Code of Behaviour

General Overview

Scoil Phádraig Naofa is a co-educational, Catholic primary school which strives to provide a well-ordered, caring, happy and secure atmosphere where the intellectual, spiritual, physical, moral and cultural needs of the pupils are identified and addressed. While we are a Catholic school, with a Catholic ethos, it also has due recognition for all other religions.

We aim to:

Promote a sense of respect amongst pupils- for themselves, others and property
Encourage parental involvement through open communication
Support staff development – both personal and professional
Enhance the self-esteem of our school community
Promote gender equity amongst staff and pupils.

This policy was prepared in accordance with Guidelines issued by the National Educational Welfare Board in 2009. This policy was reviewed and updated in 2024, involving input from staff, parents and pupils.

Rationale for the Code of Behaviour

Under the Education Welfare Act, 2000, Section 23 (1) schools are obliged to prepare a code of behaviour in respect of the students registered at the school. It details in Section 23(2), that the code of behaviour shall specify:

The standards of behaviour that shall be observed by each student attending the school;
The measures that shall be taken when a student fails or refuses to observe those standards;
The procedures to be followed before a student may be suspended or expelled from the school concerned;
The grounds for removing a suspension imposed in relation to a student; and
The procedures to be followed in relation to a child’s absence from school.

Aims

To provide guidance for pupils, parent and staff on expected behaviours
To develop a positive and inclusive learning environment within the school through example, encouragement and reward.
To create and nurture an atmosphere of openness and co-operation between parents, pupils and staff members.
To foster and develop a positive attitude among students – respect of self and others.
To promote a climate where each pupil can get the best chance to reach their potential

Collaboration

Pupils, staff and parents are all key stakeholders in the implementation of this policy. As such, regular communication is very important. Rules should be applied fairly and consistently with an emphasis on the promotion of positive behaviour. Parents will be contacted at an early stage where the behaviour falls below an expected manner.

All children are required to comply with the code of behaviour. However, the school recognises that children with special needs may require assistance in understanding certain rules. Where necessary, specialised behaviour plans will be put in place in consultation with parents and the relevant members of staff to ensure that optimal support is given. Professional advice from psychological assessments will be invaluable.Children may be taught strategies to assist a pupil with special needs adhere to the rules and thus provide peer support. This will be done in a supportive and safe way, acknowledging and respecting the difference in all individuals.

The Code of Behaviour will be applied in a consistent and fair manner with due regard to the age of the pupils and to individual difference.

Responsibilities

Parents, pupils, staff and the Board of Management all need to fulfil certain responsibilities in order for this policy to exist successfully. It is the responsibility of the Board of Management to: provide a positive, inclusive and safe environment, support the Principal and teaching staff, ratify the policy. It is the responsibility of the Principal to: promote a positive climate within the school, promote a fair implementation of the Code of Behaviour, organise regular review of the Code of Behaviour

	Can Expect	Responsibilities
Staff	To be treated with respect A safe work environment, that is positive and supportive Good standards of behaviour to facilitate good teaching and learning To be listened to Instructions / sanctions to be followed To have the support of colleagues, management and parents	Implement the Code of Behaviour Set up an environment in which pupils feel safe, supported and are taught in a fair, consistent manner. Promote positive behaviour, deal appropriately with misbehaviour and record serious misbehaviour or repeated instances of misbehaviour Prepare appropriate schoolwork which recognises the needs and strengths of individuals and assess relevant work in a similar manner. Communicate with parents when necessary and on matters of mutual concern.
Pupils	Be treated fairly, equally and with respect Feel safe Learn in a safe environment Have positive behaviours affirmed Be listened to Have clear boundaries set for them and rules reinforced	Attend school regularly on time Respect all members of the school community as well as the property of the school and others Behave in a manner which doesn’t endanger or hurt others Follow the rules of the class and school Have correct books and material in school.
Parents	A safe place for their children To be treated with respect To be listened to and kept informed To be treated equally, kindly and with respect To be made aware of issues and these to be treated with confidence To be notified of improved or deteriorated behaviour of their children To receive progress reports through parent teacher meetings and end of year reports	Help pupils to have respect for themselves, others and property Provide a healthy lunch, full uniform and appropriate school materials Take an interest in, support and encourage pupils with their home and schoolwork If a child is unwell or a close contact, keep them at home and seek medical advice Remain responsible for pupils before 8.40am and after 2.30pm Encourage and promote regular school attendance Co-operate and communicate with the school in relation to behaviour and progress Respect other pupils and staff

Moladh, Meas, Iontaobh (Praise, Respect and Trust)

This is the cornerstone of our Behaviour Code and can also be incorporated by the phrase- Kind Words, Kind Hands, Kind Feet.

School Rules- These may vary between classes as teachers and classes collaborate on class specific rules to create a safe and inclusive atmosphere in their classroom

Respect (For self, others and property in the school)
Try your best
For hygiene purposes, hair should be tied back. Make-up may not be worn in school
When inside, walk quietly and be mindful of others
Follow instructions from members of staff
When the bell rings, walk to your line and wait for your teacher
When in the yard, stay within your class boundaries.
If you need help, tell the teacher on duty
We encourage hairstyles to be kept neat and conventional – with hair in its natural colour. For hygiene purposes hair should be tied back

School Day

Our School Day begins at 8.50am and ends at 2.30pm (1.30pm for infants). (During the period of Covid-19 staggered openings and closings, this period is altered to 8.40am in the morning and 2.25pm in the afternoon- 8.40-1.30 for Infants) Outside of these times, parents are responsible for their own children. Any child who is walking off the premises must have provided the school with written parental permission and that parent is taking responsibility for the child once they leave the school premises.

Breaks At breaks, pupils should walk quietly outside with their class and teacher. Behaviour in the yard during break time should follow the Kind Words, Kind Hands, Kind Feet strategy. When the bell rings, pupils line up in an orderly manner and wait for their class teacher to arrive.

Reinforcement of Positive Behaviours

In order to create an environment where values of inclusion, respect and tolerance are held as focal points, it is important to highlight instances where pupils are displaying positive behaviours. Many classes use points rewards systems such as star charts, table points or Class Dojo where pupils receive positive affirmation of good behaviour. Student of the Week certificates, class rewards, mentions during Assembly, communication with parents- verbal or written, positive comments and feedback on pupil exercises are just some of the ways that are used to encourage pupils to attain their best.

Pupils will be encouraged, praised and listened to at all times by the school staff to help foster their development and enhance their self-esteem. Good behaviour should be praised in a manner similar to good work as both require the effort and discipline required to achieve goals in life. Every child has the ability to reach their potential and, as adults- both parents and staff- it is important that we give them as much help as possible along the way.

However, when misbehaviour does occur, the emphasis should be placed on the value of restorative justice. Pupils should understand how they have misbehaved, the consequences/possible consequences of their misbehaviour and an appropriately explained sanction applied with a focus on the misbehaviour rather than the pupil themselves.

The nature and context of the unacceptable behaviour will determine the consequence used in response. Even minor breaches of the code of behaviour can be disruptive, particularly if they are persistent.

The aims of a sanction are to:

help children learn that their unacceptable behaviour may have a negative effect on themselves, on others and on their learning.
help them make better choices in the future.
allow pupils to accept responsibility for their behaviour and understand why it is not appropriate

Consequences of unacceptable behaviour

The Education (Welfare) Act 2000, Section 23, states that a school must outline ‘the measures that may be taken if a student fails to observe the standards of behaviour that the school has outlined’.

Teachers will use their professional judgement and their knowledge of the child and the particular circumstances of the behaviour or incident in responding to unacceptable behaviour and in selecting an appropriate sanction which is proportionate to the behaviour or incident in question. (Pupils with special needs may follow their version of a class plan to address their needs as outlined in their personal support plans)

Sanctions may include:

Reasoning with pupils
Reprimand (including advice on how to improve).
Written reflection on behaviour
Communication with parents/guardians (note, phone call or meeting)
Classwork to be completed at home
Thinking time / time out: Temporary separation from peers during class time or during break time
Withdrawal from class temporarily to another classroom
Loss of privileges (golden time, school match, outings or tours)
Referral to Principal/Deputy-Principal

In cases of gross misbehaviour or repeated instances of serious misbehaviour, suspension may be used. In these cases, parents of the pupils involved will be invited to discuss the cases with the school. A written undertaking may be sought from parents that a pattern of repeated misbehaviour will cease and in the absence of such, a suspension may come into force. Any suspension will be in accordance with the Rules for National Schools and the Education Act 2000. Where it is necessary to maintain order, discipline and safety within the school, the Board of Management may authorise the Chairperson or Principal to sanction an immediate suspension, not exceeding three days, pending a discussion with parents on the matter. Expulsion- in accordance with the Rules for National Schools and the Education Act 200- may be considered, in an extreme case. In accordance with section 24 of the Education Welfare Act, prior to the suspension or expulsion of a pupil, the Board shall notify the Local Education Welfare Officer in writing.

Reinstatement following Suspension

During, or after, a suspension the parent/s may apply for a pupil to be reinstated to the school. They must give a satisfactory undertaking that this will not cause a risk to the safety of the pupil or other members of the school community and that the returning pupil will behave in accordance with the school code of behaviour. If required, the Principal will facilitate the preparation of a behaviour plan and re-admit the pupil formally to the class.