Code of Behaviour
INTRODUCTION
The vision of St Matthew’s is to create a safe, caring inclusive environment where all children can strive to reach their full potential in all aspects of their school life.
We the school community will work towards achieving a high standard of behaviour which will promote and nurture each child’s self-esteem, self-confidence and initiative whilst instilling a respect for all members of the school community.
This requires a strong sense of community within the school and a high level of co-operation between the Board of Management, staff, parents/guardians and pupils.
We have developed, therefore, a whole school approach to behaviour which includes all partners in the school community- the Board of Management, the Principal and teachers, the parents/guardians and the pupils. Central to this policy is the expectation that all members of the school community behave in ways that show respect for others and they have an understanding of their responsibilities to the code of behaviour outlined below.
AIMS OF THE CODE OF BEHAVIOUR
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 with minimal disruption
To ensure that the school's expectations and strategies are widely known and understood by parents through the availability of policies and an ethos of open communication
To encourage the involvement of both home and school in the implementation of this policy
ROLES AND RESPONSIBILITIES
The Role of the Board of Management in our Code of Behaviour:
The Board of Management will strive to:
Protect and promote the ethos of the school.
Ensure effective management and provision in the school.
Ensure to provide management structures which will facilitate the Principal and staff in the fulfillment of the school’s aim and objectives.
Be responsible for all staff in the school.
Ensure that
(a) pupil’s needs are identified and responded to
(b) the general educational provisions within the school are of high quality and meet the requirements prescribed by the Department of Education.
(c) management and staff development needs are identified and provided for, within the resources available.
(d) procedures are in place to ensure that parent/guardians can receive full information on all aspects of their children’s school life and their progress.
(e) the school complies with the rules and regulations prescribed by the Department of Education.
(f) working with the Principal, the school’s discipline policy is fairly and consistently implemented.
The Role of Teachers in the Code of Behaviour:
Teachers will work towards creating a positive environment conducive to teaching and learning, promoting mutual respect to all members of the school community.
Teachers are responsible for:
Striving to help each pupil reach his/her full potential through effective instruction methods.
Striving to ensure the pupils’ safety and well-being at all times.
For communicating the code of behaviour to pupils regularly and what is expected of them.
Being fair and consistent in their approach to discipline and problem solving.
Communicating with parents on issues concerning their child’s learning and behaviour.
The positive reinforcement of good behaviour and fair expectations can make pupils responsible in their work and conduct.
Insisting firmly and fairly, on honest effort and commitment from pupils and on high standards of behaviour.
Creating an environment in the classroom conducive to learning where positive behaviour is the expected norm and negative behaviour will be dealt with immediately.
Issues causing concern generally in the school or in the classroom will be dealt with by staff, who will implement structured activities which create a forum.
The Role of Parents/Guardians/ in the Code of Behaviour:
As a school we recognise that Parent/guardians have a crucial role to play in supporting the Code of Behaviour in school.
Parents/Guardians are responsible for:
Agreeing to support the schools Code of Behaviour and explain it to their children.
Being available to discuss and listen to any issues which may arise
Showing support for teachers and staff in implementing the Code of Behaviour.
Ensuring homework is completed and submitted on time.
Supporting the school authorities and staff in the best interests of the children.
Ensuring their child’s punctuality and regular attendance.
Keeping in touch with school about all aspects of pupil’s learning, progress and behaviour.
Communicating to school/teacher any problems which may affect pupil’s learning or behaviour.
Ensuring pupils comply with school policies
Readiness to use respectful ways of resolving difficulties and conflict
The Role of Pupils in the Code of Behaviour:
Pupils will conduct themselves at all times in a way which will show self-respect, respect for all members of the school community and for property.
Pupils are responsible for:
Behaving in accordance with the Code of Behaviour at all times in school and when representing the school on school outings.
Having respect for their own learning and the learning of other students.
Showing respect to all staff members each day.
Showing courtesy, good manners and an inclusive spirit
Showing kindness and willingness to help others.
Following instructions from staff
Trying their best in everything they do.
Taking responsibility for your own actions and work.
Pupils should bring only school related items to school – no toys.
Walk quietly in the school building
Follow the Golden Rules of behaviour seen below:
GOLDEN RULES
The behaviour expectations listed above can be summed up in seven main rules – ‘The Golden Rules’
Be respectful
Show respect and manners to staff and pupils
Use kind words when talking to friends, staff, and everyone around you.
Wait your turn to speak and listen when someone else is talking.
Treat everyone the way you would like to be treated.
Walk quietly around the school
Be gentle
Use gentle hands and feet
Speak softly and kindly, especially when someone is upset.
Take care when handling books, toys, and other school items.
Be honest
Always tell the truth, even if it’s hard.
Own up to mistakes and try to make things right.
Keep promises so people can trust you.
Be kind and helpful
Offer to help a friend if they are struggling.
Share and take turns during playtime and activities.
Look out for others and include everyone in games and conversations.
Work hard
Try your best, even when something feels tricky.
Finish your tasks before moving on to something else.
Ask for help if you need it—working hard includes knowing when to ask!
Look after property
Put your things back where they belong after using them.
Be careful with school materials like books, toys, and art supplies.
Respect others’ belongings and don’t touch them without asking.
Listen to people
Listen attentively to adults speaking to you.
Be patient if someone needs extra time to explain or share.
Wait your turn to speak and listen when someone else is talking.
Carry out instructions given by teachers
REWARDS
Good behaviour and good work will be rewarded in a variety of ways. Part of the vision of St. Matthew’s N.S. is to help children achieve their personal best - academically, socially and behaviourally so that children can reach their full potential in life. We recognise that there are many different forms of intelligence and that similarly children use a variety of approaches to solve problems. All children deserve encouragement to attain their best. Children will be encouraged, praised and listened to by adults in the school. Levels 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 on a pupil’s work task
Assembly awards
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
A mention to the child’s parent
Some strategies used to promote positive behaviour:
Ensuring that pupils are treated fairly, equally and firmly
Whole school wellbeing initiatives such as promoting monthly character values, morning check ins and end of day check outs.
Matching work with pupil’s abilities.
Teachers create moments of success and then acknowledge them.
Implementation of Programmes such as ‘Circle Time’ and ‘restorative circles’ to promote positive behaviour
Individual Teachers’ Motivation Charts and Class Reward systems
Giving positive feedback about behavior.
Promoting positive relationships between everyone in the school community.
Golden Time for a Class.
Homework Passes.
Teaching of good manners.
Golden Ticket Awards at Assembly.
Character Value awards each week at Assembly.
UNACCEPTABLE BEHAVIOUR
While we strive as a school to promote a positive and happy atmosphere conducive to teaching and learning, clear and age appropriate guidelines must be in place to set standards of behaviour.
Three levels of misbehaviour are recognised: Minor, Serious and Gross. Staff will use this policy and their professional judgement to assess unacceptable behaviour and to apply the code of behaviour. The Board of Management may also discern as required the severity of an incident.
Minor Misbehaviours
Below are examples of minor behaviours that may occur in class, in the yard or around the school.
Unnecessary talking causing disruption to others
Interrupting or rushing someone who needs extra time to explain or share.
Speaking out of turn, talking over others instead of waiting for your turn.
Unnecessary movement about the classroom causing disruption to others
Running, shouting, or making noise while moving around the school
Using unkind or hurtful words when talking to others
Avoiding telling the truth, even when it’s important.
Denying mistakes and refusing to fix problems caused by your actions
Unintentional rough play.
Treating others unfairly without considering their feelings
Not being fair with friends when turn taking in games or activities
Leaving people out of games and conversations
Not adequately engaging with a task in class to the best of your ability
Disregarding adults when they are speaking to you.
Refusing to follow instructions given by teachers.
Mishandling books, toys, and other school items, potentially damaging them
Handling others belongings without permission
Examples of serious misbehaviour:
Below are examples of serious misbehaviours
Frequent repetition of any of the minor misbehaviours listed above
Knowingly speaking disrespectfully to a staff member
Intentional act of disrespect/rudeness to any member of the school community
Displaying defiant behaviour
Using unacceptable language, verbal abuse or discriminatory remarks
Using deliberate aggressive hands and feet, such as hitting or pushing.
Playing dangerous games or engaging in behaviour that is deliberately endangering to self or others during all school activities
Aggressive or threatening behaviour and physical harm to oneself or another person
Retaliation from a pupil if hurt by another pupil – if a child is hurt, he/she should report the matter to the supervising teacher
Using a mobile phone or electronic devices during school hours
Frequenting school premises after school hours without appropriate permission
Leaving school premises during school day without appropriate permission
Damage to property and mistreating the school environment
Theft
Examples of gross misbehaviour:
Repetition of any of the serious misbehaviours listed above
Assault on a teacher or pupil (written/physical/verbal)
Inappropriate physical contact
Serious theft
Serious damage to property
Substance abuse
Behaviour such as bullying, cyber bullying, harassment, discrimination and victimisation
SANCTIONS
A whole school approach is used in response to inappropriate behaviour. When inappropriate behaviours occur, staff will respond to the behaviour through the following steps.
Gather information, including trying to understand context and factors affecting behaviour
Generate ideas about possible solutions
Decide and agree upon specific strategies
Implement the agreed strategy consistently
Review progress – evaluating the impact and effectiveness of the intervention
Working to keep the relationship with the pupil as positive as possible, involve the pupil and parent.
Staff typically use a range of sanctions to address inappropriate behaviour, aiming to encourage positive conduct while maintaining a supportive learning environment.
The purpose of a sanction is to bring about a change in behavior by:
Helping pupils to learn that their behaviour is unacceptable
Helping pupils to recognize the effect of their behaviour on others
Providing pupils with an opportunity to reflect on their behaviour and it’s consequences.
Help pupils to understand (in an age appropriate way) that they have choices about their own behaviour and that their choices have consequences.
Support pupils to learn to take responsibility for their behaviour.
Sanctions should be proportionate, consistent and relate as closely as possible to the behaviour. It should be made clear what changes in behaviour are required to avoid future sanctions. There should be a distinction between minor, serious and gross offences. Pupils will will not be deprived of engagement in a curricular area, except on the grounds of Health & Safety.
The following sanctions will be taken when the children behave inappropriately. These steps are listed in order of severity. The list is by no means exhaustive; however, please note these steps serve as a general guide. Professional judgement as to the level and stage of intervention may vary from situation to situation and steps may be skipped at the Principal’s discretion. These sanctions apply to all areas of school life (classroom, corridors, yard, extra-curricular activities, trips etc). When inappropriate behaviour occurs that is deemed in a serious or gross category the principal is informed and parents are contacted. If bullying behaviour has been identified, the school will use it’s Bí Cinealta policy in conjunction with this policy.
MINOR MISBEHAVIOUR
Non-verbal cues – A teacher’s look or gesture to redirect behavior.
Verbal warning – A reminder of expectations. A verbal warning of other consequences should the misbehaviour continue
Restorative conversation – Encouraging a child to think about their actions. Discussing the impact of behavior with those affected. Encouraging problem-solving and reconciliation.
Time-out in class or yard– A few minutes in a designated quiet area to reflect in the immediate moment following inappropriate behaviours.
Loss of privileges – Temporary removal from classroom jobs or small rewards such as golden time
Completion of missed work – If the behaviour caused disruption to learning.
SERIOUS MISBEHAVIOUR
Classroom Support Plan: For reoccurring minor misbehaviours, a classroom support plan may be compiled with support from the parents to support appropriate behaviour.
Restorative conversation – Encouraging a child to think about their actions. Discussing the impact of behavior with those affected. Encouraging problem-solving and reconciliation.
Official warning recorded – Documented by the teacher for tracking.
Daily Report Card – a daily record to monitor behaviour may be implemented and communicated between home and school. Targets for improvement
Time-out in class or in another location– Time spent in a different classroom, in the office, in the den, in a quiet space within the classroom, to reflect
Written reflection – Writing about the incident and how to improve behaviour
Parental involvement – Informing parents through a note, call, or meeting. Working with parents on strategies to support better behaviour
Apology (verbal or written) – Encouraging responsibility for actions. Writing about what went wrong and how to improve. Writing an apology letter to affected individuals.
Immediate removal from the classroom – To prevent harm or disruption.
Loss of privileges – yard equipment, class excursions
GROSS MISBEHAVIOUR
Meeting with parents – Discussing next steps and interventions.
Involvement of senior leadership and BOM– Principal or In-School Management Team, gross behaviour incidents may be brought to the Board of Management
Restorative justice meeting – If appropriate, to address harm caused.
Internal exclusion – Being removed from class but kept in school under supervision.
External Agencies – liasing with external agencies for support and advice
Internal suspension – Supervised time in a different part of the school.
Permanent exclusion (as a last resort) – If the behavior is extreme or poses a risk
PUPILS WITH ADDITIONAL EDUCATIONAL AND EMOTIONAL NEEDS
All members of the school community are required to comply with the code of behaviour. However, the school recognises that children with additional needs may require assistance in understanding certain rules. Staff use their professional judgement when an incident of inappropriate behaviour occurs. Specialised behaviour plans may be put in place in consultation with parent/guardians/Guardians and the Class Teacher, Support Teacher and the Principal, to ensure that support is given to these pupils. Cognitive development will be taken into account and professional advice from outside agencies such as psychological reports will be invaluable. The Board reserves the right to insist that children whose behaviour is likely to be harmful to others be accompanied and supervised at break periods and when necessary and to temporarily or permanently exclude such children from the school where the safety of pupils, the child themselves and/or staff cannot otherwise be safeguarded. The children in the class or school may be taught strategies to assist a pupil with additional needs, adhere to the rules and thus provide peer support. This will be done in a supportive and safe way, acknowledging and respecting differences in all pupils. At all times the school will implement the code of behaviour in line with the Equal Status Act.
SUSPENSION AND EXPULSION
(Please see Appendix 4)
Exclusion is a rarity at St. Matthew’s N.S. where pupils are generally well behaved and steps undertaken by staff with the support of parent’s result in positive outcomes. There are three types of exclusion:
Internal suspension: child is removed from their own classroom for a period of up to three days. In this case the class teacher devises a programme of work to be completed by the child.
Formal Suspension
Expulsion
Suspension
The purpose of suspension is to demonstrate the seriousness of the misbehaviour to both parents and the pupil concerned with a view to agreeing steps to modify the behaviour(s) concerned. The decision to suspend a student requires serious grounds such as that:
The student’s behaviour has had a seriously detrimental effect on the welfare and education of other students
The student’s continued presence in the school at this time constitutes a threat to safety or the student is responsible for serious damage to property.
The matter is in accordance with the Rules for National Schools and the Education Welfare Act 2000.
Where there are grounds for suspension:
The Chairperson of the Board of Management, the student and his/her parents will be informed about the complaint, how it will be investigated, and that it could result in suspension.
The matter will be investigated by the relevant school staff and detailed records are kept.
Parents of the child concerned are requested in writing to attend a meeting with relevant school staff where they are provided with details of the complaint(s) and are afforded an opportunity to respond to the complaint before a decision is made and a sanction is imposed.
In cases where parents/guardians do not agree to attend such a meeting, a formal letter will be issued advising parents of the gravity of the matter and the importance of attending a rescheduled meeting and failing that, the duty of the school authorities to arrive at a decision in response to the pupil’s negative behaviour.
Following the investigation and discussion with the parents, the principal then addresses the matter at a Board of Management meeting.
The parents are informed of the decision reached by letter and where possible by phone.
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 of Management 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.
Length of Suspension
A student will not be suspended for more than three days except in exceptional circumstances where the Principal considers that this is necessary in order to achieve a particular objective following discussion with the Board of Management.
During the period of suspension, the school will afford an opportunity to the parents and child to meet with the Principal, relevant school staff and a representative from the Board of Management with a view to agreeing procedures/strategies to be implemented on the child’s return to school.
The Board of Management normally place a ceiling of ten days on any one period of suspension.
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.
A second period of suspension immediately following the initial period will only be applied if the pupil concerned engages in serious misbehaviour that warrants suspension.
Expulsion (permanent exclusion)
Expulsion may be considered in an extreme case, in accordance with the Rule for National Schools and the Education Welfare Act 2000. Before expelling a pupil, the Board shall notify the Local Welfare Education Officer in writing in accordance with Section 24 of the Education Welfare Act.
Appeals
Under Section 29 of the Education Act, 1998, parents are entitled to appeal to the Secretary General of the DES against some decisions of the Board of Management, including (1) permanent exclusion from a school and (2) suspension for a period which would bring the cumulative period of suspension to 20 school days or longer in any one school year. Appeals must generally be made within 42 calendar days from the date the decision of the school was notified to the parent or student (DES Circular 22/02). The Principal and designated Board member will prepare a response if and when an appeal is being investigated by the Dept of Education and Science. (Section 12, Circular 22/02 – Processing of an Appeal)
RECORD KEEPING
Serious accidents and incidents which take place while a pupil is in a teacher’s care are recorded in the school’s Accident/Incident Book in line with the school’s Health & Safety Statement.
In line with the school’s practice on record keeping, and data protection legislation, factual records are kept in relation to pupils’ behaviour and meetings with parents following a standard format.