Scoil Nisinta Naomh

Pdraig
Curragh Boys National
School
Campa an Churraigh, Co.
Chill Dara
Curragh Camp, Co.
Kildare
Code of Discipline:
1. Our Code of Discipline is developed on the basis that praise and rewards are more productive than
criticism or sanctions.
2. We invite all parents/guardians to co-operate with us in implementing our Code of Discipline.
3. ver! child has the right to an education in a disruption free environment" where he can grow and
develop to his full potential.
#. ver! effort will be made to match the school curriculum to the abilit! of the children" so as to avoid
boredom and frustration.
Vision/ Ethos
We recognise that the primar! educators of the child are the significant adults in the home $
parents/guardians. %n a changing cultural climate" we" as teachers" are aware of" and sensitive to" the
individual conte&ts from which the children in our care emerge. We respect that in our care we will have
children of other 'aiths and of none. ach child" regardless of home circumstances" is valued and respected
as uni(ue and special to )od.
Mission Statement:
*s a +oman Catholic ,chool" we aim to promote the full and harmonious development of all aspects of the
person of the pupil- intellectual" ph!sical" cultural" moral and spiritual" including a living relationship with
)od and with other people.
1. I will be gentle.% will not hurt an!one.
2. I will be kind and helpful.% will not hurt people/s feelings.
3. I will be honest.% will not hide the truth.
4. I will listen.% will not interrupt.
5. I will look after property.% will not waste or damage things.
6. I will work hard.% will not waste time.
. I will say sorry-when % misbehave.
!. I will gie respect and hope to receive respect.
0he emphasis in ,coil 1hadraig/s is on the positive. Our catch phrase is catch them when theyre good. *t
all times we would stress that it is the undesirable behaviour and not the child" which is being corrected.
!ims
0he aims of the code of behaviour are-
to create an atmosphere that encourages good behaviour
to set high e&pectations for good behaviour
to create a happ! and safe place for teaching and learning
to encourage students to ta2e personal responsibilit! for their behaviour
to build positive relationships and respect among students" parents and staff
to ensure the standards are clear" consistent and widel! 2nown and understood
that pupils see the code wor2s in a fair wa!
1
School "ules
0he school/s standards of behaviour describe the behaviour e&pected of all members of the school
communit!"
both staff and pupils" parents/guardians and visitors. 0hese values are put into practice through simple" clear
and consistent school rules and routines which are built on-
respect for !ourself
respect for others
respect for !our school
3)ive +espect" )et +espect4

0he school has four core ,chool +ules-

1. % come to school ever! da!" on time and prepared.
2. % have respect for people and for propert!.
3. % do m! best in class and allow others to do the same.
#. % behave in a proper manner around the school.
#See !ppendi$ !%
0hese rules are brought to the attention of the children through the class teachers on a regular basis.
5ehaviour that does not conform to one or more of these rules can be considered unacceptable. 0he list of
rules ma! var! slightl! from time to time" depending on circumstances and as the need arises. 'or each rule
we have certain e&pectations" and these are e&plained and taught to all pupils.
6obile phones are not permitted in school.
0he staff of ,ocial 1h7draig encourages and recognises citi8enship among our pupils.
* good citi8en is identified as someone who9
Wears a smile
%s positive
0hin2s of others
Wor2s with staff and others
,hows 2indness and shares
:elps to ma2e school a happ! place
%s a volunteer
Obe!s the ,chool +ules
&arents' / (uardians' "esponsibilities:
,chools need the support of parents with regard to good behaviour and discipline. 1arents can help their
children in the following wa!s-
1arents should provide their children with positive models of behaviour
Children need boundaries and rules about behaviour. 0al2 to !our child about school rules. 0he! help
ma2e the school a safe place where ever!one can learn and nobod! feels left out or threatened.
nsure that !our child attends school regularl! and on time.
5e interested in" support and encourage !our child/s school wor2.
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Co-operate with teachers in instances where !our child/s behaviour is causing difficulties for others.
nsure the school has up to date contact information for parents / guardians
nsure an ordered" structured da! for !our child with regular meal times and bed times.
Chec2 !our child has all their needs for class i.e. boo2s" copies pens" pencils" rubber" ruler" etc.
,hare information with the school in relation to an! problems which ma! affect child/s progress /
behaviour.
5ehave in a respectful manner
&romotion of the School "ules
We as2 parents/guardians to co-operate with us in establishing and maintaining high standards of behaviour
and discipline.
*ll pupils are taught the ,chool +ules when the! start in ;unior %nfants and the! are revised consistentl!
throughout their remaining !ears in the school. 1arents" from 2<1=" will be given a cop! of the rules at
registration and the! are encouraged and e&pected to tal2 to their children about the rules and to encourage
their children to 2eep them. 0he rules will also be available on the school website.
%ndividual rules will be highlighted at regular periods for special attention.
0he ,chool +ules are promoted through the entire school communit! as follows-
)oticeboards
0he ,chool +ules are displa!ed prominentl! in each classroom and on noticeboards throughout the school.
!ssembly
*ssembl! ta2es place once a month. %t forms a valuable role in our whole school approach to developing
self-esteem" promoting positive behaviour and effective discipline. )ood wor2 and achievements are
highlighted" celebrated and rewarded. 0he school rules are emphasised and e&plained. ,pecific school
routines for the classroom and !ard are emphasised and e&plained.
&arent Information *ooklet
*ll 1arents / )uardians are provided with a cop! of the school/s code of behaviour before registration" from
2<1=" as re(uired b! ,ection 23>#? of the ducation >welfare? *ct 2<<<.

1arents are e&pected at registration to confirm in writing that the code of behaviour is acceptable to them and
that the! will ma2e all reasonable efforts to ensure compliance with the code b! the child.
(uidelines for behaiour in the school+ *ehaiour has been subdiided into these main areas+
)eneral ,chool +ules #See !ppendi$ !%
Classroom/ corridor behaviour #See !ppendi$ *%
1la!ground behaviour #See !ppendi$ C%
Out of school trips/tours" swimming" etc. #See !ppendi$ D%
&romoting good behaiour:
+ewarding good behaviour is a ver! important part of our Code of behaviour. 0he following strategies ma!
be used to reward good behaviour.
1romoting good behaviour is the main goal of our code of behaviour. Our reward s!stem acts as a positive
reinforcement of good behaviour. 0eachers will focus on and praise good behaviour rather than criticising
poor behaviour. 0eachers use rewards positivel! $ once given" rewards will not be removed subse(uentl! for
unacceptable behaviour.

0hese are used to ac2nowledge and affirm good behaviour and good wor2 and can consist of-

%ndividual +ewards-
3
5o! of the Wee2
Certificate and picture on door
:omewor2 pass
+affle tic2ets >'rida!? #
Do@o points
;obs
Aote home in @ournal to conve! messages of approval from teachers.
,tic2ers
Whole Class +ewards
)olden time
:omewor2 off
DBD
Coo2er!
:ot Chocolate

)roup +ewards within the Class
0able/row of the wee2
Do@o points
Cuc2! dips
;obs
1oints/stars/marbles
Coo2er! pass
,weets
:omewor2 pass
)olden time

Whole ,chool +ewards
1upil of the month
,tudent of the wee2
* points and goals on positive behaviour recognition plan $ whole school. >1la!ground behaviour?.
&reention Strategies
0he most effective methodolog! in attempting to manage challenging behaviour is to prevent it occurring in
the first place. 1ositive reinforcement of good behaviour leads to better self-discipline and we place a greater
emphasis on rewards and incentives than on sanctions. 0he school/s ,1: curriculum is used to support the
code of behaviour. %t aims to help our children develop communication s2ills" appropriate wa!s of
interacting and behaving" and conflict resolution s2ills. %t also aims to foster self-esteem and to help children
accommodate differences and develop citi8enship.
%t is important that we 2eep in mind that the behaviour e&pected in school ma! differ significantl! from that
accepted at home for some children. +ecognising this" teachers will teach our pupils strategies that will
enable them to meet the school/s e&pectations.
1revention strategies used in the school ma! include-
Circle time
Organised football" s2ipping and other activities at brea2 time
Carr!ing out useful tas2s
:elping in the school garden
0ime Out
Cunchtime %ndoor *ctivit! )roups
0herapies e.g. *rt 0herap!" Drama 0herap!
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,upport team
Dse of individual behaviour plans
!dditional Supports
Children with special needs ma! re(uire assistance in understanding and respecting certain rules. *dditional
inputs and interventions ma! also be re(uired to help some pupils manage their behaviour and to prevent
them failing educationall!.
,uch interventions could include
+eferral to another teacher or adult who can wor2 with the student
%nvolving the pastoral care team
%ndividual 5ehaviour ,upport 1lans ma! be devised in consultation with parents" class teacher"
support teacher" learning support / resource teacher" :,CC Co-ordinator and ,A*. 1rofessional assessments
where available ma! inform and shape the plan.
Specialised Supports
* small minorit! of students ma! e&hibit particularl! challenging behaviour. 0he school" in cooperation with
the student/s parents will see2 to avail of an! local services that ma! assist in responding to the needs of the
student. 0hese services could include the Aational ducational 1s!chological ,ervices >A1,?" therapeutic
supports" relevant professional counselling services" etc.
0he following procedures ma! be used if re(uired-
>a? 0o ensure health and safet! of all teachers and pupils" it ma! be necessar! to remove a pupil
from the !ard.
>b? ,chool ma! see2 relevant assessment from parents/guardians.
>c? * shortened da! might be decided upon as a temporar! arrangement. AW5 will be notified
of this arrangement.
>d? * child whose behaviour indicates he is in clear and present danger ma! be ph!sicall!
restrained b! staff on safet! grounds. 1arents will be informed.
>e? Children with severe/emotional difficulties are dealt with on an individual basis in
consultation with and support from 1arents" ,AO" A1," ,,," C*6:," 1rimar! Care
,ervices and an! other relevant outside agenc!.
Sanctions for Classroom Misbehaiour
0he school strives to solve issues at the lowest level possible. 0eachers encourage" support and show pupils
how the! ma! be able to resolve issues themselves. 6ost issues will be resolved at this point. Where
sanctions are imposed the! will be graded and reflect the seriousness of the behaviour.
!ny of the following may be used in any order, depending on the behaiour+
On the spot verbal correction to be given b! an! staff member to an! child found to be misbehaving e.g.
wal2 please.
Where issues occur the class teacher ma! emplo! an! of a number of strategies to respond to" or divert
children/s inappropriate behaviour in order to prevent it escalating into something more disruptive to
learning and more difficult to manage. 0hese strategies ma! include-
1. )estured warning-- loo2/ whisper.
2. 0actical ignoring
3. Carr!ing out a useful tas2 in the school
#. Catch pupils being good
=. 0ime out---time out chair/ table in class.
E. +ule reminder
F. Coss of privileges.
G. 0eaching rule to class or class recitation of the rule
H. Berbal warning including advice on how to improve
1<. Child wal2s with teacher during brea2 time.
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11. 0emporar! separation from peers. Child stands in designated area of the pla!ground near
supervisor.
12. Child/s name is entered into Iard noteboo2.
13. Class teacher is informed.
1#. Child is reported to the 1rincipal and the 1rincipal cautions child.
1=. Withdrawal of privileges or e&tra wor2 is given - reflection on their misbehaviour and its
conse(uences.
1E. Coss of treat.
1F. ,hortened pla!time in !ard $ time out on step" or wal2ing with teacher on dut!
1G. Coss of golden time.
1H. 1arents/)uardians informed---children are spo2en to individuall!. 1rincipal spea2s to child/children
regarding what is good behaviour.
2<. Class teacher/1rincipal informs parents/guardian if there is no improvement in child/s behaviour.
1arents/)uardians are re(uested to attend meeting.
21. 5oard of 6anagement informed where there is no improvement.
22. 1arents/guardians ma! be re(uested to attend a meeting with 5oard of 6anagement.
Misbehaiour is seen to be made up of:
6inor misdemeanours
,erious misdemeanours
Ber! serious misdemeanours
#See !ppendi$ E%
-ellow and "ed Cards

0he school operates a !ellow and red card warning s!stem.
Iellow cards are given for serious / disruptive misbehaviours.
+ed cards are given for ver! serious misbehaviour.
*ll warning cards are sent home to be signed b! parents.
Iellow or red cards ma! be given for a single incident of misbehaviour.

IMMEDI!.E -E//01 C!"DS (IVE) 20":
Defiance" refusal to do as as2ed b! an! member of ,taff
5ad/*busive language directed at another person.
1rovo2ed racist remar2s
0hrowing an ob@ect directl! at someone with intent to hurt them.
Writing/)raffiti on school propert!
%nvolvement in a fight
,ee *ppendi& on serious misdeameanors for more behaviours

IMMEDI!.E "ED C!"DS (IVE) 20"
Ceaving school grounds without permission
Dnprovo2ed ph!sical violence to another person
Organising >planning?" encouraging a fight.
Dnprovo2ed racist remar2s.
Deliberate damage/destruction of school propert!
Dse of obscene/abusive language to a member of staff
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,ee *ppendi& on ,erious 6isdemeanours J Ber! ,erious 6isdemeanours for more behaviours
Sanctions for *reak .imes and School -ard
0he school !ard is alwa!s supervised during brea2s and the teachers in charge deal with problems that arise
during pla!. 0he teacher records !ard incidents and action ta2en in the Iard 5oo2 which is chec2ed b! class
teachers and appropriate sanctions decided.

0he emphasis is on promoting good behaviour and to support this football games and s2ipping activities are
organised for all classes. 0he !ard rules are taught to pupils at the start of each school !ear and pupils are
constantl! reminded of them.

1. Dealing with 6inor %ssues
'or minor misbehaviour in the !ard the following graded sanctions will appl!-

Berbal Warning $ +eminder of !ard rule 3%n our ,chool we..4
Wal2 for 2 minutes with staff member
Aame in boo2 - to be followed up b! the deput! principal

2. Dealing with ,erious %ssues
'or serious misbehaviour in the !ard the following will appl!
Aame in Iard 5oo2 immediatel! -
0a2en Off Iard - %f necessar! for health and safet! reasons the pupil will be removed from the !ard
immediatel!.
Wal2 with an adult on !ard for two da!s" loss of privilege in class
'ootball 5an " 'or serious misbehaviour at football a pupil ma! also be banned from football for a
period decided b! the Deput! 1rincipal / 1rincipal in consultation with the teachers organising the
football.
Disciplinary procedures for serious misbehaiour:
Disruptive behaviours waste time and impinge on the good order and discipline in the school. When
behaviour issues arise that re(uire a sanction either because of the level of disruption" upset or hurt caused"
or the persistence of the disruption the following sanctions will be used in a graded s!stem to show
disapproval and to discourage such unacceptable behaviour.
1. Berbal Warning $ the teacher will indicate the behaviour and the rule bro2en
2. Warning 1 $ +eflection sheet completed at des2. 5rought home to be signed and returned the ne&t
da!.
3. Warning 2 $ Discipline sheet completed awa! from des2 +eflection ,heet completed at des2.
5rought home to be signed and returned the ne&t da!.
#. Iellow Card $ 1upil sent to another class with a reflection sheet and wor2. +eflection sheet and
!ellow card to be brought home" signed and returned. 1upil in another class until teacher feels pupil
is read! to tr! and improve behaviour. 1arents will be notified if pupil is out of class for more than
rest of da!/one da!.
=. Contact :ome $ Where a pupil receives 2 !ellow cards in an! = da! period the teacher will also
ma2e contact with home b! phone.
E. +ed Card - Where a pupil gets 3 !ellow cards in an! = da! period the pupil is sent to the deput!
principal / principal and gets a red card. 1arents are contacted and a meeting held with
1rincipal/Deput! 1rincipal and class teacher if necessar!. 5ehaviour contract is drawn up. Wal2 with

an adult in !ard for a minimum of two da!s. 1ossible loss of privilege >not a curricular area?. While
one red card ma! lead to suspension" a number of red cards in a period of time will lead to
suspension.
F. Suspension-
Onl! in the most e&ceptional circumstances will suspension be considered. :aving regard to the values of
this school" attempts will alwa!s be made to bring out the best in pupils and to discriminate between
disapproval of wrongful actions and the value of each individual in the school communit!.
! single incident of misbehaiour may be grounds for suspension+
#See !ppendi$ 2 for Suspension &rocedures%
G. E$pulsion:
0he 5oard of 6anagement has the authorit! to e&pel a pupil. 0his authorit! is a reserved function of the
5oard of 6anagement and is not delegated to the 1rincipal. 5efore e&pelling a pupil" the school will have
ta2en significant steps to address the misbehaviour and to avoid e&pulsion of a pupil.
>See !ppendi$ ( for E$pulsion &rocedures%
1hen the code of behaiour applies
0he school/s code of behaviour applies during school hours" at all e&tra-curricular classes or events" at
swimming classes" at all fund raising and social events organi8ed b! the school" on school tours" and at all
events organised b!" on behalf of" or in the name of ,coil Aaomh 17draig whether during school hours or
outside of school hours.
*ullying
%n dealing with incidences of bull!ing behaviour" teachers have regard to the school/s *nti-5ull!ing 1olic!
and are drawn up in accordance with *nti 5ull!ing 1rocedures for 1rimar! ,chools >2<13?.
Contact
Where an! parent has a concern about an! aspect of behaviour the school should be contacted either b!
phone" in person or in writing and the matter brought to the attention of the child/s teacher or the
principal/deput! principal as appropriate.
!ppendi$ !
"ules of the School E$plained
I come to school eery day, on time and prepared+
.his means:
0hat !ou attend school ever! da! unless it is absolutel! unavoidable.
!
0hat if !ou miss school !ou bring in a note in !our @ournal.
0hat if !ou must leave school during the da!" !ou must have a note and in the case of all pupils" !ou
must be collected.
0hat if !ou are unavoidabl! late" !ou bring in a note from !our parent / guardian.
0hat !ou behave !ourself on !our wa! to and from school.
0hat !ou have the proper pens" boo2s and copies re(uired for class.
0hat !ou will be careful with librar! boo2s" !our own boo2s" pencils" mar2ers" cra!ons.
*ecause:
0ime missed is hard to ma2e up.
0he school is entitled to an e&planation for !our absences.
0he school is responsible for !ou during the da!.
%t is e&pected that a late arrival to school be e&plained out of courtes!.
0he school e&pects that all pupils can come to and go home from school safel!.
%t wastes time if !ou have not got !our pens" copies" and boo2s.
:aving items not needed for class causes distraction and wastes time.
6ost of our boo2s are rented and will need to be passed on to another pupil at the end of the !ear. %f
we don/t 2eep our belongings in good condition the! won/t last for the !ear.
3+ I hae respect for people and for property+
.his means-
0hat !ou will be helpful and treat other students and all staff with good manners and respect.
0hat !ou will 2eep unhelpful hands" feet" ob@ects and comments to !ourself.
#
0hat !ou will call others b! their preferred names.
0hat bad language" biting" bull!ing" 2ic2ing" punching" spitting is unacceptable behaviour.
0hat !ou will respect the instructions of all the school staff.
0hat !ou will not pic2 on or bull! others.
0hat !ou use the litter bins.
0hat !ou respect school propert! and the propert! of other people.
0hat !ou have respect for other cultures" religions and differences.
*ecause:
ver!one is entitled to good manners and respect.
5ull!ing causes fear" hurt and miser!.
Offensive or abusive language shows disrespect and can cause hurt.
Keeping the school environment pleasant and litter free is ever!one/s responsibilit!.
,pitting ma2es the school grounds unpleasant and ma! spread infections.
Iou would e&pect the same respect for !our propert!.
ver!one has the right to !our respect
4+ I do my best in class and allow others to do the same+
.his means:
0hat !ou wor2 to the best of !our abilit!" and allow others to do the same.
1$
0hat !ou listen to !our teachers.
0hat !ou do not disturb the class.
0hat !ou sit with the four legs of !our chair on the floor at all times.
0hat !ou do !our homewor2 each night" written and oral.
0hat !ou alwa!s have !our @ournal with !ou and ta2e down !our homewor2 in it.
0hat !our parent/ guardian signs !our @ournal / wor2 each night.
0hat !ou put !our chair up on the des2 at the end of the da! and help tid! the room.
*ecause:
ver!bod! has a right to learn in a caring" safe and respectful environment.
0he teacher is tr!ing to help !ou.
Disturbing the class is unfair to others who wish to learn.
%t is dangerous to swing bac2 on the two legs of !our chair.
:omewor2 is a bac2 up to the wor2 done in class.
Iour @ournal helps !ou remember what !ou have to do and is a means of communication between
school and home.
)etting !our @ournal signed lets !our parents see how !ou are getting on.
%t is important to ta2e responsibilit! for tid!ing up after ourselves.
5+ I behae in a proper manner around the school+
.his means:
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0hat !ou must obe! promptl!
0hat !ou wal2 in an orderl! wa! around the school.
Iou must line up properl! and wait (uietl! for !our teacher.
0hat eating or drin2ing is allowed within the school building onl! at specified times and in specified
areas.
%n the !ard and on wet da!s in the school !ou should obe! instructions of the teachers on dut!.
0hat !ou don/t brea2" damage or deface school propert!.
0hat chewing gum is totall! forbidden in the school building and grounds.
0hat mobile phones must remain switched off at all times.
*ecause:
0his 2eeps the school safe for ever!one.
Cining up (uietl! is safer.
,pecified times and areas for eating/drin2ing helps to 2eep the school clean and pleasant.
Obe!ing brea2 time rules and teachers/ instruction is safer and helps with supervision.
Others have to use school propert! and repairs / replacements are e&pensive.
Chewing gum messes up school furniture and flooring.
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!ppendi$ *
Corridor rules:
1. % will alwa!s wal2 (uietl!" never run.
2. % will let adults pass.
3. % will not push or shove in the line.
#. % will open doors for others.
!ppendi$ C
&layground rules:
0he following rules appl! in our school and are taught to the children at the start of the new school !ear.
Children are reminded of these rules on an ongoing basis. ,upervision is provided in the pla!ground and all
staff that is acting in a supervisor! role is to be respected and obe!ed. *n! rough pla! or games with the
potential to hurt another child are not permitted. %n our school ,.A.*/s >,pecial Aeeds *ssistants? will
intervene in the event of an! misbehaviour and refer the matter immediatel! to the teacher on dut!.
1. % will wal2 (uietl! in m! line to and from the !ard.
2. % will let others @oin in m! games.
3. % will be gentle. % will not push" 2ic2" punch or in@ure an! child/teacher/supervisor.
#. % will not re-enter the school during brea2 time without the e&pressed permission of the teacher
on dut!.
=. % will do what % am told when % am told.
E. % will not use bad language or call names.
F. % will be fair.
G. % will wal2 to m! line when % hear the bell" when the teacher calls m! class.
H. % understand that % am not allowed to remain in m! classroom at brea2 time unsupervised.
1<. % will use the friendship bench for its intended purpose.
Wet da! arrangements- %f the weather is wet/inclement" the children are supervised in their classrooms
during L,O,L and Cunchtime.
!ppendi$ D
0ut of school .rips/.ours, Swimming etc
%t must be noted that when ta2ing children on trips the same standards of behaviour that appl! in school
appl! when out of school.
M 0he teacher/supervisor/guide/ bus driver must be obe!ed at all times.
M When travelling on buses or in cars children must be seated and belted at all times.
M +ules of swimming pools and safet! points are to be followed.
M 1upils who misbehave fre(uentl! ma! not be allowed to participate in school outings for their
own safet! and that of other pupils" parents will be informed.
!ppendi$ E
Minor misdemeanours:
1. Continuous tal2ing $ interrupting the wor2 of teachers or pupils.
2. 'idgeting during class.
3. %nattention.
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#. 1ushing and tal2ing in the line.
=. ,pitting on !ard.
E. +eluctance to do wor2.
F. Writing and passing notes.
G. Aame calling.
H. :omewor2 undone or carelessl! presented.
1<. 5eing in wrong !ard area
11. %nterfering in other/s games
Serious misdemeanours:
1. *ll minor misdemeanours when on a continuous basis.
2. 5ehaviour that disrupts the learning of others
3. +efusal to do wor2
#. Ceaving the school without permission
=. 1ersistent defiance and disrespect
E. ,pitting at another child or member of staff
F. +ough pla! causing in@ur!.
G. ,tealing from others/teachers.
H. C!ing" dishonest!" ongoing.
1<. Disrespectful behaviour.
11. Dncontrolled behaviour.
12. 0hrowing items into the toilets other than toilet tissue.
Very Serious misdemeanours:
1. Bandalism to school" teacher/s or children/s propert!.
2. ,lagging / Aame calling
3. Drinating in places other than pupil toilets/urinals.
#. Ceaving the school grounds without permission.
=. 0hreatening staff or peers
E. Offensive comments.
F. *n! other behaviour not listed which the staff and 5oard of 6anagement deems to be a serious
misdemeanour.
G. :itting/punching or other aggressive behaviour >unprovo2ed? directed at peers/staff.
H. +acist remar2s
1<. 5iting.
11. ,erious fighting.
12. ,wearing / bad language being used
13. 0hrowing ob@ects that could cause in@ur! or harm
1#. *ngr! / aggressive pla! at football
1=. %nappropriate harassment and bull!ing
!ppendi$ 2
&rocedures for Suspension

0he 5oard of 6anagement has the authorit! to suspend a pupil. 0he authorit! to suspend a pupil for up to 3
consecutive school da!s has been delegated b! the 5oard of 6anagement in writing to the principal. 0he
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1rincipal is accountable to the 5O6 for the use of that authorit!.

! single incident of serious misconduct may be grounds for immediate suspension+

,uspension
When a preliminar! assessment of the facts confirms serious misbehaviour that could warrant suspension"
the principal will-

%nform the student and his/her parents about the complaint either b! phone or in writing
)ive the pupil and the parents an opportunit! to respond
+emove the pupil from the class until a determination is made about suspension.

1arents will be given an opportunit! to respond" to ma2e their case for lessening the sanction and for the
school to e&plore with parents how best to address the pupil/s behaviour.

%mmediate ,uspension
,uspension should be a proportionate response to the behaviour that is causing concern. Aormall!" other
interventions will have been tried before suspension" and school staff will have reviewed the reasons wh!
these have not wor2ed. 0he decision to suspend a student re(uires serious grounds such as that-
0he student/s behaviour has had a seriousl! detrimental effect on the education of other students
0he student/s continued presence in the school at this time constitutes a threat to safet!
0he student is responsible for serious damage to propert!
0he principal has been authorised in writing to impose an automatic suspension where the continued
presence of the pupil in the school at the time would represent a serious threat to the safet! of students or
staff or an! other person or for an! one of the named behaviours listed below-

0he students behaviour has had a detrimental effect on the education of other students
0he deliberate destruction of school propert!

%n the circumstances of an immediate suspension" the parents will be notified and arrangements made with
them for the student to be collected from school.

%n the circumstances where an immediate suspension is considdered b! the principal to be warranted" a
preliminar! investigation will be conducted to establish the case for the imposition of the suspension. *
formal investigation will immediatel! follow the imposition of an automatic suspension during which the
suspended pupil will be invited to the school to be interviewed b! arrangement in the school either in the
presence of his/her parents or not.

1eriod of ,uspension
* pupil will not be suspended for more than 3 da!s" e&cept in e&ceptional circumstances where the principal
recommends to the board of management that a period of suspension longer than 3 da!s is needed to achieve
a particular ob@ective.

0he 5oard of 6anagement considers the following circumstances are ones where the principal would
consider recommending = da!s rather than 3 da!s as an appropriate suspension. *n! one of the following on
its own ma! be considered appropriate to warrant a recommendation of = da!s suspension-

when the pupil fails to recognise or ac2nowledge the seriousness of the events leading to a proposed
suspension
where in@ur! has been inflicted on another person to such a degree of severit! as to warrant medical
attention and/or a visit to a doctor
where the pupil continues to displa! belligerence" hostilit! or aggression
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%f a suspension longer than 3 da!s is being recommended b! the principal the matter will be referred to the
5oard of 6anagement for consideration and approval" giving the circumstances and the e&pected outcomes.
1E


0he 5oard of 6anagement has authorised the principal in writing" with the approval of the Chairman of the
5oard of 6anagement" to impose a suspension of up to = da!s in circumstances where a meeting of the
board of management cannot be convened in a timel! fashion" sub@ect to the guidance alread! provided to
the principal concerning such suspensions.

0he board of management will not impose a suspension of more than 1< consecutive school da!s on a pupil
at an! one time.

0he 5oard of 6anagement will formall! review an! proposal to suspend a pupil" where the suspension
would bring the number of da!s for which a pupil has been suspended in the current school !ear to 2< da!s
or more.

*ppeals
0he 5oard of 6anagement will offer an opportunit! to appeal a principal/s decision to suspend a pupil for 3
da!s. %f an appeal is to be considered before a suspension is to ta2e place" then the pupil will be removed
from class until the appeal is complete and the appeal decision is rela!ed to parents.

%f the appeal against the decision to suspend is not upheld or if the period of suspension is altered but not set
aside" then the suspension will begin as soon as practicable after the decision on the appeal is rela!ed to
parents" normall! starting the ne&t school da!.

,ection 2H *ppeal
Where the total number of da!s for which a student has been suspended in the current school !ear reaches 2<
da!s" the parents ma! appeal the suspension under section 2H of the ducation *ct 1HHG as amended b! the
ducation >6iscellaneous 1rovisions? *ct 2<<F.

1arents will be notified of this right at the time when the! are being formall! notified of such a suspension.
%nformation on how to appeal will also be provided.

%mplementing a ,uspension
Where a preliminar! assessment of the facts confirms serious behaviour that could warrant suspension" the
school will observe the following procedures-

1. %nform the students and their parents about the complaint
2. )ive parents and student and opportunit! to respond.
3. Where the parents do not agree to meet with the principal" written notification will serve as notice to
impose a sanction.

0he principal will notif! the parents in writing of the decision to suspend their child and the letter will
confirm-

the period of suspension and the dates on which the suspension will begin and end
the reasons for the suspension
an! stud! programme to be followed"
the arrangements for returning to school including an! commitment to be entered into b! the pupil
and the parents in relation to reaffirming their commitment to the code of behaviour
the provision for an appeal to the 5oard of 6anagement
16
the right to appeal to the ,ecretar! )eneral of the Department of ducation and ,cience.

,uspension as part of a 5ehaviour 6anagement 1lan
,uspension if implemented will be part of an agreed plan to address a students/ behaviour . 0he suspension
should-
enable the school to set behavioural goals for the student and their parents
give school staff an opportunit! to plan other interventions
impress on a student and their parents the seriousness of the behaviour

+emoving a ,uspension
* suspension ma! be removed or altered either immediatel! or retrospectivel! if the 5oard of 6anagement
decides" or" if the ,ecretar! )eneral of the Department of ducation and ,cience directs it to be removed
under ,ection 2H of the ducation *ct 1HHG as amended b! the ducation >6iscellaneous 1rovisions? *ct
2<<F

+eintegrating the 1upil
0he principal will arrange for a member of staff to provide support for the pupil during the reintegration
process. 0he pupil will be given the opportunit! and support for a fresh start.

0he school will then e&pect the same behaviour of this pupil as of all other pupils.

+ecording and +eporting
* record of the behaviour and sanction imposed will be 2ept which will include-

0he investigation including notes of all interviews held
0he decision ma2ing process
0he decision and the rationale for the decision
0he duration of the suspension and an! conditions attached to the suspension.

+eport to the 5oard of 6anagement
0he principal" if acting on the written delegated authorit! to suspend" will report all suspensions to the 5oard
of 6anagement with the reasons for and the duration of each suspension.

+eport to AW5
0he principal will report all suspensions to the Aational ducational Welfare 5oard >AW5? in accordance
with
AW5 reporting guidelines >ducation >Welfare? *ct 2<<<" section 21>#?>a??

+eview of the use of ,uspension
0he 5oard of 6anagement will review the use of suspension in the school at regular intervals to ensure that
its use is consistent with school policies and to ensure that use of suspension is appropriate and effective.
1
!ppendi$ (
0he 5oard of 6anagement has the authorit! to e&pel a pupil. 0his authorit! is a reserved function of the
5oard of 6anagement and is not delegated to the 1rincipal.

5efore e&pelling a pupil" the school will have ta2en significant steps to address the misbehaviour and to
avoid e&pulsion of a pupil including" as appropriate-
1. 6eeting with parents and the student to tr! to find wa!s of helping the student to change their behaviour.
2. 6a2ing sure that the student understands the possible conse(uences of the behaviour" if it should persist.
3. nsuring that all other possible options have been tried.
#. ,ee2ing the assistance of support agencies" if appropriate


* proposal b! the 5oard of 6anagement to e&pel a student re(uires serious grounds" such that-

1. 0he student/s behaviour is a persistent cause of significant disruption to the learning of others or to the
teaching process.
2. 0he student/s continued presence in the school constitutes a real and significant threat to safet!.
3. 0he student is responsible for serious damage to propert!
#. While the grounds for e&pulsion ma! be similar to those of suspension" where e&pulsion is considered" the
school authorities are satisfied that the! have tried a series of other interventions and are satisfied that the!
have e&hausted all possibilities for changing the students behaviour.


&pulsion for a 'irst offence
0he 5oard of 6anagement reserves the right to e&pel pupils for a first offence for the following behaviours-

1. * serious threat of violence against another pupil or member of staff.
2. *ctual violence or ph!sical assault.
3. 0he suppl! of illegal drugs to other students in the school.
#. ,e&ual assault.

&pulsion
Where a preliminar! assessment of the facts confirms serious misbehaviour that could warrant e&pulsion" the
following procedural steps will appl!-
1. * detailed investigation carried out under the direction of the 1rincipal.
2. * recommendation to the 5oard of 6anagement b! the 1rincipal.
3. Consideration b! the 5oard of 6anagement of the 1rincipal/s recommendation and the holding of a
hearing.
#. 5oard of 6anagement deliberations and actions following the hearing
=. Consultations arranged b! an ducation Welfare Officer of the Aational ducational Welfare 5oard
E. Confirmation of the decision to e&pel.
F.
,tep 1- * detailed investigation carried out under the direction of the 1rincipal
%n investigating an allegation the principal will-
%nform the student and parents about the details of the alleged misbehaviour" how it will be
investigated and that it could lead to e&pulsion.
)ive the parents and student ever! opportunit! to respond to the complaint before a decision is made
and a sanction imposed.

1arents will be informed in writing of the alleged misbehaviour and the proposed investigation in order to
have a permanent record of having let them 2now.
1!

,tep 2- * recommendation to the board b! the 1rincipal
Where the principal forms the view" based on the investigation that e&pulsion ma! be warranted" the
principal ma2es a recommendation to the 5oard of management to consider e&pulsion. 0he principal will
inform the parents and the student that the 5oard of 6anagement is being as2ed to consider
e&pulsion
ensure that parents have records of- the allegations against the student9 the investigation9 and written
notice of the grounds on which the 5oard of 6anagement is being as2ed to consider e&pulsion
provide the 5oard of 6anagement with the same comprehensive records as are given to parents
notif! the parents of the date of the hearing b! the 5oard of 6anagement and invite them to that
hearing
advise the parents that the! can ma2e a written and oral submission to the 5oard of 6anagement
ensure that parents have enough notice to allow them to prepare for the hearing.

,tep 3- Consideration b! the 5oard and the holding of a hearing
0he 5oard will review the initial investigation and satisf! itself that the investigation was properl!
conducted in line with fair procedures. %t will ensure that no part! who has had an! involvement with the
circumstances of the case is part of the 5oard/s deliberations.

Where a 5oard of 6anagement decides to consider e&pelling a student" it will hold a hearing.

*t the hearing-
0he 1rincipal and the parents will put their case to the 5oard in each other/s presence.
ach part! will be allowed to (uestion the evidence of the other part! directl!.
0he meeting ma! also be an opportunit! for parents to ma2e their case for lessening the sanction.
1arents ma! wish to be accompanied at hearings and the 5oard will facilitate this.
*fter both sides have been heard" the 5oard will ensure that the 1rincipal and parents are not present
for the 5oard/s deliberations.
,tep #- 5oard of 6anagement deliberations and actions following the hearing
Where the 5oard of 6anagement" having considered all the facts of the case" is of the opinion that the
student should be e&pelled" the 5oard will notif! the ducational Welfare Officer in writing of its opinion"
and the reasons for this opinion. >ducation >Welfare? *ct 2<<<" s2#>1??.

0he student will not be e&pelled before the passage of twent! school da!s from the date on which the WO
receives this written notification >ducation >Welfare? *ct 2<<<" s2#>1??.

0he 5oard will inform the parents in writing about its conclusions and the ne&t steps in the process. Where
e&pulsion is proposed" the parents will be told that the 5oard of 6anagement will now inform the
ducational Welfare Officer.

,tep =- Consultations arranged b! the ducational Welfare Officer
0o ensure that arrangements are made for the student to continue in education the ducational Welfare
Officer will-
ma2e all reasonable efforts to hold individual consultations with the 1rincipal" the parents and the
student" and an!one else who ma! be of assistance.
convene a meeting of those parties who agree to attend >ducation >Welfare? *ct 2<<<" section 2#?.
1ending these consultations" the 5oard of 6anagement ma! ta2e steps to ensure that good order is
maintained and that the safet! of students is secured >ducation >Welfare? *ct 2<<<" s2#>=??.

0he 5oard ma! consider it appropriate to suspend a student during this time.
1#
,uspension will be considered where there is a li2elihood that the continued presence of the student during
this time will seriousl! disrupt the learning of others" or represent a threat to the safet! of other students or
staff.

,tep E- Confirmation of the decision to e&pel
Where the twent!-da! period following notification to the ducational Welfare Officer has elapsed" and
where the 5oard of 6anagement remains of the view that the student should be e&pelled" the 5oard of
6anagement will formall! confirm the decision to e&pel >this tas2 might be delegated to the Chairperson and
the 1rincipal?.

1arents will be notified immediatel! that the e&pulsion will now proceed. 1arents and the student will be told
about the right to appeal and supplied with the standard form on which to lodge an appeal. * formal record
will be made of the decision to e&pel the student.

+eview of use of e&pulsion
0he 5oard of 6anagement will review the use of e&pulsion in the school at regular intervals to ensure that
its use is consistent with school policies and to ensure that e&pulsion is used appropriatel!.
2$
"atification of this policy:
0he 5oard of 6anagement having reviewed this code of behaviour ratified it in Aovember 2<13. 0his polic!
was reviewed again in 6a! and ;une 2<1#. 0he polic! was amended b! staff members during the review
process and a carded s!stem was introduced. Parents/Guardian will be informed of the amendments and
the policy will be posted to the school website. Attendance at Scoil Naomh Pdraig! "urragh "amp is seen
as an acceptance of this "ode of #iscipline.
NNNNNNNNNNNNNNNNNNNNNNNNNNNN NNNNNNNNNNNNNNNNNNNNNNNNNNNNN
;onathan :eal! >1rincipal? 'r. ;. 6cDonald >Chairperson?

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