Admission Policy of Réalt na Mara Boys’ National School

School Address: Donacarney, Mornington, Co. Meath, A92 WC52

Roll number:18762D

School Patron: Rev. Thomas Deenihan

1. Introduction

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

The policy was approved by the school patron on 30th September 2025. It is published on the school’s website and will be made available in hardcopy on request to any person who requests it.

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

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

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

1. Characteristic spirit and general objectives of the school

Réalt na Mara BNS is a Catholic boys primary school with a Catholic ethos under the patronage of Bishop Tom Deenihan.

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

1. The full and harmonious development of all aspects of the person of the pupil, including the intellectual, physical, cultural, moral and spiritual aspects; and

(b) A living relationship with God and with other people; and

(c) A philosophy of life inspired by belief in God and in the life, death and resurrection of Jesus; and

(d) The formation of the pupil in the Catholic faith

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

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

Mission Statement

We are a Catholic school which strives to provide a well ordered, happy, safe, inclusive and nurturing learning environment where the intellectual, spiritual, physical moral and cultural needs of our pupils are wholly developed.

Relationships and a strong sense of community are at the heart of all we do, fostering connection, belonging, and mutual respect.

While we provide Religious Education for pupils in accordance with the traditions, practices and doctrines of the Roman Catholic Church, we very much welcome and value children from all other religious traditions and none. We strive to encourage each child and to enable him to develop to his full and unique potential, enabling each child to unselfishly use his gifts for the common good and to work towards a more caring and just society.

1. Admission Statement

Réalt na Mara BNS will not discriminate in its admission of a student to the school on any of the following:

1. the gender ground of the student or the applicant in respect of the student concerned,

2. the civil status ground of the student or the applicant in respect of the student concerned,

3. the family status ground of the student or the applicant in respect of the student concerned,

4. the sexual orientation ground of the student or the applicant in respect of the student concerned,

5. the religion ground of the student or the applicant in respect of the student concerned,

6. the disability ground of the student or the applicant in respect of the student concerned,

7. the ground of race of the student or the applicant in respect of the student concerned,

8. the Traveller community ground of the student or the applicant in respect of the student concerned, or

9. the ground that the student or the applicant in respect of the student concerned has special educational needs

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

Réalt na Mara BNS is an all-boys school and does not discriminate where it refuses to admit a girl applying for admission to this school.

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

Réalt na Mara BNS is a school which has established two classes, with the approval of the Minister for Education and Skills, which provides an education exclusively for students with a category or categories of special educational needs specified by the Minister and may refuse to admit to the class a student who does not have the category of needs specified.

Réalt na Mara BNS will cooperate with the National Council for Special Education in the performance by the Council of its functions under the Education for Persons with Special Educational Needs Act 2004 relating to the provision of education to children with special educational needs, including in particular by the provision and operation of a special class or classes when requested to do so by the Council.

Réalt na Mara BNS will comply with any direction served on the patron or the board, as the case may be, under section 37A and any direction served on the board under section 67(4B) of the Education Act.

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

Réalt na Mara BNS with the approval of the Minister for Education, has established two special classes to provide an education exclusively for students with autism.

Children and young people are eligible for enrolment in a special class for autism when the following is provided in support of such an application: Professional report(s) outlining:

• Diagnosis of Autism: DSM IV/V or ICD 10/11 (psychologist, psychiatrist, multi-disciplinary report) AND

• A demonstration of the understanding of complexity of the child’s overall level of need/s evidenced in the professional reports AND

• Given the severity or complexity of the child’s support needs, a clear professional recommendation as to what educational placement type would be most appropriate to best meet the child’s needs, along with the rationale for same AND

• A sanction letter from the NCSE confirming that the child is known to them and that the child has the required diagnosis and recommendation for a special class for autism.

If an Autism Class is oversubscribed the following selection criteria will apply:

• Pupils currently attending mainstream in Réalt na Mara BNS or who have siblings already in the school

• Pupils who ordinarily reside in the parish of Mornington and Donacarney.

• Pupils who ordinarily reside in the parish of Bettystown and Laytown.

• Pupils who reside outside the parish.

• Subject to appropriate provision being made for pupils as defined in (1) (2) and (3), pupils who ordinarily reside outside, but contiguous to those areas, will be offered places subject to availability.

• In all cases, places are subject to availability. If all available places in the class are filled, then the applicants will go on a waiting list. The waiting list is valid for one academic year. Parents/Guardians must reapply the following year in line with the school’s admissions policy.

• If a place is secured in another autism class/school please inform the school that you no longer wish to remain on the waiting list.

• Priority will be given to the oldest child in each category.

1. Admission of Students

This school shall admit each student seeking admission except where –

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

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

A school that admits students of one gender only

Réalt na Mara BNS provides education exclusively for boys and may refuse to admit as a student a person who is not of the gender provided for by this school.

School with special education classes

The special classes attached to Réalt na Mara BNS provides an education exclusively for students with [specify category or categories of special educational needs] and the school may refuse admission to this class, where the student concerned does not have the specified category of special educational needs provided for in this class.

1. Oversubscription

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

The BOM recognises the right of parents to enrol their child in the school of their choice. The Board of Management of Réalt na Mara BNS must also consider the rights of the existing school community and in particular the children already enrolled. Therefore the BOM reserves the right to determine the maximum number of children in each class bearing in mind the following criteria:

• The size and/available space in classrooms

• The timely provision of appropriate resources and personnel for each classroom by the Dept of Education.

• The educational needs and special needs of all children in the class.

• The Department of Education and Skills’ maximum class average directives

• The maximum number of children will be determined for each class and reviewed each year in line with the Department guidelines on pupil/teacher ratios and will be published in the annual Admission Notice.

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

• Brothers of boys currently enrolled in Réalt na Mara BNS

• Brothers Children who reside in the Parish of of girls currently enrolled in Réalt na Mara GNS

• Children who reside in the Parish of Mornington and Donacarney

• Children who reside in the parish of Bettystown/Laytown

• Pupils who reside outside the parish.

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

Priority will be decided based on age with older children being offered places in the first instance.

If a situation arises where two or more applicants are tied for the last available school place and these applicants share the same date of birth, the last place available will be awarded to the oldest based on time of birth on the birth certificate. In the case of twins being tied for the last remaining place both would be admitted by way of exception

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

1. What will not be considered or taken into account

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

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

• A student’s prior attendance at a preschool or preschool service including naionraí other than in relation to a student’s prior attendance at an early intervention class.

• The payment of fees or contributions (howsoever described) to the school.

• A student’s academic ability, skills or aptitude other than in relation to a special class insofar as it is necessary in order to ascertain whether or not the applicant has the category of special educational needs concerned.

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

• a student’s connection to the school by virtue of a member of his or her family attending or having previously attended the school; other than where siblings of the pupil are attending or had attended our school.

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

• a student’s academic ability, skills or aptitude,

• the date and time on which an application for admission was received by the school,

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

1. Decisions on applications

All decisions on applications for admission to Réalt na Mara BNS will be based on the following:

• Our school’s admission policy

• The school’s annual admission notice(where applicable)

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

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

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

1. Notifying applicants of decisions

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

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

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

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

In accepting an offer of admission from Réalt na Mara BNS, you must indicate—

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

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

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

An offer of admission may not be made or may be withdrawn by Réalt na Mara where—

1. it is established that information contained in the application is false or misleading.

2. an applicant fails to confirm acceptance of an offer of admission on or before the date set out in the annual admission notice of the school.

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

4. an applicant has failed to comply with the requirements of ‘acceptance of an offer’ as set out in section 10 above.

1. Sharing of Data with other schools

Applicants should be aware that section 66(6) of the Education (Admission to Schools) Act 2018 allows for the sharing of certain information between schools in order to facilitate the efficient admission of students. Section 66(6) allows a board to provide a patron or another board of management with a list of the students in relation to whom—

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

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

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

The list may include any or all of the following:

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

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

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

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

1. Waiting list in the event of oversubscription

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

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

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

1. Late Applications

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

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

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

Boys can transfer to Réalt na Mara BNS at any time during the school year subject to space being available in the relevant class group and the following requirements being adhered to.

A fully completed Enrolment Application form must be submitted, in conjunction with relevant reports from the pupil’s previous school and professionals where relevant to the child’s educational needs.

The Enrolment application must be signed by both parents, including acceptance of the school’s Code of Behaviour.

A written response will be forwarded in respect of all applications within three weeks of receipt of the application by the Principal.

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

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

This rule applies to all schools.

The board of Realt na Mara BNS or any persons acting on its behalf will not charge fees for or seek payment or contributions (howsoever described) as a condition of-

1. an application for admission of a student to the school, or

2. the admission or continued enrolment of a student in the school.

1. Arrangements regarding students not attending religious instruction

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

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

1. Reviews/appeals

Review of decisions by the Board of Management

The parent of the student may request the board to review a decision to refuse admission. Such requests must be made in accordance with Section 29C of the Education Act 1998.

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

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

Note:

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

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

Right of appeal

Under Section 29 of the Education Act 1998, the parent of the student may appeal a decision of this school to refuse admission.

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

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

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

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

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

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

Réalt na Mara Boys’ National School

Donacarney Mornington Co Meath

Anti-Bullying Policy

(Reviewed and amended September 2023)

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 Bunscoil Buachaillí Réalt na Mara has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013 and takes cognisance of the DE (2022) Cinéaltas: Action Plan on Bullying.

1. 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 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;

• Effective leadership;

• A school-wide approach;

• A shared understanding of what bullying is and its impact;

• Implementation of education and prevention strategies (including awareness raising measures) that-

• build empathy, respect and resilience in pupils

• explicitly address the issues of cyber-bullying

• address identity-based bullying including in particular, homophobic and transphobic bullying.

• Effective supervision and monitoring of pupils;

• Supports for staff;

• Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies)

• On-going evaluation of the effectiveness of the anti-bullying policy.

Definition of Bullying

In accordance with the “Anti-bullying Procedures for Primary and Post Primary School” 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.

Bullying behaviour thrives in an atmosphere of uncertainty and secrecy in which the victim often feels a sense of hopelessness.

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.

This last is not exhaustive, please see appendix 4 for Examples of Bullying Behaviours.

Isolated incidents of aggressive behaviour, including a once off offensive or hurtful text message or other private messaging, while not to be condoned, cannot be described as bullying and 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 is dealt with in accordance with the school’s code of behaviour.

Indications of bullying:

1. Anxiety about attending school

2. Deterioration in educational performance

3. Pattern of physical illness

4. Unexplained changes in mood or behaviour

5. Visible signs of anxiety or distress

6. Possessions missing

7. Increased requests for money

8. Unexplained bruising

9. Reluctance to say what is troubling him/her

These are all signs of a variety of problems as well as bullying.

Responsibilities of Parents

• Encourage positive behaviour and discourage negative behaviour both at home and at school.

• Encourage children to solve difficulties without resorting to aggression.

• Encourage children to share, to be kind, to be caring, and to be understanding towards others.

• Watch out for signs and symptoms that your child is being bullied or is bullying others.Don't dismiss your instincts as being wrong.

• Discuss the school's anti-bullying policy with her/him.

• Support the school in its efforts to prevent and treat bullying.

Parents please note:

The legal age for WhatsApp is 16+ years and 13 years for having a social media account. Social networking sites, including TikTok, Instagram, YouTube and all others, have associated risks and dangers to your child and others.

Parental supervision is essential. Use of the internet and social media accounts (at home) fall under parental responsibility. If your child has a device which connects to the internet, parents should be aware of, and have control of, the websites/ platforms visited and people contacted. They should also be aware of messages sent and received.

Responsibilities of Pupils

• Pupils are expected to be tolerant and to have mutual respect for each other. Pupils are encouraged to report incidents of bullying to their parents and teachers.

Responsibilities of School Staff

• The relevant teacher for dealing with matters of bullying will, in the first instance, be the class teacher in conjunction with the principal. In the absence of the principal, the deputy principal will take over the role of principal in this regard.

• The school staff will foster an atmosphere of friendship, respect and tolerance throughout the school. Teachers will help pupils to develop empathy by discussing incidents which may cause tension, and discussing the perspectives of the parties involved. The development of mutual respect and trust is encouraged so that pupils will have confidence in the school staff. The formal curriculum of the school will be used to educate all pupils against bullying behaviour.

Education and Prevention Strategies:

• Teachers are vigilant and will respond sensitively and caringly to pupils who disclose incidents of bullying, and will investigate all such incidents following the procedures given in this document.

• Encourage a culture of telling, with a particular emphasis on the importance of bystanders. All reports of bullying, including anonymous reports, must be investigated by the class teacher. In that way, pupils will be given confidence in ‘telling’. The ‘confidence’ factor is vital. It will be made to clear to pupils that when they report incidents of bullying they are not telling tales but are behaving responsibly.

• Explicitly teaching pupils the steps to take to tell and how to tell:

• Tell the teacher. Discuss ways the child can communicate with the teacher discretely e.g. after class, lunchtime, tell the Principal/Deputy Principal or trusted teacher e.g. when they see Ms Campbell/Ms Brennan in the morning, on yard, around the school.

• Parents/Guardians make a phone call to the school or write a note to Teacher in their Homework Journal.

• Comment Box in the classroom.

• Ensure pupils are aware of their role and power as a bystander. Bystanders can play a key role in preventing and stopping bullying.

• Anti bullying posters can be seen around the school.

• Anti-bullying issues will be raised every year and in every class through the implementation of the Social Personal and Health Education Curriculum (Stay Safe and Relationships and Sexuality Components of the programme) and the Grow in Love religion programme.

• Pupils will be encouraged to build friendship and self esteem through the use of evidence based programmes such as Weaving Wellbeing. Where training is available, programmes such as Friends for Life and the Incredible Years Programme (NEPS) will be used as an intervention for particular classes.

• Prim-Ed resources, Bullying and Conflict Resolution deal very specifically with the topic of bullying and provide tools to empower pupils to resolve conflict. These publications are available in the school for 1st- 6th classes.

• In partnership with the Parents’ Association, parents are invited to attend an information evening on cyber-bullying at the school at least once during their time as parent of a child in Réalt na Mara BNS.

• Our Community Gardaí are invited annually to talk to all classes covering a variety of themes including Being Kind Online, Consequences of my Behaviour, My Neighbours

• Staff are updated on anti-bullying strategies through professional development workshops, including the Bullying Prevention and Intervention Course facilitated by DCU Anti-Bullying Centre.

• Tips for dealing with cyber-bullying are advertised in the school’s newsletter and available on the school website.

• Safer Internet Day is annually acknowledged. Targeted delivery of lessons exploring cyber bullying e.g. Zeeko, Webwise.

• A variety of picture books – exploring themes of exclusion, bullying, discrimination and empathy are available to staff to supplement the delivery of the SPHE Curriculum where appropriate.

• Through the delivery of elements of the SESE Curriculum e.g. World War II, pupils are offered a structured opportunity to engage in scaffolded discussions exploring social justice and discrimination.

• Procedures for noting and reporting incidents:

• If parents have concerns about their child being bullied they should inform the class teacher.

• The class teacher will inform the Principal of all allegations of bullying and will be kept abreast of the investigation. The Principal will become involved in a formal capacity at certain stages of the process.

• Reports of bullying either from parents or staff members must be recorded in writing. The teacher should investigate and act appropriately, with a view to resolving the issues and restoring, as far as is practicable, the relationships of the parties involved.

• Teachers will take a calm, unemotional, problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff, or families.

• Where possible, investigations will be conducted outside the classroom to ensure the privacy of all involved. However, classroom discussions may take place to tease out the intricacies of the situation.

• All parties involved will have the opportunity to be heard. Pupils who are not directly involved can also provide useful information giving context to the situation.

• The teacher will use the restorative practice question framework to seek answers: What? Where? When? Who? Why?

• If the teacher suspects that bullying occurred, the Principal/Deputy Principal should be informed

• The teacher may ask those involved to write down an account of the incident.

• If a group is involved, each member will be interviewed individually. Thereafter, all those involved should meet as a group.

• The teacher must use the recording template at Appendix 3 to record the bullying behaviour. This template, when completed, must be retained by the teacher and a copy supplied to the Principal or Deputy Principal.

• Parents and pupils are required to cooperate with any investigation and assist the school in resolving any issues and restoring, as far as practical. Parents will have an opportunity to discuss ways in which they can reinforce or support the actions being taken by the school and the support for their pupils.

• In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken. Parents will then be given an opportunity to discuss the matter with the teacher.

• A record should be kept of how the matter was handled and the outcome. When the class moves on, the succeeding teacher should be informed of any problems that existed

• Where the relevant teacher has determined that a pupil has been engaged in

bullying behaviour, it should be made clear to him how he is in breach of the school’s anti-bullying policy and efforts should be made to try to get him 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 parents) that

in any situation where disciplinary sanctions are required, this is a private

matter between the pupil being disciplined, his parents and the school.

• In cases where the relevant teacher considers that the bullying behaviour has

not been adequately and appropriately addressed within 20 school days after

he/she has determined that bullying behaviour has occurred, it must be

recorded, by the relevant teacher, in the recording template at Appendix 3.

• 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 parents or the

school Principal or Deputy Principal;

Where a parent is not satisfied that the school has dealt with a bullying case in

accordance with these procedures, the parents must be referred, as appropriate, to the school’s complaints procedures

Responding to Bullying

In-school support will be provided for pupils affected by bullying. These supports will be designed to raise self-esteem, to develop friendships, social skills and build resilience. Examples of such activities are:

• Circle Time

• Morning Check-Ins

• A Buddy system

Where appropriate, pupils will be supported in repairing relationships damaged by bullying and bullying behaviour.

In accordance with the preventative measures as set out in the Education and Prevention section of this policy, a formal programme of support (Friends for Life, Prim-Ed Bullying Lessons) will be implemented at the earliest possible opportunity to facilitate all pupils involved or affected by bullying behaviour.

Support will be provided for anyone who is bullied by offering them an immediate opportunity to talk about their experience with their teacher or other teacher, along with continuing support when they feel they may need it. This support may take the form of referring the pupil to outside agencies for counselling. Permission of his parents must be sought in advance of promising such an intervention to the child and the Principal or Deputy Principal must also be informed in advance of any outside agency being considered.

A victim will be assured that the school community will help them and put monitoring procedures in place to safeguard them.

The school will inform parents/guardians of what has happened and of the measures being taken to help their child, encouraging them to report further incidents if they occur.

Help and support will be sought for a bully. This will include speaking with them to discover why they became involved, informing their parents/guardians and continuing to work with them in order to modify their behaviour. In certain instances, counselling for the bully and for other pupils affected by bullying will be encouraged. This is with the permission of their parents and in consultation with the Principal and class teacher.

Strong collaboration between home and school will be essential in supporting pupils who have engaged in bullying behaviours.

The school code of behaviour applies to bullying. After discussions with the teacher, a Reflection Form will be completed to help the bully to see things from the victim’s point of view. Bullies may be excluded from the playground at lunch break or subject to special monitoring procedures and if bullying continues they may be suspended in accordance with procedure.

Pupils who observe incidents of bullying behaviour will be encouraged to discuss them with teachers.

Any pupil who is involved in retaliation against a pupil who reports bullying will be subject to the school Code of Behaviour. Incidents of bullying will be used as opportunities for reinforcing the anti-bullying policy of the school. Follow-up meetings may be arranged to assess progress and/or restore relationships.

In a case where the school has serious concern regarding the ongoing behaviour of a pupil involved in a bullying incident, the advice of NEPS will be sought.

In accordance with our Child Protection Policy where the incident is serious and behavior is regarded as potentially abusive, the school will consult the HSE Children and Family Social Services with a view to drawing up an appropriate response.

Serious incidents will also be reported to the Gardaí where appropriate.

In the case of school personnel having concerns about a child but are not sure whether to report the matter to the HSE, the Designated Liaison Person must seek advice from the HSE Children and Family Social Services.

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.

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.

This policy was adopted by the Board of Management on ________________ [date].

This policy has been made available to school personnel, published on the school website and provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested.

This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website 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.

Signed: ______________________________ Signed: _______________________

Chairperson, Board of Management Principal

Date: ______________ Date: __________________

Date of next review: ___________________

Ratified by Board of Management on __________________

Signed: __________________________________________

Chairperson, Board of Management

Appendix 1: Practical Tips for Building a Positive School Culture and Climate

• The following are some practical tips for immediate actions that can be taken to help build a positive school culture and climate and to help prevent and tackle bullying behaviour.

• 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 absent.

• 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/schoolyard/outdoor supervision.

• School staff can get pupils to help them to identify bullying “hotspots” and “hottimes” for bullying in the school. Hotspots tend to be in the playground/schoolyard/outdoor areas, changing rooms, corridors and other areas of unstructured supervision. Hottimes again tend to be times.

• Where there is less structured supervision such as when pupils are in the

playground/schoolyard.

• Support the establishment and work of student councils.

Appendix 2: Checklist for annual review of the anti-bullying policy and its implementation

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?YesHas the Board published the policy on the school website and provided a copy to the parents’ association?YesHas the Board ensured that the policy has been made available to school staff (including new staff)?YesIs 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?YesHas the Board ensured that the policy has been adequately communicated to all pupils? YesHas the policy documented the prevention and education strategies that the school applies? YesHave all of the prevention and education strategies been implemented? YesHas the effectiveness of the prevention and education strategies that have been implemented been examined?YesIs the Board satisfied that all teachers are recording and dealing with incidents in accordance with the policy?YesHas the Board received and minuted the periodic summary reports of the Principal? YesHas 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?YesHas the Board received any complaints from parents regarding the school’s handling of bullying incidents?NoHave any parents withdrawn their child from the school citing dissatisfaction with the school’s handling of a bullying situation?NoHave any Ombudsman for Children investigations into the school’s handling of a bullying case been initiated or completed?NoHas 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?YesHas the Board identified any aspects of the school’s policy and/or its implementation that require further improvement?YesHas the Board put in place an action plan to address any areas for improvement? Yes

Signed: ______________________________ Signed: _______________________

Chairperson, Board of Management Principal

Date: ______________ Date:__________________

Appendix 3: Bullying Incident Investigation Form

‘Bullying is unwanted negative behaviour, verbal, psychological or physical, conducted by an individual or a group against another person (or persons) and which is repeated over time.

Name of Pupil being bullied and class group:

Name_______________________ Class________________________

Names and Class(es) of pupil(s) engaged in bullying behaviour

1. Source of bullying concern/report

(tick relevant boxes)

Pupil concerned Other pupil Parent Teacher Other

1. Location of incidents

Playground Classroom Corridor Toilets School Bus Other

1. Name of person(s) reporting the bullying concern

6. Type of Bullying Behaviour

Physical Aggression Cyber-bullying Damage to Property Intimidation Isolation/Exclusion Malicious Gossip Name Calling Other(specify)

1. Where behaviour is regarded as identity-based behaviour, indicate the relevant category

HomophobicDisability/SEN relatedRacistMembership of Traveller communityOther(specify)

1. Brief description of bullying behaviour and its impact

9.Details of actions taken

Signed:________________________(relevant Teacher)

Date______________________________

Date submitted to Principal/Deputy Principal_________________________

Appendix 4: Examples of bullying behaviours:

General behaviours which apply to all

• 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 bullying

• 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/Twitter/You Tube/Snapchat 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”

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

Acceptable Use Policy (Access to Internet)

The aim of this Acceptable Use Policy ( AUP) is to ensure that pupils will benefit from learning opportunities offered by the School’s Internet resources in a safe and effective manner. Internet use and access is considered a school resource and privilege. Therefore, if the school AUP is not adhered to, this privilege will be withdrawn and appropriate sanctions – as outlined in the AUP – will be imposed. It is envisaged that school and parent representatives will revise the AUP annually. School Strategies The School will employ a number of strategies in order to maximise learning opportunities and reduce risks associated with the Internet. These strategies are as follows: General • Access to the Internet on the school premises will always be supervised by a teacher. • Filtering software and/or equivalent systems will be used in order to minimise the risk of exposure to inappropriate material. The school internet is protected by the firewall provided by the NCTE (National Centre for Technology in Education). • Pupils and teachers will be provided with training in the area of Internet safety. • Uploading and downloading of non-approved software will not be permitted. • Virus protection software will be used and updated on a regular basis. • The use of personal memory sticks in school is not allowed. Pupils are not permitted to bring devices with potential for Internet access to school. • Pupils will observe good “netiquette” (i.e., etiquette on the Internet) at all times and will not undertake any actions that may bring the school into disrepute. World Wide Web • Pupils will use the Internet for educational purposes only. • Pupils will be familiar with copyright issues relating to online learning. • Pupils will never disclose or publicise personal information. • Pupils will be aware that any usage, including distributing or receiving information, school-related or personal, may be monitored for unusual activity, security and/or network management reasons. • Pupils will not visit Internet sites that contain obscene, illegal, hateful or otherwise objectionable materials. • Pupils will be taught appropriate use of the Internet, using the www.webwise.ie teaching materials. Email • Pupils will not have access to personal email facilities at school. Any emails to other children/schools, will be sent through the school email or class email address. For the purposes of remote learning, teacher- pupil email correspondence is permitted via the parents’ email account only. It is also permitted to email the pupil, again, via the parent’s email, for the purposes of receiving assignments and offering feedback but the parent must also be addressed in the email. Internet Chat ( Very restricted use only) • Pupils will only have access to chat rooms, discussion forums or other electronic communication forums, such as the etwinning forum, that have been approved by the school. • Chat rooms, discussion forums and other electronic communication forums will only be used for educational purposes and will always be supervised. • Usernames will be used to avoid disclosure of identity. • Face-to-face meetings with someone organised via Internet chat is forbidden. Online Learning Platforms Teachers use the Online Learning Platforms Seesaw (Junior and Senior Infants) and Google Classroom from (1st to 6th Class). Pupils may only participate in these platforms with parental consent Parents are expected to monitor their child's access to and use of the above platforms The school has signed up to the terms of service of the Online Platform in use by the school. The school has enabled the most up to date security and privacy features which these online platforms provide. Video Conferencing software such as Google Meet, Zoom or Skype may be used for contacting other children/schools for project work and assignments. This will only be carried out under teacher supervision. Video Conferencing for Remote Learning Teachers must pre-record video lessons. Live lessons are not permitted. Live video conferencing sessions must be approved by the principal in advance. The principal or deputy principal must be invited to these sessions and may appoint the co host to these sessions. Every pupil in the class must be invited and must have the materials required at home to access the pre-recorded lesson or video conferencing session. Parental permission for every pupil must be sought for each live session. Pupils must be appropriately dressed eg no pyjamas Sessions can only be conducted from a common room in the pupil’s home such as a living room or kitchen. Pupils are not permitted to take or share screenshots, recordings or personal information about staff or pupils on social media. Pupils are not permitted to rename themselves, use the chat facility or to leave the breakout rooms without permission of the hosts. Any pupil in breach of the above netiquette will have their video conferencing session curtailed with immediate effect and will not be invited to any future such conference. As per our Code of Behaviour any gross misbehaviour may result in suspension or expulsion. The school also reserves the right to report any illegal activities to the appropriate authorities. Teacher Safety Tips for hosting live video sessions with pupils Disable ‘join before host’ option Check participants before letting them into class by using waiting rooms Lock the classroom door when all pupils are in. Turn off participant sharing Disable rename What to do if someone ‘zoombombs’ your meeting? Lock meeting/mute all controls and kick them out using ‘Remove a participant’ option School Website • Pupils will be given the opportunity to publish projects, artwork or school work on the school website. • The publication of student work will be coordinated by a teacher. • Pupils’ work will appear in an educational context on Web pages. • Parental permission for the use of each pupil’s photograph on the school website will be sought at enrolment and/or when updating contact details of parents • Personal pupil information including surnames, home address and contact details will not be used on school web pages. Legislation The school will provide information on the following legislation relating to use of the Internet which teachers and parents should familiarise themselves with: • Data Protection (Amendment) Act 2003 ( see school policy) • Child Trafficking and Pornography Act 1998 • Interception Act 1993 • Video Recordings Act 1989 • The Data Protection Act 1988 Personal Devices Devices such as mobile phones, iPads, Nintendos, smart watches with video/voice recording or any gadgets with internet access, are not allowed in the school. If a pupil needs to bring a phone to school for use after school, he must leave it in the school office in the storage box provided. Assistive Technology Pupils who are in receipt of assistive technology as recommended by the Department of Education and Science are permitted to take the devices/technology home for their own educational purposes only. An agreement must be signed in advance of these devices being taken to and from school to ensure their safekeeping, and that they are used for the permitted purposes. *See Appendix 1 User Agreements Respect for Equipment: Pupils are expected to show great care at all times when using technological devices at school. The rules for use of the digital hub and iPads are as follow: This AUP must be outlined to the pupils in advance of their first visit to the digital hub/use of iPads. •No food or drink is allowed in the vicinity of the equipment. •Only a staff member is allowed input passwords to open the PCs. •Equipment can only be used under teacher supervision. The library partition must remain open at all times. A request may be made in advance to the principal to allow for its safe closure and reopening. •Pupils are not allowed to sit underneath or on the counter of the digital hub. •Pupils must learn the steps for shutting down the equipment properly as the last class in the digital hub on Friday is responsible for that. •iPads must be kept on a secure surface at all times. Support Structures The school will inform pupils and parents of key support structures and organisations that deal with illegal material or harmful use of the Internet. We also provide workshops on internet safety for pupils in 4th, 5th and 6th classes and their parents. We use the services of the NCTE , www.webwise.ie and www.safety.ie. We highly recommend that parents read and also follow the guidelines on Internet safety as offered on webwise.ie and safety.ie. Sanctions Misuse of the Internet may result in disciplinary action, including written warnings, withdrawal of access privileges and, in extreme cases, suspension or expulsion. The school also reserves the right to report any illegal activities to the appropriate authorities. If for any reason a pupil takes a phone to school, it must be left switched off and given to the Principal for the day. Any infringement of this rule will involve the confiscation of the phone and will only be returned to the parent or guardian of the pupil after 24 hours or after the weekend Review This policy was developed in 2015. It was reviewed in 2020 in conjunction with the teaching staff and representatives of the parent body and will be updated annually and/or as developments in technology continue to impact on education in particular. Signed_________________________(Chairman B.O.M.)Date _______________ Appendix 1 User Agreement for Assistive Technology (Sample Contract) I wish to apply for, and confirm that I am willing to accept the responsibility for, taking into my possession an item of Assistive Technology for the period of the school closure due to Covid 19 restrictions. I confirm that I have read, understood and agree to the attached ‘Terms and Conditions of Use’ and am willing to take responsibility for the AssistiveTechnology subject to these ‘Terms and Conditions of Use’ and such other policies as are determined by Bunscoil Buachaillí Réalt na Mara. By accepting this ‘Assistive Technology Use Agreement Form’, I agree to the terms and conditions of use and accept delivery of the Assistive Technology. Assistive Technology User Agreement

Sample Contract 1 1.The _______________ remains the property of Name of School 2. The _________________ is covered under school insurance however; the user must take reasonable care to avoid damage or loss. 3.The ________________ has been provided for school related use. 4. All major _______________ faults to be recorded on an AssistiveTechnology Problem Report Form and logged in the school office. 5. The Reading Pen is for _______________ usage and must not be transferred to a third party. 6. Please make every effort to securely store the ______________ as per instructions in pack. 7. I will use the ____________ lawfully and in accordance with the instructions. 8. I will not sell, assign, transfer or otherwise dispose of the _______________

9.If my status changes with Bunscoil Buachaillí Réalt na Mara, or if I breach any of these terms or conditions, Bunscoil Buachaillí Réalt na Mara, may revoke this arrangement by giving me written notice. 10. I will take due care of the _____________ package at all times, including: · Not leaving the _____________ unattended in a public place. · Not leaving the __________ in plain view in an unattended or unsecured vehicle. · Not allowing the _____________ to be accessed by any other person (unless authorised by Bunscoil Buachaillí Réalt na Mara). · Not allowing the ________________ to be interfered with, tampered with or altered by a third party or otherwise except in accordance with clause · Ensuring due care is taken in the handling, transporting and usage of the Reading Pen. 11. If the __________________ is lost, stolen or damaged I will advise the Principal and the Gardaí as soon as possible. Signed:_____________________(Parent) Date:_____________________

Contract for Use of Laptop

This agreement is made effective upon receipt of the laptop computer, between Bunscoil Buachaillí Réalt na Mara, the student receiving the laptop -----------and his parent(s)________________ The Student and Parents, being provided with a laptop computer, software, and any other related materials for use while the student is enrolled at Bunscoil Buachaillí Réalt na Mara, hereby agree as follows: 1. Ownership: Bunscoil Buachaillí Réalt na Mara retains sole right of possession of the computer and grants permission to the Student and Parents to use the computer according to the guidelines set forth in this document. Bunscoil Buachaillí Réalt na Mara staff retain the right to collect and/or inspect the computer at any time. 2. Equipment Provided: All computers offered by Bunscoil Buachaillí Réalt na Mara will include a power source (charger), and a laptop bag. Bunscoil Buachaillí Réalt na Mara will retain records of the serial numbers of provided equipment. 3. Responsibility for Electronic Data: a) The student and parents are responsible for ensuring that existing software remains on the computer. b) Principal/ Teacher permission must be granted before downloading new software. 4. Charging: Student computers are to be fully charged prior to each school day at the home of the student. Charging locations will be provided at the School but should be secondary to home charging. Damage or Loss of Equipment

1. Responsibility for damage: The Student is responsible for maintaining a 100 percent working computer at all times. The Student shall use reasonable care to ensure that the computer is not damaged. Examples of gross negligence include, but are not limited to: a) Leaving equipment unattended including damage or loss while at school. b) Lending equipment to others other than one’s parents/guardians. c) Using equipment in an unsafe environment. d) Using the equipment in an unsafe manner. 2. Responsibility for loss: In the event the computer is lost or stolen, contact the school immediately. 3. In the event of damage/loss or need for technical support/repair, report the problem immediately to the classroom teacher. Bunscoil Buachaillí Réalt na Mara maintains a strong commitment to preparing students to use information and communication technology (ICT) in a positive and productive manner. The school encourages the ethical use of ICT to support curriculum and productivity both inside and outside the classroom.

Laptop Computer Use Agreement

Please sign and return this slip: We have read and agreed with this primary school Laptop computer use agreement. Student's name (please print): ______________________________ Student's signature and date: _________________________________ Parent's signature and date: __________________________________________________________ Class Teacher's signature and date: _________________________________________________________ Principal’s signature & date: ___________________________________________

Policy on Assessment (March 2011)

(reviewed by staff, school management and BOM reps April 2011) Policy Rationale: The core of the policy is that all children should experience success at school. This policy endeavours to identify at the earliest possible opportunity, children who may have learning difficulties and put in place a school response to their needs. An effective assessment policy is central to this core objective. Aims and Objectives: The primary aims/objectives of the policy are; 1.To facilitate improved pupil learning 2.To create a procedure for monitoring achievement 3.To track learning processes which assist the long and short term planning of teachers 4.To co-ordinate assessment procedures on a school basis involving parents and pupils in managing strengths and weaknesses Policy Content: This policy is geared towards using assessment to inform planning and identify the needs of all pupils, including the exceptionally gifted so that adequate strategies are put in place early enough to facilitate remediation. These strategies may include pupil self assessment, pupil profiling, two way communication between parents and teachers, modification of teacher programmes and individual education plans. Standardised Testing: The Micra T and Sigma T tests are administered from First to Third Classes inclusive. The Micra T Level 1 is given to Senior Infants.Fourth and Fifth Classes take the Drumcondra reading and maths test. In sixth class the Drumcondra Reading and Maths may also be administered but this is left to the discretion of the class teacher. The tests are usually administered in the last week of May or first week of June by the class teacher. Standard and percentile ranking scores are recorded on the class record template and stored by each individual teacher with a copy held in the administration office. The SET analyse the results in June for allocation of resources to pupils in September. Diagnostic Assessment: Diagnostic tests are administered by the Learning Support and Resource Teachers following referral by the class teachers in consultation with parents/guardians. The administration of such tests is in keeping with the approach recommended by Circular 02/05 where a staged approach is used by the individual class teachers before recourse to diagnostic testing /psychological assessment. Parents are provided with test results and if a psychological assessment is warranted, parental permission is sought and a consent form is completed. The Principal will facilitate such an assessment happening. The diagnostic tests used in the school include;

Bangor Dyslexia Screening test

Neale Analysis

Aston Index

Quest

Screening:

The screening tests used to identify learning strengths and weaknesses in the school are;

​​

•Belfield Infant Assessment Programme

•Middle Infant Screening Test (MIST)

•SPAR / Parallel Spelling Test

•Non Reading Intelligence Test (NRIT)

•Aston Index

•Sigma T (occasionally)

•Otis-Lennon Mental Ability Test

These tests are administered individually or on a class basis. The MIST is administered around March of each year while the Aston Index is administered individually by the Learning Support Teacher when deemed appropriate. Screening is used by the school to initiate the staged approach to intervention as per Circular 24/03 and Circular 02/05. Psychological Assessment: If stages 1 and 2 fail to deliver adequate intervention, the class teacher/Principal will contact the parents for permission to secure a psychological assessment for their child. An assessment will determine the subsequent level of intervention, be it ‘Learning Support Resource’ hours or an ‘Individual Education Plan’. The most common form of assessment used in our school is teacher observation, teacher designed tests, projects and homework (informal assessment). These informal assessments are at the discretion of individual teachers. Records of teacher-designed tests are kept by the individual teachers and communicated to parents at the Parent-teacher meeting and the school report issued at the end of the school year. Each teacher has discretion as to the format, administration and frequency of in-class testing. The most common types of informal teacher designed testing in our school are math’s tests, spelling tests and quizzes. Recording: Each pupil has a profile card which is stored in the Learning Support Resource Dept. This file records standardised test results and records if other assessments are available.The end of year reports for each pupil are also stored here.Psychological assessments and other reports from outside agencies are also stored in the LSR department This file is passed from teacher to teacher as the child progresses through the system. Procedures are in place to manage sensitive data (see Data Protection Policy). Success Criteria: This policy is considered successful if; •Early identification and intervention is achieved •Clarity is achieved regarding procedures involved in a staged approach •Procedures are clear, with roles and responsibilities defined •The Special Education team have clearly defined roles and objectives •There is efficient transfer of information between teachers Roles and Responsibilities: Mainstream Special Education Teachers and the Principal assume shared responsibility. It is the responsibility of the class teacher to set in train staged interventions at class level. At Stage 2, the responsibilities are shared with the Special Education Team. The Deputy Principal assumes a primary role at Stage 3 when a Psychological Assessment may be required. Parents have a role at all stages and the lines of communication must be always kept open. Implementation: This policy reflects current practice in the school. Ratification & Communication: This policy was ratified by the Board of Management in ____________and uploaded to our school website thereafter. Review Timetable: This policy will be reviewed in 2 years time and amended as necessary by means of a whole school collaborative process. References: DES Circular 02/05 – 24/03 DES Learning Support Guidelines 2000 www.sess.ie Working Together to make a Difference for Children – NEPS

Address. Donacarney, Mornington, Co. Meath

©

Administration of Medication Policy (Reviewed August 2015)

While the Board of Management has a duty to safeguard the health and safety of pupils when they are engages in authorised school activities, this does not imply a duty upon teachers to personally undertake the administration of medicines. The Board requests parents to ensure that teachers made aware in writing of any medical condition suffered by their child. This information should be provided at enrolment, or at the development of any medical conditions at a later date. Non-prescriptive medicines will neither be stored nor administered to pupils in school. Prescribed medicines will not be administered in school without the written consent of parents and the specific authorisation of the BOM. The medicine should not be kept by the pupil but be safely stored in the First Aid Room. Certain medicines, such as inhalers used by asthmatic children must be readily accessible at all times of the school day. It is the responsibility of the parent to ensure that the child brings the medication he needs to school each day. The medication should be self administered if possible under the supervision of an authorised adult. No teacher can be compelled to administer medicine of drugs to a pupil. In the case of a serious medical condition it is important that the school are informed in advance of the child`s attendance so that the staff can agree with the parent on who can best administer the required medication in the absence of suitably qualified medical personnel. In emergency situations qualified medical assistance will be secured at the earliest opportunity. Parents of a pupil requiring regular medication during school hours and/or emergency treatment involving the administration of prescribed medication in school, must complete the form appended to this policy document and send it to the BOM in advance of the child attending school. Parents are responsible for ensuring that the medication is delivered to the school and handed to a responsible adult, for ensuring that an adequate supply is available and that the medication is in date. The BOM shall seek an indemnity from the parents in respect of liability that may arise regarding the administration of the medicine. The BOM shall inform the school insurers accordingly. Request for administration of medication should be renewed at the beginning of each school year.

Administration of Medicine Form

Address. Donacarney, Mornington, Co. Meath

© 2021

The Board of Management of Réalt na Mara BNS has adopted the following policy to prevent and address bullying behaviour.

This policy fully complies with the requirements of Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools 2024.

The board of management acknowledges that bullying behaviour interferes with the rights of the child as set out in the United Nations Convention on the Rights of the Child. We all, as a school community, have a responsibility to work together to prevent and address bullying behaviour and to deal with the negative impact of bullying behaviour.

We are committed to ensuring that all students who attend our school are kept safe from harm and that the well being of our students is at the forefront of everything that we do. We recognise the negative impact that bullying behaviour can have on the lives of our students and we are fully committed to preventing and addressing bullying behaviour.

We confirm that we will, in accordance with our obligations under equality legislation, take all such steps that are reasonably practicable to prevent the harassment of students or staff on any of the nine grounds specified: gender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

Definition of Bullying

Bullying is targeted behaviour, either online or offline, that causes harm. It is:

• Deliberate and unwanted, not accidental or reckless.

• Repeated over time and involves an imbalance of power in relationships.

• Harmful in nature, with the potential for long-lasting effects on the student.
  

Types of Harm Caused by Bullying

Bullying can cause harm that is:

• Physical – e.g. personal injury, damage to or loss of property.

• Social – e.g. withdrawal, loneliness, exclusion.

• Emotional – e.g. low self-esteem, depression, anxiety.
  

• Note: A one-off instance of negative behaviour is not bullying. However, a single hurtful message posted online may be considered bullying due to its wide visibility and potential for repetition through sharing.

Direct Bullying

• Physical – pushing, shoving, punching, kicking, poking, tripping, assault, destruction of personal property.

• Verbal – repeated name-calling, insults, humiliation based on appearance, size, clothing, gender, accent, ability, ethnicity.

• Written – derogatory notes or drawings, graffiti, messages in public spaces.

• Extortion – obtaining something through threats or force.

Indirect Bullying

• Exclusion – intentional and repeated isolation by individuals or groups.

• Relational – manipulation of relationships and friend groups, including:
  

Repeated rejection, silent treatment, non-verbal threats or gestures, malicious gossip, spreading rumours

Online Bullying (Cyberbullying)

Cyberbullying occurs via text, messaging apps, social media, email, games, or other online platforms, and includes:

• Sending or sharing offensive, insulting, or threatening content.

• Posting private or sensitive information without consent.

• Creating fake profiles to impersonate or humiliate others.

• Exclusion or disruption of a student’s access to online groups, accounts, or games.
  

Parents please note:

The legal age for WhatsApp is 16+ years and 13 years for having a social media account. Social networking sites, including TikTok, Instagram, YouTube and all others, have associated risks and dangers to your child and others.

Parental supervision is essential. Use of the internet and social media accounts (at home) fall under parental responsibility. If your child has a device which connects to the internet, parents should be aware of, and have control of, the websites/ platforms visited and people contacted. They should also be aware of messages sent and received.

Behaviour That Is Not Bullying

• One-off negative actions are not considered bullying.
  

• A one-off instance of negative behaviour towards a student is not bullying behaviour. However, a single hurtful message posted on social media can be considered bullying behaviour as it may be visible to a wide audience and has a high likelihood of being shared multiple times and so becomes a repeated behaviour.

• Friendship issues or disagreements are not bullying unless they involve deliberate, repeated harm or exclusion.
  

• Students with special educational needs may display unintentional harmful behaviours due to communication difficulties; these are not considered bullying. These behaviours are not deliberate or planned but in certain situations they are an automatic response which they cannot control.
  

• Bullying requires intent and repetition—accidental or unintentional harm, even if distressing, is not classified as bullying.

Section A: Development/review of our Bí Cineálta policy to prevent and address bullying behaviour

All members of our school community were provided with the opportunity to input into the development/review of this policy.

Date consultedMethod of consultationSchool Staff11/4/2025Half day closure for staff using materials provided by Oide. Staff questionnaires, reviewing current anti bullying policy. StudentsFirst two weeks in May June 2025All classes had 3 lessons on Bullying. The new definition for bullying was explored with the children and used in the child friendly policy. The childrens’ identified hot spots and made suggestions for dealing with bullying behaviour which were taken into account when drafting this policy. All feedback emailed back to lead teachers MS Milne and Ms Callan. Our new child friendly policy introduced and discussed at our school assembly Parents3/6/2025 9/6/2025Parent questionnaire Attention drawn to our policy available on our school website and child friendly policy Bí Cinealta draft policy shared with our Parent Association New Policy distributed to parents via AladdinBoard of Management10/6/2025 9/6/ 2025New policy reviewed and discussed at the Board of management meeting. Training for Board of Management on new guidelines Wider school community as appropriate, for example, bus drivers June 2025A copy of the new policy given to bus drivers and ancillary staff. New policy on school website Date policy was approved: 10th June 2025 Date policy was last reviewed:

Section B: Preventing Bullying Behaviour

This section sets out the prevention strategies that will be used by the school. These include strategies specifically aimed at preventing online bullying behaviour, homophobic and transphobic bullying behaviour, racist bullying behaviour, sexist bullying behaviour and sexual harassment as appropriate (see Chapter 5 of the Bí Cineálta procedures).

Culture and Environment

• Pupils will be encouraged to build friendship and self-esteem through the use of evidence-based programmes such as Weaving Wellbeing.

• Kindness is taught explicitly through the Grow in Love religion programme but also modeled consistently by all staff members. Every day, staff work collaboratively to create a respectful and empathetic atmosphere.

• We celebrate acts of kindness through the Caught You Being Good initiative. These certificates are awarded ‘on the spot’ by staff members who witness moments of compassion, cooperation, or thoughtfulness, fostering a culture of mutual respect and care.

• Teachers are vigilant and will respond sensitively and caringly to pupils who disclose incidents of bullying, and will investigate all such incidents following the procedures given in this document.
  

• Encourage a culture of telling, with a particular emphasis on the importance of bystanders. All reports of bullying, including anonymous reports, must be investigated by the class teacher. In that way, pupils will be given confidence in ‘telling’. The ‘confidence’ factor is vital. It will be made clear to pupils that when they report incidents of bullying they are not telling tales but are behaving responsibly.

Explicitly teaching pupils the steps to take to tell and how to tell:

• Tell the teacher. Discuss ways the child can communicate with the teacher discreetly e.g. after class, lunchtime, tell the Principal/Deputy Principal or trusted teacher e.g. when they see Ms Campbell/Ms Brennan in the morning, on yard, around the school.
  

• Parents/Guardians make a phone call to the school or write a note to the Teacher in their Homework Journal.
  

• Comment Box in the classroom.
  

• Ensure pupils are aware of their role and power as a bystander. Bystanders can play a key role in preventing and stopping bullying.
  

• Anti-bullying posters can be seen around the school.
  

• Anti-bullying issues will be raised every year and in every class through the implementation of the Social Personal and Health Education Curriculum through the Relationships and Sexuality components of the programme and Stay Safe lessons on bullying behaviour are explicitly taught to children in Junior Infants, 1st, 3rd and 5th Class.

• Programmes such as Friends for Life and the Incredible Years Programme (NEPS) will be used as an intervention for particular classes.

• Prim-Ed resources, Bullying and Conflict Resolution, deal very specifically with the topic of bullying and provide tools to empower pupils to resolve conflict. These publications are available in the school for 1st–6th classes.
  

• Pupils are rewarded at assemblies throughout the school year for living our ethos which focuses on kindness and social justice.
  

Preventing Cyberbullying, Homophobic and Racist Behaviour

• In partnership with the Parents’ Association, parents are invited to attend an information evening on cyber-bullying at the school at least once during their time as parent of a child in Réalt na Mara BNS.
  

• Our Community Gardaí are invited annually to talk to all classes covering a variety of themes including Being Kind Online, Consequences of my Behaviour, My Neighbours.
  

• Staff are updated on anti-bullying strategies through professional development workshops, including the Bullying Prevention and Intervention Course facilitated by DCU Anti-Bullying Centre.
  

• Tips for dealing with cyber-bullying are advertised in the school’s newsletter and available on the school website.
  

• Safer Internet Day is annually acknowledged. Targeted delivery of lessons exploring cyber bullying e.g. Zeeko, Webwise.
  

• Foster a culture where diversity is celebrated and where pupils ‘see themselves in their school environment’ e.g. different languages around our school, celebration of foods from around the world, culture day.
  

• A variety of picture books – to challenge gender stereotypes, explore themes of exclusion, bullying, discrimination, racism and empathy – are available to staff to supplement the delivery of the SPHE Curriculum where appropriate.
  

• Ensuring the library reading material and textbooks represent appropriate lived experiences of pupils and adults from different national, ethnic and cultural backgrounds.
  

• Through the delivery of elements of the SESE Curriculum e.g. World War II, pupils are offered a structured opportunity to engage in scaffolded discussions exploring social justice and discrimination.
  

• Encourage children to speak up about racist, homophobic, discriminatory bullying behaviour.
  

• The listing of supports currently being used in the school and the identification of other supports available to the school e.g.
  

  • www.tacklebullying.ie
    

  • www.antibullyingcentre.ie/fuse
    

  • www.webwise.ie
    

Policy and Planning

• Our Acceptable Use Policy and Code of Behaviour support the implementation of the Bí Cineálta Policy.
  

• Staff are responsible for ensuring that supervision in class is effective and consistent.
  

• Supervision in the playground is effective, consistent and regularly reviewed with particular attention given to ‘hot spots’.
  

• Ancillary staff and Bus Drivers are well placed to report/inform Principal and/or parents of bullying behaviour.
  

• Embed procedures for noting, investigating and dealing with incidents of bullying behaviour.
  

• Professional learning in relation to anti-bullying procedures.
  

Relationships and Partnerships

• Strong interpersonal connections are a vital part of effectively preventing and addressing bullying behaviour. These interpersonal connections are supported through a range of formal and informal structures such as:
  

  • our student council

  • lunchtime/after-school clubs

  • our parents’ association

  • Community Garda
    

Other strategies include:

• Promoting acts of kindness
  

• Peer mentoring:
  

  • 6th class buddies (morning and lunchtime)

  • transition year/6th class leadership workshop

  • collaborative projects between classes e.g. reading buddies, chromebooks
    

• Classrooms, including our Nurture Room, foster kindness and empathy through activities that build empathy, respect and resilience.
  

• Active participation of students in school life.
  

Section C: Addressing Bullying Behaviour

Responsibility

The teacher(s) with responsibility for addressing bullying behaviours (are) as follows:

• The class teacher will investigate and oversee recording of bullying reports for students in their class – this includes using the procedure guidelines to investigate reports of bullying (see Appendix 1 Is it Bullying?) and recording bullying behaviour on the correct form on Aladdin.
  

• The DDLP will follow up after twenty days to investigate if bullying has ceased.
  

• All staff will be vigilant to bullying behaviour.
  

• The principal will inform the Board of Management of incidents of bullying.

Initial Actions When Bullying Behaviour Occurs

When bullying behaviour occurs, the school will:

• ensure that the student experiencing bullying behaviour is heard and reassured
  

• seek to ensure the privacy of those involved
  

• conduct all conversations with sensitivity
  

• consider the age and ability of those involved
  

• listen to the views of the student who is experiencing the bullying behaviour as to how best to address the situation
  

• take action in a timely manner
  

• inform parents of those involved
  

• Reports of bullying behaviour either from parents or staff members must be recorded in writing. The teacher should investigate and act appropriately, with a view to resolving the issues and restoring, as far as is practicable, the relationships of the parties involved.

Investigation Procedures

• Teachers will take a calm, unemotional, problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff, or families.
  

• Where possible, investigations will be conducted outside the classroom to ensure the privacy of all involved. However, classroom discussions may take place to tease out the intricacies of the situation.
  

• All parties involved will have the opportunity to be heard. Pupils who are not directly involved can also provide useful information giving context to the situation.
  

• The teacher will use the restorative practice question framework to seek answers: What? Where? When? Who? Why?
  

• If the teacher suspects that bullying occurred, the Principal/Deputy Principal should be informed.
  

• The teacher may ask those involved to write down an account of the incident.
  

• If a group is involved, each member will be interviewed individually. Thereafter, all those involved should meet as a group.
  

• The teacher must use the recording template at Appendix 2 on Aladdin to record the bullying behaviour.

Involvement of Parents and Cooperation

• In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken. Parents will then be given an opportunity to discuss the matter with the teacher.
  

• Parents and pupils are required to cooperate with any investigation and assist the school in resolving any issues and restoring, as far as practical.
  

• Parents will have an opportunity to discuss ways in which they can reinforce or support the actions being taken by the school and the support for their pupils.
  

• A record should be kept of how the matter was handled and the outcome. When the class moves on, the succeeding teacher should be informed of any problems that exist.
  

Addressing the Behaviour

• Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him how he is in breach of the school’s anti-bullying policy and efforts should be made to try to get him to see the situation from the perspective of the pupil experiencing bullying behaviour.
  

• The school Code of Behaviour applies to bullying behaviour. After discussions with the teacher, a Reflection Form will be completed to help the pupil engaged in bullying behaviour to see things from the victim’s point of view.
  

• The pupil will sign a behaviour contract together with their parents and teachers promising to stop the bullying behaviour. A fresh start is offered to those who change their behaviour and make amends.
  

• Incidents of bullying behaviour will be used as opportunities for reinforcing the anti-bullying policy of the school.
  

• Follow-up meetings may be arranged to assess progress and/or restore relationships.

• In any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his parents and the school.
  

• In cases where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour has occurred, it must be recorded, by the relevant teacher, in the recording template at Appendix 2.
  

To determine whether a bullying case has been adequately and appropriately addressed, the relevant teacher must consider:

• 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 parents or the school Principal or Deputy Principal
  

Complaints Process

Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the school’s complaints procedures.

Support for Pupils Involved in Bullying Behaviour

The school will use the following approaches to support those who experience, witness and display bullying behaviour (see Chapter 6 of the Bí Cineálta procedures):

• Ending the bullying behaviour
  

• A formal programme of support (Friends for Life, Prim-Ed Bullying Lessons) will be implemented at the earliest possible opportunity to facilitate all pupils involved or affected by bullying behaviour
  

Supporting all of the students involved emotionally:

• Indicating clearly that the bullying behaviour is not the fault of the targeted pupil.
  

• Assuring him that the school community will help them and put monitoring procedures in place to safeguard them.

• Any pupil who is involved in retaliation against a pupil who reports bullying behaviour will be subject to the school Code of Behaviour.

• Parents/guardians will be informed of what has happened and of the measures being taken to help their child, encouraging them to report further incidents if they occur.

• Speaking with the child involved in bullying behaviour to discover why they became involved

• Seeking a resolution and offering a fresh start to those who change their behaviour and make amends.
  

• Promote a positive school culture where students feel safe, valued and respected through circle time and morning check-ins, promoting honest discussion in class.
  

• Encourage pupils to get involved in activities that promote friendships and social skills.
  

Serious or Ongoing Concerns

• If the school has serious concern regarding the ongoing behaviour of a pupil involved in a bullying incident, the advice of NEPS will be sought.
  

• In accordance with our Child Protection Policy, where the incident is serious and behaviour is regarded as potentially abusive, the school will consult the HSE Children and Family Social Services.
  

• Serious incidents will also be reported to the Gardaí where appropriate.
  

• In cases where staff have concerns but are unsure whether to report to the HSE, the Designated Liaison Person must seek advice from the HSE Children and Family Social Services.
  

Requests to Take No Action

• A student reporting bullying behaviour may ask that a member of staff does nothing other than “look out” for them.
  

• The student may not want to be identified as having told someone about the bullying.
  

• Staff must show empathy and work with the student to agree on steps and inform parents sensitively.
  

• Parents may also request that no action be taken. Parents should put this request in writing.

• While the school acknowledges the request, it may still take appropriate action depending on circumstances.
  

Bullying Behaviour Oversight and Update to Board of Management

The principal must present an update at each Board of Management meeting, including:

• the number of incidents of bullying behaviour reported since the last meeting

• the number currently ongoing

• the number reported since the start of the school year
  

Where incidents have been reported, the verbal report must include:

• trends and patterns identified

• type of bullying (if known), location, and time

• strategies used to address bullying behaviour

• wider strategies to prevent bullying

• if serious incidents have had a serious adverse impact on a student

• if a student has left due to bullying

• if additional support is needed from the board

• if the Bí Cineálta policy requires urgent review
  

Signed: ___________________ Date: _________________ (Chairperson of Board of Management)

Signed: ___________________ Date: ____________ ____ (Principal)

Appendix 1

Appendix 2

Template for recording bullying behaviour

1. Name of pupil being bullied and class group

Name________________________________________ Class_____________________________

1. Name(s) and class(es) of pupil(s) engaged in bullying behaviour

1. Source of bullying concern / report

Pupil concerned Other pupil Parent Teacher Other

1. Name of person(s) reporting the bullying concern?

1. Where and when did incidents occur?

1. Type of bullying – (see fig 2.5 and 2.7) on the back of the page. Is it direct / indirect etc.

1. Brief description of bullying behaviour and its impact.

s

1. Views of students / parents

1. Actions to be taken - Date ______________

1. Date of review ________________________ Has the bullying behaviour ceased?_________________

Date submitted to Principal / Deputy Principal _____________________________________________________

Réalt na Mara BNS a primary school providing primary education to pupils from Junior Infants to Sixth Class.

In accordance with the requirements of the Children First Act 2015, Children First: National Guidance for the Protection and Welfare of Children 2017, the Addendum to Children First (2019), the Child Protection Procedures for Primary and Post-Primary Schools (revised 2023) and Tusla Guidance on the preparation of Child Safeguarding Statements, the Board of Management of Réalt na Mara BNS has agreed the Child Safeguarding Statement set out in this document.

1 The Board of Management has adopted and will implement fully and without modification the Department’s Child Protection Procedures for Primary and Post-Primary Schools (revised 2023) as part of this overall Child Safeguarding Statement

2 The Designated Liaison Person (DLP) is Ms.Caitríona Campbell

3 The Deputy Designated Liaison Person (Deputy DLP) is Anne Brennan

4 The Relevant Person is Ms. Caitríona Campbell

(The relevant person is one who can provide information in respect of how the child safeguarding statement was developed and will be able to provide the statement on request. In a school setting the relevant person shall be the designated liaison person.)

5 The Board of Management recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, procedures, practices and activities. In its policies, procedures, practices and activities, the school will adhere to the following principles of best practice in child protection and welfare:

The school will:

· recognise that the protection and welfare of children is of paramount importance, regardless of all other considerations;

· fully comply with its statutory obligations under the Children First Act 2015 and other relevant legislation relating to the protection and welfare of children;

· fully co-operate with the relevant statutory authorities in relation to child protection and welfare matters;

· adopt safe practices to minimise the possibility of harm or accidents happening to children and protect workers from the necessity to take unnecessary risks that may leave themselves open to accusations of abuse or neglect;

· develop a practice of openness with parents and encourage parental involvement in the education of their children; and

· fully respect confidentiality requirements in dealing with child protection matters.

The school will also adhere to the above principles in relation to any adult pupil with a special vulnerability.

6 The following procedures/measures are in place:

· In relation to any member of staff who is the subject of any investigation (howsoever described) in respect of any act, omission or circumstance in respect of a child attending the school, the school adheres to the relevant procedures set out in Chapter 7 of the Child Protection Procedures for Primary and PostPrimary Schools (revised 2023) and to the relevant agreed disciplinary procedures for school staff which are published on the gov.ie website.

· In relation to the selection or recruitment of staff and their suitability to work with children, the school adheres to the statutory vetting requirements of the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 and to the wider duty of care guidance set out in relevant Garda vetting and recruitment circulars published by the Department of Education and available on the gov.ie website.

· In relation to the provision of information and, where necessary, instruction and training, to staff in respect of the identification of the occurrence of harm (as defined in the 2015 Act) the school-

· Has provided each member of staff with a copy of the school’s Child Safeguarding Statement

· Ensures all new staffare provided with a copy of the school’s Child Safeguarding Statement

· Encourages staff to avail of relevant training

· Encourages Board of Management members to avail of relevant training

· The Board of Management maintains records of all staff and Board member training

· In relation to reporting of child protection concerns to Tusla, all school personnel are required to adhere to the procedures set out in the Child Protection Procedures for Primary and PostPrimary Schools (revised 2023), including in the case of registered teachers, those in relation to mandated reporting under the Children First Act 2015.

· All registered teachers employed by the school are mandated persons under the Children First Act 2015.

· In accordance with the Children First Act 2015 and the Addendum to Children First (2019), the Board has carried out an assessment of any potential for harm to a child while attending the school or participating in school activities. A written assessment setting out the areas of risk identified and the school’s procedures for managing those risks is included with the Child Safeguarding Statement.

· The various procedures referred to in this Statement can be accessed via the school’s website, the gov.ie website or will be made available on request by the school.

Note: The above is not intended as an exhaustive list. Individual Boards of Management shall also include in this section such other procedures/measures that are of relevance to the school in question.

7 This statement has been published on the school’s website and has been provided to all members of school personnel, the Parents’ Association (if any) and the patron.It is readily accessible to parents and guardians on request. A copy of this Statement will be made available to Tusla and the Department if requested.

8 This Child Safeguarding Statement will be reviewed annually or as soon as practicable after there has been a material change in any matter to which this statement refers.

This Child Safeguarding Statement was adopted by the Board of Management on _________________ [date].

This Child Safeguarding Statement was reviewed by the Board of Management on 26th September 2024.

Signed: _________________________ Signed: ____________________________

Chairperson of Board of Management Principal/Secretary to the Board of Management

Date: __________________________ Date:

__________________­­­­­­­_

Child Safeguarding Risk Assessment

Written Assessment of Risk of [name of school]

In accordance with section 11 of the Children First Act 2015 andwith the requirements of Chapter 8 ofthe Child Protection Procedures for Primary and Post Primary Schools (revised 2023), the following is the Written Risk Assessment of [name of school].

1. List of school activities

· Daily arrival and dismissal of pupils

· Recreation breaks for pupils

· Classroom teaching

· One-to-one teaching

· One-to-one learning support

· One-to-one counselling

· Outdoor teaching activities

· Online teaching and learning remotely

· Sporting activities

· School outings

· Use of toilet/changing/shower areas in schools

· Annual Sports Day

· Fundraising events involving pupils

· Use of off-site facilities for school activities

· School transport arrangements including use of bus escorts

· Care of children with special educational needs, including intimate care where needed,

· Management of challenging behaviour amongst pupils, including appropriate use of restraint where required

· Management of provision of food and drink

· Administration of Medicine

· Administration of First Aid

· Curricular provision in respect of SPHE, RSE, Stay Safe

· Prevention and dealing with bullying amongst pupils

· Training of school personnel in child protection matters

· Use of external personnel to supplement curriculum

· Use of external personnel to support sports and other extra-curricular

activities

· Care of pupils with specific vulnerabilities/ needs such as

- Pupils from ethnic minorities/migrants

- Members of the Traveller community

- Lesbian, gay, bisexual or transgender (LGBT) children

- Pupils perceived to be LGBT

- Pupils of minority religious faiths

- Children in care

- Children on Tusla’s Child Protection Notification System (CPNS)

- Children with medical needs

· Recruitment of school personnel including -

- Teachers/SNAs

- Caretaker/Secretary/Cleaners

- Sports coaches

- External Tutors/Guest Speakers

- Volunteers/Parents in school activities

- Visitors/contractors present in school during school hours

- Visitors/contractors present during after school activities

· Participation by pupils in religious ceremonies/religious instruction external to the school

· Use of Information and Communication Technology by pupils in school, including social media

· Application of sanctions under the school’s Code of Behaviour including detention of pupils, confiscation of phones etc.

· Students participating in work experience in the school

· Students from the school participating in work experience elsewhere

· Student teachers undertaking training placement in school

· Use of video/photography/other media to record school events

· After school use of school premises by other organisations

· Use of school premises by other organisation during school day

· Homework club/evening study

2. The school has identified the following risk of harm in respect of its activities -

· Risk of harm not being recognised by school personnel

· Risk of harm not being reported properly and promptly by school personnel

· Risk of child being harmed in the school by a member of school personnel

· Risk of child being harmed in the school by another child

· Risk of child being harmed in the school by volunteer or visitor to the

school

· Risk of child being harmed by a member of school personnel, a member of staff of another organisation or other person while child participating in out of school activities e.g. school trip, swimming lessons

· Risk of harm due to inappropriate use of online remote teaching and learning communication platform such as an uninvited person accessing the lesson link, students being left unsupervised for long periods of time in breakout rooms

· Risk of harm due to bullying of child

· Risk of harm due to racism

· Risk of harm due to inadequate supervision of children in school

· Risk of harm due to inadequate supervision of children while attending out of school activities

· Risk of harm due to inappropriate relationship/communications between child and another child or adult

· Risk of harm due to children inappropriately accessing/using computers, social media, phones and other devices while at school

· Risk of harm to children with SEN who have particular vulnerabilities, including medical vulnerabilities

· Risk of harm to child while a child is receiving intimate care

· Risk of harm due to inadequate code of behaviour

· Risk of harm in one-to-one teaching, counselling, coaching situation

· Risk of harm caused by member of school personnel communicating with pupils in an inappropriate manner via social media, texting, digital device or other manner

· Risk of harm caused by member of school personnel accessing/circulating inappropriate material via social media, texting, digital device or other manner

3. The school has the following procedures in place to address the risks of harm identified in this assessment -

· All school personnel are provided with a copy of the school’s Child Safeguarding Statement

· The Child Protection Procedures for Primary and PostPrimary Schools (revised 2023) are made available to all school personnel

· School Personnel are required to adhere to the Child Protection Procedures for Primary and PostPrimary Schools (revised 2023) and all registered teaching staff are required to adhere to the Children First Act 2015and it’s Addendum (2019)

· The school implements in full the Stay Safe Programme

· The school implements in full the SPHE curriculum

· The school has an Anti-Bullying Policy which fully adheres to the requirements of the Department’s Anti-Bullying Procedures for Primary and PostPrimary Schools

· The school undertakes anti-racism awareness initiatives

· The school has a yard/playground supervision policy to ensure appropriate supervision of children during, assembly, dismissal and breaks and in respect of specific areas such as toilets, changing rooms etc.

· The school has in place a policy and clear procedures in respect of school outings

· The school has a health and safety policy

· The school adheres to the requirements of the Garda vetting legislation and relevant DE circulars in relation to recruitment and Garda vetting

· The school has a codes of conduct for school personnel (teaching and non-teaching staff)

· The school complies with the agreed disciplinary procedures for teaching

staff

· The school has a Special Educational Needs policy

· The school has an intimate care policy/plan in respect of students who require such care

· The school has in place a policy and procedures for the administration of medication to pupils

· The school –

· Has provided each member of school staff with a copy of the school’s Child Safeguarding Statement

· Ensures all new staff are provided with a copy of the school’s Child Safeguarding Statement

· Encourages staff to avail of relevant training

· Encourages board of management members to avail of relevant training

· Maintains records of all staff and board member training

· The school has in place a policy and procedures for the administration of First Aid

· The school has in place a code of behaviour for pupils

· The school has an Acceptable Use Policy in place, to include provision for online teaching and learning remotely, and has communicated this policy to parents

· The school has in place a policy governing the use of smart phones and tablet devices in the school by pupils as per circular 38/2018

· The school has in place a Critical Incident Management Plan

· The school has in place a policy and procedures for the use of external persons to supplement delivery of the curriculum

· The school has in place a policy and procedures for the use of external sports coaches

· The school has in place a policy and clear procedures for one-to-one teaching activities

· The school has in place a policy and procedures for one-to-one counselling

· The school has in place a policy and procedures in respect of student teacher placements

· The school has in place a policy and procedures in respect of students undertaking work experience in the school

· The school has in place a policy and procedures in respect of pupils of the school undertaking work experience in external organisations

Important Note: It should be noted that risk in the context of this risk assessment is the risk of

“harm” as defined in the Children First Act 2015 and not general health and safety risk.The definition

of harm is set out in Chapter 4 of the Child Protection Procedures for Primary and Post-Primary

Schools (revised 2023)

In undertaking this risk assessment, the board of management has endeavoured to identify as far as possible the risks of harm that are relevant to this school and to ensure that adequate procedures are in place tomanage all risks identified.While it is not possible to foresee and remove all risk of harm, the school has in place the procedures listed in this risk assessment to manage and reduce risk to the greatest possible extent.

This risk assessment has been completed by the Board of management on 26 September 2024.

It shall be reviews as part of the school’s annual review of its Child Safeguarding Statement.

Signed: Date: 26/9/24

Chairperson, Board of Management

Signed: Date: 26/9/24

Principal

CODE OF BEHAVIOUR

(Reviewed and revised January 2020 in conjunction with the staff, parent reps,students council, Board of Management of Bunscoil Buachailí Réalt na Mara) (Reviewed and revised August 2020 with addendum on page 10 to include rules for safe return of school) Related Policies available on request: 1. Anti-Bullying 2. Health & Safety Statement 3. Admission and Participation (Enrolment) Policy 4. Child Protection Policy. 5. Positive Behaviour Plan Introduction Our School aims to provide a happy, secure, friendly, learning environment, where children, parents, teachers, special needs assistants, ancillary staff and Board of Management work in partnership. Each individual is valued, encouraged and respected for their uniqueness and facilitated to reach their full potential in a positive atmosphere. This will enable the child to live a full life and will equip him to avail himself of further education so that he may go on to live a full and useful life as an adult in society. The staff are committed to the realisation of these Objectives. Our aim is to create a happy, secure environment for our pupils in which there is a sense of good order and a reasonable approach to discipline. In this way, a large group can be organised so that the school can operate smoothly for the benefit of all. This revised Code of Behaviour comes into effect on 15th November 2019. The code has been considered by the Staff, Parents Association, student representatives and Board of Management of our school. The code is mindful of the Curriculum, the school’s Health & Safety Statement, Anti-Bullying Policy, Admission and Participation Policy and Child Protection Policy. Discipline for Learning (DFL) In our school, we have a positive approach to teaching and learning. Positive rules for behaviour in class and out of class are learned by pupils at the beginning of their school year. Pupils are disciplined by being motivated to keep these rules. Positive everyday interactions between teachers and students are encouraged. All pupils have a need for positive affirmation. Our staff are committed to giving positive oral feedback for good behaviours with a view to building self esteem, reducing inappropriate behaviours and encouraging positive social behaviours, actions and attitudes. We have many ways of recognizing good behaviour and effect including awards, stamps, positive cards, Coder dojo points, smilies, positive comments and homework passes. An important aspect of our school culture is to both teach and model good behaviour e.g staff treat others with respect. Good behaviour and achievements are regularly celebrated in our school e.g. a shout out or certificate presented at assembly, an encouraging word, smile, ‘high five’ to individual pupils or a whole class from a teacher (not just class teacher) or principal. Teachers must discuss and uphold clear expectations of pupil behaviour are discussed. The agreed expectations are clearly explained and displayed in the classroom. A visual such as a traffic light system, ball in basket system are used as an extra incentive to improve behaviour. Restorative Practice Restorative Practice in our school provides a focus on developing positive relationships between all members of the school community. It gives opportunities for pupils to take responsibility for their behaviour and learning. Restorative Practice is a process whereby children are given the opportunity to reflect on their behaviour and how they and others have been affected by it so as to help heal broken relationships and prevent reoccurrence. Circle Time is encouraged in every class. This provides an opportunity to explore and articulate feelings, to understand the impact of actions on others and, where necessary, to provide an opportunity to make amends and restore relationships. Kindness is a key principle in the restorative practice approach, it is emphasised as an admirable and necessary quality. It is explicitly modelled, taught and rewarded. Restorative Questions to respond to Challenging Behaviour 1. What happened? 2. What were you thinking about at the time? 3. What have your thoughts been since? 4. Who has been affected by what you did? 5. In what way have they been affected? 6. What do you think needs to happen to make things right? To help those harmed by other actions 1. What did you think when you realised what had happened? 2. What have your thoughts been since? 3. How has this affected others? 4. What has been the hardest thing for you? 5. What do you think needs to happen to make things right? General Guidelines for Behaviour All pupils are expected to behave in a reasonable manner both to themselves and to others, showing consideration, courtesy and respect for other pupils and adults at all times. Respect must be shown at all times. Respect must be shown for the property of the individual and of the school at all times. Code of Behaviour The code of Behaviour covers the following areas: · Behaviour in class · Behaviour in the playground · Behaviour in the school environment and behaviour on school outings · Attendance at school/Education Welfare Act · Homework after school and extra-curricular activities. Behaviour in class Courtesy and respect are essential. Disrespectful behaviour towards other pupils or towards other pupils or towards a teacher (e.g. defiance, cheek, insolence) are unacceptable. Pupils must respect the right of other pupils to learn. Any behaviour which interferes with the right (e.g. constant disruption of the class persistent distracting of others) is considered unacceptable behaviour. In order that pupils benefit from their work in class full co-operation is required at all times. Pupils must co-operate with instructions given by the teacher. The Essential Classroom Rules 1. Be ready for class 2. Good manners are expected at all times 3. Always do your best and allow others to do the same 4. Raise hand, wait for attention and listen to the person who is speaking 5. Take good care of personal and classroom property 6. Ensure you are safe in class and make it safe for others Behaviour in the Playground Pupils should treat others as they would like to be treated themselves. Any behaviour which endangers or offends others is not permitted. Rough behaviour e.g. fighting, kicking, spitting, pushing is forbidden. Games or activities considered to be dangerous are prohibited. Any behaviour which interferes with other pupils play is not permitted. Pupils may not leave the playground for any reason during breaks without permission of the supervising teacher, this includes re-entering the school building without permission. Yard rules are on display on windows and doors facing the yard and in classrooms alongside the yard play rota. The Essential out of Class Rules 1. Stay within the boundaries in yard-children from 3rd class upwards are discouraged from going back into the school for any reason. However, if they need to go they must check back in with a staff member to let them know of their return. 2. Stay in your Class Zone in the morning and at lunchtime. 3. Play safely and fairly. Treat others fairly, the way you would like yourself to be treated 4. Listen and respect all teachers and SNAs on duty. 5.. Keep yard and school environment litter free and tidy. 6.. Respect all school property. 7. Only Class balls allowed on yard. 8.. Walk or skip. No running allowed between zones. 9. All pupils must freeze after the first whistle at the end of breaks. 10. Line up quickly and quietly and leave and return to your classroom in an orderly fashion. Behaviour in the School Environment & Behaviour on School Outings Respect and courtesy to others is essential. Any kind of verbal or physical abuse of other pupils is unacceptable. Use of foul language among pupils is unacceptable. Bullying or intimidation of other pupils is prohibited and is always regarded as a serious offence. Pupils must show respect for school property at all times. For reasons of safety and to minimise accidents, pupils should move about the school in an orderly manner. Pupils are encouraged to be respectful of each other on their way to and from school. When on school outings pupils are expected to behave in an orderly manner and show respect for public property. They should always co-operate fully with their teachers and special needs staff. Children with SEN and/or Behavioural Needs Many children with special needs come to school with behavioural supports already in place. However, the requirements of many other children with special needs may only become evident as they get older. Part of the successful implementation of our Code of Behaviour is ensuring a better understanding, among our school community, of special educational needs, including challenging behaviour and its root causes. Challenging behaviour can be displayed by any child, even those with special educational needs. Often, while the challenging behaviour can be very obvious, the educational or personal needs that are hidden behind the behaviour may not. Every effort will be made to deal with children with special educational/behavioural needs fairly through the school’s Code of Behaviour. Some children may require an individualised approach to dealing with challenging behavior and this approach will be monitored, in consultation with parents, by means of a Behaviour Continuum. Availing of clinical and therapeutic services outside school may need to be considered in some cases. In every instance of repeated misbehaviour, serious and gross misbehaviour the health and safety and educational needs of other students and the health and safety of school staff is also a key consideration for the school management team and the Board of Management. Attendance/Education Welfare Act Under the Education Welfare Act 2000, the school must be notified by parents about reasons for absence. This can be done on the Aladdin system. Absences of 20 days or more must be referred by the school to Education Welfare Board. Any child wishing to leave school early must have a note signed by their parent or guardian. The Education Welfare Officer is available to support parents with attendance issues. Parents/Guardians write a note in the school journal if they require their children to leave early or to attend an appointment. Daily attendance and punctuality are required from pupils. School opens to receive pupils at 8:50 each morning. Pupils`reason for absence must be give in writing to the school preferably via Aladdin. When a pupil has to leave school early (i.e. before 2.40pm) a note from parents must be brought to the class teacher stating the time at which the pupil is to leave. Please refer to School Attendance Policy. Homework It is the policy of the school to assign homework on a regular basis. The time taken for this will vary from child to child, but should in most cases take between 30 minutes and one hour. Homework is recorded in the pupil’s journal. Parents should sign the homework journal to confirm that the work has been fully attempted. If for some reason homework (or part of it) cannot be completed, parents are asked to note this in the homework journal. Generally, homework is not given at weekends. Written work must be done neatly and carefully. Graffiti on textbooks and copy books is not permitted. Please refer to the school Homework Policy for further information. Jewellery Students are not permitted to have piercings, pendants or smart watches. Mobile phones/IPods/Electronic Games Use of mobile phones, IPods and electronic games during school hours is strictly forbidden. However, if for any reason a pupil takes a phone to school, it must be left switched off and given to the Principal for the day.Any infringement of this rule will involve the confiscation of the phone and any other electronic equipment and will only be returned to the parent or guardian of the pupil after 24 hours, or after the weekend. School Uniform All pupils must wear the correct school uniform. The school tracksuit is worn for PE days or days on which matches, athletics, swimming or tennis is scheduled. The formal uniform is worn for days in which there is no scheduled sports or PE activities. School journal The school journal is an important communication tool between parents and the school. Please read and sign the journal each night. Examples of 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, or the supervising teacher at break-times. 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 principal to discuss their sons behaviour. Examples of minor misbehaviour include: · Bringing electronic equipment or mobile-phones to school · Not wearing appropriate uniform; bringing in chewing-gum · Not following instructions. Examples of serious misbehaviour include: · 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 · Bringing dangerous equipment to school · Leaving school/school activities without permission. Examples of gross misbehaviour include: · Assault on a teacher or pupil · Serious theft · Serious damage to property · Serious bullying · Carrying drugs, alcohol, cigarettes The above is intended as examples rather than serving as a comprehensive list of discouraged behaviours. *Addendum to Serious and Gross Misbehaviours: In the light of the school’s reopening during the Covid 19 pandemic the following rules will need to be adhered to by all pupils to best ensure the safety of all. Arrive and depart from the school premises at the agreed time. Wash hands thoroughly before entering school premises and while at school, washing hands for at least 20 seconds more often than usual with soap and water or hand sanitizer. Remain in designated seating within the classroom during lesson time Keep a safe distance from other pupils. Maintain healthy practice when coughing or sneezing, Refrain from spitting or coughing at or towards other pupils and members of staff. Maintain responsibility for their own equipment, eg stationery and water bottles. These cannot be shared with others. Tell a member of staff if they are feeling unwell. A child who is consistently and deliberately breaking the above rules will have to work in isolation from his peers. His parents will be contacted to encourage him to improve his behaviour. If the behaviour persists his parents will be called to collect him from school. This sanction will follow the rules in relation to suspension as outlined below. Bullying is repeated aggression – physical, verbal or emotional - conducted by an individual or group against another or others. · PHYSICAL: includes pushing, shoving, punching, kicking, poking, tripping,`spitting, biting, etc. · VERBAL: name calling which hurts, insults or humiliates. · EMOTIONAL: threats or persistent hurtful remarks regarding sensitive areas e.g. appearance, dress, progress, colour, culture and disability. Isolating or shunning a child. Threats to extort money or possessions. “Cyber/text” bullying. The school takes particular care to intervene early in responding to the needs, fears or anxieties of individual members in a sensitive manner. Issues in relation to Bullying are explored continually during SPHE lessons and using Circle Time, Drama etc. Should a parent/guardian have any concerns which need to be discussed with a teacher, all staff members are more than willing to facilitate a meeting, made through the proper channels i.e. a phone call to the office, or a note to the class teacher to arrange a convenient time for both parties. The first person to be informed should be the class teacher. This arrangement ensures that all concerns are dealt with in a dignified, meaningful manner, without infringing on valuable teaching time. Isolated incidents of aggressive behaviour, while not to be condoned, cannot be described as bullying. Incidents of bullying will be dealt with in the same manner as breaches of discipline – already outlined in our Code of Behaviour. In the case where a parent reports a bullying incident, the school reserves the right to inform the relevant parties of the identity of the person making the complaint, when this is deemed necessary. Sanctions for Minor Misbehaviour All efforts are made for the pupil to understand the impact of his behaviour on others. He is given an opportunity to make amends. Consequences, in accordance with those drawn up in the class contract(eg loss of dojo points, ball moved to orange basket) are given but with an opportunity to receive those points and awards again if behaviour improves. Continuous and repeated incidents of minor misbehaviour by a pupil may be deemed to constitute serious misbehaviour in so far as these behaviours interfere with the teaching and learning in school. Sanctions Serious Misbehaviour Stage 1 – Warning/Reflection Reflection: Pupil fills out reflection form appropriate to his class level which must be signed by his parents and the principal Stage 2 – Reflection & Detention Pupil has to complete a reflection form appropriate to his class level(eg picture drawn in Infants, Template 1 1st-3rd Template 2 4th-6th Class/yard teacher or principal sends the pupil to another class with work (note to parents in journal) Stage 3 – Booking Detention and Contract If a pupil receives two reflection forms in any four school weeks the class teacher and pupil go to the office and draw up a written behaviour agreement. This contract will be signed in the presence of the Principal. A copy of the written behaviour agreement will be posted to parents and returned and signed. Stage 4 – Case Conference If the child’s misbehaviour persists the child’s parents will be asked to meet the class teacher and principal. The child will be asked to give a written undertaking that he/she will behave in school. This will be witnessed and signed by Parent/Parents or guardian. Stage 5 – Internal Suspension/Shortened Day An Internal Suspension is when a pupil is removed from their own base class and is placed in another class for up to five school days. The pupil is sent with work to the other class. This will be activated when stages 1-4 and are exhausted or when a series of misbehaviours(ie three or more reflection forms given) occurs. A shortened day may be more productive for developing the desired behaviours in some cases. This may be deemed a more appropriate action, dependant on the pupil. Stage 6 – Suspension This procedure is used in the case of gross misbehaviour, a series of serious misbehaviours and or health & safety grounds: a) If stage 4 is exhausted or there is a single incident of gross misbehaviour the Principal requests a meeting with the parents. If considered warranted the Principal reserves the right to suspend the pupil for 3 days initially. This power of suspension is delegated to the principal by the school Board of Management. b) In certain circumstances the Principal with the approval of their Chairperson of the BoM may suspend a pupil for up to 5 school days c) A meeting of the BoM may authorise further suspension up to a maximum of 10 days. The BoM should normally place a ceciling of ten days on any one period of suspension imposed by it. Suspension will be in accordance with Section 23 of the Education Welfare Act 2000.

A single incident of gross misbehaviour may be grounds for suspension Minor Incidents in the yard are communicated to the class teacher of the pupils concerned. Major incidents(resulting in injury, or the threat of injury) are recorded in the Office Incident Folder Appeal Parents of a pupil who has been suspended for 20 school days or more are entitled under Section 29 of the Education Act 1998 to appeal such a suspension. Stage 7 – Expulsion This procedure may be considered in an extreme case, in accordance with Section 23 of the Education Welfare Act 2000. Grounds for Expulsion · Behaviour is a persistent cause of significant disruption to the learning of others or to the teaching process · Continued presence of pupil constitutes a real and significant threat to safety · Pupil responsible for serious damage to property. Aggressive, threatening or violent behaviour toward a pupil or staff member.

The above is a list of examples only: it is not intended to be a total list of misdemeanours Automatic Expulsion BoM may sanction automatic expulsion for certain prescribed behaviours, even if they are a first offence: 1. Sexual Assault 2. Possession of illegal drugs 3. Supplying illegal drugs to other pupils in the school 4. Actual violence or physical assault 5. Serious threat of violence against another pupil or member of staff. Procedures in Respect to Expulsion 1. Detail investigation by school principal 2. Recommendation by principal to BoM 3. BoM considers Principal’s recommendation and holds hearing 4. BoM decision, is expulsion appropriate? If BoM recommends expulsion, the BoM will propose a date which will allow a 20-day cooling off period 5. Education Welfare Officer is informed of proposal to expel pupil and effective date of that proposal 6. Parents of the pupil are informed of rights to invoke a Section 29 appeal under the Education Act 1998 7. Education Welfare Officer arranges consultations 8. Confirmation of decision. Conclusion The essence of our code of behaviour is valuing people and encouraging them to accept responsibility for their own behaviour and to develop self discipline. Review This Policy will be reviewed in_____________. Ratification This Policy was ratified by a member of the school Board of Management on __________2020. Signed: ________________________ Chairperson of the Board of

School Policy on CCTV System and Data Management

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A Closed Circuit Television System (CCTV) is installed in Bunscoil Buachaillí Réalt na Mara under the remit of the Board of Management. PURPOSE OF THE POLICY

The purpose of this policy is to regulate the use of CCTV and its associated technology in the monitoring of both the internal and external environs of the premises under the remit of the Board of Management of Bunscoil Buachaillí Réalt na Mara. A CCTV system is installed both internally and externally on the premises for the purpose of enhancing security of the building and its associated equipment as well as creating a mindfulness among the occupants, at any one time, that a surveillance security system is in operation within and/or in the external environs of the premises during both the daylight and night hours each day. CCTV surveillance at the school is intended for the purposes of:

• protecting the school buildings and school assets, both during and after school hours; • promoting the health and safety of staff, pupils and visitors; • preventing bullying; • reducing the incidence of crime and anti-social behaviour (including theft and vandalism); • supporting the Gardaí in a bid to deter and detect crime; • assisting in identifying, apprehending and prosecuting offenders; • ensuring that the school rules are respected so that the school can be properly managed. SCOPE

This policy relates directly to the location and use of CCTV and the monitoring, recording and subsequent use of such recorded material. GENERAL PRINCIPLES

The Board of Management of Bunscoil Buachaillí Réalt na Mara, as the corporate body, has a statutory responsibility for the protection of school property and equipment as well as providing a sense of security to its employees, students and invitees to its premises. Bunscoil Buachaillí Réalt na Mara owes a duty of care under the provisions of Safety, Health and Welfare at Work Act 2005 and associated legislation and utilises the CCTV system and its associated monitoring and recording equipment as an added mode of security and surveillance for the purpose of enhancing the quality of life of the school community by integrating the best practices governing the public and private surveillance of its premises. The primary aim of the CCTV system in Bunscoil Buachaillí Réalt na Mara is to deter crime and vandalism and to assist in the protection and safety of the said property and its associated equipment and materials. The use of the CCTV system will be conducted in a professional, ethical and legal manner and any diversion of the use of CCTV security technologies for other purposes is prohibited by this policy e.g. CCTV will not be used for monitoring employee performance. Information obtained through the CCTV system may only be released when authorised by the Principal, following consultation with the Chairperson of the Board of Management. Any requests for CCTV recordings/images from An Garda Síochána will be fully recorded and legal advice will be sought if any such request is made (See ‘Access’ below). If a law enforcement authority, such as An Garda Síochána, is seeking a recording for a specific investigation, An Garda Síochána may require a warrant and accordingly any such request made by An Garda Síochána should be requested in writing and the school will immediately seek legal advice. CCTV monitoring of public areas for security purposes will be conducted in a manner consistent with all existing policies adopted by the Board of Management, including the provisions set down in Equality and other Education-related legislation. This policy prohibits monitoring based on the characteristics and classifications contained in equality and other related legislation e.g. race, gender, sexual orientation, national origin, disability etc. Video monitoring of public areas for security purposes within the school premises is limited to uses that do not violate the individual’s reasonable expectation to privacy. Information obtained in violation of this policy may not be used in a disciplinary proceeding against an employee of the school or a student attending the school. All CCTV systems and associated equipment will be required to be compliant with this policy following its adoption by Bunscoil Buachaillí Réalt na Mara. Recognisable images captured by CCTV systems are ‘personal data’. They are therefore subject to the provisions of the Data Protection Acts 1988 and 2003. JUSTIFICATION FOR USE OF CCTV

Section 2(1)(c)(iii) of the Data Protection Act requires that data is ‘adequate, relevant and not excessive’ for the purpose for which it is collected. This means that the Board of Management of Bunscoil Buachaillí Réalt na Mara needs to be able to justify the obtaining and use of personal data by means of a CCTV system. The use of CCTV to control the perimeter of the school buildings for security purposes has been deemed to be justified by the Board of Management. The system is intended to capture images of intruders or of individuals damaging property or removing goods without authorisation. The CCTV system will not be used to monitor normal teacher/student classroom activity in school. In other areas of the school where CCTV has been installed, e.g. hallways, the Principal has demonstrated that there is a proven risk to security and/or health & safety and that the installation of CCTV is proportionate in addressing such issues that have arisen prior to the installation of the system. LOCATION OF CAMERAS

The location of cameras is a key consideration. Use of CCTV to monitor areas where individuals would have a reasonable expectation of privacy would be difficult to justify. The Board of Management of Bunscoil Buachaillí Réalt na Mara has endeavoured to select locations for the installation of CCTV cameras which are least intrusive to protect the privacy of individuals. Cameras placed so as to record external areas are positioned in such a way as to prevent or minimise recording of passers-by or of another person’s private property. CCTV Video Monitoring and Recording of Public Areas in Bunscoil Buachaillí Réalt na Mara may include the following: • Protection of school buildings and property: The building’s perimeter, entrances and exits, lobby and corridor, receiving area for goods/services. • Monitoring of Access Control Systems: Monitor and record restricted access areas at entrances to building and other areas • Verification of Security Alarms: Intrusion alarms, exit door controls, external alarms • Video Patrol of Public Areas: Parking areas, main entrance/exit gates, traffic control • Criminal Investigations (carried out by An Garda Síochána): Robbery, burglary and theft surveillance. COVERT SURVEILLANCE

The Board of Management of Bunscoil Buachaillí Réalt na Mara will not engage in covert surveillance. Where An Garda Síochána requests to carry out covert surveillance on school premises, such covert surveillance may require the consent of a judge. Accordingly, any such request made by An Garda Síochána will be requested in writing and the school will seek legal advice. NOTIFICATION – SIGNAGE

The Principal will provide a copy of this CCTV policy on request to staff, parents and visitors to the school. This policy describes the purpose and location of CCTV monitoring, a contact number for those wishing to discuss CCTV monitoring and guidelines for its use. The location of CCTV cameras will also be indicated to the Board of Management. Adequate signage will be placed at each location in which a CCTV camera is sited to indicate that CCTV is in operation. Adequate signage will also be prominently displayed at the entrance to Bunscoil Buachaillí Réalt na Mara property. Appropriate locations for signage will include:

• at entrances to premises i.e. external doors, school gates • reception area • at or close to each internal camera STORAGE & RETENTION

Section 2(1)(c)(iv) of the Data Protection Act states that data ‘shall not be kept for longer than is necessary’ for the purposes for which it was obtained. A data controller needs to be able to justify this retention period. For a normal CCTV security system, it would be difficult to justify retention beyond a month (28 days), except where the images identify an issue – such as a break-in or theft and those particular images/recordings are retained specifically in the context of an investigation/prosecution of that issue.

Accordingly, the images captured by the CCTV system will be retained for a maximum of 28 days, except where the image identifies an issue and is retained specifically in the context of an investigation/prosecution of that issue. The images/recordings will be stored in a secure environment with a log of access kept. Access will be restricted to authorised personnel. Supervising the access and maintenance of the CCTV system is the responsibility of the Principal. The Principal may delegate the administration of the CCTV system to another staff member. In certain circumstances, the recordings may also be viewed by other individuals in order to achieve the objectives set out above (such individuals may include the Gardaí, the Deputy Principal, other members of the teaching staff, representatives of the Department of Education and Skills, representatives of the HSE and/or the parent of a recorded student). When CCTV recordings are being viewed, access will be limited to authorised individuals on a need-to-know basis. Tapes/DVDs will be stored in a secure environment with a log of access to tapes kept. Access will be restricted to authorised personnel. Similar measures will be employed when using disk storage, with automatic logs of access to the images created. ACCESS

Tapes/DVDs storing the recorded footage and the monitoring equipment will be securely stored in a restricted area. Unauthorised access to that area will not be permitted at any time. The area will be locked when not occupied by authorised personnel. A log of access to tapes/images will be maintained. Access to the CCTV system and stored images will be restricted to authorised personnel only i.e. the Principal of the school. In relevant circumstances, CCTV footage may be accessed: • By An Garda Síochána where The Board of Management of Bunscoil Buachaillí Réalt na Mara (or its agents) are required by law to make a report regarding the commission of a suspected crime; or • Following a request by An Garda Síochána when a crime or suspected crime has taken place and/or when it is suspected that illegal/anti-social behaviour is taking place on school property, or • To the HSE and/or any other statutory body charged with child safeguarding; or • To assist the Principal in establishing facts in cases of unacceptable student behaviour, in which case, the parents/guardians will be informed; or • To data subjects (or their legal representatives), pursuant to an access request where the time, date and location of the recordings is furnished to The Board of Management of Bunscoil Buachaillí Réalt na Mara, or • To individuals (or their legal representatives) subject to a court order. • To the school’s insurance company where the insurance company requires same in order to pursue a claim for damage done to the insured property. Requests by An Garda Síochána: Information obtained through video monitoring will only be released when authorised by the Principal following consultation with the Chairperson of the Board of Management. If An Garda Síochána request CCTV images for a specific investigation, An Garda Síochána may require a warrant and accordingly any such request by An Garda Síochána should be made in writing and the school should immediately seek legal advice. Access requests: On written request, any person whose image has been recorded has a right to be given a copy of the information recorded which relates to them, provided always that such an image/recording exists i.e. has not been deleted and provided also that an exemption/prohibition does not apply to the release. Where the image/recording identifies another individual, those images may only be released where they can be redacted/anonymised so that the other person is not identified or identifiable. To exercise their right of access, a data subject must make an application in writing to the school Principal. The school may charge up to €6.35 for responding to such a request and must respond within 40 days. Access requests can be made to the following: The Chairperson, Board of Management, Bunscoil Buachaillí Réalt na Mara, Donacarney, Mornington, Co. Meath. A person should provide all the necessary information to assist the school in locating the CCTV recorded data, such as the date, time and location of the recording. If the image is od such poor quality as not to clearly identify an individual, that image may not be considered to be personal data and may not be handed over by the school. In giving a person a copy of their data, the school may provide a still/series of still pictures, a tape or a disk with relevant images. However, other images of other individuals will be obscured before the data is released. RESPONSIBILITIES

The Principal will: • Ensure that the use of the CCTV system is implemented in accordance with the policy set down by The Board of Management of Bunscoil Buachaillí Réalt na Mara • Oversee and co-ordinate the use of CCTV monitoring for safety and security purposes within Bunscoil Buachaillí Réalt na Mara# • Ensure that all existing CCTV monitoring systems will be evaluated for compliance with this policy • Ensure that the CCTV monitoring at Bunscoil Buachaillí Réalt na Mara is consistent with the highest standards and protections • Review camera locations and be responsible for the release of any information or recorded CCTV materials stored in compliance with this policy • Maintain a record of access (e.g. an access log ) to, or the release of, tapes or any material recorded or stored in the system • Ensure that monitoring recorded tapes are not duplicated for release • Ensure that the perimeter of view from fixed location cameras conforms to this policy both internally and externally • Provide a list of the CCTV cameras, their locations and the associated monitoring equipment and the capabilities of such equipment to the Board of Management for formal approval • If required, approve the location of temporary cameras to be used during special events that have particular security requirements and ensure their withdrawal following such events • Ensure that all areas being monitored are not in breach of a reasonable expectation of the privacy of individuals within the school and be mindful that no such infringement is likely to take place • Advise the Board of Management to ensure that adequate signage, at appropriate and prominent locations, is displayed • Ensure that external cameras are non-intrusive in terms of their positions and views of neighbouring residential housing and comply with the principle of ‘reasonable expectation of privacy’ • Ensure that monitoring tapes are stored in a secure place with access by authorised personnel only • Ensure that images recorded on tapes/DVDs/digital recordings are stored for a period not longer than 28 days and are then erased unless required as part of a criminal investigation or court proceedings (criminal or civil) or other bona fide use as approved by the Chairperson of the Board of Management • Ensure that when a zoom facility on a camera is being used, there is a second person present with the operator of the camera to guarantee that there is no unwarranted invasion of privacy • Ensure that camera control is solely to monitor suspicious behaviour, criminal damage etc. and not to monitor individual characteristics • Ensure that camera control is not infringing an individual’s reasonable expectation of privacy in public areas • Ensure that where An Garda Síochána request to set up mobile video equipment for criminal investigations, legal advice has been obtained and such activities have the approval of the Chairperson of the Board of Management Links to other policies All school policies are consistent with one another, within the framework of the overall School Plan. Relevant school policies already in place, being developed or reviewed, are examined with reference to the CCTV policy and any implications which it has for them are addressed. The following policies are among those considered: • Data Protection policy • Child Protection policy • Anti-bullying policy • Code of Behaviour • ICT Acceptable Usage policy The CCTV policy has been developed mindful of the school’s obligation under Data Protection Legislation. IMPLEMENTATION ARRANGEMENTS, ROLES AND RESPONSIBILITIES

The school Principal is assigned the role of co-ordinating the implementation of this CCTV policy and for ensuring that all members of the school community are familiar with the policy. Ratification & Communication A draft CCTV Policy was developed by the principal in consultation with the members of the ISM (Internal School Management). This draft policy was circulated to all staff and B.O.M. members for review and comment. The ISM committee finalised the draft policy having regard to the feedback received. The B.O.M. reviewed the draft policy and the CCTV policy was ratified by the B.O.M. The ratified policy was circulated to all staff members and to the officers of the Parents’ Association. All parents were advised of the availability of the policy on the school website at donacarneyschool.ie Staff members are required to be familiar with the CCTV policy. IMPLEMENTATION & REVIEW

The policy will be reviewed and evaluated from time to time. On-going review and evaluation will take cognisance of changing information or guidelines (e.g. from the Data Protection Commissioner, An Garda Síochána, Department of Education and Skills or the NEWB), legislation and feedback from parents/guardians, staff and others. The policy will be revised as necessary in the light of such review and evaluation and within the framework of school planning. Practical indicators that will be used to gauge the impact and effectiveness of the policy will include the extent to which: • Staff and parents/guardians are aware of the policy • Requests for access to personal data are dealt with effectively • Personal data records are held securely • Personal data records are retained only for as long as necessary Signed: ................................................................. Chairperson, Board of Management. Dated:

Homework Policy (reviewed by staff, management and BOM reps April 2011)

Introduction

Homework fosters independence, self-reliance, self-esteem, co-operation and responsibility and life long learning. It is an essential part of primary education as it re-enforces what children learn in school. It provides a link between teacher and parent and encourages parental involvement in their child’s education.

In general, homework is meant to be achievable by a child working on their own to the best of their ability. It is normally prepared by the teacher in class. It can be used to practice what is done in school or can be designed to challenge children’s ability and provide opportunities for creativity.

How often is homework given?

Homework is given on Mondays, Tuesdays, Wednesdays and Thursdays but not on Fridays with certain exceptions:

If homework has been neglected during the week

In senior classes some project work is undertaken at weekends.

Sometimes at the discretion of the class teacher or the principal, children are given ‘homework off’ as a treat or as acknowledgement of some special occasion.

Homework Content

Usually, homework contains a balance between reading tasks, learning tasks and written tasks. This balance is not always possible and can vary considerably from day to day. However, it should be noted that homework time devoted to reading and learning is as important as written work.

Homework will regularly contain reading, spellings, tables, written work, pieces to be ‘learned by heart’, drawing/colouring, collecting information/items and finishing work started in class. Children often feel that reading and ‘learning by heart’ is not real homework. Parents can play an important role in listening to reading and items to be learned, ensuring this work is done well.

Duration of Homework

The following are guidelines for time spent at homework. Different children will complete the same homework in different lengths of time. Time spent will vary from day to day and also from the beginning to the end of the school year. It is important to remember that it is the quality and not the quantity of homework that matters. The following are general guidelines:

Infant classes

0-20 minutes

First / Second

20 – 30 minutes

Third/Fourth 30 – 40 minutes

Fifth / Sixth class

50-60 minutes with additional reading

Pupils should:

Enter homework accurately in homework diary.

Ensure they take home relevant books and copies.

Complete homework assignments to the best of their ability.

Present written work neatly.

Parents/Guardians should:

Encourage a positive attitude towards homework in all subjects from an early age.

Encourage children to work independently as far as possible. Resist over-helping.

Encourage children to organise themselves for homework. Have all books and materials at hand.

The pupil should have the Homework Journal open to tick off work as it is completed.

Agree a suitable time for doing homework, taking into account; age, the need for playtime, relaxation and family time.

Providing a quiet place, suitable work surface, free from distractions, interruptions and television

Encourage good presentation and neatness within a reasonable time.

Sign the homework diary (1st-6th classes) checking that all homework is complete.

Check that the child has all necessary books, homework journal, copies, pencils, mathematical equipment, dictionary, P.E. clothes, if needed for the next school day.

Communicate difficulties to the teacher using the homework journal or scheduling a meeting.

How often do teachers monitor homework?

Teachers set homework, review assignments and provide feedback to students. They also monitor homework to help identy pupils with special difficulties.

Ideally, teachers check homework on a daily basis. However, with large class numbers, it is not always possible to check each child’s homework journal every day. As children get older and learn to work independently, some items of homework are checked less often, e.g. every second day or once a week. Some items of homework (and class work) may be checked by children themselves, under the direction of the teacher. This can be a useful part of the learning process for children as it promotes responsibility and self esteem.

What happens when Homework is not done?

When homework is not done regularly the teacher contacts parents with a view to resolving the situation. If the situation continues, then the matter is brought to the attention of the Principal who will contact the parent(s) and arrange a meeting to discuss how the matter can be resolved.

Homework and Holidays

Please note that it is our policy to discourage pupils from taking holidays during term time. We do not assign work for them for their holidays, nor set catch up work for them on their return. You are reminded that if your child is absent for twenty or more days in the school year, we are obliged to contact the National Welfare Board

Healthy Eating Policy

Background/ Introduction:

Food and drink are an essential part of our daily lives. They play a fundamental role in the development of the human being and can contribute to fulfilling our physiological needs, and also contributes to our mental and emotional development. As young people spend such a large part of their life in school it is imperative that we educate, support and create a sense of responsibility around food, nutrition and making good choices. Here at Bunscoil Buachaillí Réalt na Mara we are taking a holistic approach to our healthy eating policy and believe that being supported by the whole school community including staff, parents and students will lead to a greater sense of ownership and success. Rationale: Health and Nutrition form the basis for long, healthy, happy lives and with increasing rates of childhood obesity we felt now was the time to make proactive changes to our school environment. We feel it is our duty to educate and empower our students to develop healthy habits for life! Research has proven good nutrition not only leads to good health and consequently less absentee days, but also concentration and behaviour levels as well as self-esteem. Our Policy is being created in line with the Department of Health Promotion’s Healthy Food for Life Campaign (launched 2016). It also forms part of our educational curriculum through subjects like SPHE, SESE and PE and we aim to promote nutrition awareness and positively affect healthy food and drink choices within the school community. Aims & Objectives The overall aims of Healthy Eating Policy : • In line with our school ethos this healthy eating policy will contribute to the personal development and well-being of the child. • It aims to help pupils establish a healthy lifestyle for life by educating them on facts around food and nutrition in line with the new Department of Health Promotion’s Healthy Food for Life Campaign. • This policy aims to encourage parents and children to think critically about healthy eating, experience a wide variety of foods and make healthy food choices at each meal. • An important aim this policy is to enable the child appreciate the importance of good nutrition and fitness as a foundation for healthy living for life. • This policy aims to promote the importance of encouraging and praising positive behaviour when small, sustainable changes are evident. • In order to support a foundation for healthy living this policy aims to help students develop an appreciation for the importance of good nutrition and fitness and to accept responsibility for making good food choices. • As a by-product of healthy eating this policy aims to improve overall health and wellness, concentration, behaviour and attendance at school. This policy will strive to help ensure the safety of children with allergies. Definition:

“What is Healthy Food?” The Committee will work within national recommendations for healthy eating focusing particularly on the following recommendations: 1. Enjoy a wide variety of foods from the five food groups. 2. Find enjoyable ways to be physically active everyday – balancing your food intake with active living will help protect you against disease and prevent weight gain. 3. Keep an eye on your serving sizes – choose smaller serving sizes and add plenty of vegetables, salad and fruit. 4. Plain wholemeal breads, cereals, potatoes, pasta and rice provide the best calories for a healthy weight. 5. Eat plenty of different coloured vegetables, salad and fruit – at least five a day. 6. Drink plenty of water. The Guidelines These are some of the guidelines possible as part of the Healthy Eating Policy: • Teachers will provide positive modelling and supportive attitudes. • A healthy lunch box includes a piece of food from the first four shelves of the food pyramid: Small Break/Fruit Break: apples, bananas, blueberries, carrot, cucumber sticks. Whole grains:brown bread, brown pasta Dairy:milk, cheese, yogurt Protein: chicken, hummus, tuna, cheese Milk/Water are the most tooth-friendly drinks

• Foods not allowed in school:

Crisps Chocolate, sweets, lollipops Chewing Gum Biscuits, pastries, doughnuts Chocolate Spread Fizzy Drinks Cereal Bars, Winders High Sugar Yogurts • We cannot have cake in the for children’s birthdays • Exceptions to the rule are allowed for special occasions ( set out by the school / teacher). • Foods that have wrappers are to be kept to a minimum and disposed of properly to reduce litter and protect our environment. Try to use recyclable and reusable containers and not items like tinfoil, glass and cans. Children are encouraged to take their food wrappers home. • Any uneaten food will be sent home in lunchboxes. Considerations of the Healthy Eating Policy • It is expected all parents will support the Healthy Eating Policy in every way possible. If a child brings a food which is deemed unacceptable, it will be returned to the child at the end of the day and sent home to the parent. • It is the obligation of the parent/guardian to inform the school office of any special dietary requirements or allergies pertaining to their child. Promotion of the Healthy Eating Policy

Throughout the year there will be a number of ways to promote the healthy eating policy: • ‘Fruit/Vegetable Break’ will be encouraged at Small Break • Healthy Eating and Wellness Week/Month including Active Homework • Healthy Eating Awards at Assembly • Healthy Eating Displays around the school • Cross - curricular activities each term to promote a holistic positive approach to good food and nutrition. • Continually modelling, monitoring and positive reinforcement by teachers and staff. • Promotional Materials pertaining to the new 2016 Healthy Food for Life ( new food pyramid) will be evident around the school Roles & Responsibilities

Role of Parents: • The support the ethos and guidelines of the healthy eating policy • Provide healthy, well balanced lunch for children in accordance with the guidelines and monitor child’s eating habits at school. • Provide lunches in an “environmentally friendly” manner as possible. • Inform the school of any special dietary requirements or allergies. Role of Children: • Try new foods, keep hydrated and make time to eat their lunch • Have a positive attitude to the healthy eating policy and be responsible for their own actions. • Help make their lunch at home and remind busy parents to follow the guidelines of the policy. Role of School: ● Be the positive role model and support to the whole school community in relation to the healthy eating policy. ● Monitor and observe the adherence to the policy. ● Continually review and adapt the policy to best suit the needs of the school community. ● Engage with a holistic, cross curricular approach to the healthy eating policy. Ratification: This Policy was reviewed November 2017 Signature of Principal: Signature of Chairperson of BOM

Parental Involvement

As a Catholic school, we believe that the school is not an isolated unit but a union of many people who come together to give it it’s life and meaning. The triple partnership of home, school and parish is essential if the school is to live up to its mission statement. We aim to establish this relationship through: •Encouraging a shared commitment to the success of each individual child. •Encouraging an ethos of understanding and openness in home/ school/parish relationships. •Helping parents to develop a positive role in complementing and supporting the work of the school in educating their children. •Involvement in sacramental preparation. •Attending parent/teacher meetings, class displays, plays and concerts. When a parent needs to meet a member of staff they must make an appointment through the school office. •Parents/guardians are also asked to notify the school if there are any changes which might influence a child’s behaviour /performance. •Please make sure the school has the up to date contact numbers (home, mobile and additional contacts).

Reconstitution of Classes Policy

In the interest of providing the best education for all pupils it may be from time to time necessary to divide and combine class groups into mixed classes. Reconstitution of classes benefits all children from an emotional, social, developmental and academic point of view.

Aims and objectives of this policy

• to provide a framework for the reconstitution/splitting of classes

• to outline the criteria for placing children in particular mixed class groups

• to outline the criteria on which children are selected to be placed in a mixed or straight

class

• to set out the supports which may be used to ensure the best learning outcomes for all children in mixed classes

Rationale:

At the time of planning classes for the coming year, the Principal will look at the overall numbers in each year group and the number of teachers available to the school in accordance with the terms of the most recent staffing circular. This schedule is dictated annually by the government and schools have no control over it. The Principal will decide how best to organise classes with a view to providing the best education at opportunities for all children.

Other reasons may include:

• To provide the best inclusive education for all pupils

• Achieve a better balance in the allocation of resources to classes

• Special education and/or medical needs

• Break unhealthy cliques

Criteria for reconstituting a class:

We group children in such a way to maximise learning outcomes for each child.The following factors will be taken into account when reconstituting a class:

• mixed ability groupings

• emotional and behavioral factors

• class dynamics

• friendship groups

• special education needs of pupils

• medical needs

Benefits for your child

• Children experience and learn to cope with change

• Forming new friends is important for the social development of the child and links with the SPHE programme

• Provides good preparation for secondary school as it helps the children get used to change within a safe environment with the support of friends

• An evenly distributed mix of needs has better outcomes for every child in a class

Cooperation between home and school: The Principal and staff and consultation with parents in our school will work together to reconstitute classes when required. The process of forming new friendships is the key life skill which is important to develop. A positive and supportive attitude from parents is a key element in achieving a successful outcome in the reconstituted classes.

The decision will ultimately with the Principal who must consider the needs of every child in the class

Procedures for regrouping classes:

• In the third term the SPHE programme has a focus on friendship and teachers teach a series of lessons on the importance of friends and what friendship means.

• Children will be asked to complete a personal friendship worksheet where they write the names of some of their friends. Teacher /pupil conferencing will be used in the Junior classroom.

• The school will endeavour to guarantee that at least two of these children will be in their

class. Parents will also be asked for their input when the children take these

worksheets home and return them to their class teacher.

• If parents have concerns or have any additional information that they feel should be considered when reconstituting the classes they are asked to make contact with the principal prior to the final date of the friendship list being submitted. The school will not be in a position to relook at groupings once the children and parents have been informed.

• In line with the criteria for reconstitution of classes, lists will be drawn up by the teachers. At least a week before the end of school parents and children will be notified as to what class their child has been placed in. Decisions regarding individual teachers will not be made until staff recruitment is complete.

• The new classes will be afforded opportunities in the last few weeks of school to mix with their new class group.

• The decision will ultimately with the Principal who must consider the needs of every child in the class

Other influencing factors for multi-grade classes:

1. Criteria on which children are selected to be placed in mixed or straight classes:

• Consultation with the class teacher and if necessary or previous teachers of the classes involved lists of possible groups are drawn up.

• Children who to date have shown an ability to work independently are considered to cope better in a mixed class where from time to time the classes are taught separately.

• Children who have special learning needs at either end of the learning spectrum are generally deemed to be better left in a straight class all other things being equal.

1. Criteria for placing children in particular class groups:

When dividing a class into groups to be placed in separate classes there are certain criteria to be taken into consideration:

• Initial split of the classes will be based on age with the younger members of the senior class and the older members of the junior class forming the split.

• It is considered best to form mixed ability groups. Therefore there may be some amendment to the age-based rule to help maintain mixed ability groups.

• The ability of a pupil will be determined by teacher observation and test results where applicable.

The supports which could be made available to children and teachers in multigrade classes: