)
As part of
the investigation a written letter containing the following information will
issue to parent(s)/guardian(s);
iii.
details of the alleged misbehaviour, details
of the impending investigation process, and notification that the allegation
could result in expulsion.
iv.
An invitation to a meeting, to be scheduled
no later than 5 school days from the date of the letter, where
parent(s)/guardian(s) are provided with an opportunity to respond
b)
The Principal (or BoM Nominee) will make a recommendation
to the Board of Management
Where the Principal (or nominee) forms a view, based on the
investigation of the alleged misbehaviour, that expulsion may be warranted, the
Principal (or nominee) makes a recommendation to the Board of Management to consider
expulsion.
In this event the Principal (or nominee) will:
i.
inform the
parent(s)/guardian(s) that the Board of Management is being asked to consider
expulsion
ii.
ensure that
parent(s)/guardians have records of: the allegations against the student; the
investigation; and written notice of the grounds on which the Board of
Management is being asked to consider expulsion
iii.
provide the Board
of Management with the same comprehensive records as are given to
parent(s)/guardian(s)
c)
Consideration by the Board of Management of the
Principal’s (or BOM’s Nominee)
Recommendations & the Holding of a Hearing
If, having considered the Principal’s report,
the Board of Management decides to consider expelling a student a hearing will
be scheduled.
The parent(s)/guardian(s) will be notified in writing
i.
as to the date,
location and time of the hearing
ii.
of their right to
make a written and oral submission to the Board of Management
iii.
that they may if
they so choose be accompanied at the hearing
The Board of Management undertakes that the timing
of such written notification will ensure that parent(s)/guardian(s) have enough
notice to allow them to prepare for the hearing.
In respect of the expulsion hearing the Board gives
an undertaking that;
i.
the meeting will be properly conducted in
accordance with Board procedures
ii.
the principal (or BoM nominee) and
parent(s)/guardian(s) will present their case to the Board in each other’s
presence
iii.
each party will be given the opportunity to
directly question the evidence of the other party
iv.
the parent(s)/guardian(s) may make a case for
a lesser sanction if they so choose
d)
Board of Management Deliberations & Actions
following the Hearing
Where the Board of Management, having
considered all the facts of the case, is of the opinion that the pupil should
be expelled the Board
i.
Will notify the Educational Welfare Officer in writing by registered post
of its opinion, and the reasons for this opinion.
ii.
Will not expel the student before the passage of 20 school days from the
date on which the Educational Welfare Officer receives this written
notification
iii.
Will in writing notify the parent(s)/guardian(s) of their decision and
inform them that the Educational Welfare Officer is being contacted
iv.
Will be represented at the consultation to be organized by the
Educational Welfare Officer
v.
Will suspend the student, if it is deemed likely that the continued
presence of the student during this time will seriously disrupt the learning of
others, or represent a threat to the safety of other pupils or staff.
e)
Confirmation of the Decision to Expel
Where the twenty-day period following notification to the Educational
Welfare Officer has elapsed,and where the Board of Management remains of the
view that the student should be expelled, the Board of Management will formally
confirm the decision to expel.
Parent(s)/guardian(s) will be notified in writing that the expulsion
will now proceed. They will also be informed of their right to
appeal to the Secretary General of the Department of Education and Skills under
Section 29 or the Education Act 1998 and will be provide with information on
the submission of such an appeal.
The
Board of Management of Holy Family N. S. acknowledges the fundamental
importance of impartiality in the investigation and decision-making process. In
this regard the following undertakings are given;
i.
No person with a vested interest or personal
involvement in the matter will be involved in the organisation or
implementation of the investigation procedure, nor will such a person be
involved in the decision-making process.
ii.
The person(s) involved in the investigation
process will on presentation of a full report of the facts absent
himself/herself/themselves from the decision-making process.
Anti-Bullying Policy
Reviewed in 2014 as a result of
directive from Minister for Education
Definition of Bullying: In the context of these procedures, bullying is
defined as unwanted negative behaviour, verbal, psychological or physical,
conducted by an individual or group against another person (or persons) and
which is repeated over time.
1. In accordance with the
requirements of the Education (Welfare) Act 2000 and the code of behaviour
guidelines issued by the NEWB, the Board of Management of Holy Family National School has adopted the following anti-bullying policy within the framework of
the school’s overall code of behaviour (RSE), Religious Education (RE), Child
Protection, SPHE, Supervision, Acceptable Use, Health Safety and Welfare. This policy fully complies with the requirements
of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were
published in September 2013.
2. The Board of Management recognises the very serious nature of
bullying and the negative impact that it can have on the lives of pupils and is
therefore fully committed to the following key
principles of best practice in preventing and tackling bullying behaviour:
(a) A
positive school culture and climate which
·
is
welcoming of difference and diversity and is based on inclusivity;
·
encourages
pupils to disclose and discuss incidents of bullying behaviour in a
non-threatening environment; and
·
promotes respectful relationships across the
school community;
·
The school
acknowledges the right of each member of the school community to enjoy school
in a secure environment.
·
The school
acknowledges the uniqueness of each individual and his/her worth as a human
being.
·
The school
promotes positive habits of self-respect, self-discipline and responsibility
among all its members.
·
The school
prohibits vulgar, offensive, sectarian or other aggressive behaviour or language
by any of its members.
·
The school has a
clear commitment to promoting equity in general and gender equity in particular
in all aspects of its functioning.
·
The school has
the capacity to change in response to pupils’ needs.
·
The school
identifies aspects of curriculum through which positive and lasting influences
can be exerted towards forming pupils’ attitudes and values.
·
The school takes
particular care of "at risk" pupils and uses its monitoring systems
to facilitate early intervention where necessary and it responds to the needs,
fears or anxieties of individual members in a sensitive manner.
·
The school
recognises the need to work in partnership with and keep parents informed on
procedures to improve relationships on a school-wide basis.
·
The school
recognises the role of parents in equipping the pupil with a range of
life-skills.
·
The school
recognises the role of other community agencies in preventing and dealing with
bullying.
·
The school
promotes habits of mutual respect, courtesy and an awareness of the interdependence
of people in groups and communities.
·
The school
promotes qualities of social responsibility, tolerance and understanding among
all its members both in school and out of school.
·
Staff members share
a collegiate responsibility, under the direction of the Principal, to act in
preventing bullying/aggressive behaviour by any member of the school community.
Building a positive school culture and climate
·
Model respectful behaviour to all members
of the school community at all times.
·
Explicitly teach pupils what respectful
language and respectful behaviour looks like, acts like, sounds like and feels
like in class and around the school.
·
Display key respect messages in
classrooms, in assembly areas and around the school. Involve pupils in the
development of these messages.
·
Catch them being good - notice and
acknowledge desired respectful behaviour by providing positive attention.
·
Consistently tackle the use of
discriminatory and derogatory language in the school – this includes homophobic
and racist language and language that is belittling of pupils with a disability
or SEN.
·
Give constructive feedback to pupils when
respectful behaviour and respectful language are ignored.
·
Have a system of encouragement and rewards
to promote desired behaviour and compliance with the school rules and routines.
·
Explicitly teach pupils about the
appropriate use of social media.
·
Positively encourage pupils to comply with
the school rules on mobile phone and internet use. Follow up and follow through
with pupils who ignore the rules.
·
Actively involve parents and/or the
Parents’ Association in awareness raising campaigns around social media.
·
Actively promote the right of every member
of the school community to be safe and secure in school.
·
Highlight and explicitly teach school
rules in pupil friendly language in the classroom and in common areas.
·
All staff can actively watch out for signs
of bullying behaviour.
·
Ensure there is adequate playground/school
yard/outdoor supervision.
·
School staff can get pupils to help them
to identify bullying “hot spots” and “hot times” for bullying in the school.
·
Hot spots tend to be in the
playground/school yard/outdoor areas, changing rooms, corridors and other areas
of unstructured supervision.
·
Hot times again tend to be times where
there is less structured supervision such as when pupils are in the
playground/school yard or moving classrooms.
·
Support the establishment and work of
student councils.
(b) Effective leadership
(c) A
school-wide approach
(d) A shared
understanding of what bullying is and its impact
(e) Implementation of education and prevention
strategies (including awareness raising measures) that-
·
build empathy, respect and
resilience in pupils; and
·
explicitly address the issues
of cyber-bullying and identity-based bullying including in particular,
homophobic and transphobic bullying;
·
effective supervision and
monitoring of pupils;
(f) Effective supervision and monitoring of pupils
(g) Supports for staff
(h) Consistent recording, investigation and follow up
of bullying behaviour (including use of established intervention strategies);
and
(i) On-going evaluation of the effectiveness of the
anti-bullying policy.
3. In accordance with the Anti-Bullying Procedures for Primary and
Post-Primary Schools bullying is defined as follows:
Bullying is unwanted negative behaviour,
verbal, psychological or physical conducted, by an individual or group against
another person (or persons) and which is repeated over time.
The following types of bullying behaviour
are included in the definition of bullying:
·
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.
Isolated or once-off incidents of
intentional negative behaviour, including a once-off offensive or hurtful text
message or other private messaging, do not fall within the definition of
bullying and should be dealt with, as appropriate, in accordance with the
school’s code of behaviour.
However, in the context of this policy,
placing a once-off offensive or hurtful public message, image or statement on a
social network site or other public forum where that message, image or
statement can be viewed and/or repeated by other people will be regarded as
bullying behaviour.
Negative behaviour that does not meet this
definition of bullying will be dealt with in accordance with the school’s code
of behaviour.
Examples of bullying behaviours
|
General behaviours which apply to all types of
bullying
|
·
Harassment based on any of
the nine grounds in the equality legislation e.g. sexual harassment,
homophobic bullying, racist bullying etc.
·
Physical aggression
·
Damage to property
·
Name calling
·
Slagging
·
The production, display or
circulation of written words, pictures or other materials aimed at
intimidating another person
·
Offensive graffiti
·
Extortion
·
Intimidation
·
Insulting or offensive
gestures
·
The “look”
·
Invasion of personal space
·
A combination of any of the
types listed.
|
|
Cyber
|
·
Denigration: Spreading rumors, lies or gossip to hurt a person’s reputation
·
Harassment: Continually sending vicious, mean or disturbing messages to an
individual
·
Impersonation: Posting offensive or aggressive messages under another person’s
name
·
Flaming: Using inflammatory or vulgar words to provoke an online fight
·
Trickery: Fooling someone into sharing personal information which you then
post online
·
Outing: Posting or sharing confidential or compromising information or
images
·
Exclusion: Purposefully excluding someone from an online group
·
Cyber stalking: Ongoing harassment and denigration that causes a person considerable
fear for his/her safety
·
Silent telephone/mobile phone
call
·
Abusive telephone/mobile
phone calls
·
Abusive text messages
·
Abusive email
·
Abusive communication on
social networks e.g. Facebook/Ask.fm/ Twitter/You Tube or on games consoles
·
Abusive website
comments/Blogs/Pictures
·
Abusive posts on any form of
communication technology
|
|
Identity Based Behaviours
Including any of the
nine discriminatory grounds mentioned in Equality Legislation (gender including transgender, civil status,
family status, sexual orientation, religion, age, disability, race and membership
of the Traveller community).
|
|
|
Homophobic
and Transgender
|
·
Spreading rumours about a
person’s sexual orientation
·
Taunting a person of a
different sexual orientation
·
Name calling e.g. Gay, queer,
lesbian...used in a derogatory manner
·
Physical intimidation or
attacks
·
Threats
|
|
Race,
nationality, ethnic background and membership of the Traveller community
|
·
Discrimination, prejudice,
comments or insults about colour, nationality, culture, social class,
religious beliefs, ethnic or traveller background
·
Exclusion on the basis of any
of the above
|
|
Relational
|
This involves manipulating relationships as a means
of bullying. Behaviours include:
·
Malicious gossip
·
Isolation & exclusion
·
Ignoring
·
Excluding from the group
·
Taking someone’s friends away
·
“Bitching”
·
Spreading rumours
·
Breaking confidence
·
Talking loud enough so that
the victim can hear
·
The “look”
·
Use or terminology such as
‘nerd’ in a derogatory way
|
|
Sexual
|
·
Unwelcome or
inappropriate sexual comments or
touching
·
Harassment
|
|
Special
Educational Needs,
Disability
|
·
Name calling
·
Taunting others because of their disability or learning needs
·
Taking advantage of some
pupils’ vulnerabilities and limited capacity to recognise and defend
themselves against bullying
·
Taking advantage of some
pupils’ vulnerabilities and limited capacity to understand social situations
and social cues.
·
Mimicking a person’s
disability
·
Setting others up for
ridicule
|
4. The relevant teachers for investigating and dealing with bullying
is are as follows:
Principal and all teaching members of
staff. All other members of staff are
asked to report any instance of bullying behaviour witnessed by them to the
relevant teachers.
5. The education and prevention strategies (including strategies
specifically aimed at cyber-
bullying, homophobic and transphobic bullying) that
will be used by the school are as follow
Education and prevention strategies
|
School-wide approach
·
A
school-wide approach to the fostering of respect for all members of the
school community.
·
The
promotion of the value of diversity to address issues of prejudice and
stereotyping, and highlight the unacceptability of bullying behaviour.
·
The
fostering and enhancing of the self-esteem of all our pupils through both
curricular and extracurricular activities. Pupils will be provided with
opportunities to develop a positive sense of self-worth through formal and
informal interactions.
·
Whole
staff professional development on bullying to ensure that all staff develops
an awareness of what bullying is, how it impacts on pupils’ lives and the
need to respond to it-prevention and intervention.
·
Professional
development with specific focus on the training of the relevant teacher(s)
·
School
wide awareness raising and training on all aspects of bullying, to include
pupils, parent(s)/guardian(s) and the wider school community.
·
Supervision
and monitoring of classrooms, corridors, school grounds, school tours and
extra- curricular activities. Non-teaching and ancillary staff will be
encouraged to be vigilant and report issues to relevant teachers. Supervision
will also apply to monitoring student use of communication technology within
the school.
·
Development
and promotion of an Anti-Bullying code for the school-to be included in
student journals and displayed publicly in classrooms and in common areas of
the school.
·
The
school’s anti-bullying policy is discussed with pupils and all
parent(s)/guardian(s)s are given a copy as part of the Code of Behaviour of
the school (every year).
·
The
implementation of regular whole school awareness measures e.g. a dedicated
notice board in the school and classrooms on the promotion of friendship, and
bullying prevention; annual Friendship Week and parent(s)/guardian(s)
seminars; annual or term or monthly student surveys; regular school or year
group assemblies by principal, deputy principal, year heads etc.
·
Encourage
a culture of telling, with particular emphasis on the importance of
bystanders. In that way pupils will gain confidence
in ‘telling’. This confidence factor is of vital importance. It should be
made clear to all pupils that when they report incidents of bullying they are
not considered to be telling tales but are behaving responsibly.
·
Ensuring
that pupils know who to tell and how to tell, e.g.:
o Direct approach to teacher at an appropriate
time, for example after class.
o
Make a
phone call to the school or to a trusted teacher in the school.
o
Get a
parent(s)/guardian(s) or friend to tell on your behalf.
o
Ensure
bystanders understand the importance of telling if they witness or know that
bullying is taking place.
·
Identify
clear protocols to encourage parent(s)/guardian(s) to approach the school if
they suspect that their child is being bullied. The protocol should be
developed in consultation with parents.
·
The
development of an Acceptable Use Policy in the school to include the
necessary steps to ensure that the access to technology within the school is
strictly monitored, as is the pupils’ use of mobile phones.
Implementation of curricula
·
The full
implementation of the SPHE and CSPE curricula and the RSE and Stay Safe
Programmes.
·
Continuous Professional Development for
staff in delivering these programmes.
·
School
wide delivery of lessons on bullying from evidence based programmes, e.g.,
Stay Safe Programme, The Walk Tall Programme.
·
Delivery
of the Garda SPHE Programmes at primary and post- primary level. These
lessons, delivered by Community Gardai, cover issues around personal safety
and cyber-bullying
·
The
school will specifically consider the additional needs of SEN pupils with
regard to programme implementation and the development of skills and
strategies to enable all pupils to respond appropriately.
Links to other
policies
·
The
following school policies are particularly relevant to bullying, e.g. Code of
Behaviour, Child Protections policy, Supervision of pupils, Acceptable Use
policy, Attendance, Sporting activities.
|
6. The school’s
procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used
by the school for dealing with cases of bullying behaviour are as follows :
|
Procedures for Investigating and Dealing
with Bullying
The primary
aim in investigating and dealing with bullying is to resolve any issues and
to restore, as far as is practicable, the relationships of the parties
involved (rather than to apportion blame);
The school’s
procedures must be consistent with the following approach.
Every effort will be made to ensure that all involved
(including pupils, parent(s)/guardian(s)) understand this approach from the
outset.
Reporting bullying
behaviour
·
Any pupil or
parent(s)/guardian(s) may bring a bullying incident to any teacher in the
school.
·
All reports of bullying, will
be investigated and dealt with by the relevant teacher.
·
Teaching and non-teaching
staff such as secretaries, special needs assistants (SNAs), caretakers,
cleaners must report any incidents of bullying behaviour witnessed by them,
or mentioned to them, to the relevant teacher;
Investigating and dealing with incidents
·
In investigating and dealing
with bullying, the teacher will exercise his/her professional judgement to
determine whether bullying has occurred and how best the situation might be
resolved;
·
Parent(s)/guardian(s) and
pupils are required to co-operate with any investigation and assist the
school in resolving any issues and restoring, as far as is practicable, the
relationships of the parties involved as quickly as possible;
·
Teachers should take a calm, unemotional
problem-solving approach.
·
Where possible incidents
should be investigated outside the
classroom situation to ensure the privacy of all involved;
·
All interviews should be conducted with
sensitivity and with due regard to the rights of all pupils concerned. Pupils
who are not directly involved can also provide very useful information in
this way;
·
When analysing incidents of
bullying behaviour, the relevant teacher should seek answers to questions of
what, where, when, who and why. This should be done in a calm manner, setting
an example in dealing effectively with a conflict in a non-aggressive manner;
·
If a group is involved, each member should
be interviewed individually at first. Thereafter, all those involved should
be met as a group. At the group meeting, each member should be asked for
his/her account of what happened to ensure that everyone in the group is
clear about each other’s statements;
·
Each member of a group should be supported
through the possible pressures that may face them from the other members of
the group after the interview by the teacher;
·
In cases where it has been
determined by the relevant teacher that bullying behaviour has occurred, the
parent(s)/guardian(s) of the parties involved should be contacted at an early
stage to inform them of the matter and explain the actions being taken (by
reference to the school policy). The school should give parent(s)/guardian(s)
an opportunity of discussing ways in which they can reinforce or support the
actions being taken by the school and the supports provided to the pupils;
·
Where the relevant teacher has determined
that a pupil has been engaged in bullying behaviour, it should be made clear
to him/her how he/she is in breach of the school’s anti-bullying policy and
efforts should be made to try to get him/her to see the situation from the
perspective of the pupil being bullied;
·
It must also be made clear to all involved
(each set of pupils and parent(s)/guardian(s)) that in any situation where
disciplinary sanctions are required, this is a private matter between the
pupil being disciplined, his or her parent(s)/guardian(s) and the school;
Follow up and recording
·
In determining whether a
bullying case has been adequately and appropriately addressed the relevant
teacher must, as part of his/her professional judgement, take the following
factors into account:
- Whether the
bullying behaviour has ceased;
- Whether any
issues between the parties have been resolved as far as is practicable;
-Whether the
relationships between the parties have been restored as far as is
practicable;
-Any feedback
received from the parties involved, their parent(s)/guardian(s)s or the
school Principal or Deputy Principal
·
Follow-up meetings with the relevant parties
involved should be arranged separately with a view to possibly bringing them
together at a later date if the pupil who has been bullied is ready and
agreeable.
·
Where a parent(s)/guardian(s)
is not satisfied that the school has dealt with a bullying case in accordance
with these procedures, the parent(s)/guardian(s) must be referred, as appropriate,
to the school’s complaints procedures.
·
In the event that a
parent(s)/guardian(s) has exhausted the school's complaints procedures and is
still not satisfied, the school must advise the parent(s)/guardian(s) of
their right to make a complaint to the Ombudsman for Children.
Recording of bullying behaviour
It is imperative
that all recording of bullying incidents must be done in an objective and
factual
manner.
The school’s
procedures for noting and reporting bullying behaviour are as follows:
Informal- pre-determination that
bullying has occurred
·
All staff must keep a written record of any incidents witnessed by
them or notified to them. Consideration needs to be given to where the
records will be made e.g. incident book. All incidents must be reported to
the relevant teacher
·
While all reports of bullying must be
investigated and dealt with by the relevant teacher, the relevant teacher
must keep a written record of the reports, the actions taken and any
discussions with those involved regarding same
·
The relevant teacher must inform the
principal of all incidents being investigated.
Formal Stage 1-determination that
bullying has occurred
·
If it is established by the relevant teacher that
bullying has occurred, the relevant teacher must keep appropriate written
records which will assist his/her efforts to resolve the issues and restore,
as far as is practicable, the relationships of the parties involved.
·
The school in consultation with the relevant
teacher/s should develop a protocol for the
storage of all
records retained by the relevant teacher.
Formal Stage 2
The
relevant teacher must use the recording template at Appendix 3 to
record the bullying behaviour in the following circumstances:
a) in cases
where he/she considers that the bullying behaviour has not been adequately
and appropriately addressed within 20 school days after he/she has determined
that bullying behaviour occurred; and
b) Where the school has decided
as part of its anti-bullying policy that in certain circumstances bullying
behaviour must be recorded and reported immediately to the Principal or
Deputy Principal as applicable.
The school should list behaviours
that must be recorded and reported immediately to the principal. These should
be in line with the school’s code of behaviour.
When the recording template is used, it must be
retained by the relevant teacher in question and a copy maintained by the
principal. Due consideration needs to be given to where these records are
kept, who has access to them, and how long they will be retained. Decisions
around record keeping should be noted in this policy.
Established intervention strategies
·
Teacher interviews with all
pupils
·
Negotiating agreements
between pupils and following these up by monitoring progress. This can be on
an informal basis or implemented through a more structured mediation process
·
Working with
parent(s)/guardian(s)s to support school interventions
·
No Blame Approach
·
Circle Time
·
Restorative interviews
·
Restorative conferencing
|
|
·
All in-school supports and
opportunities will be provided for the pupils affected by bullying to
participate in activities designed to raise their self-esteem, to develop
friendships and social skills and build resilience e.g.
- Pastoral care system
- Buddy / Peer mentoring sytem
-
Group work such as circle time
·
If pupils require counselling
of further supports the school will endeavour to liaise with the appropriate
agencies to organise same. This may be for the pupil affected by bullying or
involved in the bullying behaviour.
·
Pupils should understand that
there are no innocent bystanders and that all incidents of bullying behaviour
must be reported to a teacher.
|
8. Supervision and Monitoring of Pupils
The Board of Management confirms that appropriate
supervision and monitoring policies and
Practices are in place to both prevent and deal with
bullying behaviour and to facilitate early intervention where possible.
|
The following
Prompt Questions will help to
determine the level of supervision and monitoring of pupils:
(Note that the Schools Broadband
Programme has blocked all social networking sites on the basis that they
waste time and take up too much of the bandwidth which is been provided for
educational purposes only).
|
9. Prevention of Harassment
The Board of Management confirms that the
school will, in accordance with its obligations under equality legislation,
take all such steps that are reasonably practicable to prevent the sexual
harassment of pupils or staff or the harassment of pupils or staff on any of
the nine grounds specified i.e. gender including transgender, civil status,
family status, sexual orientation, religion, age, disability, race and
membership of the Traveller community.
10. This Code of Behaviour/Anti-Bullying Policy was
adopted by the Board of Management.
11. This policy has been made available to school
personnel, its existence will be advised to parent(s)/guardian(s) via the
school’s newsletter and provided to the Parents’ Committee. A copy of this
policy will be made available to the Department and 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, be readily accessible to parents and pupils on request and
provided to the Parents’ Association. A record of the review and its outcome
will be made available, if requested, to the patron and the Department.
NOTIFICATION OF A CHILD’S ABSENCE FROM SCHOOL
Parent(s)/guardian(s) should adhere to the following
procedures when notifying the school of a pupil’s absence;
• The
school should be notified of the absence on the first day the pupil returns to
school
• The
reason for the absence should be notified to the class teacher
• The
absence should be notified in writing by letter / using the school journal
• Details
pertaining to the absence, such as duration and reason, should be provided
• Significant
absences cause by ill health (i.e. absences longer than 10 school days) should
be certified.
The school will inform the Education Welfare Officer
in writing where a child is suspended or expelled for 6 days or more, where the
child has missed 20 or more days in a school year, where attendance is
irregular and when the pupil is removed from the school register
RECORDS
A standardised record system will be used to track an
individual pupil’s Behaviour. Such records will contain;
• Incidents
of misbehaviour,
• interventions
used to improve behaviour, including contact with parent(s)/guardian(s) or
referral to other agencies
• Evidence
of improved behaviour
• Any
sanctions imposed, and the reasons they were imposed
Pupils will be told when a record is being made about
their behaviour, and the reasons for keeping a record will be explained.
All records will be kept in accordance with the Data
Protection Act 1988 and the Data Protection (Amendment) Act 2003.
Signed:
____________________________________
Signed: ___________________________
(Chairperson of Board of
Management) (Principal)
Date:
______________
Date: __________________
Date of next review: _______________
PATRON’S APPROVAL
This policy has been approved by St. Senan’s Education
Office, acting on behalf of the Patron Bishop Raymond Browne.
Appendix 3 Recording
bullying behaviour
1. Name of pupil being
bullied and class group
Name:
____________________________________
Class: _____________________
2. Name(s) and class(es) of
pupil(s) engaged in bullying behaviour
|
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
|
3. Source of
bullying concerns/report 4. Location of incidents
(tick relevant boxes) *
(tick relevant boxes) *
|
Pupil concerned
|
|
|
Other Pupil
|
|
|
Parent
|
|
|
Teacher
|
|
|
Other
|
|
|
Playground
|
|
|
Classroom
|
|
|
Toilets
|
|
|
School Bus
|
|
|
Other
|
|
5. Name of person(s) who reported the bullying
concern
|
|
6. Type of Bullying Behaviour (tick relevant box(es)*
|
Physical Aggression
|
|
Cyber-bullying
|
|
|
Damage to Property
|
|
Intimidation
|
|
|
Isolation/Exclusion
|
|
Malicious Gossip
|
|
|
Name Calling
|
|
Other (specify)
|
|
7. Where
behaviour is regarded as identity-based bullying, indicate the relevant
category:
|
Homophobic
|
Disability/SEN related
|
Racist
|
Membership of Traveller Comm.
|
Other (specify)
|
|
|
|
|
|
|
8. Brief Description of bullying behaviour and
its impact
|
|
9. Details of action taken
|
|
Signed: ____________________________(Relevant Teacher) Date:
_______________________
Date
submitted to Principal/Deputy Principal:
____________________________
|
|
Appendix 4
The Board of
Management (the Board) must undertake an annual review of the school’s
anti-bullying policy and its implementation. The following checklist must be
used for this purpose. The checklist is an aid to conducting this review and is
not intended as an exhaustive list. In
order to complete the checklist, an examination and review involving both
quantitative and qualitative analysis, as appropriate across the various
elements of the implementation of the school’s anti-bullying policy will be
required.
Yes /No
|
Has the Board
formally adopted an anti-bullying policy that fully complies with the
requirements of the Anti-Bullying
Procedures for Primary and Post-Primary Schools?
|
|
|
Has the Board
published the policy on the school website and provided a copy to the
parents’ association?
|
|
|
Has the Board
ensured that the policy has been made available to school staff (including
new staff)?
|
|
|
Is the Board
satisfied that school staff are sufficiently familiar with the policy and
procedures to enable them to effectively and consistently apply the policy
and procedures in their day to day work?
|
|
|
Has the Board
ensured that the policy has been adequately communicated to all pupils?
|
|
|
Has the
policy documented the prevention and education strategies that the school
applies?
|
|
|
Have all of
the prevention and education strategies been implemented?
|
|
|
Has the
effectiveness of the prevention and education strategies that have been
implemented been examined?
|
|
|
Is the Board
satisfied that all teachers are recording and dealing with incidents in
accordance with the policy?
|
|
|
Has the Board
received and minuted the periodic summary reports of the Principal?
|
|
|
Has the Board
discussed how well the school is handling all reports of bullying including
those addressed at an early stage and not therefore included in the
Principal’s periodic report to the Board?
|
|
|
Has the Board
received any complaints from parents regarding the school’s handling of
bullying incidents?
|
|
|
Have any
parents withdrawn their child from the school citing dissatisfaction with the
school’s handling of a bullying situation?
|
|
|
Have any
Ombudsman for Children investigations into the school’s handling of a
bullying case been initiated or completed?
|
|
|
Has the data
available from cases reported to the Principal (by the bullying recording
template) been analysed to identify any issues, trends or patterns in
bullying behaviour?
|
|
|
Has the Board
identified any aspects of the school’s policy and/or its implementation that
require further improvement?
|
|
|
Has the Board
put in place an action plan to address any areas for improvement?
|
|
Signed
_____________________________________ Date ________________
Chairperson, Board of Management
Signed
_____________________________________ Date ________________
Principal
To:
_____________________________________
The Board of Management of ____________________ wishes to inform you
that:
o
The Board of Management’s annual review of the school’s
anti-bullying policy and its implementation was completed at the Board meeting
of _______________ [date].
o
This review was conducted in accordance with the checklist set out
in Appendix 4 of the Department’s Anti-Bullying
Procedures for Primary and Post-Primary Schools.
Signed
_____________________________________ Date ________________
Chairperson, Board of Management
Signed
_____________________________________ Date ________________
Principal