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 September 2020. It is published on the school’s website and will be made available in hardcopy, on request, to any person who requests it. The relevant dates and timelines for Bunscoil Buachaillí Réalt na Mara admission process are set out in the school’s annual admission notice which is published annually on the school’s website at least one week before the commencement of the admission process for the school year concerned. This policy must be read in conjunction with the annual admission notice for the school year concerned. The application form for admission is published on the school’s website and will be made available in hardcopy on request to any person who requests it. 2. CHARACTERISTIC SPIRIT AND GENERAL OBJECTIVES OF THE SCHOOL Bunscoil Buachaillí Réalt na Mara 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 (a) 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 [Insert the name of the school] 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. 3. ADMISSION STATEMENT Bunscoil Buachaillí Réalt na Mara will not discriminate in its admission of a student to the school on any of the following: (a) the civil status ground of the student or the applicant in respect of the student concerned, (b) the family status ground of the student or the applicant in respect of the student concerned, (c) the sexual orientation ground of the student or the applicant in respect of the student concerned, (d) the religion ground of the student or the applicant in respect of the student concerned, (e) the disability ground of the student or the applicant in respect of the student concerned, (f) the ground of race of the student or the applicant in respect of the student concerned, (g) the Traveller community ground of the student or the applicant in respect of the student concerned, or (h) the ground that the student or the applicant in respect of the student concerned has special educational needs Bunscoil Buachaillí Réalt na Mara is an all-boys school and does not discriminate where it refuses to admit a girl applying for admission to this school. Bunscoil Buachaillí Réalt na Mara 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. Bunscoil Buachaillí Réalt na Mara is a school which has established a class, 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. Children with special needs will be resourced with the level of resources provided by the Department of Education and Skills to our Board of Management. In the event of an application for a child with special needs the Board of Management will request a copy of the child’s psychological or medical report or a professional assessment of the child’s needs. The Board will meet to determine how best the needs can be met by the school. Where the Board deems further resources or personnel are required, it will, prior to enrolling the child, request such resources from the Department of Education and Skills. The principal will meet with the parents prior to enrolment to satisfy both parties that the child’s needs can be met in our school. As per section 61 (3) of the Education Act 1998, ‘civil status ground’, ‘disability ground’, ‘discriminate’, ‘family status ground’, ‘gender ground’, ‘ground of race’, ‘religion ground’, ‘sexual orientation ground’ and ‘Traveller community ground’ shall be construed in accordance with section 3 of the Equal Status Act 2000. Bunscoil Buachaillí Réalt na Mara will cooperate with the NCSE in the performance by the Council of functions under the Education for Persons with Special Educational Needs Act 2004 in relation 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 required to do so by the Council. Bunscoil Buachaillí Réalt na Mara, will comply with any direction served on the board or the patron under Section 37A and 67(4)(b) of the Education Act 1998.” 4. CATEGORIES OF SPECIAL EDUCATIONAL NEEDS CATERED FOR IN THE SCHOOL/SPECIAL CLASS Bunscoil Buachaillí Réalt na Mara with the approval of the Minister for Education and Skills, has established classes to provide an education exclusively for students with ASD. In accordance with our Enrolment policy for our ASD class,applications for enrolment in our ASD classes can only be considered if a professional report from a psychologist states that the child has a diagnosis of Autism Spectrum Disorder in accordance with the DSM-V diagnostic tool and that the report also recommends placement for the child in an ASD class attached to a mainstream school. 5. ADMISSION OF STUDENTS This school shall admit each student seeking admission except where – a) the school is oversubscribed (please see section 6 below for further details) b) 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 Bunscoil Buachaillí Réalt na Mara provided 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. Bunscoil Buachaillí Réalt na Mara is a Catholic school and may refuse to admit as a pupil a person who is not of Catholic denomination where it is proved that the refusal is essential to maintain the ethos of the school. The special classes attached to this school provide an education exclusively for pupils with ASD and the school may refuse admission to this class where the pupil concerned does not have the specified category of special educational needs provided for in this class Children with special needs will be resourced with the level of resources provided by the Department of Education and Skills to our Board of Management. In the event of an application for a child with special needs the Board of Management will request a copy of the child’s psychological or medical report or a professional assessment of the child’s needs. The Board will meet to determine how best the needs can be met by the school. Where the Board deems further resources or personnel are required, it will, prior to enrolling the child, request such resources from the Department of Education and Skills. The principal will meet with the parents prior to enrolment to satisfy both parties that the child’s needs can be met in our school. 6. OVERSUBSCRIPTION The BOM recognises the right of parents to enrol their child in the school of their choice. The Board of Management of Bunscoil Buachaillí Réalt na Mara 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 of girls currently enrolled in Réalt na Mara GNS ● Children who reside in the Mornington Laytown parish ● All other applicants 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 7. WHAT WILL NOT BE CONSIDERED OR TAKEN INTO ACCOUNT In accordance with section 62(7) (e) of the Education Act, the school will not consider or take into account any of the following in deciding on applications for admission or when placing a student on a waiting list for admission to the school: ● A 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, (other than in relation to: - admission to Gliondar Mara, our ASD classes, in the event of the pupil having a recommendation to attend an ASD class as per the criteria noted in Section 5 above and also in our Enrolment Policy for ASD Classes - the date and time on which an application for admission was received by the school, This is subject to the application being received at any time during the period specified for receiving applications set out in the annual admission notice of the school for the school year concerned. This is also subject to the school making offers based on existing waiting lists (up until 31st January 2025 only). 8. DECISIONS ON APPLICATIONS All decisions on applications for admission to Bunscoil Buachaillí Réalt na Mara will be based on the following: ● Our school’s admission policy ● The school’s annual admission notice (where applicable) ● The informationprovided by the applicant in the school’s official application form received during the period specified in our annual admission notice for receiving applications (Please see section 14 below in relation to applications received outside of the admissions period and section 15 below in relation to applications for places in years other than the intake group.) Selection criteria that are not included in our school admission policy will not be used to make a decision on an application for a place in our school. 9. NOTIFYING APPLICANTS OF DECISIONS Applicants will be informed in writing as to the decision of the school, within the timeline outlined in the annual admissions notice. If a student is not offered a place in our school, the reasons why they were not offered a place will be communicated in writing to the applicant, including, where applicable, details of the student’s ranking against the selection criteria and details of the student’s place on the waiting list for the school year concerned. Applicants will be informed of the right to seek a review/right of appeal of the school’s decision (see section 18 below for further details). 10. ACCEPTANCE OF AN OFFER OF A PLACE BY AN APPLICANT In accepting an offer of admission from Bunscoil Buachaillí Réalt na Mara, you must indicate— (i) whether or not you have accepted an offer of admission for another school or schools. If you have accepted such an offer, you must also provide details of the offer or offers concerned and (ii) whether or not you have applied for and awaiting confirmation of an offer of admission from another school or schools, and if so, you must provide details of the other school or schools concerned. 11. CIRCUMSTANCES IN WHICH OFFERS MAY NOT BE MADE OR MAY BE WITHDRAWN An offer of admission may not be made or may be withdrawn by Bunscoil Buachaillí Réalt na Mara where— (i) it is established that information contained in the application is false or misleading. (ii) 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. (iii) 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 (iv) an applicant has failed to comply with the requirements of ‘acceptance of an offer’ as set out in section 10 above. 12. SHARING OF DATA WITH OTHER SCHOOLS Applicants should be aware that section 66(6) of the Education (Admission to Schools) Act 2018 allows for the sharing of certain information between schools in order to facilitate the efficient admission of students. Section 66(6) allows a school to provide a patron or another board of management with a list of the students in relation to whom— (i) an application for admission to the school has been received, (ii) an offer of admission to the school has been made, or (iii) an offer of admission to the school has been accepted. The list may include any or all of the following: (i) the date on which an application for admission was received by the school; (ii) the date on which an offer of admission was made by the school; (iii) the date on which an offer of admission was accepted by an applicant; (iv) a student’s personal details including his or her name, address, date of birth and personal public service number (within the meaning of section 262 of the Social Welfare Consolidation Act 2005). 13. WAITING LIST IN THE EVENT OF OVERSUBSCRIPTION In the event of there being more applications to the school year concerned than places available, a waiting list of students whose applications for admission to Bunscoil Buachaillí Réalt na Mara 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 Bunscoil Buachaillí Réalt na Mara is in the order of priority assigned to the students’ applications after the school has applied the selection criteria in accordance with this admission policy. Applicants whose applications are received after the closing date, outlined in the Annual Admission Notice, will be placed at the end of the waiting list in order of the date of receipt of the application. Offers of any subsequent places that become available for and during the school year in relation to which admission is being sought will be made to those students on the waiting list, in accordance with the order of priority in relation to which the students have been placed on the list. 14. LATE APPLICATIONS All applications for admission received after the closing date as outlined in the annual admission notice will be considered and decided upon in accordance with our school’s admissions policy, the Education Admissions to School Act 2018 and any regulations made under that Act. Late applicants will be notified of the decision in respect of their application no later than three weeks after the date on which the school received the application. Late applicants will be offered a place if there is a place available. In the event that there is no place available, the name of the applicant will be added to the waiting list as set out in Section 13. 15. PROCEDURES FOR ADMISSION OF STUDENTS TO OTHER YEARS AND DURING THE SCHOOL YEAR Boys can transfer to Bunscoil Buachaillí Réalt na Mara 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. 16. DECLARATION IN RELATION TO NON-CHARGING OF FEES The board of Bunscoil Buachillí Réalt na Mara or any persons acting on its behalf will not charge fees for or seek payment or contributions (howsoever described) as a condition of- (a) an application for admission of a student to the school, or (b) the admission or continued enrolment of a student in the school. 17. ARRANGEMENTS REGARDING STUDENTS NOT ATTENDING RELIGIOUS INSTRUCTION The following are the school’s arrangements for pupils, where the parents of the pupil has requested that the pupil attend the school without attending religious instruction in the school. These arrangements will not result in a reduction in the school day of such pupils: 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. 18. REVIEWS/ APPEALS Review of decisions by the board of Management The parent of the student, or in the case of a student who has reached the age of 18 years, the student, may request the board to review a decision to refuse admission. Such requests must be made in accordance with Section 29C of the Education Act 1998. The timeline within which such a review must be requested and the other requirements applicable to such reviews are set out in the procedures determined by the Minister under section 29B of the Education Act 1998 which are published on the website of the Department of Education and Skills. The board will conduct such reviews in accordance with the requirements of the procedures determined under Section 29B and with section 29C of the Education Act 1998. Note: Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. Where an applicant has been refused admission due to a reason other than the school being oversubscribed, the applicant may request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. Right of appeal Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission. An appeal may be made under Section 29 (1) (c) (i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed. An appeal may be made under Section 29 (1) (c) (ii) of the Education Act 1998 where the refusal to admit was due a reason other than the school being oversubscribed. Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. (see Review of decisions by the Board of Management) Where an applicant has been refused admission due to a reason other than the school being oversubscribed, the applicant may request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. (see Review of decisions by the Board of Management) Appeals under Section 29 of the Education Act 1998 will be considered and determined by an independent appeals committee appointed by the Minister for Education and Skills. The timeline within which such an appeal must be made and the other requirements applicable to such appeals are set out in the procedures determined by the Minister under section 29B of the Education Act 1998 which are published on the website of the Department of Education and Skills. This policy was approved by the Board of Management of Bunscoil Buachaillí Réalt na Mara on __21st December 2022___________________ Signed______________________(Chairman) It will be reviewed in 2024

Anti-Bullying Policy (reviewed and amended 2015) 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. 2. The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour: • A positive school culture and climate which- o is welcoming of difference and diversity and is based on inclusivity; o encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and o 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- o build empathy, respect and resilience in pupils; and o explicitly address the issues of cyber-bullying and 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); and • 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. 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. Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools. Bullying behaviour thrives in an atmosphere of uncertainty and secrecy in which the victim often feels a sense of hopelessness. Isolated incidents of aggressive behaviour,including a once off offensive or hurtful text message, or other private messaging do not fall wthin the definition of bullying and should be dealt with in accordance with eh school code of Behaviour while not to be condoned, cannot be described as bullying. 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 schools Code of Behaviour. Indications of bullying: a. Anxiety about attending school b. Deterioration in educational performance c. Pattern of physical illness d. Unexplained changes in mood or behaviour e. Visible signs of anxiety or distress f. Possessions missing g. Increased requests for money h. Unexplained bruising i. 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. 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 below. Anti-bullying issues will be raised every year and in every class through the school religion programme, the Social Personal and Health Education programme, or the Stay Safe Programme. The Prim-Ed Anti-Bullying programme deals very specifically with the this topic and is available in the school for 1st-6th classes. SPHE programme fully implemented in each class every alternate year. Parents are invited to attend an information evening on cyber-bullying in the school every year. Staff are updated on anti-bullying strategies through professional development workshops funded by the BOM. Tips for dealing with cyber-bullying are advertised in the school’s newletters and available on the school website. The school’s programme for working with pupils affected by bullying is as follows: Children affected by bullying will be encouraged to attend counselling via ISPCC or HSE. This is with the permission of their parents and in consultation with the Principal and class teacher. They will be encouraged to build friendship and self esteem through the use of such programmes as the Socially Talented Child, and the Incredible Years`Programme(NEPS). Procedures for noting and reporting incidents: All reports, including anonymous reports of bullying must be investigared and dealt with by the relevant teacher. The relevant teacher will use his/her professional judgement in relation to the records to be kept of these reports, the actions taken and any discussions with those involved regarding same a. If parents have concerns about their child being bullied they should inform the class teacher b. 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 resoling the issues and restoring , as far as is practicable the relationships of the parties involved. c. If the teacher suspects that bullying occurred, the Principal/Deputy Principal should be informed d. The teacher must use the recording template at Appendix 2 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. e. Parents of those involved should be notified and given an opportunity to discuss the matter with the teacher f. It should be made clear that children reporting incidents of bullying are acting responsibly g. 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 Responding to Bullying 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 them, encourage them to report further incidences 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 behavior. Counselling for the bully will also be considered as outlined for above for other pupils affected by bullying. In accordance with the preventative measures as set out in the Education section of this policy, a formal programme of support will be implemented at the earliest possible opportunity to facilitate all pupils involved or affected by bullying behavior. The school code of behaviour applies to bullying. The bully will be helped to see things from the victims 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 behavior 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 discipline. Incidents of bullying will be used as opportunities for re-enforcing 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 behavior 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 Gardai 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 Liason Person must seek advice from the HSE Children and Family Social Services. 3. 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. 4. 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. 5. This policy was adopted by the Board of Management on ________________ [date]. 6. 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. 7. 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 of Board of Management) (Principal) Date: ______________ Date: __________________ Date of next review: _______________

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 2 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 Permission Form Please review the attached school Internet Acceptable Use Policy, sign and return this permission form to the class teacher. This form will be kept on file until your son has left Bunscoil Buachaillí Réalt na Mara. Name of Pupil: ______________________Class:______________________ Parent/Guardian As the parent or legal guardian of the above pupil, I have read the Acceptable Use Policy and grant permission for my son/child in my care to access the Internet. I understand that Internet access is intended for educational purposes. I also understand that every reasonable precaution has been taken by the school to provide for online safety but the school cannot be held responsible if pupils access unsuitable websites. I accept the above paragraph □ I do not accept the above paragraph □ (Please tick as appropriate) In relation to the school website, I accept that, if the school considers it appropriate, my child’s schoolwork may be chosen for inclusion on the website. I understand and accept the terms of the Acceptable Use Policy relating to publishing children’s work on the school website. I accept the above paragraph □ I do not accept the above paragraph □ (Please tick as appropriate) Signature: ____________________________ Date: ___________________ Appendix 2 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

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

Child Safeguarding Statement Bunscoil Buachaillí Réalt na Mara provides education to children 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 Department of Education and Skills’ Child Protection Procedures for Primary and Post Primary Schools 2017 and Tusla Guidance on the preparation of Child Safeguarding Statements, the Board of Management (BOM) of Bunscoil Buachaillí Réalt na Mara has agreed the Child Safeguarding Statement set out in this document. The BOM has adopted and will implement fully and without modification the Department’s Child Protection Procedures for primary and post-primary Schools 2017 as part of this overall Child Safeguarding Statement. The Designated Liaison Person (DLP) is: Ms Cepta Burke (School Principal) The Deputy Designated Liaison Person (Deputy DLP) is: Ms Anne Brennan (Deputy Principal) The BOM 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. 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. • continue our practice of openness with parents and encourage parental involvement in the education of their children. • fully respect confidentiality requirements in dealing with child protection matters. The following procedures/measures are in place in our school: • 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 Post-Primary Schools 2017 and to the relevant agreed disciplinary procedures for school staff which are published on the website of the Department of Education & Skills. • 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 DES and available on the DES 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 and Risk Assessment. • Has provided each member of the teaching staff with a copy of DES Child Protection Procedures for Primary and Secondary Schools 2017. • Ensures all new staff are provided with a copy of the school’s Child Safeguarding Statement. • Encourages staff to avail of relevant training. • Encourages BOM members to avail of relevant training. • Maintains records of all staff and Board member training on behalf of the BOM. • 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 Post-Primary Schools 2017, including in the case of registered teachers, those in relation to mandated reporting under the Children First Act 2015. In this school, the Board has appointed the above named DLP as the ‘relevant person’ (as defined in the Children First Act 2015) to be the first point of contact in respect of the school’s child safeguarding statement. All registered teachers employed by the school are mandated persons under the Children First Act 2015. In accordance with the Children First Act 2015, 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 is in our Risk Assessment document. The Risk Assessment document can be updated as often as necessary and the most recent update will be available on our website. The various procedures referred to in this Statement can be accessed via the school’s website, the DES website or will be made available on request by the school. The document provided on our website includes links to further documents and policies available on our website, on the website of the Department of Education & Skills or the Department of Children and Youth Affairs. This statement has been published on the school’s website and has been provided to all members of school personnel and the patron. It is readily accessible to parents and guardians. A copy of this Statement will be made available to Tusla and the Department of Education and Skills if requested. 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 BOM on 15/11/2018 Signed: ___________________________ Chairperson of BOM Date: _____________ Signed: ____________________________ Principal Date: ______________ Links to relevant websites: The school website is: www.donacarneyschool.ie The DES website is www.education.ie The Tusla website is www.tusla.ie The DCYA website is www.dcya.ie

Child Protection Policy Reviewed September 2016 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, practices and activities. Accordingly, in accordance with the requirements of the Department of Education and Skills’ Child Protection Procedures for Primary and Post Primary Schools, the Board of Management of Realt na Mara BNS has agreed the following child protection policy: 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 as part of this overall child protection policy. 2. The Designated Liaison Person (DLP) is An t‐Uasal Seán Ó Conghaile (Principal) 3. The Deputy Designated Liaison Person (Deputy DLP) is Mrs Jacinta Duffy( Deputy Principal) The name of the DLP is on display in the foyer of the school. 4. In its policies, practices and activities, Bunscoil Buachaillí Réalt na Mara 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 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. Bunscoil Buachaillí Réalt na Mara aims to provide its pupils with the highest standards of care and protection, in order to promote each child’s well‐being and safeguard him/her from harm while in the school. The Board of Management of Bunscoil Buachaillí Réalt na Mara has adopted the “Children First" Guidelines of the Department of Health & Children 1999 and the "Child Protection" Procedures of the Department ofEducation & Science 2001. Designated Liaison Person (DLP) The DLP has specific responsibility for child protection and will represent the school in all dealings with Health Boards, An Garda Síochána and other parties in connection with allegations of abuse. All matters pertaining to the processing or investigation of child abuse should be processed through the DLP. In the absence of the designated Liaison Person the Deputy Principal will take over this role Guidelines for Recognition of Child Abuse All signs and symptoms must be examined in the total context of the child's situation and family circumstances. There are commonly three stages in the identification of child abuse. These are: ‐  Considering the possibility  Looking out for signs of abuse  Recording of information Handling Disclosures from Children When information is offered in confidence the member of staff will need to act with sensitivity in responding to the disclosure. The member of staff will need to reassure the child, and retain his/her trust, while explaining the need for action and the possible consequences, which will necessarily involve other adults being informed. It is important to tell the child that everything possible will be done to protect and support him/her but not to make promises that cannot be kept e.g. promising not to tell anyone else. The welfare of the child is regarded as the first and paramount consideration. In so far as is practicable, due consideration will be given, having regard to age and understanding, the wishes of the child. The following advice is offered to school personnel to whom a child makes a disclosure of abuse.  Remain calm.  Listen to the child with sensitivity and openness. Take all disclosures seriously Do not ask leading questions or make suggestions to the child Offer reassurance but do not make promises. Do not stop a child recalling significant events Do not over react Explain that further help may have to be sought Record the discussion accurately and retain the record of dates, times, names, locations, context and factual details of conversation. This information should then be passed onto the DLP and a record will be retained in the school. If the reporting person or member of the school staff and the DLP is satisfied that there are reasonable grounds for the suspicion/allegation, the procedures for reporting as laid out in 'Children First' – Section 4.4 pg 38 (Appendix 10) will be adhered to. The Chairperson of the Board of Management will be informed before the DLP makes contact with the relevant authorities unless the situation demands that more immediate action to be taken for the safety of the child in which case the Chairman may be informed after the report has been submitted. Any Professional who suspects child abuse should inform parents/carers if a report is to be submitted to the Health Board or An Garda Síochána unless doing so is likely to endanger the child. In cases of emergency, where a child appears to be at immediate and serious risk, and a duty social worker is unavailable, an Garda Siochána should be contacted. Under no circumstances should a child be left in a dangerous situation pending Health Board intervention. ORGANISATIONAL IMPLICATIONS  Child Protection Procedures for Primary and PostPrimary Schools are available on http://www.pdst.ie/sites/default/files/CP_procedures_primary_post_primary_2011_0.pdf  Our most up to date Child Protection Policy must be openly displayed in each classroom. Supervision Every effort will be made to ensure that there is comprehensive supervision of children throughout the school day. A roster of staff on duty will be drawn up and displayed in the principal’s office, and also in the staffroom. Teachers will ensure that the children are visible in the schoolyard. Children will not leave the schoolyard or engage with adults outside of the schoolyard. Visitors All unscheduled visitors to the school are expected to report the reception on arrival. Staff on yard duty will be aware of visitors entering the schoolyard and direct them to the school reception. The drop‐off/pick‐up of children throughout the teaching day will be processed through the school reception. Bullying Bullying behaviour will be addressed under our Anti‐Bullying Policy. If the behaviour involved is of a sexualised nature or regarded as being particularly abusive, the matter will be referred to the DLP. Behaviour Children are to be encouraged at all times to play co‐operatively and to show respect for themselves and others. Toilets It is school policy that only one child is permitted to enter the toilet area at a time. Children from Junior Infants to Third Class who need to use the toilet during yard time must seek the permission of the teacher on yard. During yard time, the toilet area closest to the yard will be used.  If a teacher notice that a child has a wetting accident during the school day, parents will be notified.  It is school policy to call a Parent/Guardian if a child soils themselves in school and requires intimate care. In the unlikely event of failing to make contact staff will follow the procedures as for (1) above. All accidents of this nature will be reported to Parents/Guardians. Staff Cars In rare instances where a staff car must be used to transport a child, children will never be taken alone. Staff will not assist in the dressing of the child. School Tours/Trips School staff accompanying children on school tours/trips (including after school sporting events) will deliver a duty of care commensurate with the trip/venue. The higher the risk factor the higher the number of teachers/responsible adults involved. As per School Tour Policy, hired buses/vehicles must provide safe transportation and a functioning seatbelt for every child/adult. Swimming Lessons In line with the policy of our local swimming pool, parents who need to assist their children in changing before/after a lesson will be required to be identified by a member of the school staff to the swimming pool staff and must sign in before entering the changing area. Parents who assist their children in dressing will use the individual cubicles in the pool, not the group changing room. Lead teacher must identify the parent to the swimming staff in advance of each lesson. Teachers will not assist in the dressing of children before or after the swimming lesson Attendance School attendance is monitored carefully.. The NEWB will be informed of any concerns relating to a child’s attendance. Children who miss 20 days or more will be reported to the NEWB in accordance with legislation. One to One Teaching Parents will be made aware when one‐to‐one teaching is in the best interests of the child. Written consent is required for all one‐to‐one teaching. Where possible, children in Learning Support/Resource will be taught in small groups. The door to the room will be left open if a teacher is alone with a child, or the teacher will not be visible through the glass panel of the door. No member of school staff will ever be alone with a child where the room door is closed, or the teacher is not visible through the glass panel of the door. Intimate Care If any child in our school requires intimate care the procedures involved with such care will be agreed in consultation with the pupil, their Parents/Guardians and any other personnel involved in the care of the pupil. This is in keeping with best practice, keeps the best interests of the child to the fore and maintains the child’s personal dignity. Such procedures, when agreed will be communicated to all parties involved and recorded. Stay Safe Programme: The Stay Safe Programme is taught throughout the school from Senior Infants to Sixth Class inclusively. The main objectives are:  To help the child identity feelings that are safe and unsafe  To help the child deal with common unsafe situations  To help the child with the process of making and keeping friends  To help the child understand and deal with bullying  The central message for the child in unsafe situations is to say “No” Move away and tell. The following policies and procedures bear particular relevance to our Child Protection policy. They have been put in place by the staff of Realt na Mara BNS, in conjunction with parent representatives, and have been ratified by our Board of Management:  Administration of Medication Policy  Anti Bullying Policy  Code of Behaviour  Critical Incident policy  Data Protection policy  Health & Safety statement, including assessment and procedures  Internet Acceptable Usage Policy  Work Experience Policy Duties of the Board of Management Review Child Protection Policy annually Formally adopt the child protection policy in accordance with the “Child Protection Procedures for Primary and Post Primary Schools” Ensure that every employee of Bunscoil Buachaillí Réalt na Mara has “Child Protection Procedures for Primary and Post Primary Schools” available to them. Has arrangements in place to communicate the school`s child protection policy to new school personnel. This will be in the form of a hardcopy of the schools Child Protection Policy and also one by email to each new member of staff. Ensure that there is a copy of the Child Protection Policy on clear display in each classroom. Ensure that in relation to the reporting of any cases involving the protection of children from the school, that correct child protection procedures are followed in the reporting of such matters to the HSE/An Garda Síochána Ensure that such matters are appropriately recorded in the Board minutes. Ensure that the Parents` Association has been provided with a copy of the school`s protection policy. Ensure that correct procedure is followed, as outlined below, in the case of allegations being made against a school employee. Allegations Against School Employees The most important consideration for the Chairperson, Board of Management or the DLP is the safety and protection of the child. However, employees also have a right to protection against claims which are false or malicious. As employers, the Board of Management should always seek legal advice as the circumstances can vary from one case to another. There are two procedures to be followed: i. The reporting Procedure ii. The Procedure for dealing with the Employee. The DLP has responsibility for reporting the matter to the Health Board. The Chairperson, Board of Management has responsibility, acting in consultation with his/her Board, for addressing the employment issues. If the allegation is against the DLP, the Chairperson of the Board of Management will assume the responsibility for reporting the matter to the Health Board. Reporting When an allegation of abuse is made against a school employee, the DLP should immediately act in accordance with the procedures outlined in “Child Protection.” A written statement of the allegation should be sought from the person/agency making the report. The DLP should always inform the Chairperson of the Board of Management. School employees, other than the DLP who receive allegations against another school employee, should immediately report the matter to the DLP. School employees who form suspicions regarding conduct of another school employee should consult with the DLP. The procedures outlined in will then be followed. The chairperson of the Board and DLP should make the employee aware privately a) That an allegation has been made against him/her b) The nature of the allegation c) Whether or not the Health Board or Gardaí has been/will be/must be/should be informed. The employee should be given a copy of the written allegation and any other relevant documentation. The employee should be requested to respond to the allegation in writing to the Board of Management within a specified period and told that this may be passed to the Gardaí, Health Board, and legal advisers. The priority in all cases is that no child be exposed to unnecessary risk. Therefore, as a matter of urgency, the Chairperson should take any necessary protective measures. These measure should be proportionate to the level of risk and should not unreasonably penalise the employee in any way unless to protect the child. If the nature of the allegations warrant immediate action in the Chairperson’s opinion, the Board of Management should be convened to consider the matter. The Board will consider feedback if any has been received from the Health Board, Gardai or relevant source. This may result in the Board of Management directing that the employee absent him/herself from the school forthwith while the matter is being investigated (Administrative Leave). When the Board of Management is unsure as to whether this should occur, advice should be sought from the Gardaí and/or the Child Care Manager of the Health Board and the legal advisers to the Board of Management. Administrative Leave Should the Board of Management direct that the employee absent him/herself as above, such absence of the employee would be regarded as administrative leave of absence with pay and not suspension and would not imply any degree of guilt. The DES should be immediately informed. Board of Management The Chairperson should inform the Board of Management of all the details and remind the members of their serious responsibility to maintain strict confidentiality on all matters relating to the issue and the principles of due process and natural justice. This policy has been made available to school personnel and the Parents’ Association and is readily accessible to parents on request and on the school website. A copy of this policy will be made available to the Department and the patron if requested. This policy will be reviewed by the Board of Management once in every school year. This current policy has been subject to review by school management, parent representatives, BOM representatives and staff of Bunscoil Buachaillí Réalt na Mara in September 2016 and will be reviewed again in the first term of the 2017 school year. This policy was adopted by the Board of Management on _________________ Signed: _________________________ (Chairman BOM) Date:________________ Signed: __________________________(Principal) Date: Date of next review:_______________________________ Ratified by Board of Management on __________________ Date Signed __________________________________________ Chairperson, Board of Management

School Policy on CCTV System and Data Management ​ 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:

Enrolment Policy for ASD Class Enrolment Policy for ASD Class, Gliondar Mara, Réalt Na Mara BNS Introduction The Board of Management of Réalt Na Mara BNS has developed this policy for the Autism Spectrum Disorder classrooms in conjunction with the overall policy for the school. This policy is set out in accordance with the provisions of the Education Act, 1998, the EPSEN Act 2000 and the Education Welfare Act, 2002. The Board of Management trusts that by doing so, parents will be assisted in relation to enrolment matters. Furthermore, the Chairperson and/or Principal will be happy to clarify any further matters arising from the policy. Réalt Na Mara BNS is a mainstream national school with two ASD classes, both school-going age. Aim The aim of the admissions and transitions policy is to ensure that a fair and consistent procedure is used when deciding on individual applications to the ASD classes. Our ASD classes aim to offer an autism- specific learning environment within a mainstream national school. This setting facilitates optimum inclusion as part of the school community with access to mainstream activities as appropriate to each child’s individual needs and abilities. Admissions Policy Subject to sufficient places being made available in the ASD classes, the criteria for enrolment in the ASD classes, incorporating the Department of Education policy are as follows: ● An Enrolment Application Form, provided by the school, must be fully completed by the parents/guardians on behalf of the child. ● A current psychological and cognitive assessment with a relevant Irish governing body, that has assessed and classified the child as having autism or autistic spectrum disorder without significant intellectual impairment, within the range of Mild General Learning Disability or above, according to DSM-V or ICD 10 criteria or equivalent. ● The report must be dated within 24 months of the closing date for applications. ● There must be a recommendation by a member of the Multi - Disciplinary team in the report that a special class placement in a Mainstream school is both necessary and suitable for the child. ● Inclusion is an integral part of our school ethos. Therefore, it is a necessary criterion of enrolment that any child attending the ASD class must be capable of integrating into a mainstream class setting. ● All relevant reports and assessments must be given to the school prior to the child enrolling ● An observation appointment of the child may be useful and must be organised with the school before the closing date for applications. The school may meet with the parents of the child to discuss the school’s suitability for the child, along with the SEN coordinator, class teacher and /or Psychologist where appropriate. ● The Board of Management reserves the right to provisionally enrol a child for a period of time in order to fully assess the child’s needs prior to full enrolment in conjunction with the HSE representatives, the NEPS psychologist, the HSE occupational therapist etc. The Board reserves the right to defer or refuse enrolment if it believes the child’s needs cannot be properly met in this school. ● The Board of Management reserves the right to refuse enrolment if they believe the school cannot meet the needs of a particular child. This decision is open to appeal by parents/guardians under section 29 of the Education Act, 1998. ● The Department of Education and Science states that the ratio for each class is a maximum of six pupils to one teacher and a minimum of two SNAs. Should the number of applicants exceed the number of places, a waiting list is put in place. ● In order to be placed on the Waiting List parents/guardians must supply the school with a completed enrolment form and ALL reports specifying that the child meets all requirements to attend a School Going ASD class. The waiting list is valid for one academic year. Parents/Guardians must reapply the following year in line with the schools admissions policy. ● If a place is secured in another ASD class/school please inform the school that you no longer wish to remain on the Waiting List. ● Once a place has been offered in the ASD class it is a requirement of the Board of Management that a written response from parents is sent, within FIVE days, to confirm acceptance of the place otherwise the place will be offered to the next child on the waiting list. ● When an application is successful, the Principal will make an application on behalf of this pupil for school transport, to the local Special Educational Needs Organiser, provided that this is required by, and agreed with parents. ● Successful applicants will be issued with a Letter of Acceptance. This will include the start date and the projected date of transition to secondary school. This will be countersigned by parents and Principal with a copy being kept on the child’s file and by parents. ● It is hoped that all children will be fully or partially integrated into mainstream by 6th Class. Children will be integrated into an age-appropriate class. ● It is school policy to facilitate the discharge of pupils from the ASD Class once they have reached the age of thirteen or have completed the eight year primary school cycle whichever occurs first. Pupils who reach the age of thirteen after September 30th in any year will be permitted to complete that academic year. It is the responsibility of the parents/guardians to organise a suitable secondary school placement. Admissions Team Each application will be considered by the Admissions Team. The team will include the School Principal, the SEN co-ordinator and/or the special class teacher. A recommendation will be made by the Admissions Team in relation to each application to the Board of Management of the school. Decisions in relation to applications for enrolment are made by the Board of Management The Pre-enrolment form or receipt of acknowledgement of an application to enrol by the school does not constitute an offer of a place or guarantee a place in the school. Decisions in relation to applications for enrolment are made by the Admissions Team in accordance with our enrolment policy and approved by the Board of Management. After completing the initial Pre-enrolment form, parents/guardians will be invited to complete an Enrolment Application Form. This must be completed and returned to the office accompanied by all of the following supporting documentation: 1. An original Birth Certificate (together with a photocopy) 2. Two of the following original documents, as proof of address: Electricity Bill Gas Bill Telephone Bill 3. A current psychological and cognitive assessment with a relevant Irish governing body, that has assessed and classified the child as having autism or autistic spectrum disorder without significant intellectual impairment, within the range of Mild General Learning Disability or above, according to DSM-V or ICD 10 criteria or equivalent, including a recommendation by a member of the Multi-Disciplinary Team in the report that a special class placement in a Mainstream school is both necessary and suitable for the child Monitoring and Review All placements are subject to a yearly review or at the request of the parent/guardian and/or the school to determine whether this is an appropriate school placement for the child. The review will include input from the parents/guardians, relevant professionals and the school (Teacher, Principal and Board of Management). Following the review a recommendation may be made that the child be enrolled in a school that can meet his needs or that their school day will be shortened for the benefit of students and staff. Behaviour Children with special educational needs may display difficult, defiant or oppositional behaviours. All efforts will be made by the school to manage such behaviour using various strategies and through the implementation of the child’s Individual Education Plan. All pupils including those with special needs are subject to the School Code of Behaviour. Where a child’s behaviour repeatedly impacts on the health and safety of school staff, other pupils in the ASD class or in a mainstream class and where behaviour impacts in a negative way to the extent that pupils’ constitutional right to an education is being interfered with as judged by the Board of Management of the School, the school reserves the right to advise parents that a more suitable setting should be found for their child. In line with the schools Code of Behaviour, the Board of Management reserves the right to suspend or expel a child. Parents have the right to appeal decisions of the Board in the first instance to the Board of Management and secondly through the provisions of Section 29 as provided in the Education Act 1998 and amendments. The parents of the child must accept and agree to the school’s Code of Behaviour and the terms of this policy. CATCHMENT AREA The priority bandings for enrolment in an ASD class will be as follows: 1. Pupils currently attending mainstream in Réalt na Mara BNS or who have siblings already in the school or students who have been offered a place in the mainstream school for the coming September (Priority eldest). 2. Pupils who ordinarily reside in the catchment area of Réalt Na Mara BNS (Priority eldest). 3. Pupils who ordinarily reside in the County of Meath (Priority eldest). 4. 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. 5. 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. RATIFICATION of this policy is subject to annual review by the Board of Management of Réalt Na Mara BNS. The enrolment policy for the ASD class was ratified, subject to scrutiny, by the Board of Management of Réalt Na Mara September 2022. Signed....................................................................... Date:______________________________ Mr. John Corbett Chairperson, Board of Management. Signed...................................................................... Date:______________________________ Ms. Caitríona Campbell, Principal

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).

Remote Learning Policy - Introduction In response to this time of uncertainty regarding school closures, we have formulated this policy to outline how the school will maintain the link between school and home. In the event of another whole or partial school closure, we aim to continue to communicate with our pupils through various means. We recognise that online safety is of huge importance and the aim of this document is to help to protect both school staff and pupils, while teaching and learning online. This policy does not set out to replace our Mobile Phone or Acceptable Usage Policy. Rather, it is proposed as an important addition to the area of learning from a digital platform. The policy presented here should be read also in tandem with our school’s Code of Behaviour Policy and Anti-Bullying (including Cyber Bullying) Policy. The primary obligation of all schools is to the welfare of the learners in their school. This policy, therefore, seeks to ensure that remote learning is safe for all student learners and that personal and sensitive data is also protected under GDPR legislation. Schools must ensure that learning takes place in an environment that is respectful and fair and meets its statutory duties. This Policy has been formulated in accordance with the provisions of the Department of Education and relevant sections of: The Education Act (1998) Education (Welfare) Act (2000) Equal Status Act (2000) Education for Persons with Special Educational Needs Act (2004) Disability Act (2005) Children First Act (2017) GDPR Data Protection Act (2018) Department of Education: Child Protection Procedures for Primary schools NEWB Guidelines for Developing a Code of Behaviour (2008). DES Guidance on Continuity of Schooling for Primary Schools (May 2020) DES Guidance on Continuity of Schooling: Supporting Primary Pupils at very High Risk to Covid 19 (August 2020). Guidance on Remote Learning in a COVID-19 Context: September – December 2020 This is a working document. As we continue to explore options available to support distance learning, the document will be updated accordingly. Context Teaching and Learning is always evolving, especially, as we move deeper into the 21st century. Developments in IT provide us all with great opportunities as learners and teachers. Never before has there been greater scope to learn using technology and it continues to change the learning relationship between teachers and students. Advances in technology mean that assignments can be delivered remotely and that greater access to information on the internet affords the opportunities for real learning to take place under the watchful and professional guidance of the teacher. However, whether a child is being directed remotely or via a traditional classroom environment, it is very important that all partners are aware that once a learning exchange takes place between a student and teacher, whether at home or school, the same statutory rules apply i.e. the school’s Code of Positive Behaviour and all of the school’s policies apply. We recognise that online collaboration is essential for distance learning and that families are in favour of increased opportunities to maintain the connection between school and home. Bunscoil Buachaillí Réalt na Mara uses a variety of child friendly, online tools, which assist in providing more effective teaching and learning, while also enabling greater communication between staff, families and students. Guidelines for good online communication in our school Under no circumstances should pictures or recordings be taken of video calls. Staff, families and students are expected to behave in an appropriate, safe, respectful and kind manner online. It is the duty of parents/guardians to supervise children while they are working online and to ensure that any content submitted to their teacher is appropriate. Staff members will communicate with pupils and their families via Google Classroom or through an established app (e.g. Seesaw). Any electronic forms of communication will be for educational purposes and to allow for communication with families. Students and staff will communicate using tools which have been approved by the school and of which parents have been notified (Seesaw, Google Classroom, Zoom) Parental permission will be acquired before setting up a profile for a pupil on a communication forum. For video calls(Google Meet/Zoom) parental permission is implied, as the link to a video call will be communicated via the parent/guardian’s email address. Essentially, by virtue of the pupil logging on to the call, permission is assumed. For security reasons, passwords will be provided to families, where applicable. Bunscoil Buachailli Realt na Mara cannot accept responsibility for the security of online platforms, in the event that they are compromised. Bunscoil Buachailli Realt na Mara will use online platforms for communicating and connecting with families/pupils. Our ‘Remote Teaching and Learning Plan’ will include a combination of assigned work pre-recorded lessons using the Seesaw & Google Classroom platforms. Media which the school will use: School App Staff will communicate regularly with parents and pupils via the Aladdin App. All families are asked to download the school and to check it daily for updates and important information. Seesaw Seesaw Class App is for our pupils to connect to their folder and they then have the option of uploading items to their folder for their teacher to see. This app is used for pupils in Gliondar Mara and also Junior and Senior Infants. Each child will be assigned an individual access code. Unfortunately, single family log in is not facilitated on Seesaw. Some lessons will be pre -recorded and uploaded via Seesaw. Google Classroom: (also includes Google Meet where appropriate) Google Classroom is an online platform used with First- Sixth Class pupils and again it enables our pupils to connect to their folder of work and it also allows access to their teacher when required. Our teachers will also provide feedback and communicate with pupils via Google Classroom. Some lessons will be pre -recorded and uploaded on Google Classroom. Zoom Zoom is a video-conferencing platform which we use for Staff meetings and pre recording lessons for pupils. We have also used it to facilitate meetings with parents and/or pupils with outside agencies such as the National Psychological Education service, and for assemblies. Rules for pupils using online communication For submitting learning: Submit work and pictures that are appropriate - have an adult take a look at your work before you send it. Use kind and friendly words. For video calls/Zoom: Chat is disabled. Recording not allowed. Remember to ensure you join each Zoom meeting using your family name. Pictures or recordings of the video call are not allowed. Remember our school rules - they are still in place, even online. Set up your device in a quiet space, with no distractions in the background. Join the video with your microphone muted. Raise your hand before speaking, just like you would do in class. If you have the chance to talk, speak in your normal voice, using kind and friendly words. Show respect by listening to others while they are speaking. Ensure that you are dressed appropriately for the video call. Be on time - set a reminder if it helps. Enjoy! Don’t forget to wave hello to everyone when you join! Guidelines for parents and guardians For learning It is the responsibility of parents and guardians to ensure that pupils are supervised while they work online. Check over the work which pupils send to their teacher, ensuring it is appropriate. Continue to revise online safety measures with pupils. For video calls: Under no circumstances should pictures or recordings be taken of video calls. Your camera must remain on at all times. Ensure that the school has the correct email address for inviting you to join apps and meetings. The main purpose of a video call is to maintain a social connection between the school staff and pupils. Encourage pupils to listen and enjoy the experience. Be aware that when participating in group video calls, you can be seen and heard unless you are muted. Please note that school staff will only accept users into video call if you can be identified by the display name on your zoom account. (i.e. Family Name) Please ensure that your child is on time for a scheduled video, or they may be locked out. Please request to join the call approximately five minutes before the scheduled start time. This will give school staff time to verify your email address. Make sure to familiarise your child with the software in advance. For video in particular, show them how to mute/unmute. Participants in the call should be dressed appropriately. An appropriate background/room should be chosen for the video call. For detailed information on GDPR and Zoom, please visit https://zoom.us/privacy It is important to note that any breach of the above guidelines will result in a discontinuation of this method of communication. A breach may also result in a person being immediately removed from a meeting or a meeting being immediately terminated. Remote Teaching and Learning Protocols for Pupils Check assigned work each week Communication may only take place during normal school hours The normal school calendar will apply The following school policies apply to remote teaching and learning: Code of Behaviour Anti- Bullying Policy Acceptable Use Policy Teaching and Learning best practice will continue to apply, with students expected to present all assignments to the best of their ability and on time, where possible in this evolving and unprecedented situation. In so far as possible, provision for SEN students will be made when using Remote Learning methodologies. In so far as possible, provision for students at very high-risk to Covid 19 will be made when using Remote Learning methodologies. Remote Teaching and Learning Protocols for Parents We ask parents/guardians to ensure protocols for students are adhered to. Check-in on their child’s school work on a daily basis and talk to their child about the work being assigned. The health and wellbeing of all is paramount. Circumstances may change for any of us unexpectedly, teachers or parents, so please keep schooling in perspective and do not allow anything school related to impinge on your child negatively. You are the primary educator of your child and you make those calls. We encourage a little work every week day for routine. We provide work and guidance and ask parents and pupils to do their best and that is all. Remote Teaching and Learning Protocols for Teachers/SNAs Check uploaded work each week Communication may only take place during normal school hours The normal school calendar will apply The following school policies apply to remote teaching and learning: Child Protection Policy Data Protection Policy Teaching and Learning best practice will continue to apply with students expected to present all assignments to the best of their ability and on time, where possible. Remote Teaching and Learning Provision specifically for the following Covid 19 related scenarios Provision for children who are at very high risk to Covid 19: The school will engage directly with relevant parents, regarding remote educational provision for children who are deemed to be at very high risk to Covid-19 (see HSE Guidelines) where medical certification has been provided to the school. Provision for all other children who are instructed to self-isolate by their GP or HSE Public Health, educational provision will be provided as follows: Children who are awaiting Covid 19 test results for themselves or a family member and have been instructed by their GP to isolate at home for a few days. These pupils will be supported to catch up on their learning on their return to school. Children isolating at home on instruction from their GP due to a confirmed case within their own family/close contact outside of school (14-day isolation period). Teacher will link in with the pupil via See-Saw/ Google-Classroom (not video conferencing). School POD (group of six) instructed by HSE Public Health to self-isolate. Teacher will link in with the pupils via See-Saw/ Google-Classroom (not video conferencing) School bubble (whole class) instructed by HSE Public Health to self-isolate (14day isolation period). Teacher will engage with the bubble daily on Seesaw/Google Classroom and regularly on Zoom. Whole school closure as instructed by HSE Public Health (duration of closure will be advised by Public Health) Teachers will engage with pupils, using a blended approach of pre-recorded lessons, Seesaw/Google Classroom and regular contact on Zoom. Please note that the current situation is quite fluid and these circumstances may vary throughout the year. Summary: Do what you can, within your circumstances. Forget about following books and workbooks outside of the work set by teachers for the moment. There will be no school work set for planned school closures/holidays. There will be no interaction on Zoom, Seesaw or Google Classroom during these times Please keep abreast of postings on the school app– it is our main mode of communication going forward. We ask parents/guardians, students and teachers to ensure protocols are adhered to at all times. If you have yet to connect to any of the on-line platforms/school App, please do so. If you are experiencing difficulties please email the school at office@donacarneyschool.ie and we will assist you in any way that we can and please contact the school with any further queries you may have. We thank the school community for adhering to the above guidelines for everyone’s safety and welfare. Recommended Apps In addition to a pared back plan of work for your child/children, we suggest the following Apps for your child’s use too, if you can access them. If not, do not worry, they are helpful but not essential. ● Cúla 4: Excellent for younger pupils for Irish vocab – very child friendly. There are also videos of your children’s favourite cartoons here as Gaeilge which would be useful to watch occasionally to keep up with Irish. ● Duolingo: most suitable from 2nd class upwards. Excellent app. Tests your child Irish ability level at the start and they work away at their own level for 10mins daily. ● Mathduel: For tables. Fun and interactive. ● Starfall: For spellings. Again, very child friendly and useful to keep spellings progressing without feeling like schoolwork. ● Jolly Phonics App: to keep up phonics learning for infant classes. ● Dolch words Apps (there is a wide range available): for the development of sight words. ● Nessy Apps: for reading for pupils with dyslexia or difficulties. ● PinkFong: Digital stories for infant classes. Excellent and engaging. ● Khan Academy: Useful for maths for older pupils especially. ● Kahoot: for general knowledge and quizzes. ● Toontastic: probably the best app ever for digital storytelling – pupils can devise their own digital story, picking a range of characters, settings, even musical background. They plan a beginning, middle and end to their story and can record their own voices to tell the story. ● Puppetpals: similar to toontastic – useful for younger pupils. They can record themselves telling the story also. ● Lightbot – Coding app – super for all ages.

Routines •Assembly is at 9.20 a.m. It is important that the children develop the habit of being punctual for school. All children arriving late must report to the office. •The B.O.M. strongly discourages the dropping off of pupils before 9.00 a.m. as the yard is not supervised. •There is a short break at 11.15 a.m. Lunch break is from 12.25 to 12.55 p.m. The children should have a small snack at 11.15 a.m. and something more substantial at lunchtime. •Under no circumstances, for safety reasons, is any child allowed to leave the school unaccompanied before 3.00 p.m. Parents must be punctual in collecting children at 3.00. •Parents delivering lunches, books or copies must come directly to the office with these items.

Policy on Splitting Classes Rationale In the interest of providing the best education for all students, it may from time to time be necessary to divide and combine class groups into mixed classes, which are smaller in size and offer a better pupil-teacher ratio.Aims and Objectives of this Polic •To provide a framework for the splitting of classes •To outline the criteria on which children are selected to be placed in mixed or straight classes •To outline the criteria for placing children in particular mixed-class groups•To set out the supports which may be used to ensure the best learning outcomes for all children in mixed classes •To limit the enrolment of new children into split classes, subject to Section 29 of the Education Act.Framework for the splitting of classes At the time of planning the classes for the coming year, the Principal will look at the overall numbers in each year group and the number of teachers available to teach them. He will decide how best to organise classes with a view to providing the best educational opportunities for all children. Criteria on which Children are selected to be placed in mixed or straight classes in consultation with the class teacher, and if necessary with 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 able 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.Criteria for placing children in particular class groupsWhen 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 class.•It is considered best to form mixed-ability groups. Therefore there may be same amendment to the age based rule to help maintain a mixed ability class. The ability of the pupil will be determined by teacher observation, and test results. •The dynamics of the class must be considered. Emotional, behavioural and social factors which could upset the dynamic of the new class will be taken into consideration when forming new groupings • This decision will lie ultimately with the Principal, who must consider the needs of every child in the class •It would be the intention that once a new class is formed, every effort would be made to keep that class together going forward.The supports which could be made available to children and teachers in mixed classesThe Principal, the Class Teacher and Learning Support team will consult on how best to organise the learning support for the mixed class. In some cases, the Learning Support Teacher may work in the classroom with the Class Teacher, in a team-teaching arrangement. It is possible that the Learning Support Teacher may work in the classroom supporting one child or a small group of children, with the Class Teacher doing the main teaching of the lesson. Another arrangement for Learning Support which may suit the class is for either the Class Teacher or the Learning Support Teacher to withdraw small groups of children. Occasionally, especially in the case of Senior Infants/1st, 2nd/3rd, 4th/5th it may suit the classes better, if the teaching of Mathematics is taken separately by the Class Teacher for one class and the Learning Support Teacher for the other class.All of these arrangements must be considered on a class by class basis, from year to year. Enrolment of new children into split classesThe rationale behind this policy is for the formation of smaller classes within the recommended pupil-teacher ratio. The enrolment of new children into the split class is to be avoided as much as possible.The allocation of teachers to mixed classesIt is the duty of the Principal as per Circular 16/73 to assign teaching duties.Constructing and Reconstituting Split ClassesIn June the teachers and Principal will attend class formation meetings. In line with the criteria set out for splitting classes, they will draw up a list of pupils for the classes to be split. Class lists are finalised in June and the pupils teachers and parents will be informed of their new class and teacher before the start of the school holidays.It is the intention of the school that no pupil will spend his entire primary school days in a split class. Accordingly, the Principal and staff will also consider reconstituting split class into single level classes when teacher pupil ratios allow for it. This class reconstitution will be decided in June and the parents/pupils of those classes concerned will be informed before the start of the school holidays. Chairperson of the Board of

Rules 1.Be kind and respectful to others. 2. Say "please" and "thank you". 3. Be in time for school - school commences @ 9.20am 4. Be prepared for your day. Wear full school uniform (or tracksuit on PE days) and always have the proper school materials. 5. Respect all school property and keep the school environment clean and litter free. 6. In-class work, and assigned homework, both written and oral, are expected to be completed on time and with care. 7. Allow others to do their work without interruption. 8. Any form of behaviour which interferes with the rights of others to learn and to feel safe is unacceptable. 9. Always be aware of your own safety, and that of others, when at work or at play. 10. Remember our school motto "Ár ndícheall í gconaí". At the heart of our Code of Behaviour is an effort to reward, praise and encourage good behaviour from all pupils. * see Code of Behaviour Address. Donacarney, Mornington, Co. Meath © 2021 Don

Procedure for Communicating with School Staff (Please note the term Parent as used in this document refers to parent, guardians or others in loco parentis. Outside agencies refer to other bodies directly concerned with a pupil`s welfare e.g. Psychologists, social workers, public health nurse, occupational therapist, ) The School Journal is the first source of communication between the parent and the child`s teacher. Homework given provides an excellent reference point for work done during the school day. And from time to time the pupil will also be encouraged to note any event in which his class is participating and whether he requires any additional material, equipment or money for same. It is important that the parent check this every day so that he/she is au fait with the student`s class needs, as well as his class work. The parent is also encouraged in the first instance, to make any written communications to the class teacher through the note system at the end of each week and also the templates at the end of journal. The school also regularly sends home notes to keep you updated with school events. In keeping with our green school themes we try to keep these notes to a minimum. Formal parent teacher meetings are held each year. Usually this is in the first term for Senior Infants to 6th class and in the second term in the case of Junior Infants. Should a parent or teacher need to request a meeting outside these times an appointment MUST be made in advance to facilitate both parties, even for what may be expected to be the briefest of meetings. Good communication between parents, outside agencies and the staff is highly valued in our school. However it is important for parents and agencies to realise that teachers, along with delivering a broad curriculum, also have duties to lots of other children in their care. While endeavouring to meet you at our earliest convenience, please be mindful of this fact and be aware that an immediate appointment is not possible with either the teachers or the principal. With this in mind, we would ask outside agencies to be aware that we have not got the space to accommodate any meetings which do not pertain directly with the school eg between social worker and child. Parents and other outside agencies should also be aware that there is no formal room available in the school solely for the purposes of such meetings. Therefore though we will endeavour to do so, we cannot guarantee complete privacy for the duration of meeting. Parents and outside agencies who are to attend a meeting should wait in the school office in advance of the meeting. The teacher or principal will take them to an available space in which the meeting may be facilitated.

Work Experience/Teaching Practice Policy (reviewed by BOM reps and school management Oct 2015) This policy has been drawn up by the management team of Realt na Mara BNS. Its purpose is to best protect the needs of the children, staff and management of our school. Transition Year Students The school can only accept two students at any given time. Preference will be given to past pupils of the school. SNA/Classroom Assistants/ Teaching Practice Students Schools are very busy institutions. The school schedule may be unpredictable. In applying for work experience/teaching practice at any time of the year we would ask you to understand that our acceptance is solely at the discretion of school management.. In the first instance, we ask that you apply in writing for a work experience position. While we will consider your application, please understand that we may not always be able to accommodate you given the needs of the school. Discretion Discretion is extremely important. • Access to confidential documentation-(eg reports, assessments, test results, Roll Book etc) is strictly forbidden to anyone on work experience. • You are not permitted to discuss the school, the staff, the pupils outside the school. • If as part of your work experience you are required to complete a report, we would ask you not to name any pupils in that report and also to submit a copy of the report to our school office. • If any breach of our policy on discretion occurs, the school management reserve the right to an immediate termination of your work experience. Discipline. It is the role of the teacher to discipline the pupils in his or her care. It is important that the person on work experience accept the teacher`s professional judgement in all situations. Break Times Your break times are as follows 10.40-10 55 am 12 noon-12 25 pm I have read and understood the above document and agree to comply with same for the duration of my work experience. I have discussed the need for discretion with a member of school management (The Principal, Mr O Conghaile, or Deputy Principal, Ms Burke) and I will comply with the need for discretion and confidentiality in regard to the children, and the school. If I have any concerns relating to this, or to any aspect of the child`s welfare, I will immediately discuss this with the class teacher or with a member of the school management team.I have also read and understood the school`s Child Protection Policy. Signed_______________________________________ Date:____________________________________

INTO/Management Complaints Procedure The INTO and Primary School Management reached agreement in 1993 on a procedure for dealing with complaints by parents against teachers. The purpose of this procedure is to facilitate the resolution of difficulties where they may arise in an agreed and fair manner. The agreement lays out in five stages the process to be followed in progressing a complaint and the specific timescale to be followed at each stage. Please note this is a non-statutory procedure. Only those complaints about teachers which are written and signed by parents/guardians of pupils may be investigated formally by the board of management, except where those complaints are deemed by the board to be: • on matters of professional competence and which are to be referred to the Department of Education and Skills; • frivolous or vexatious complaints and complaints which do not impinge on the work of a teacher in a school; or • complaints in which either party has recourse to law or to another existing procedure. Unwritten complaints, not in the above categories, may be processed informally as set out in Stage 1 of this procedure. Stage 1 1. A parent/guardian who wishes to make a complaint should, unless there are local arrangements to the contrary, approach the class teacher with a view to resolving the complaint. 2. Where the parent/guardian is unable to resolve the complaint with the class teacher s/he should approach the principal with a view to resolving it. 3. If the complaint is still unresolved the parent/guardian should raise the matter with the chairperson of the board of management with a view to resolving it. Stage 2 1. If the complaint is still unresolved and the parent/guardian wishes to pursue the matter further s/he should lodge the complaint in writing with the chairperson of the board of management. 2. The chairperson should bring the precise nature of the written complaint to the notice of the teacher and seek to resolve the matter between the parties within five days of receipt of the written complaint. Stage 3 1. If the complaint is not resolved informally, the chairperson should, subject to the general authorisation of the board and except in those cases where the chairperson deems the particular authorisation of the board to be required: a) supply the teacher with a copy of the written complaint; and b) arrange a meeting with the teacher and, where applicable, the principal teacher with a view to resolving the complaint. Such a meeting should take place within 10 days of receipt of the written complaint. Stage 4 1. If the complaint is still not resolved the chairperson should make a formal report to the board within 10 days of the meeting referred to in 3(b). 2. If the board considers that the complaint is not substantiated the teacher and the complainant should be so informed within three days of the board meeting. 3. If the board considers that the complaint is substantiated or that it warrants further investigation it proceeds as follows: a) the teacher should be informed that the investigation is proceeding to the next stage; b) the teacher should be supplied with a copy of any written evidence in support of the complaint; c) the teacher should be requested to supply a written statement to the board in response to the complaint; c) the teacher should be afforded an opportunity to make a presentation of case to the board. The teacher would be entitled to be accompanied and assisted by a friend at any such meeting; d) the board may arrange a meeting with the complainant if it considers such to be required. The complainant would be entitled to be accompanied and assisted by a friend at any such meeting; and e) the meeting of the board of management referred to in (d) and (e) will take place with in 10 days of the meeting referred to in 3(b). Stage 5 1. When the board has completed its investigation, the chairperson should convey the decision of the board in writing to the teacher and the complainant within five days of the meeting of the board. 2. The decision of the board shall be final. 3. The Complaints Procedure shall be reviewed after three years. 4. Primary School Management or INTO may withdraw from this agreement having given the other party three months' notice of intention to do so. In this agreement 'days' means school days. Note: The vast majority of complaints are resolved locally and informally. However, in certain circumstances, for example, where a complaint is considered to be serious in nature, or where the teacher is required to submit a written response to his/her board of management, the teacher should contact his/her INTO District Representative or INTO Head Office for advice and assistance. In advising a teacher, the rolex replica sale will be anxious to ensure that there is due process and fair procedures applied, which generally include: • that the teacher is fully appraised of all matters being considered by the board of management, including being provided with copies of all relevant documentation; • the right to respond and adequate time to prepare a response; • entitlement to be represented by the INTO, if necessary. Where a teacher contacts the INTO in relation to a complaint(s) made against him/her, the officials involved will generally meet with the teacher and require him/her to provide detailed written information and documentation on the matter. The officials will assess the case and decide if additional specific legal advice or a legal consultation is required. Specific legal advice is obtained for members in accordance with the Rules of the INTO and the conditions prescribed by the CEC. Address. Donacarney, Mornington, Co. Meath ©

COVID -19 Policy Statement Bunscoil Buachaillí Réalt na Mara is committed to providing a safe and healthy workplace for all our staff and a safe learning environment for all our students. To ensure that, we have developed the following COVID-19 Response Plan. The Board of Management and all school staff are responsible for the implementation of this plan and a combined effort will help contain the spread of the virus. We will: • continue to monitor our COVID-19 response and amend this plan in consultation with our staff • provide up to date information to our staff and students on the Public Health advice issued by the HSE and Gov.ie • display information on the signs and symptoms of COVID-19 and correct hand-washing techniques • agree with staff, a worker representative who is easily identifiable to carry out the role outlined in this plan in relation to summer provision • inform all staff and students of essential hygiene and respiratory etiquette and physical distancing requirements • adapt the school to facilitate physical distancing as appropriate in line with the public health guidance and direction of the Department of Education • keep a contact log to help with contact tracing • ensure staff and students engage with the induction / familiarisation briefing provided by the Department of Education • implement the agreed procedures to be followed in the event of someone showing symptoms of COVID-19 while at school • provide instructions for staff and students to follow if they develop signs and symptoms of COVID-19 during school time • implement cleaning in line with Department of Education advice All school staff will be consulted on an ongoing basis and feedback is encouraged on any concerns, issues or suggestions. This can be done through the Lead Worker Representatives, who will be supported in line with the agreement between the Department and education partners. ​ Address. Donacarney, Mornington, Co. Meath ©