School Code of Behaviour

Our whole-school approach to Discipline resulted in the realisation that good behaviour should always be high-lighted and rewarded for its own sake, but also as a method of discouraging undesirable behaviour.

Discipline for Learning (DFL) promotes a whole-school approach to Discipline based on a limited number of rules which are ‘taught’ to the pupil, and a consistent system of behaviour checks and rewards. When an opportunity arose, as a result of the revised Curriculum to devote a full day to in-school planning, the Staff agreed to look at DFL with a view to introducing the system to the school.

Adrian Smith from England facilitated the planning day. He later met with the Principal, Deputy Principal and Assistant Principals for a further planning session. He also facilitated a session with members of the Parents’ Association. The staff then collaborated with the pupils in drawing up six School Rules that have become the “foundation” on which our Code of Discipline has evolved.

As part of the review of this policy, the school availed of support from the National Council for Special Education (December 2019-June 2020).

The school is availed of on-going support around incorporating Restorative Practices into our Code of Behaviour (2020-2024).

SCHOOL RULES

1. Follow instructions straight away and so you will have a happy day.

2. Have homework done and be on time, morning, break-time and going to line.

3. Raise your hand when you want to speak, to shout out loud can sound like cheek.

4. To and from the class and around the school, quiet orderly walking is the rule.

5. Bully not, share a lot, speak kindly and return what you got.

6. Be prepared for work and play, keep yourself tidy along the way.

These rules are learned by all pupils from Junior Infants onwards.

At the end of every day pupils who have followed the rules are rewarded by getting a stamp into their Stamp Book. Pupils are encouraged to get a stamp every day from their teacher. They may also get a stamp from other teachers who notice good behaviour or a kind deed. We encourage staff to “catch children being good”!

When children fill their Stamp Book they have an appointment with the Principal or Deputy Principal who commends their achievement by presenting them with a Special Award.

Maith thú Emer! You finished your Stamp Book!

The children write their names in the Golden Book and we celebrate!

Well done boys and girls. You finished your stamp books. Maith sibh!

If pupils fail to follow the School Rules a set of Behaviour Checks are employed as follows:

Check One is a warning.
Check Two involves the pupil being moved to sit in a designated place in the classroom for ten minutes.
Check Three involves teacher-pupil conferencing. The pupil and teacher discuss behaviour for a few minutes either at break-time or after school. If the behaviour persists Check Four applies.
Check Four means that the pupil is moved to another classroom for ten minutes.
Check Five applies if the pupil continues to ignore School Rules. The pupil is sent to the Principal or Deputy Principal. If a pupil is sent to the Principal or Deputy Principal at this stage, they will also spend at least one break and lunchtime at the Principal’s or Deputy Principal’s office, to reflect on their behaviour.

The Checks are cumulative, in order, discussed with the children and certain to occur. If a pupil is involved in a serious misbehaviour, Check 5 applies immediately.

If school rules are broken by pupils while representing the school in sporting or other activities then pupils will be omitted from selection on the next occasion. If the behaviour occurs before the match/activity begins the pupil will not participate in the match/activity. If school rules are broken while children are in the playground they will be given an opportunity to “Stop and Reflect”. This may involve spending some time indoors, during recreation, reflecting on behaviour and considering the consequences.

The philosophy of Discipline For Learning can help children avoid being checked by focusing on positive influences. Staff members are encouraged to use the “2 for 1” rule to get the desired behaviour. For example while lining up after recreation staff will praise 2 pupils who are behaving appropriately. Invariably this elicits the desired behaviour from the other pupils.

Other reward systems employed include “Líne an Lae”. This involves awarding a token to the class/classes that line up and walk appropriately to and from the class or around the school. When a class earns 10 tokens they are rewarded with a “treat” agreed by the class and class teacher. Tokens can also be awarded to a class who are “noticed” by any other staff member while walking to or from the class or around the school. Other motivators/rewards employed in the classroom include “Marbles in the Jar”, Star Charts and other visual reminders of good behaviour. “Pinkies” are awarded to pupils in 6th Class for extra effort. While such systems are welcome and beneficial they are used in addition to the whole school Stamp Book system.

Pupils in 5th and 6th Classes receive weekly scores/ratings on a Friday. These scores are marked out of ten and are awarded for Conduct and Application. Parents sign the scores at the weekend and they are checked by the Principal at the beginning of the following week. Pupils are encouraged from time to time to work out their average ratings. If towards the end of the School Year a pupil’s ratings are below an average of 15 then they know that they may not travel on the school tour. This has proven to be a very effective method of discouraging undesirable behaviour.

Communication with parents will be regular, including telephone contact and face-to-face meetings. This will commence as soon as a pupil’s ratings drop below an average of 15. “Check and Connect” will be used for a pupil in an effort to restore ratings, with focus on specific behaviours that are leading to low ratings.

Well done Loris. You finished your Stamp Book!

If a child engages in serious misbehaviour i.e. bullying, spitting, using foul language, stealing or using physical force then Check Five is implemented and parents informed. In such cases pupils may have to draw up and sign a Contract with the Principal. Parents will also be contacted immediately if a pupil has a mobile phone, or other mobile device without permission, in school. The device will be returned to the parent on collection from school reception. A contract will be drawn up to be signed by the pupil, parent and teacher/principal.

Behaviours of Concern and Behaviour Support Plans

There is a small number of pupils for whom the whole-school approach to discipline is not effective. Circular 0013/2017 from the DES recognises Challenging Behaviour as a Special Educational Need. Consequently, some pupils avail of the continuum of support at School Support or School Support Plus level to help meet behavioural needs.

Such pupils may follow a plan that is agreed with the pupil, parent, teacher and the Special Needs Assistant where appropriate. This usually entails on-going reinforcement with tasks broken down into small, achievable steps. There are occasions when challenging behaviour presents. This usually results from an underlying emotional or sensory difficulty. It can be defined as “ behaviour of such intensity, frequency and duration that the physical safety of the person or others is likely to be placed in serious jeopardy or behaviour which is likely to seriously limit or delay access to, and use of ordinary facilities” (Emerson et al).

In some cases, core group meetings will be held on a regular basis with parents, teachers, Principal/Deputy Principal, NEPS and/or CAMHS. Where appropriate, a pupil may follow a reduced timetable. The purpose of a reduced timetable is to provide a pupil with a manageable time in school that will lead to a cycle of positive experiences and appropriate behaviour. This will only be used as a last resort and in accordance with guidance and departmental circulars at any particular time. The Education Welfare Officer will be consulted where a reduced timetable is proposed.

Staff members have a duty of care to intervene in order to prevent pupils hurting themselves or others, or putting themselves at risk by absconding from the school premises. On such occasions positive handling may be used to move a pupil to a safer place. Where possible, 2 staff members will be involved in any incident that necessitates positive handling. During the school year 2018/19, 36 staff members received training from Darren Walker around effective use of positive handling strategies. All SNAs were trained in phase one of Team Teach in June 2023.

Nurture Groups / Circles of Support

From time to time pupils with emotional and/or behavioural difficulties will be given intensive support in group settings called Circles of Support. This will entail individual teaching and behavioural support with emphasis on building relationships and will be provided for children when necessary. It will also involve working closely with parents. Pupils may also be offered Music Therapy and may benefit from support under the South Inishowen School Completion Programme.

Language

Staff members are aware of the importance of language while addressing issues related to discipline and therefore are careful always to distinguish or separate the behaviour from the child. We are also acutely aware of the importance of emotional literacy. Pupils are assisted to learn and use appropriate language that can help them to express their feelings in an appropriate and acceptable way.

A positive, caring environment is nurtured and pupils are encouraged to talk openly about how they feel especially when they feel angry or frustrated. In this way we hope to avert some incidents of challenging behaviour and encourage empathy and understanding among pupils and staff. Members of staff, including teachers and SNAs were trained as RESTORATIVE PRACTICE CHAMPTIONS.

The following restorative questions will be used:

Questions to the person who has allegedly engaged in unacceptable behaviour:

What happened?
Where and when did this happen?
What were you thinking then/since?
Who could have been affected/hurt/sad/upset?
What could you have done differently?
What needs to happen now to make things right?

Questions to the person who has allegedly experienced unacceptable behaviour:

What happened?
Where and when did this happen?
What did you think when you realised what was happening?
How did this impact on/hurt/upset you?
How did this impact on/hurt/upset others?
What was the hardest thing?
What needs to happen now to make things right?

Wording will be adapted for pupils in Junior classes as follows:

Questions to the person who allegedly engaged in unacceptable behaviour?

Tell me what happened.
Where and when did this happen?
What made you (a) angry (b) sad (c) upset (d) afraid?
How do you think (the victim) feels?
How would you feel if he/she did this to you?
What would have been a better choice?
How can we make things better?
Is there anything else you want to say?

Questions to the person who allegedly experienced unacceptable behaviour:

Tell me what happened.
Where and when did this happen?
Are you hurt?
Where are you hurt?
Tell me how this made you feel? ( angry, sad, upset, afraid )
What would make things better?
Is there anything else you want to tell me?

Scoil Íosagáin is mindful of the impact of misbehaviour on pupils. Consequently, programmes have been devised and implemented in school to support such pupils including Circles of Support and Check and Connect. Check and Connect is an intervention that involves an adult in the school mentoring a pupil to help alleviate stress or worries. This can be a long-term intervention for as long as it’s needed by the pupil. Circles of Support is a facilitated programme, designed by school staff, which is based on peer support and problem solving across a range of social, emotional or behavioural issues. Visits to the Principal/Deputy Principal for Check and Connect are also arranged for pupils as a means of support.

Our Discipline Policy was reviewed to comply with the enactment of legislation related to the Education Act and the Education Welfare Act. We were obliged to define Serious Misbehaviour and Gross Misbehaviour and make provision for management of same, even though such behaviours are a rare occurrence.

Serious Misbehaviour

Bullying: “Bullying is targeted behaviour, online or offline that causes harm. The harm caused can be physical, social and/or emotional in nature. Bullying behaviour is repeated over time and involves an imbalance of power in relationships between two people or groups of people in society.”
Using physical force in a premeditated manner resulting in injury to another pupil or staff member.
Spitting at another pupil or staff member or spitting on another’s belongings.
Using foul or offensive language to another pupil or staff member.
Stealing – taking from another without permission.
Failing to follow school rules while representing the school in sporting or other activities, on school tours or outings.
Deliberately damaging school property or the property of another including deliberately leaving taps on.
Bringing a mobile phone or similar device to school (pupils are not allowed to have mobile phone in school under any circumstances except for monitoring of medical conditions).

Procedures

1. Principal/Deputy Principal to be contacted and where possible to attend to incident (Check Five).
2. Incident Report Sheet to be filled out and returned to the Principal/Deputy Principal.
3. Parents to be notified using standard letter and/or by phone call and where deemed necessary invited to meet the Principal/Deputy Principal.
4. Parents and pupil will be given an opportunity to respond.

Sanctions

Child will report to Principal at recreation times for three days following the incident and/or
a one-match-ban will be imposed if incident occurs while representing the school in sporting activity and/or
a contract will be drawn up and signed by pupil and parent and/or
supervised cleaning of damaged property will take place if appropriate, and child will write an apology and explanation for what they have done.

Suspension and Expulsion

As per “Developing a Code of Behaviour: Guidelines for Schools” (National Education and Welfare Board), suspension is defined as “requiring the student to absent himself/herself from the school for a specified, limited period of school days.” The Board of Management formally delegates to the Principal (or Deputy Principal if the Principal is absent), the authority to suspend a pupil in the following circumstances:

Pupil’s behaviour has had a seriously detrimental effect on the education of other pupils
The pupil’s continued presence in the school at this time constitutes a threat to safety
The pupil is responsible for serious damage to property
The pupil has continued to engage in bullying behaviour even after intervention

Fair procedures based on principles of natural justice will be followed when proposing to suspend or expel a pupil. Fair procedures have two essential parts:

the right to be heard
the right to impartiality.

In the event of suspension being implemented a Behaviour Support Plan will be drawn up, reviewed with targets/goals agreed by Principal/Deputy Principal, parents and pupil. Suspension will be for a maximum of 3 school days. Where an immediate suspension is considered by the Principal/Deputy Principal to be warranted for reasons of the safety of the pupil, other pupils, staff or others, a preliminary investigation will be conducted to establish the case for the imposition of the suspension. A formal investigation will take place immediately following suspension.

When a pupil returns to school after suspension a Contract will be drawn up, outlining clear improvement targets, and will be signed by the pupil, parents and Principal/Deputy Principal. Initially the contract will be reviewed on a weekly basis.

In association with the South Inishowen School Completion Programme (SISCP) an arrangement may be made, in agreement with the child’s parents, for a child’s suspension to be in-school. This will involve the child remaining in school for the period of suspension, supervised by Project Workers while carrying out tasks assigned by the class teacher.

Gross Misbehaviour

Setting fire to school property.
Interfering with fire protection apparatus.
Aggressive, threatening or violent behaviour towards a teacher/member of staff/pupil or to themselves.
Sharing explicit images of other pupils.

Procedures

Principal/Deputy or Assistant Principal to be contacted and where possible to attend to incident.
Critical Incident Report Sheet to be filled out and returned to Principal.
Parent/Guardian to be contacted immediately.
A meeting of the Board of Management to be held if a suspension in excess of three days is to be imposed.

Sanctions

1. Chairperson/Principal to sanction immediate suspension pending discussion with parents.

2. Expulsion will be considered in an extreme case in accordance with Rule 130 (6) i.e. “No pupil can be struck off the rolls for breaches of discipline without prior consent of patron and until alternative arrangements are made for enrolment of pupil at another suitable school in the locality”.

Any incident of serious misbehaviour may be reported to the Board of Management. In the event of continuous serious misbehaviour the Board reserves the right to authorise the Chairperson or Principal to exclude a pupil or pupils from school. The maximum initial period of such exclusion shall be three school days. If a further period of suspension is deemed necessary the Board will meet to determine such suspension as per Rule 130, Rules for National Schools.

Scoil Iosagain

School Code of Behaviour