Scoil

Chill

Ru a d h i n

Brooklodge National School, Glanmire, Co Cork,

Tel: 021-4866044, Fax: 021-4866051, e-mail: [email protected], Website: www.brooklodgens.com

Code of Behaviour
The school has a central role in the children's social and moral development just as it does in their academic
development. In seeking to define acceptable standards of behaviour it is acknowledged that these are goals to be
worked towards rather than expectations that are either fulfilled or not.
The children bring to school a wide variety of behaviour. As a community environment, in school we must work
towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility.
It follows that acceptable standards of behaviour are those that reflect these principles.
Children need limits set for them in order to feel secure and develop the skills for co-operation. Therefore any
rules will be age appropriate, with clear agreed consequences.
Parents can co-operate with the school by encouraging their children to understand the need for school rules, by
visiting the school and by talking to the members of staff.
A code of behaviour is established to ensure that the individuality of each child is accommodated while at the
same time acknowledging the right of each child to education in a relatively disruption free environment.

Aims of the Code

To create a positive learning environment that encourages and reinforces good behaviour

To promote self-esteem and positive relationships

To encourage consistency of response to both positive and negative behaviour

To foster a sense of responsibility and self-discipline in pupils and to support good behaviour patterns
based on consideration and respect for the rights of others

To facilitate the education and development of every child

To foster caring attitudes to one another and to the environment

To enable teachers to teach without disruption

To ensure that the school's expectations and strategies are widely known and understood through an ethos
of open communication both written and oral.

To encourage the involvement of both home and school in the implementation of this policy

Responsibility of Adults

The adults encountered by the children at school have an important responsibility to model high standards of
behaviour, both in their dealings with the children and with each other, as their example has an important
influence on the children.

As adults we should aim to:

Create a positive climate with realistic expectations

Promote, through example, honesty and courtesy

Provide a caring and effective learning environment

Encourage relationships based on kindness, respect and understanding of the needs of others

Ensure fair treatment for all regardless of age, gender, race, ability and disability

Show appreciation of the efforts and contribution of all

To discourage physical aggression

School Rules

Respect for self and others

Respect for others property

Respect other students and their learning

Kindness and willingness to help others

Follow instructions from staff immediately

Walk quietly in the school building

Courtesy and good manners

Readiness to use respectful ways of resolving difficulties and conflict

Ask permission to leave the classroom and the playground

Do your best in class

Take responsibility for your own work

These can be summed up as 6 main rules;

Respect/ Be nice

Do your best

Be tidy

Be Safe

Walk

Listen

Class Rules

At the beginning of each academic year, the class teacher will draft a list of class rules with the children. These
reflect and support the school rules, but are presented in a way that is accessible to the children. Class rules
should be kept to a minimum and are devised with regard for the health, safety and welfare of all members of the
school community. They should where possible emphasise positive behaviour (e.g. Walk and not Dont run).
Rules will be applied in a fair and consistent manner, with due regard to the age of the pupils and to individual
difference. Where difficulties arise, parents will be contacted at an early stage.
Incentives
Part of the vision of Scoil Chill Ruadhain is to help children achieve their personal best - academically,
intellectually and socially. We recognise that there are many different forms of intelligence and that similarly
children use a variety of approaches to solve problems. Reward systems which are based on academic merit or
particular extrinsic goals continuously apply to only a limited number of children and undermine the
individuality of children. All children deserve encouragement to attain their own best. Children will be
encouraged, praised and listened to at all times by adults in the school. Praise is earned by the maintenance of
good standards as well as by particularly noteworthy personal achievements. Rates of praise for behaviour
should be as high as for work.
The following are some samples of how praise might be given;

 A quiet word or gesture to show approval

A comment in a pupils exercise book
A visit to another member of Staff or to the Principal for commendation
A word of praise in front of a group or class
A system of merit marks or stickers
Delegating some special responsibility or privilege
A mention to parent, written or verbal communication.
Dalta na Seachtaine
Individual or Class Homework Passes
Star of the Day / of the Week etc
Unacceptable Behaviour
Three levels of misbehaviour are recognised: Minor, Serious and Gross. All everyday instances of a minor nature
are dealt with by the class teacher. In cases of repeated serious misbehaviour or single instances of gross
misbehaviour, parents will be involved at an early stage and invited to meet the teacher and/or the Deputy
Principal or the Principal to discuss their childs behaviour.
Examples of serious misbehaviour:

Behaviour that is hurtful (including bullying, harassment, discrimination and victimisation)

Behaviour that interferes with teaching and learning

Threats or physical hurt to another person

Damage to property

Theft

Examples of gross misbehaviour:

Assault on a teacher or pupil

Serious theft

Serious damage to property

Sanctions
The use of sanctions or consequences should be characterised by certain features;

It must be clear why the sanction is being applied

The consequence must relate as closely as possible to the behaviour

It must be made clear what changes in behaviour are required to avoid future sanctions

Group punishment should be avoided as it breeds resentment

There should be a clear distinction between minor and major offences

It should be the behaviour rather than the person that is the focus

The following steps will be taken when the children behave inappropriately. They are listed in order of severity
with one being for a minor misbehaviour and ten being for serious or gross misbehaviour. The list is by no
means exhaustive. Teachers may put in place alternative measures bearing in mind the features by which
sanctions should be characterised. The aim of any sanction is to prevent the behaviour occurring again and if
necessary to help the pupils devise strategies for this;

1. Reasoning with pupil

2. Verbal reprimand including advice on how to improve
3. Temporary separation from peers within class and/or temporary removal to another class
4. Prescribing extra work/ writing out the story of what happened
5. Loss of privileges
6. Detention during break
7. Communication with parents
8. Referral to Principal
9. Principal communicating with parents
10. Exclusion (Suspension or Expulsion) from school (in accordance with Rule 130 of the Rules for National
Schools as amended by circular and Education Welfare Act 2000)
However sanctions should relate as closely as possible to the behaviour. Therefore a child, who does not do his
work in class or has not completed his homework, may be detained at break time to finish the work.
Pupils will not be deprived of engagement in a Curricular Area, except on the grounds of health & safety.

Suspension and Expulsion

Before serious sanctions such as detention, suspension or expulsion are used, the normal channels of
communication between school and parents will be utilised. Where it is proposed to detain a pupil after school
hours, the parents or guardians will be notified. Communication with parents may be verbal or by letter
depending on the circumstances.

For gross misbehaviour or repeated instances of serious misbehaviour suspension may be considered. Parents
concerned will be invited to come to the school to discuss their childs case. Aggressive, threatening or violent
behaviour towards a teacher or pupil will be regarded as serious or gross misbehaviour.
Where there are repeated instances of serious misbehaviour, the Chairperson of the Board of Management will be
informed and the parents will be requested in writing to attend at the school to meet the Chairperson and the
principal. If the parents do not give an undertaking that the pupil will behave in an acceptable manner in the
future the pupil may be suspended for a period. Prior to suspension, where possible, the Principal may review
the case in consultation with teachers and other members of the school community involved, with due regard to
records of previous misbehaviours, their pattern and context, sanctions and other interventions used and their
outcomes and any relevant medical information. Suspension will be in accordance with the Rules for National
Schools and the Education Welfare Act 2000.
In the case of gross misbehaviour, where it is necessary to ensure that order and discipline are maintained and to
secure the safety of the pupils, the Board may authorise the Chairperson or Principal to sanction an immediate
suspension for a period not exceeding three school days, pending a discussion of the matter with the parents.

Expulsion may be considered in an extreme case, in accordance with the Rule for National Schools and the
Education Welfare Act 2000. Before suspending or expelling a pupil, the Board shall notify the Local Welfare
Education Officer in writing in accordance with Section 24 of the Education Welfare Act.
Removal of Suspension (Reinstatement)
Following or during a period of suspension, the parent/s may apply to have the pupil reinstated to the school. The
parent/s must give a satisfactory undertaking that a suspended pupil will behave in accordance with the school
code and the Principal must be satisfied that the pupils reinstatement will not constitute a risk to the pupils own
safety or that of the other pupils or staff. The Principal will facilitate the preparation of a behaviour plan for the
pupil if required and will re-admit the pupil formally to the class.
Children with Special Needs
All children are required to comply with the code of behaviour. However the school recognises that children
with special needs may require assistance in understanding certain rules. Specialised behaviour plans will be put
in place in consultation with parents and the class teacher, learning support/ resource teacher, the Special Needs
Assistant and or Principal will work closely with home to ensure that optimal support is given. Cognitive
development will be taken into account at all times. Professional advice from psychological assessments will be
invaluable.
The children in the class or school may be taught strategies to assist a pupil with special needs adhere to the rules
and thus provide peer support. This will be done in a supportive and safe way, acknowledging and respecting the
difference in all individuals.
Methods of Communicating with Parents
Communicating with parents is central to maintaining a positive approach to dealing with children. Parents and
teachers should develop a joint strategy to address specific difficulties, in addition to sharing a broader
philosophy which can be implemented at home and in school.
A high level of co-operation and open communication is seen as an important factor encouraging positive
behaviour in the school. Structures and channels designed to maintain a high level of communication among staff
and between staff, pupils and parents have been established and are being reviewed regularly.
Parents should be encouraged to talk in confidence to teachers about any significant developments in a childs
life, in the past or present, which may affect the childs behaviour.
The following methods are to be used at all levels within the school:

Informal parent/teacher meetings and Formal parent/teacher meetings

Through childrens homework journal (infants do not have a homework journal-check bags)

Letters/notes from school to home and from home to school

School notice board

Monthly newsletter

Approved by the Board of Management

Patricia OMahony
(Chairperson Board of Management)