Code of Behaviour of St. Edward’s NS  

At St. Edward’s National School we have high expectations of behaviour.  This code aims to ensure that effective structures and boundaries are in place so that children can take pride in their learning and achievement, and that our school can become a vibrant centre of learning at the heart of the local community.

 

Objectives of Behaviour Code:

  1. To ensure that all staff model appropriate behaviour and problem solving strategies, through use of the Discipline for Learning (DFL approach).  See DFL Policy.
  2. To improve pupil behaviour  through an increased acknowledgement and rewarding of                                                                                                                                                                                                                                                                                                                                                                                                               desirable, on-task behaviour.  See DFL.
  3. Children will have the opportunity to recognise, modify and improve their own behaviour.
  4. To reflect the school’s commitment to provide positive support, including active teaching of relevant skills for students who are more vulnerable to behavioural problems.
  5. To help pupils to experience the value of being a responsible, actively participative member of the school community
  6. To balance the educational needs of a pupil whose behaviour is challenging with the educational needs of other students.
  7. To foster relationships of trust between pupils and staff
  8. To promote a positive and safe working environment for all staff and pupils including a positive and safe classroom for all
  9. Senior children 3rd – 6th, participate in SELECT Teams, to highlight to these pupils, the effect of their own individual behaviour on others and to create a sense of belonging.  

 

SELECT (St Edward’s Leading Effective Cooperative Teams)

  • The Atlantic Ocean is a source of power, much of which is undiscovered.  Wave energy could provide heat and light to all people.  Waves can lap gently, or pound relentlessly.
  • The ocean is huge and deep, the largest and the smallest living creatures can live in harmony.
  • Atlantic Aces are powerful like the ocean but know how to use their power to create positive energy.  Their energy helps them to work and play and their enthusiasm can take them wherever they want to go.

 

  • Benbulben Braves are named after Benbulben – a unique mountain that watches over Sligo.
  • Like the mountain they are named after, Benbulben Braves are strong and solid in character, they don’t sway with whim.  They can weather difficult times, like Benbulben weathers storms; they look forward and enjoy good times like Benbulben enjoys the sunshine.

 

  • The next team is named after The Garavogue River, that flows through Sligo and out to the sea.
  • It is a beautiful river that is full of life – fish, swans, and ducks.
  • Like the river the Garavogue Giants have great qualities, and enjoy friendship, making connections, and being very supportive.
  • The Garavogue River can be damaged by litter and pollution.  
  • The Garavogue Giants have to be on guard against traits that could damage them.  Like the river, they succeed by constantly flowing in the right direction.

 

  • Lions live in a group called a Pride.  The Lough Gill Lions pride themselves on their strong nature, and they reflect on the good things all around them.  Lough Gill is a source of life and provides opportunities for many enjoyable pastimes – fishing, water-sports and it’s an ideal place to picnic beside.
  • Lough Gill is a place of beauty and tranquillity.  However, it has surprises in store also.  Islands to wander about.  
  • Lough Gill Lions look after each other and look out for each other.

 

Rules:

The behaviour expected of the pupils in St. Edward’s NS (in class and on the schoolyard) will be identified, highlighted and discussed with each class. 

Children will be expected to:

  • remain quiet and to listen when the teacher is teaching the class
  • work quietly, independently or with a group, (as instructed) when the teacher is working with another group/pupil in the class
  • raise their hand when they wish to speak in class
  • walk throughout the school building
  • complete assigned homework to the best of their ability 
  • be on time and ready to engage in classroom instruction upon arrival. (Parents are expected to let the school know if their child is going to be late.
  • show respect to other children and adults in the school 

 “In our school, give everyone the same respect that you deserve and you expect”

  • play safely on yard and to listen to the adults supervising on yard
  • to be aware of and understand that Bullying is unacceptable.  See Anti-Bullying Policy.
  • bring their books, pencils, etc. to school with them to have their school ‘essentials’, in school with them each day – organised and ready for use in the classroom. While Covid19 restrictions are in place, children will, where possible, be asked to keep their school resources at school and maintain a separate stationery set at home.
  • attend school each day, dressed in full uniform and to present in a tidy and neat manner to school
  • be aware of the School Rules which are printed on pupils Stamp Books and Homework Diaries

 

Children behaving well and appropriately, will be rewarded for good behaviour by receiving stamps in their DFL Stamp Books.  When they complete a Stamp Book, parents are notified of the good work and behaviour through Certificates of Achievement.  Generally, a child who is making a good effort to behave well will finish a Stamp Book in 3-4 weeks.

 

From 3rd to 6th class, teachers use Class Dojo as a reward system. Teachers can encourage students for any skill or value — whether it’s doing their best, being kind, helping others or something else. When children reach 50 points they receive the same rewards as when a student completes a stamp book. We have found this method of positive reinforcement more effective in the senior classrooms. (see www.classdojo.com)

 

Senior pupils, from 3rd – 6th class on SELECT Teams are mentored and encouraged by their teacher. They meet their mentor to discuss their progress.  The most co-operative team with the most points is rewarded each term, with a short trip or team-building experience.

 

Junior pupils from Infants – 2nd class get individual certs, and small rewards for completing their stamp book.  The real focus is to create an opportunity for each pupil to talk about the good decisions they made and work they engaged in.  The practice of reflecting on behaviour is worthwhile, and time is set aside by the Principal every Friday to listen to and chat with the pupils who have completed a stamp book.  The whole focus of DFL is to give attention to positive behaviour.

Children with Special Education Needs:

Class teachers and specialist personnel (such as the Special Education Teachers, EAL teachers,  Special class teachers, Special Needs Assistant) will check that standards and rules are communicated in a way that students with special educational needs can understand. Levels of understanding will be checked from time to time, especially where a student with special needs is acting in a way that would usually be seen as being in breach of the rules. Teachers may need support in understanding how best to help a student with special educational needs to conform to the behavioural standards and expectations of the school. For some students, visual prompts or pictures may be needed. Some students may need opportunities to practise observing the rules, with feedback on their progress.

 

Changes necessitated due to Covid

  • Instead of ‘Select Teams’ which involves children joining with other classes for rewards – a  ‘whole class team system’ with rewards will be substituted – eg –   extra technology time or extra playtime for overall teamwork to bring on those in class to promote whole class positive behaviours. This will encourage those who need motivation to keep scores high for reward. Assembly will be done remotely via zoom where class rewards will be promoted to generate excitement and motivation to get all involved.
  • As always emphasis is on a positive reward system – Stamp books (Junior Infants to 2nd) and the Class Dojo system will be introduced in 3rd instead of 4th continuing up to 6th. Golden time and rewards will continue with a Zoom call or principal visit to classrooms for class rewards instead of children going to the office.

 

  

Student Council

In St. Edward’s N.S. pupils are encouraged to become involved in different aspects of school life, like the Green Schools Committee, Website Committee and Yard Minders where appropriate.  Our central rule is:

“Give everyone the same respect,

That you deserve and you expect”.

Part of that respect is that pupils are listened to.

 

A Student Council has been established to promote the partnership of pupils and staff working together.

 

There are two pupil representatives from each class, from 3rd to 6th.  

 

Student Council members are expected to attend meetings, and communicate the views of the other pupils.  They are also expected to report back to their class on issues discussed at meetings.

 

The aim is that the Council will give pupils a real opportunity to develop communication, and problem-solving skills.

Student Council members are expected to follow the School Rules.  They are expected to give good example to other pupils by wearing full uniform and encourage other pupils to fully participate in school life.

The Council meet at Flexi Time (1 – 1.30 pm) on Tuesday, before the Assembly. This arrangement will be reviewed each year. In light of Covid restrictions this will be adapted so that it can take place meeting the social distance guidelines.

 

Sanctions:

However, if a child is behaving in a way that is disruptive to learning, appropriate sanctions will be used.

  • At all stages, children will be advised on how to improve their behaviour, with inappropriate behaviour specifically identified by the teacher.
  • All staff follow the DFL Sanctions
  1. Verbal Warning
  2. Written Warning
  3. Isolation table in own room
  4. Isolation table next door and note to be signed by parent (record kept by teacher)
  5. Loss of treat
  6. Principal

 

  1. Meeting with Parents (Teacher in consultation with principal decide whether the principal needs to be present at meeting). Outcomes at this stage may be
  • Detention
  • Suspension from own class

In the event of serious misbehaviour, a child can be sent directly to the Principal. All incidents of a serious nature are recorded on a Serious Behaviour Incident Form (See Appendix 4)

 

Changes necessitated due to Covid-19 restrictions- (e.g. Children can no longer be sent to another room – 4. or to the principal – 7. above)

Step 1: Oral Warning

Step 2: Written Warning

Step 3: Loss of class treat time

Step 4: Isolation table in own room

Step 5: In lieu of moving a pupil to the next-door classroom when persistent/serious issues arise children will remain at the isolation table in their classroom and have a yellow/red card recording system (See Appendix 3).  The behaviour is noted on the yellow card and a message is sent remotely to parents using the class communication system (Seesaw/Class Dojo). If necessary, the child will be removed by SET where restorative practices will be used to improve behaviour. See step 6 for more serious (red card) behaviours. Loss of treat / class golden time.

 

Step 6

  • 3 consecutive yellow cards or one serious offence (e.g physical altercation/ intimidation/deliberate spitting or coughing at others) will merit a Red Card. The principal will be notified and parents contacted to arrange a time for a meeting. If behaviour constitutes a health and safety risk (includes Covid 19 risks), parents will be contacted and asked to collect their child from school as soon as possible. 

 

Step 7 

Meeting with Parents (Teacher in consultation with principal decide whether the principal needs to be present at meeting)

 

During the current global pandemic, any pupil breaking rules/procedures put in place in our Covid Response plan, will be dealt with following the sanctions and steps according to our Code of behaviour. Any pupil deliberately spitting/coughing/sneezing etc on another pupil/ staff member  or any other actions that could possibly have a detrimental effect on somebody’s health, will face serious sanctions e.g. suspension.

 

Suspension:

Where behaviour is serious in nature and/or constantly negative, the matter will be referred to the Board of Management, and the pupil will be suspended from the school for a temporary period.

Suspension will be in accordance with Rule 130(5) of the Rules for National Schools.

If there is an incident of Gross Misbehaviour – a single incident of serious misconduct may be grounds for suspension.  The Board of Management delegates authority to the Principal to suspend a pupil from school for 3 days.  Longer suspensions need the approval of the BOM.

 

This Code of Behaviour exists to ensure that children acquire equal and fair opportunity to learn and reach their full potential, in a safe and calm environment.

 

Our rules concentrate on helping children to behave well.  Parents have a very important role to play in teaching their children good manners and respect. In school, a lot of SPHE time is devoted to promoting good behaviour.  Pupils with behavioural difficulties are supported and helped to improve their behaviour.

The Board of Management of St. Edward’s NS has the right to expel a pupil if:

  • The pupil’s behaviour is a persistent cause of significant disruption to the learning of others for the teaching process
  • The pupil’s continued presence in school constitutes a real and significant threat to safety, of themselves or others
  • The student is responsible for serious damage to property

 

Co-operation between home and school is crucial to the implementation of the Code of Behaviour and is consistently encouraged.

 

Parents: 

As the BoM is responsible for the Health and safety of all staff and students, parents are asked to refrain from approaching or reprimanding another person’s child on the school premises.

 

The Board will not accept any rude or threatening behaviour towards staff members, either by phone, online or face to Face.  The Board of Management has a duty of care to protect its staff under the Health Safety & Welfare at Work Act 2005. Failure to comply with this request may result in an individual being asked to leave the premises and the Board will be informed. In serious cases the Gardaí may be called. Posting of slanderous comments on social media platforms about members of staff will also be deemed as a serious breach of the Code and may result in the staff member and /or Board taking legal action. 

 

Parents who have a serious difficulty or wish to make a complaint may do so following the grievance procedures that are set out in the CPSMA/INTO agreed parental procedures stages 1-5.These can be found at https://www.gov.ie/pdf/?file=https://assets.gov.ie/38514/878de0051fed40b39892c85b92f0de24.pdf#page=1.  Following these procedures is very rare as most difficulties can be resolved locally with the teacher and/or the Principal.  More information about making a complaint can be found on the Department of Education website https://www.gov.ie/en/policy-information/parental-complaints/#making-a-complaint

 

Parents are asked not to enter classrooms to speak to a teacher during class time.  Supervision and teaching cannot be interrupted as a staff member cannot adequately supervise children while at the same time speaking to a parent. Every effort will be made to facilitate a meeting with the parent after school. Meetings with teachers and the Principal must be by appointment. If a parent has an urgent message for the teacher, the message may be passed on via the Seesaw communication app, the HSCL, the secretary or the Principal. 

 

Restorative Practice in St. Edward’s NS

 

An important part of our school approach to behaviour is the concept of ‘Restorative Practices’. Our Behaviour Policy is focused on the positive aspects of behaviour rather than on punishments or sanctions, although these are included in the appropriate section of our Behaviour Policy. 

 

We promote the notion of a school community where everything we do is based on mutual respect. 

 

Pupils are expected firstly to respect themselves and then to treat each other and staff members with respect. Teachers and staff members are expected to treat children with respect. We take the view that pupils (other than some pupils with very special needs) choose their behaviour to a great degree – they always have an alternative. Therefore, they must take responsibility for their behaviour. If they treat others poorly, they may be acting out their own anger and frustrations, but they can also learn to choose differently and more positively. We ask children to treat others as they want to be treated themselves. 

 

The Rules of Anger are:

It’s ok to be angry. 

When I become angry:  

  • I don’t hurt others
  • I don’t hurt myself
  • I don’t hurt (damage) property
  • I talk about how I feel. 

 

Mending Relationships – Rationale:

If I become angry and hurt someone with my words or actions, I must try to make things right. I will do this by talking with the person I hurt, and I must be prepared to offer an apology, and I must be prepared to guarantee that I will not hurt that person again. I must try to realise what it feels like to be hurt with words or with actions and I must try to recognise the damage that my poor behaviour can do to others. In this way, I help myself to mend and I help my victim to mend. 

 

What does ‘Restorative Practice’ involve for our school? 

Restorative Practices is a process to involve, to the extent possible, those who have a stake in a specific offence and to collectively identify and address harms, needs and obligations, in order to heal and put things as right as possible.

Resource: www.transformingconflict.org

 

Restorative Practice: 

  • Creates an ethos of respect, inclusion, accountability and taking responsibility
  • Creates a commitment to relationships, impartiality, being non-judgemental
  • Encourages collaboration, empowerment and emotional articulacy

 

Key Skills of Restorative Discipline are: 

  • Active listening
  • Facilitating dialogue and problem-solving
  • Listening to and expressing emotion
  • Supporting others in taking ownership of problems

 

An important element in Restorative Practice is Fair Process:

Expectations – everyone knows what is expected of them 

Engagement – involves individuals in decisions/listens to views

Explanation – clarify how decisions are reached

 

People who have been harmed need:

  • Someone to listen to my story 
  • Time to calm down 
  • A chance to ask – why me? What did I do to deserve that? 
  • The person concerned to understand and acknowledge the impact their behaviour has had on me
  • A sincere spontaneous apology 
  • Things put right, if possible 
  • Reassurance it won’t happen again

They can be supported through the following questions:

  1. What happened?
  2. What did you think when you realised what was happening?
  3. How did this impact on you?
  4. How did it impact on others?
  5. What was the hardest thing?
  6. What needs to happen to make things right?

In a separate discussion offenders are asked the following questions: 

  • What happened?
  • What were you thinking at the time?
  • What have you thought about since/now?
  • Who has been affected by what you have done?   In what way?
  • What do you need to do to make things right?

 

It is hoped that with repeated modelling of and engagement in this process by staff, children will be enabled to use this process to recognise and resolve issues themselves.

 

School Group Conferences can be held to deal with issues:

  • Offenders tell what they did
  • Everyone talks about what impact this has had on them
  • The group reaches a shared understanding of the harm that has been done
  • The group negotiates an agreement about how to repair the damage and minimise further harm.

 

Reviewed by Board of Management           Date: March 28th 2023

 

Signed: _______________________  Signed copy on file

Fr Noel Rooney

Chairperson