Question 1

Admission Policy

Accepted Answer

Admission Policy of Réalt na Mara Boys’ National School

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

Roll number:18762D

School Patron: Rev. Thomas Deenihan

Introduction

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

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

The relevant dates and timelines for Réalt na Mara BNS admission process are set out in the school’s annual admission notice which is published annually on the school’s website at least one week before the commencement of the admission process for the school year concerned.
This policy must be read in conjunction with the annual admission notice for the school year concerned.
The application form for admission is published on the school’s website and will be made available in hardcopy on request to any person who requests it.

Characteristic spirit and general objectives of the school

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

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

The full and harmonious development of all aspects of the person of the pupil, including the intellectual, physical, cultural, moral and spiritual aspects; and
(b) A living relationship with God and with other people; and
(c) A philosophy of life inspired by belief in God and in the life, death and resurrection of Jesus; and
(d) The formation of the pupil in the Catholic faith

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

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

Mission Statement
We are a Catholic school which strives to provide a well ordered, happy, safe, inclusive and nurturing learning environment where the intellectual, spiritual, physical moral and cultural needs of our pupils are wholly developed. 
Relationships and a strong sense of community are at the heart of all we do, fostering connection, belonging, and mutual respect. 
While we provide Religious Education for pupils in accordance with the traditions, practices and doctrines of the Roman Catholic Church, we very much welcome and value children from all other religious traditions and none. We strive to encourage each child and to enable him to develop to his full and unique potential, enabling each child to unselfishly use his gifts for the common good and to work towards a more caring and just society.

Admission Statement

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

the gender ground of the student or the applicant in respect of the student concerned,
the civil status ground of the student or the applicant in respect of the student concerned,
the family status ground of the student or the applicant in respect of the student concerned,
the sexual orientation ground of the student or the applicant in respect of the student concerned,
the religion ground of the student or the applicant in respect of the student concerned,
the disability ground of the student or the applicant in respect of the student concerned,
the ground of race of the student or the applicant in respect of the student concerned,
the Traveller community ground of the student or the applicant in respect of the student concerned, or 
the ground that the student or the applicant in respect of the student concerned has special educational needs

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

Réalt na Mara BNS is an all-boys school and does not discriminate where it refuses to admit a girl applying for admission to this school. 
Réalt na Mara BNS is a school whose objective is to provide education in an environment which promotes certain religious values and does not discriminate where it refuses to admit as a student a person who is not Catholic and it is proved that the refusal is essential to maintain the ethos of the school. 
Réalt na Mara BNS is a school which has established two classes, with the approval of the Minister for Education and Skills, which provides an education exclusively for students with a category or categories of special educational needs specified by the Minister and may refuse to admit to the class a student who does not have the category of needs specified.
Réalt na Mara BNS will cooperate with the National Council for Special Education in the performance by the Council of its functions under the Education for Persons with Special Educational Needs Act 2004 relating to the provision of education to children with special educational needs, including in particular by the provision and operation of a special class or classes when requested to do so by the Council. 
Réalt na Mara BNS will comply with any direction served on the patron or the board, as the case may be, under section 37A and any direction served on the board under section 67(4B) of the Education Act.

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

Réalt na Mara BNS with the approval of the Minister for Education, has established two special classes to provide an education exclusively for students with autism.
Children and young people are eligible for enrolment in a special class for autism when the following is provided in support of such an application: Professional report(s) outlining:

Diagnosis of Autism: DSM IV/V or ICD 10/11 (psychologist, psychiatrist, multi-disciplinary report) AND  
A demonstration of the understanding of complexity of the child’s overall level of need/s evidenced in the professional reports AND  
Given the severity or complexity of the child’s support needs, a clear professional recommendation as to what educational placement type would be most appropriate to best meet the child’s needs, along with the rationale for same AND  
A sanction letter from the NCSE confirming that the child is known to them and that the child has the required diagnosis and recommendation for a special class for autism.

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

Pupils currently attending mainstream in Réalt na Mara BNS or who have siblings already in the school 
Pupils who ordinarily reside in the parish of Mornington and Donacarney.
Pupils who ordinarily reside in the parish of Bettystown and Laytown.
Pupils who reside outside the parish.
Subject to appropriate provision being made for pupils as defined in (1) (2) and (3), pupils who ordinarily reside outside, but contiguous to those areas, will be offered places subject to availability.
In all cases, places are subject to availability. If all available places in the class are filled, then the applicants will go on a waiting list. The waiting list is valid for one academic year. Parents/Guardians must reapply the following year in line with the school’s admissions policy.
If a place is secured in another autism class/school please inform the school that you no longer wish to remain on the waiting list.
Priority will be given to the oldest child in each category.

Admission of Students

This school shall admit each student seeking admission except where –

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

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

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

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

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

The BOM recognises the right of parents to enrol their child in the school of their choice. The Board of Management of Réalt na Mara BNS must also consider the rights of the existing school community and in particular the children already enrolled. Therefore the BOM reserves the right to determine the maximum number of children in each class bearing in mind the following criteria:
The size and/available space in classrooms
The timely provision of appropriate resources and personnel for each classroom by the Dept of Education.
The educational needs and special needs of all children in the class.
The Department of Education and Skills’ maximum class average directives
The maximum number of children will be determined for each class and reviewed each year in line with the Department guidelines on pupil/teacher ratios and will be published in the annual Admission Notice.
In the event that the school is oversubscribed, the school will, when deciding on applications for admission, apply the following selection criteria in the order listed below to those applications that are received within the timeline for receipt of applications as set out in the school’s annual admission notice:

Brothers of boys currently enrolled in Réalt na Mara BNS
Brothers Children who reside in the Parish of of girls currently enrolled in Réalt na Mara GNS
Children who reside in the Parish of Mornington and Donacarney
Children who reside in the parish of Bettystown/Laytown
Pupils who reside outside the parish.

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

Priority will be decided based on age with older children being offered places in the first instance.
If a situation arises where two or more applicants are tied for the last available school place and these applicants share the same date of birth, the last place available will be awarded to the oldest based on time of birth on the birth certificate. In the case of twins being tied for the last remaining place both would be admitted by way of exception
In the event that there are two or more students tied for a place or places in any of the selection criteria categories above (the number of applicants exceeds the number of remaining places), the following arrangements will apply:

What will not be considered or taken into account

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

In accordance with section 62(7) (e) of the Education Act, the school will not consider or take into account any of the following in deciding on applications for admission or when placing a student on a waiting list for admission to the school:
 A student’s prior attendance at a preschool or preschool service including naionraí other than in relation to a student’s prior attendance at an early intervention class.
The payment of fees or contributions (howsoever described) to the school.
 A student’s academic ability, skills or aptitude other than in relation to a special class insofar as it is necessary in order to ascertain whether or not the applicant has the category of special educational needs concerned.
the occupation, financial status, academic ability, skills or aptitude of a student’s parents;
 a student’s connection to the school by virtue of a member of his or her family attending or having previously attended the school; other than where siblings of the pupil are attending or had attended our school.
 a requirement that a student, or his or her parents, attend an interview, open day or other meeting as a condition of admission; 
a student’s academic ability, skills or aptitude, 
the date and time on which an application for admission was received by the school, 
This is subject to the application being received at any time during the period specified for receiving applications set out in the annual admission notice of the school for the school year concerned.

Decisions on applications

All decisions on applications for admission to Réalt na Mara BNS will be based on the following:
Our school’s admission policy
The school’s annual admission notice(where applicable)
The information provided by the applicant in the school’s official application form received during the period specified in our annual admission notice for receiving applications

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

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

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).

Acceptance of an offer of a place by an applicant

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

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

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

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

An offer of admission may not be made or may be withdrawn by Réalt na Mara where—
it is established that information contained in the application is false or misleading.
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.
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
an applicant has failed to comply with the requirements of ‘acceptance of an offer’ as set out in section 10 above.

Sharing of Data with other schools

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

(i) an application for admission to the school has been received,
(ii) an offer of admission to the school has been made, or
(iii) an offer of admission to the school has been accepted.

The list may include any or all of the following:
(i) the date on which an application for admission was received by the school;
(ii) the date on which an offer of admission was made by the school;
(iii) the date on which an offer of admission was accepted by an applicant;
(iv) a student’s personal details including his or her name, address, date of birth and personal public service number (within the meaning of section 262 of the Social Welfare Consolidation Act 2005).

Waiting list in the event of oversubscription

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

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

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

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.

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

The procedures of the school in relation to the admission of students who are not already admitted to the school to classes or years other than the school’s intake group are as follows: 
Boys can transfer to Réalt na Mara BNS at any time during the school year subject to space being available in the relevant class group and the following requirements being adhered to.
A fully completed Enrolment Application form must be submitted, in conjunction with relevant reports from the pupil’s previous school and professionals where relevant to the child’s educational needs. 
The Enrolment application must be signed by both parents, including acceptance of the school’s Code of Behaviour.
A written response will be forwarded in respect of all applications within three weeks of receipt of the application by the Principal.
The procedures of the school in relation to the admission of  students who are not already admitted to the school, after the commencement of the school year in which admission is sought,are as follows:

Declaration in relation to the non-charging of fees

This rule applies to all schools.

The board of Realt na Mara BNS or any persons acting on its behalf will not charge fees for or seek payment or contributions (howsoever described) as a condition of-
an application for admission of a student to the school, or
the admission or continued enrolment of a student in the school.

Arrangements regarding students not attending religious instruction

The following are the school’s arrangements for students, where the parents the has requested that the student attend the school without attending religious instruction in the school.  These arrangements will not result in a reduction in the school day of such students:
A written request should be made to the Principal of the school. A meeting will then be arranged with the parent(s) of the pupil, to discuss how the request may be accommodated by the school.
Reviews/appeals

Review of decisions by the Board of Management
The parent of the student may request the board to review a decision to refuse admission. Such requests must be made in accordance with Section 29C of the Education Act 1998.    
The timeline within which such a review must be requested and the other requirements applicable to such reviews are set out in the procedures determined by the Minister under section 29B of the Education Act 1998 which are published on the website of the Department of Education.
The board will conduct such reviews in accordance with the requirements of the procedures determined under Section 29B and with section 29C of the Education Act 1998.
Note:  
Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998.
Where an applicant has been refused admission due to a reason other than the school being oversubscribed, the applicant may request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998.

Right of appeal
Under Section 29 of the Education Act 1998, the parent of the student may appeal a decision of this school to refuse admission.  
An appeal may be made under Section 29 (1)(c)(i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed.
An appeal may be made under Section 29 (1)(c)(ii) of the Education Act 1998 where the refusal to admit was due a reason other than the school being oversubscribed.
Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. (see Review of decisions by the Board of Management)
Where an applicant has been refused admission due to a reason other than the school being oversubscribed, the applicant may request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. (see Review of decisions by the Board of Management)
Appeals under Section 29 of the Education Act 1998 will be considered and determined by an independent appeals committee appointed by the Minister for Education.    
The timeline within which such an appeal must be made and the other requirements applicable to such appeals are set out in the procedures determined by the Minister under section 29B of the Education Act 1998 which are published on the website of the Department of Education and Skills.

Question 2

Acceptable Use Policy

Accepted Answer

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.

In exceptional circumstances where a pupil is required to bring a mobile phone to school for use after school hours, parents/guardians must submit a formal written request to the Principal seeking permission. If permission is granted, the phone must be handed into the school office on arrival and stored securely in the designated storage box until the end of the school day. Any breach of this arrangement will result in the withdrawal of this privilege.

Assistive Technology

Pupils who are in receipt of assistive technology as recommended by the Department of Education and Science are permitted to take the devices/technology home for their own educational purposes only.

An agreement must be signed in advance of these devices being taken to and from school to ensure their safekeeping, and that they are used for the permitted purposes.

*See Appendix 1 User Agreements

Respect for Equipment:

Pupils are expected to show great care at all times when using technological devices at school. The rules for use of the digital hub and iPads are as follow:

This AUP must be outlined to the pupils in advance of their first visit to the digital hub/use of iPads.

•No food or drink is allowed in the vicinity of the equipment.

•Only a staff member is allowed input passwords to open the PCs.

•Equipment can only be used under teacher supervision.

The library partition must remain open at all times. A request may be made in advance to the principal to allow for its safe closure and reopening.

•Pupils are not allowed to sit underneath or on the counter of the digital hub.

•Pupils must learn the steps for shutting down the equipment properly as the last class in the digital hub on Friday is responsible for that.

•iPads must be kept on a secure surface at all times.

Support Structures

The school will inform pupils and parents of key support structures and organisations that deal with illegal material or harmful use of the Internet.
We also provide workshops on internet safety for pupils in 4th, 5th and 6th classes and their parents. We use the services of the NCTE , www.webwise.ie and www.safety.ie.

We highly recommend that parents read and also follow the guidelines on Internet safety as offered on webwise.ie and safety.ie.

Sanctions

Misuse of the Internet may result in disciplinary action, including written warnings, withdrawal of access privileges and, in extreme cases, suspension or expulsion. The school also reserves the right to report any illegal activities to the appropriate authorities.

If for any reason a pupil takes a phone to school, it must be left switched off and given to the Principal for the day. Any infringement of this rule will involve the confiscation of the phone and will only be returned to the parent or guardian of the pupil after 24 hours or after the weekend

Review

This policy was developed in 2015. It was reviewed in 2020 in conjunction with the teaching staff and representatives of the parent body and will be updated annually and/or as developments in technology continue to impact on education in particular.

Signed_________________________(Chairman B.O.M.)Date _______________

Appendix 1

User Agreement for Assistive Technology
(Sample Contract)

I wish to apply for, and confirm that I am willing to accept the responsibility for, taking into my possession an item of Assistive Technology for the period of the school closure due to Covid 19 restrictions.

I confirm that I have read, understood and agree to the attached ‘Terms and Conditions of Use’ and am willing to take responsibility for the AssistiveTechnology subject to these ‘Terms and Conditions of Use’ and such other policies as are determined by Bunscoil Buachaillí Réalt na Mara.

By accepting this ‘Assistive Technology Use Agreement Form’, I agree to the terms and conditions of use and accept delivery of the Assistive Technology.

Assistive Technology User Agreement

Sample Contract 1
1.The _______________ remains the property of Name of School

2. The _________________ is covered under school insurance however; the user must take reasonable care to avoid damage or loss.

3.The ________________ has been provided for school related use.

4. All major _______________ faults to be recorded on an AssistiveTechnology Problem Report Form and logged in the school office.

5.  The Reading Pen is for _______________ usage and must not be transferred to a third party.
6. Please make every effort to securely store the ______________ as per instructions in pack.

7. I will use the ____________ lawfully and in accordance
with the instructions.

8. I will not sell, assign, transfer or otherwise dispose of the _______________

9.If my status changes with Bunscoil Buachaillí Réalt na Mara, or if I breach any of these
terms or conditions, Bunscoil Buachaillí Réalt na Mara, may revoke this arrangement by giving me written notice.

10. I will take due care of the _____________ package at all times,
including:
·  Not leaving the _____________ unattended in a public place.

·  Not leaving the __________ in plain view in an unattended or unsecured vehicle.

·   Not allowing the _____________ to be accessed by any other person (unless authorised by Bunscoil Buachaillí Réalt na Mara).

·   Not allowing the ________________ to be interfered with, tampered with or altered by a third party or otherwise except in accordance with clause

·   Ensuring due care is taken in the handling, transporting and usage of the Reading Pen.

11. If the __________________ is lost, stolen or damaged I will advise the Principal and the Gardaí as soon as possible.

Signed:_____________________(Parent)          Date:_____________________

Contract for Use of Laptop

This agreement is made effective upon receipt of the laptop computer, between Bunscoil Buachaillí Réalt na Mara, the student receiving the laptop -----------and his parent(s)________________ The Student and Parents, being provided with a laptop computer, software, and any other related materials for use while the student is enrolled at Bunscoil Buachaillí Réalt na Mara, hereby agree as follows:

1. Ownership: Bunscoil Buachaillí Réalt na Mara retains sole right of possession of the computer and grants permission to the Student and Parents to use the computer according to the guidelines set forth in this document. Bunscoil Buachaillí Réalt na Mara staff retain the right to collect and/or inspect the computer at any time.
2. Equipment Provided: All computers offered by Bunscoil Buachaillí Réalt na Mara will include a power source (charger), and a laptop bag. Bunscoil Buachaillí Réalt na Mara will retain records of the serial numbers of provided equipment.
3. Responsibility for Electronic Data:
a) The student and parents are responsible for ensuring that existing software remains on the computer.
b) Principal/ Teacher permission must be granted before downloading new software.
4. Charging: Student computers are to be fully charged prior to each school day at the home of the student. Charging locations will be provided at the School but should be secondary to home charging.

Damage or Loss of Equipment

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

Laptop Computer Use Agreement

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

Question 3

Assessment Policy

Accepted Answer

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
©

Question 4

Administration of Medication Policy

Accepted Answer

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

Question 5

Bí Cineálta Antibullying policy

Accepted Answer

The Board of Management of Réalt na Mara BNS has adopted the following policy to prevent and address bullying behaviour.
This policy fully complies with the requirements of Bí Cineálta: Procedures to Prevent and Address Bullying  Behaviour for Primary and Post-Primary Schools 2024.
The board of management acknowledges that bullying behaviour interferes with the rights of the child as set out in the United Nations Convention on the Rights of the Child. We all, as a school community, have a responsibility to work together to prevent and address bullying behaviour and to deal with the negative impact of bullying behaviour.
We are committed to ensuring that all students who attend our school are kept safe from harm and that the well being of our students is at the forefront of everything that we do. We recognise the negative impact that bullying behaviour can have on the lives of our students and we are fully committed to preventing and addressing bullying behaviour.
We confirm that we will, in accordance with our obligations under equality legislation, take all such steps that are reasonably practicable to prevent the harassment of students or staff on any of the nine grounds specified: gender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

Definition of Bullying
Bullying is targeted behaviour, either online or offline, that causes harm. It is:
Deliberate and unwanted, not accidental or reckless.
Repeated over time and involves an imbalance of power in relationships.
Harmful in nature, with the potential for long-lasting effects on the student.

Types of Harm Caused by Bullying
Bullying can cause harm that is:
Physical – e.g. personal injury, damage to or loss of property.
Social – e.g. withdrawal, loneliness, exclusion.
Emotional – e.g. low self-esteem, depression, anxiety.

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

Direct Bullying
Physical – pushing, shoving, punching, kicking, poking, tripping, assault, destruction of personal property.
Verbal – repeated name-calling, insults, humiliation based on appearance, size, clothing, gender, accent, ability, ethnicity.
Written – derogatory notes or drawings, graffiti, messages in public spaces.
Extortion – obtaining something through threats or force.

Indirect Bullying
Exclusion – intentional and repeated isolation by individuals or groups.
Relational – manipulation of relationships and friend groups, including:

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

Online Bullying (Cyberbullying)
Cyberbullying occurs via text, messaging apps, social media, email, games, or other online platforms, and includes:
Sending or sharing offensive, insulting, or threatening content.
Posting private or sensitive information without consent.
Creating fake profiles to impersonate or humiliate others.
Exclusion or disruption of a student’s access to online groups, accounts, or games.

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

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

Behaviour That Is Not Bullying
One-off negative actions are not considered bullying.

A one-off instance of negative behaviour towards a student is not bullying behaviour. However, a single hurtful message posted on social media can be considered bullying behaviour as it may be visible to a wide audience and has a high likelihood of being shared multiple times and so becomes a repeated behaviour.
Friendship issues or disagreements are not bullying unless they involve deliberate, repeated harm or exclusion.

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

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

Section A: Development/review of our Bí Cineálta policy to prevent and address bullying behaviour
All members of our school community were provided with the opportunity to input into the development/review of this policy.

Date consultedMethod of consultationSchool Staﬀ11/4/2025Half day closure for staff using materials provided by Oide. Staff questionnaires, reviewing current anti bullying policy.

StudentsFirst two weeks in May

June 2025All classes had 3 lessons on Bullying. The new definition for bullying was explored with the children and used in the child friendly policy.  The childrens’ identified hot spots and made suggestions for dealing with bullying behaviour which were taken into account when drafting this policy. All feedback emailed back to lead teachers MS Milne and Ms Callan.

Our new child friendly policy introduced and discussed at our school assembly Parents3/6/2025

9/6/2025Parent questionnaire
 
Attention drawn to our policy available on our school website and child friendly policy

Bí Cinealta draft policy shared with our Parent Association

New Policy distributed to parents via AladdinBoard of Management10/6/2025

9/6/ 2025New policy reviewed and discussed  at the Board of management meeting.

Training for  Board of Management on new guidelines

Wider school community as appropriate, for example, bus drivers  June 2025A copy of the new policy given to bus drivers and ancillary staff.

New policy on school website

Date policy was approved: 10th June 2025
Date policy was last reviewed:
Section B: Preventing Bullying Behaviour
This section sets out the prevention strategies that will be used by the school. These include strategies specifically aimed at preventing online bullying behaviour, homophobic and transphobic bullying behaviour, racist bullying behaviour, sexist bullying behaviour and sexual harassment as appropriate (see Chapter 5 of the Bí Cineálta procedures).
Culture and Environment
Pupils will be encouraged to build friendship and self-esteem through the use of evidence-based programmes such as Weaving Wellbeing. 
Kindness is taught explicitly through the Grow in Love religion programme but also modeled consistently by all staff members. Every day, staff work collaboratively to create a respectful and empathetic atmosphere.
We celebrate acts of kindness through the Caught You Being Good initiative. These certificates are awarded ‘on the spot’ by staff members who witness moments of compassion, cooperation, or thoughtfulness,  fostering a culture of mutual respect and care.
Teachers are vigilant and will respond sensitively and caringly to pupils who disclose incidents of bullying, and will investigate all such incidents following the procedures given in this document.

Encourage a culture of telling, with a particular emphasis on the importance of bystanders. All reports of bullying, including anonymous reports, must be investigated by the class teacher. In that way, pupils will be given confidence in ‘telling’. The ‘confidence’ factor is vital. It will be made clear to pupils that when they report incidents of bullying they are not telling tales but are behaving responsibly.
Explicitly teaching pupils the steps to take to tell and how to tell:
Tell the teacher. Discuss ways the child can communicate with the teacher discreetly e.g. after class, lunchtime, tell the Principal/Deputy Principal or trusted teacher e.g. when they see Ms Campbell/Ms Brennan in the morning, on yard, around the school.

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

Comment Box in the classroom.

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

Anti-bullying posters can be seen around the school.

Anti-bullying issues will be raised every year and in every class through the implementation of the Social Personal and Health Education Curriculum through the Relationships and Sexuality components of the programme and Stay Safe lessons on bullying behaviour are explicitly taught to children in Junior Infants, 1st, 3rd and 5th Class.
Programmes such as Friends for Life and the Incredible Years Programme (NEPS) will be used as an intervention for particular classes.
Prim-Ed resources, Bullying and Conflict Resolution, deal very specifically with the topic of bullying and provide tools to empower pupils to resolve conflict. These publications are available in the school for 1st–6th classes.

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

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

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

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

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

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

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

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

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

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

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

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

www.tacklebullying.ie

www.antibullyingcentre.ie/fuse

www.webwise.ie

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

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

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

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

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

Professional learning in relation to anti-bullying procedures.

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

our student council
lunchtime/after-school clubs
our parents’ association
Community Garda

Other strategies include:
Promoting acts of kindness

Peer mentoring:

6th class buddies (morning and lunchtime)
transition year/6th class leadership workshop
collaborative projects between classes e.g. reading buddies, chromebooks

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

Active participation of students in school life.

Section C: Addressing Bullying Behaviour
Responsibility
The teacher(s) with responsibility for addressing bullying behaviours (are) as follows:
The class teacher will investigate and oversee recording of bullying reports for students in their class – this includes using the procedure guidelines to investigate reports of bullying (see Appendix 1 Is it Bullying?) and recording bullying behaviour on the correct form on Aladdin.

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

All staff will be vigilant to bullying behaviour.

The principal will inform the Board of Management of incidents of bullying.
Initial Actions When Bullying Behaviour Occurs
When bullying behaviour occurs, the school will:
ensure that the student experiencing bullying behaviour is heard and reassured

seek to ensure the privacy of those involved

conduct all conversations with sensitivity

consider the age and ability of those involved

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

take action in a timely manner

inform parents of those involved

Reports of bullying behaviour either from parents or staff members must be recorded in writing. The teacher should investigate and act appropriately, with a view to resolving the issues and restoring, as far as is practicable, the relationships of the parties involved.
Investigation Procedures
Teachers will take a calm, unemotional, problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff, or families.

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

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

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

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

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

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

The teacher must use the recording template at Appendix 2  on Aladdin to record the bullying behaviour. 
Involvement of Parents and Cooperation
In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken. Parents will then be given an opportunity to discuss the matter with the teacher.

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

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

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

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

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

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

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

Follow-up meetings may be arranged to assess progress and/or restore relationships.
In any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his parents and the school.

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

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

whether any issues between the parties have been resolved as far as is practicable

whether the relationships between the parties have been restored as far as is practicable

any feedback received from the parties involved, their parents or the school Principal or Deputy Principal

Complaints Process
Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the school’s complaints procedures.
Support for Pupils Involved in Bullying Behaviour
The school will use the following approaches to support those who experience, witness and display bullying behaviour (see Chapter 6 of the Bí Cineálta procedures):
Ending the bullying behaviour

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

Supporting all of the students involved emotionally:
Indicating clearly that the bullying behaviour is not the fault of the targeted pupil.

Assuring him that the school community will help them and put monitoring procedures in place to safeguard them.
Any pupil who is involved in retaliation against a pupil who reports bullying behaviour will be subject to the school Code of Behaviour.
Parents/guardians will be informed of what has happened and of the measures being taken to help their child, encouraging them to report further incidents if they occur.
Speaking with the child involved in bullying behaviour to discover why they became involved
Seeking a resolution and offering a fresh start to those who change their behaviour and make amends.

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

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

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

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

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

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

Requests to Take No Action
A student reporting bullying behaviour may ask that a member of staff does nothing other than “look out” for them.

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

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

Parents may also request that no action be taken. Parents should put this request in writing.
While the school acknowledges the request, it may still take appropriate action depending on circumstances.

Bullying Behaviour Oversight and Update to Board of Management
The principal must present an update at each Board of Management meeting, including:
the number of incidents of bullying behaviour reported since the last meeting
the number currently ongoing
the number reported since the start of the school year

Where incidents have been reported, the verbal report must include:
trends and patterns identified
type of bullying (if known), location, and time
strategies used to address bullying behaviour
wider strategies to prevent bullying
if serious incidents have had a serious adverse impact on a student
if a student has left due to bullying
if additional support is needed from the board
if the Bí Cineálta policy requires urgent review

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

Signed: ___________________ Date: ____________ ____ (Principal)

Appendix 1

Appendix 2
Template for recording bullying behaviour
Name of  pupil being bullied and class group
Name________________________________________ Class_____________________________
Name(s) and class(es) of pupil(s) engaged in bullying behaviour

Source of bullying concern / report
Pupil concerned
Other pupil
Parent
Teacher
Other

Name of person(s) reporting the bullying concern?

Where and when did incidents occur?

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

Brief description of bullying behaviour and its impact.

s

Views of students / parents

Actions to be taken  - Date ______________

Date of review   ________________________  Has the bullying behaviour ceased?_________________

Date submitted to Principal / Deputy Principal  _____________________________________________________

Question 6

Child Safeguarding Statement Annual Review

Question 7

Child Safeguarding Statement

Question 8

Code of Behaviour Policy

Accepted Answer

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

Question 9

Data Management and CCTV Policy

Accepted Answer

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:

Question 10

Homework Policy

Accepted Answer

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

Question 11

Healthy Eating Policy

Accepted Answer

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

Question 12

Parental Involvement

Accepted Answer

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).

Question 13

Reconstitution of Classes

Accepted Answer

Reconstitution of Classes Policy

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

Aims and objectives of this policy
to provide a framework for the reconstitution/splitting of classes
to outline the criteria for placing children in particular mixed class groups
to outline the criteria on which children are selected to be placed in a mixed or straight
            class
to set out the supports which may be used to ensure the best learning outcomes for all children in mixed classes

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

Other reasons may include:

To provide the best inclusive education for all pupils
Achieve a better balance in the allocation of resources to classes
Special education and/or medical needs
Break unhealthy cliques

Criteria for reconstituting a class:

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

mixed ability groupings 
emotional and behavioral factors
class dynamics
friendship groups
special education needs of pupils 
medical needs

Benefits for your child

Children experience and learn to cope with change
Forming new friends is important for the social development of the child and links with the SPHE programme
Provides good preparation for secondary school as it helps the children get used to change within a safe environment with the support of friends 
An evenly distributed mix of needs has better outcomes for every child in a class

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

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

Procedures for regrouping classes:

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

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

The school will endeavour to guarantee that at least two of these children will be in their  
class.  Parents will also be asked for their input when the children take these  
worksheets home and return them to their class teacher.

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

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

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

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

Other influencing factors for multi-grade classes:

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

Consultation with the class teacher and if necessary or previous teachers of the classes involved lists of possible groups are drawn up.
Children who to date have shown an ability to work independently are considered to cope better in a mixed class where from time to time the classes are taught separately.
Children who have special learning needs at either end of the learning spectrum are generally deemed to be better left in a straight class all other things being equal.

Criteria for placing children in particular class groups:

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

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

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

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

The supports which could be made available to children and teachers in multigrade classes:
The Principal, the class teacher and special education team will consult on how best to organise the learning support for the mixed class. In some cases the Special Education Teacher (S.E.T.) may work in the classroom with the class teacher in a team teaching arrangement. It is possible that S.E.T. may work in the classroom supporting one child or small group of children with the class teacher doing the main teaching of the lesson or  the class teacher may work supporting one child or small group of children with S.E.T. 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/first, second/ third, fourth/fifth, it may suit the classes better if the teaching of mathematics is taken separately by the class teacher for one class and S.E.T. for the other class. All of these arrangements must be considered on a class by class basis from year to year.

In all instances of class reconstitution:

The reconstitution of classes is carried out with great care, professionalism and the best interests of the children are the central focus. However, it must be noted that even though the school will do its best it will not always be possible to ensure children are with all of their friends.

It is envisaged that once new class groupings are formed every effort will be made to keep that class together going forward.

Classes that have been regrouped can reunite daily at break time so they can maintain existing friendships as well as the new friends in the new class. This increases their circle of friends and their ability to form new friendships.

This policy was reviewed in May 2024

Implementation: Immediate

This policy was ratified by the B.O.M.

Signed:___________________________         Date:_____________________
            Mr. John Corbett          
            Chairperson

Signed: ___________________________        Date:_____________________
             Ms. Caitríona Campbell
             Principal

Question 14

Relationships and Sexuality Education Policy

Accepted Answer

Relationships and Sexuality Education Policy

Rationale

Education in Réalt na Mara BNS is characterised by respect for the individual. The child’s many needs are met in a well-structured environment where he can live fully the life of a child. One of the subjects of the revised curriculum is SPHE (Social, Personal and Health Education). This includes a module on Relationships and Sexuality Education for all mainstream classes in Primary school which must be delivered on an annual basis. Our school aims to develop a policy on RSE which reflects our ethos and vision and is in accordance with the National Curriculum and Guidelines for RSE as prepared by the NCCA. 
Definition of RSE
Relationships and Sexuality Education (RSE) is a lifelong process of acquiring knowledge and understanding, and of developing attitudes, beliefs and values about sexual identity, relationships and intimacy. This education is delivered consciously and unconsciously by parents, teachers, peers, adults and the media.
In school, RSE will provide structured opportunities for pupils to acquire a knowledge and understanding of human relationships and sexuality through processes which will enable them to form values and establish behaviours within a moral, spiritual and social framework. 
This approach gives opportunities to our children to learn about relationships and sexuality in ways that help them think and act in a moral, caring and responsible manner. In Réalt na Mara BNS, RSE aims to help children learn, at home and in school, about their friendships and relationships with others. This work will be based on developing a good self-image, promoting respect for themselves and for others, and providing them with age appropriate information.
 Existing Provision for RSE 
Prior to the current RSE Policy being in place, Réalt na Mara BNS, provided RSE through the formal and informal activities of the school, which include: 
1. The SPHE programme (Walk Tall, Be Safe etc) 
2. The promotion of a caring and respectful atmosphere on a daily basis 
3. Weaving Well-being Programme
4. Lessons dealing with enhancement of self-esteem 
5. The Stay Safe Programme 
6. Health Education lessons 
7. The SESE curriculum
8. The P.E. curriculum
9. The Grow in Love Programme 
10. Friends for Life programme

The aims of our RSE Programme 
1. To assist parents in their role as primary educators so that they may guide their child's 
     development physically, socially and emotionally. 
2. To enhance the personal development, self-esteem and well-being of the child. 
3. To help the child to develop healthy friendships and relationships. 
4. To foster an understanding of, and a healthy attitude to, relationships and sexuality in a moral, 
     spiritual and social framework. 
5. To develop an appreciation of the dignity, uniqueness and well-being of others.
6. To acquire and develop knowledge and understanding of self. 
7. To understand the nature, growth and development of relationships within families, in friendships 
     and in wider contexts. 
8. To acquire and improve skills of communication and social interaction. 
9. To develop and promote in the child a sense of understanding of and respect for the process of 
     birth and new life. 
10. To develop some coping strategies to protect oneself and others from various forms of abuse.

Policies which support SPHE / RSE
Child Protection Policy
Substance Use Policy
Code of Behaviour
Anti-Bullying Policy
Enrolment Policy
Acceptable Use Policy
Healthy Eating Policy

Management and Organisation of RSE in our School
Parents are the primary educators of their child. The school has a role to play in supporting and complementing parents in this work, helping to communicate the Christian visions of human life and relationships through the RSE programme. It is the policy of our school to nurture Catholic values in relation to love, marriage, parenthood and family life.  Curriculum Content –The curriculum by NCCA will be followed as published, and will be taught from infants to 6th class. All resources used will be in keeping with the ethos of the school, the whole school plan for SPHE and the RSE policy. Each class teacher will teach the content for their class level each year as laid out in the curriculum, and utilising the RSE manuals to complement their teaching.

Management of RSE

The strands Growing and Changing, and Taking Care of my Body are covered in Year Two of a 2 year SPHE plan. 
The sensitive lessons are covered as part of these broad topics.
Special consideration will be taken to ensure that the needs of children with Special Educational Needs are met. Taking into account the pupil’s social and emotional development, instruction will be based on individual needs where possible. Pupils attending Gliondar Mara will access the RSE programme in both their integrated mainstream class & in Gliondar Mara as appropriate. Parents will be consulted around sensitive issues.

Parental Involvement 
Research has consistently shown that parents are supportive of the RSE programme. In Réalt na Mara BNS we will endeavour to keep parents informed about RSE.

Parents will be informed that the school fully implements the RSE strands of the SPHE Programme including sensitive aspects of the programme at enrolment.
Parents will be informed in advance of lessons on the sensitive areas of the RSE programme, with information relevant to what will be taught at their child’s class level.
Communication will be issued in advance, giving parents an opportunity to meet with relevant teachers if they so wish, to discuss or clarify what is covered and to prepare their children, it also gives parents an opportunity to become involved, to inform themselves of the programme content and to prepare children for the information they will acquire around the sensitive areas and discuss areas covered in RSE/SPHE.
Parents are invited/welcome to view the curriculum and may speak to the teacher if they have any concerns at any time during the year. The school acknowledges that parents have the primary responsibility for educating their children about growing and changing.
Following discussion with the Principal and Class Teacher, if a parent wishes to withdraw their child from the sensitive lessons it should be given in writing stating their reasons for doing so and this will be centrally filed.

Parents are therefore encouraged to support the programme as appropriate.
By discussing attitudes, beliefs and values with their children in order to clarify issues and develop relevant general skills in this area.
By the encouragement of responsible, informed and age-appropriate decision making and the recognition that decisions have consequences. 
 By encouraging a positive sense of self-worth in their children. 
d) By discussing issues involved in bullying, in association with the school.
 e) By using the proper names for parts of the body and bodily functions from the earliest appropriate age.
 f) By discussing with their children changes in their bodies as they mature and develop, how babies are conceived and born, and other sensitive aspects of the programme. Such discussions should ideally place both before and after such topics are dealt with in school. 
The home-school links letters from the DES RSE Resource Books may be sent home upon completion of lessons.

Withdrawing children from the RSE programme 
A parent's right to withdraw a pupil from the process will be honoured on the understanding that the parent is taking full responsibility for this aspect of education. It is the responsibility of the parent to inform the school in writing of their decision to withdraw and their willingness to cover sensitive issues with their child outside of school hours. A child who has been withdrawn from class for the duration of a discrete RSE lesson will be accommodated in another classroom under the supervision of another teacher. If a child is withdrawn from the class for the teaching of sensitive issues we cannot guarantee that the other children will not inform him about what has been taught. The teacher may also need to make incidental reference to the issue at another time while that child is present and will regularly use anatomically correct language for body parts throughout the school year.

Organisation and Curriculum Planning: 
RSE forms part of the national curriculum for SPHE by NCCA and will be taught from infants to 6th class. RSE will be covered under the following strands and strand units of the SPHE curriculum:
Myself
Growing and changing
Taking care of my body

The RSE programme is divided into two main parts:
1) The general programme which contains content covered through SPHE strands and strand units and compliments the aims and objectives of RSE
• Friendship
• Self-identity
• Family
• Self-esteem
• Growing up

2) The second section will deal with any sensitive / specific content covered through RSE strands and strand units. The sensitive aspects are in bold.

Topics covered up to 2nd include:Topics from 3rd to 6th include:• Keeping safe
• Bodily changes from birth (birth-9)
• Making age-appropriate choices
• Appreciating the variety of family types and the variety of family life that exists in our
school and community
• Recognising and expressing feelings
• Self-care, hygiene, diet, exercise and sleep
• Expressing opinions and listening to others
• Naming the parts of the male/ female
body using appropriate anatomical terms
(Junior/ Senior Infants)
• Naming the parts of the male/ female
body using appropriate anatomical terms
and identify some of their functions
(2nd).

• Bodily changes
• Healthy eating, personal hygiene and exercise
• Keeping safe
• Expressing feelings
• Appreciating the variety of family types within our school and community and how these family relationships shape us
• Making healthy and responsible decisions
• Forming friendships
• Discuss the stages and sequence of
development of the human baby in the
womb(4th class)
• Introduction to puberty and changes (4th and 6th class)
• Changes that occur in boys and girls with the onset of puberty (6th Class)
• Reproductive system of male/female adults (6th class)
• Understanding sexual intercourse,
conception and birth within the context of a
committed loving relationship (6th class).

All the content objectives of the RSE Programme will be covered by the time children leave sixth class. It is school policy that the content objectives are covered with each class level as outlined in the SPHE curriculum statement, within the context of the school’s Catholic ethos and without personal slants from the class teacher. One half hour period per week is timetabled in each class for SPHE and RSE will be included in the programme taught during this time. The approach to the teaching of RSE will be kept as normal as possible and will usually be delivered within the child’s class by the class teacher. Teachers will be encouraged and supported to teach the sensitive issues to their own class. 
Each objective will be presented and taught using an age-appropriate and sensitive approach. Sensitive issues are usually taught in year two of the SPHE two year cycle.

Language
It is important that children learn the appropriate vocabulary for discussing aspects of life related to sexuality, growing up and their bodies’ physical changes so that they can communicate confidently about themselves.

When children begin school, it is not unusual, indeed it is quite normal, for them to have other names for their genitals. However, the use of proper terms for parts of the body and bodily functions should be encouraged from the earliest age, so that these terms are given a status and acceptability.

We will give children the correct anatomical and appropriate language as outlined in RSE resource materials.

Teacher Guidelines for Questions 
Each class teacher will teach the RSE programme including the sensitive issues unless they choose to opt out. A teacher's right to opt out from teaching the sensitive issues will be honoured. In this case, arrangements regarding the teaching of the programme will be made by the Principal.

We use some simple principles when fostering discussion and questioning
Teachers will teach only the topics laid down for the class and will only answer those questions which are relevant to the programme for that year. 
Questions arising from curriculum content will be addressed in a sensible, sensitive and age-appropriate manner.
Teachers will not answer personal questions about themselves nor require the child to give information of a personal nature. 
A Question Box will be availed of by the children in 6th class for lessons on sensitive issues.
The teacher will be mindful of their reaction to any questions
Questions do not have to be answered straight away
Should a pupil require information that is not in line with the curriculum content and not considered to be age-appropriate, the school will not give such information and will refer the question back to the parents.

Question Box - Senior Classes
During the delivery of each section of the sensitive lessons– children will be encouraged to place their questions into a box in the classroom. These questions will then be monitored and screened with the teacher answering the questions in later lesson taking into account the following;
Questions arising from lesson content will be answered in an age-appropriate manner
The class teacher cannot answer questions which do not relate to the particular curriculum objectives for a class
Pupils will be informed if a question/issue is not on the programme and they will be advised to talk with their parents
Teachers may exercise discretion to contact parents themselves if they feel that a question is very inappropriate or needs to be communicated with home because of other reasons
No personal questions will be answered and children will be reminded not to share personal information about their families or others – but can share with teacher after the lessons.

If issues arise which might be seen to contravene Children First Guidelines, the teacher will notify the Designated Liaison Person in the school.

Confidentiality
The school follows the Department of Education and Skills Child Protection Procedures for Primary and Post-Primary schools (revised 2023) that give direction and guidance in relation to meeting the statutory obligations under the Children First Act, 2015 and in the continued implementation within the school setting of the best practice guidance set out in the Children First: National Guidance for the Protection and Welfare of Children 2017. 
If a child is withdrawn from the teaching of sensitive issues, we cannot guarantee that the other children will not tell or inform him/her about what happened.

Resources to be used: 
Resource Materials for Relationship and Sexuality Education: Junior Infants to Sixth Class (Department of Education and Science).
Anatomical Dolls · Busy Bodies DVD ( Copies in school) 
Busy Bodies Booklets
Resource Pack for Relationship and sexuality Education in Primary Schools: (RSE Office Drumcondra) 
Walk Tall Manuals Junior Infants to Sixth

Sexual Orientation
In Réalt na Mara BNS we aim to foster a culture which is accepting of difference. We aim to respect others. This includes respect for families and individuals who are different from the norm. False ideas, assumptions and prejudice need to be addressed and not ignored. It is highly important that discussions are age-appropriate and in the context of the school’s R.S.E. policy.

Provision for ongoing support and development 
Réalt na Mara BNS will offer ongoing training for teachers and the policy committee where necessary to help them implement the RSE programme. Information regarding courses or training for parents will be offered and may be organised by the Parents' Association/BOM/school. 
Relevant RSE school resources will be sourced, stored and updated on a regular basis.

This policy will be circulated to parents, teachers and the BOM and amended when consensus has been reached by all parties. The final agreed policy will be presented to the BOM, to be ratified and then circulated to all parties involved. It will be implemented in this school in January 2024

Review
 This policy will be reviewed in 2025 and thereafter as necessary. All partners will be informed of any amendments necessary after such a review. RSE resources will also be reviewed to ensure they are kept up to date.

Success Criteria 
The success of this plan will be evaluated through teachers' planning and preparation, and if the procedures outlines in this plan have been consistently followed. We will also deem it to be a success if the children have been enabled to achieve the aims as outlined.

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

Signed: ________________ Principal 		Date:______________________

Signed:____________ Chairperson of Board of Management  	Date:____________

Date of next review:______________

Question 15

Remote Learning Policy

Accepted Answer

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.

Question 16

Routines

Accepted Answer

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.

Question 17

School Rules

Accepted Answer

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.

Question 18

Swimming Policy

Accepted Answer

Swimming Policy 
Rationale: 
● The school has regard to both the physical and mental development of each of its pupils. Believing that a healthy body promotes a healthy mind, the school arranges swimming instruction in Aura swimming pool for the pupils in our senior classes during the school year. 
Aims 
● The aim of this policy is to ensure that pupils benefit from learning opportunities offered by external personnel, who help to supplement the delivery of the curriculum in a safe and effective manner 
● To enable pupils to acquire basic swimming skills 
● To comply with the requirements of the Revised Curriculum in aquatics. 
Instructional Arrangements 
● The swimming pool at Aura is reserved for forty-five minute swim sessions. 
● Attendance at this course fulfils the Aquatics Module of the PE Curriculum as laid down by the Department of Education. 
● It is compulsory for all children to participate in aquatics lessons as part of the National Curriculum. Should a child be unable to attend aquatics, due to a medical condition, a letter from the child’s doctor must be sent to the school requesting exemption and stating the reason why. 
● Should a child be unable to attend a lesson due to ill health or any other reason, a letter must be given to the class teacher and he will go to another classroom with set work from the class teacher for the duration that the class is away swimming. 
● Parents are not required to be present in the swimming pool. It is a normal school day and normal supervision by the class teacher will take place.
● Pupils will be accompanied by and supervised by their class teacher and supported by teaching and SNA staff on the way to and from the pool. Pupils will travel by bus to the pool and the school staff will provide supervision on the bus and before and after the swimming lesson. 
● All children attending the course should wear their tracksuit. Swimming trunks should be worn under tracksuits coming to school. Each child must have a suitable bag (sports bag or similar with secure zip or other fastening) to carry his swimming gear (swimming trunks, hat, socks and towel, spare bag for wet gear). 
● Time is limited so children are not encouraged to bring shampoo and shower gel to the pool and to quickly rinse after their lessons. 
● A swimming hat must be worn in the pool. There is not enough time to fully dry children’s hair with a hair dryer. A silicone hat could be worn to keep hair dry in the water and pupils with long hair should wear their hair tied up for the day. 
● Deodorants must not be brought to the pool as the dressing rooms are confined spaces and they leave a strong smell. 
● All items brought to the pool should be clearly labelled with the child’s name. ● Mobile phones and cameras are forbidden to be used in the swimming pool premises by children in the interests of child protection. 
Instructional Arrangements: 
● Instruction in the pool will be provided by qualified pool instructors who are garda vetted. ● If a child is not following the instructions given by the instructor he/she can request that the child has to leave the pool and class teachers will have to take the responsibility to monitor this child. 
Special Needs Pupils: 
● The SNAs are required to assist Special Needs pupils to undress and dress before and after swimming lessons in Aura Swimming pool. 
● The SNA with another adult from the school will take the child to a special dressing room to assist the child with dressing and undressing. This arrangement will be previously discussed with parents and a signed letter of consent will be kept on file. 
● They should also assist the child to enter and exit the pool and be available at all times during the swimming lesson to take the child from the swimming instructor if he was no longer taking part in the lesson. 
● It is the responsibility of the instructor to teach the special needs pupil during their swimming lessons. 
● It is the decision of the Board of Management whether a pupil is capable of attending swimming lessons with the school. The Board of Management will assess if the swimming pool and school have the appropriate resources to accommodate each individual child especially with regards to helping him remain regulated at the pool and travelling to and from the pool. The health and safety of the child is paramount and of those travelling with him.
● The swimming pool management, in consultation with the qualified swimming instructor, will make the final decision as to whether a pupil is capable of participating safely in school-based swimming lessons. 
Health and Safety 
● Best practice in relation to the supervision, instruction and child protection procedures as outlined by the Irish Sports Council, Swim Ireland and the National Safety Council will be adhered to at all times. 
● Staff will follow the guidelines of the school’s Health & Safety Statement and Child Protection Policy at all times. 
● One adult will not be supervising the children on their own at any time. 
● All children will line up in the dressing room and leave the dressing room together so as no child will be left in the dressing room on their own. 
● Pupils are required to behave at all times in a manner that ensures the safety of all involved in school swimming lessons. 
● Pupils must obey the instructor’s orders at all times and comply with the school’s Code of Behaviour and the pool’s Health and Safety Guidelines. 
● Parents/guardians will receive a standard letter or communication through Aladdin Connect, providing information on school swimming before their child starts their swimming term. ● The fees for swimming lessons must be paid in advance via Aladdin. 
● Teachers of all classes remain on the viewing deck during the lesson in order to supervise the overall group and pupils who may need to use the bathroom or need their attention during the lesson. 
● In the best interest of the child, it is the duty of parents/guardians to inform the class teacher and/Principal with regard to any health condition that may affect the child in the pool. This information will be held in confidence and provided on a need to know basis to the swimming instructors. 
Implementation and Review 
This policy was originally implemented by the Board of Management in________________ This policy will be reviewed by the Board of Management every two years 
Due to be reviewed again in January 2026. 
Ratification and Communication: 
This policy was ratified by the Board of Management in ________________.
Signed: _________________________ Chairperson of Board of Management Date: ___________________ 
Signed: ________________________ Principal of the Board of Management Date: __________________________

Question 19

TEST

Réalt na Mara BNS, Donacarney

Bunscoil Buachaillí Réalt na Mara

POLICIES

School Policies

Admission Policy

Acceptable Use Policy

Assessment Policy

Administration of Medication Policy

Bí Cineálta Antibullying policy

Child Safeguarding Statement Annual Review

Child Safeguarding Statement

Code of Behaviour Policy

Data Management and CCTV Policy

Homework Policy

Healthy Eating Policy

Parental Involvement

Reconstitution of Classes

Relationships and Sexuality Education Policy

Remote Learning Policy

Routines

School Rules

Swimming Policy

TEST