Code of Behaviour

Sacred Heart Primary School

Introduction

This policy was reviewed in consultation with all the school community including the Board of Management, teachers, S.N.A.s, parents and pupils. It is a requirement under the Education Welfare Act, 2000, Section 23 (1) which refers to the obligation on schools to have a code of behaviour in respect of students in the school.

Rationale

The Board acknowledges that the primary responsibility for the behaviour of pupils rests with parents and appreciates the important role which parents play in supporting the good standards of behaviour in school. Parents can co-operate with the school by encouraging pupils to abide by school rules and by visiting the school to discuss incidents of pupil misbehaviour when requested to do so by the principal or class teachers.

The Board endeavours to ensure that the individuality of each child attending the school is accommodated while acknowledging the right of each child to education in a relatively disruption-free, safe environment.

The main emphasis of the code is the encouragement of positive behaviour in children and the cultivation of mutual respect towards each other. In the interests of good order and safety it is most important that clearly defined guidelines for behaviour be known and understood by all of our pupils and that pupils see parents and teachers engaged in working together on their behalf.

Aims

The aims of this policy are;

To create a positive learning environment that is guided by our school ethos.
To help pupils become self-disciplined and to encourage good standards of behaviour.
To allow the school to function smoothly and safely where children can make progress in all aspects of their development.
To develop respect for fellow pupils, adults, the school, it’s equipment and environment.
Pupils are expected to behave in a responsible manner towards themselves and others, showing consideration, courtesy and respect for other pupils and adults.
To help pupils appreciate the differences between pupils and to learn to celebrate these differences.
To help promote qualities of responsibility, tolerance and understanding.
Pupils are expected to uphold school standards with regard to dress and language.

Guidelines for behaviour in the school

Each member of the school community has an inherent right to work, learn and feel safe in our school environment.

School rules;

Silence, whispering and normal talking. Know when, know where, know why.

e.g. silence when teacher is teaching, normal talking during group work.

In the line, in class and school, quiet walking is the rule.

e.g. children walk in an ordered line when moving through the school, no running inside the building.

Have homework done, be tidy, be on time.

e.g. all homework to be attempted. Full uniform to be worn.

Treat others as you would wish them to treat you.

Say ‘please’ and ‘thank you’, share a lot, speak kindly and bully not.

Class rules

Each teacher has responsibility for classroom management and the maintenance of good behaviour in his/her classroom by drawing up class rules, in consultation with the school rules and pupils in his/her care. E.g. Put up your hand when you wish to speak. Teachers share a common responsibility for good order within the school and respond promptly and firmly to any instances of unacceptable behaviour.

Mobile phones and electronic/audio devices are not permitted in school including after school events e.g concerts or on school trips. Any exceptions to this rule will be sanctioned by the school principal.

Chilldren using SET rooms use the toilets in their own classrooms if required.

Tippex is forbidden in school.

Chewing gum is forbidden as it is unhygienic and adheres to floors and school furniture.

Playground rules

The following procedures have been adopted to ensure the safety and well being of all members of the School Community on the playground.

Lunch breaks are as follows:

Small lunch

10:20 a.m. -10:30 a.m. Junior Classes, Le Cheile and Solas

10.35 a.m. – 10.45 a.m. Senior Classes

Big lunch

12.15 p.m. – 12.45 p.m. Junior Classes

(Children eat their lunch in the class room and go out to play at 12.30 p.m.)

12:30 p.m. 1:00 p.m. Senior Classes

(Children eat their lunch in the class room and go out to play at 12.45 p.m.)

All children must remain in their seats for the duration of the break and must ask the supervising teacher for permission to go to the toilet.
One teacher will supervise Junior corridor, one teacher will supervise Solas and Le Cheile, and one teacher will supervise the Senior corridor.
All pupils must eat their lunch in their own classroom.
Children line up to leave their classrooms when the bell rings, or when instructed by the supervising teacher.
Lunches to be given out to the children before the teacher leaves the classroom.
Class lines move in a quiet and orderly fashion when moving in/out of class, going to and from the hall, and while they are in the hall for assembly.
No balls allowed outside for small break. Children are not allowed to bring their own footballs to school.
Weather permitting some school balls may be allowed for use on the grass and a basket ball for use in the basket ball court.
Electronic/audio devices and mobile phones are not permitted on yard.
Each class has a designated section of yard to play in
Wet days; Children remain in their classrooms.

Pupils from Solas and Le Cheile have access to the P.E. hall for break time on wet days.

There will be no access to blind spots in the yard.
Playing on the grass is not permitted on wet days.
Children use the toilet in their classroom. Discretion is used when children are outside.
At big break, children with notes, or if teachers have been asked, will sit directly inside the main door, not inside the school. One note will suffice.
Rough play (of any type) is discouraged. Gymnastics and ‘trains’ are not allowed.
The school uniform is to be worn at all times. Make-up, big earrings, big rings, necklaces, (outside of jumpers) are not permitted. Shoes must be tied properly at all times.
The teacher who is supervising will deal with issues arising from the yard and if further investigation is required, he/she will consult with S.N.A.s, class teacher and principal when necessary. Teacher on duty will record incidents in the incident book (appendix 6)

Whole school approach in promoting positive behaviour

A whole school approach to promote a sense of community and co-operation is required from all staff, pupils, and parents to promote good behaviour. The elements of our whole school approach to behaviour involves:

Respect for and understanding of our ethos and policies
A teamwork approach to behaviour
A whole school approach to curriculum and classroom management
An inclusive and involved school community
A systematic process for planning and reviewing behaviour policy.

Staff

Every member of the school community has a role to play in the implementation of our Code of Behaviour. All teaching staff have a duty of care to their class and all pupils in the school. Rules and expectations will be kept to a minimum and will emphasise positive behaviour. They will be applied in a fair and consistent manner with due regard for the child’s age and be inclusive of individual differences of the pupil. This school rewards and encourages good behaviour.

Our staff use the following principles to promote positive behaviour;

Praising positive actions and affirming good everyday interactions between staff and students
Fair procedures and adaptability are reinforced and reviewed where appropriate
Students are involved in the drafting of the classroom rules. Consequently students have a better understanding of our Code of Behaviour and the importance of their role in its implementation and review.
Person versus act (when reprimanding a child, make it clear it is the behaviour that is inappropriate and not the child.)
The staff are responsible for maintaining discipline in the school, where we insist on acceptable standards of behaviour, work and respect. Staff are expected to apply rules uniformly, work to agreed procedures, deal with pupils who present problems and follow up problems to their conclusions etc.
Senior management are responsible for making a copy of the Code of Behaviour available to all new staff. A dedicated person will provide support, particularly at the beginning of the school year. It will be ensured that a new member of staff will be inducted on yard duty by a more senior member of staff. An outline of the duties and responsibilities of the special needs assistants is also provided (see Appendix 1)
The school’s SPHE curriculum is used to support the Code of Behaviour. It aims to help our children develop communication skills, appropriate ways of interacting with other people, behavioural management and conflict resolution skills. It also aims to foster self-esteem and to help children accommodate differences and develop citizenship.
We also utilise the following programmes and initiatives to promote the above;

*School Completion Programme, targeting classes and individuals.

*Stay Safe Programme

*Walk Tall programme

*Socialisation Groups are set up by HSCL in consultation with the class teacher and parents.

The following policies are also used to support our Code of Behaviour:

*SPHE plan

*Anti-bullying policy

*Admissions policy

*Attendance action plan (DEIS)

*Parental Involvement action plan (DEIS)

*Health and Safety policy

*Equality of access and participation policy

*Policy for use of Physical Restraint

Board of Management

The overall responsibility for the implementation and adoption of our code of behaviour rests with the Board of Management. The overall responsibility for discipline in the school rests with the Principal and is supported by the Board of Management. As per development and review of all policies in this school, the B.O.M. is consulted in the drafting and reviewing process. The B.O.M. is informed and understands the procedures that are in place to deal with serious breaches of behaviour in accordance with Section 23 of the Education Welfare Act.

Parents

Parents are included in the consultative process with staff in the drafting, reviewing and evaluating the Code. Parents/guardians are expected to support the school in the promotion of positive behaviour and maintenance of high standards of behaviour by:

Ensuring their children attend school daily and punctually, unless there is a genuine reason for the absence
Encouraging their children to do their best and to take responsibility for their work and actions
Co-operating with the school’s rules and system of rewards, sanctions and signing up to the Code of Behaviour at enrolment
Attending meetings at the school if requested
Helping their children with homework
Ensuring their children have the necessary books and materials for school
Communicating with the school in relation to any problems which may affect child’s progress or behaviour and be proactively involved with the strategies employed to manage problem behaviour.
Providing an explanation written/verbal for absences
Communicating with the school (written or verbal) if child needs to leave school during

the day for an appointment and collecting them at the school door

We recognise that factors influencing children’s behaviour may sometimes need to be considered and accommodated with regard to age, emotional development and individual circumstances.

The Principal teacher shall provide the parents of the child on enrolment, with a copy of the school’s code of behaviour. The principal, as a condition of registering such child, will require his or her parents/guardians to confirm in writing that the code of behaviour so provided is acceptable to them and that they shall make all reasonable efforts to ensure compliance with the code by the child.

Pupils

Pupils are involved in a consultative process of drafting, reviewing and evaluating the Code with staff as regards school rules.

Each pupil is expected to;

Be well behaved and to show kindness and consideration to all children and adults
Be punctual
Display a respectful attitude, use respectful language and show courtesy to all pupils, staff and members of the school community
Participate fully and make a genuine effort in every aspect of their work, in school and at home
Accept responsibility for their behaviour, accept correction when given and the consequences that follow
Show respect for the property of the school, other children’s and their own belongings
Be fair in his/her work, play and relationships
Keep their skin make-up free. (Unless for medical reasons)
Wear correct uniform and shoes

Positive strategies for managing behaviour

Positive reinforcements of good behaviour leads to better self-discipline and we place a greater emphasis on rewards and incentives than on sanctions.

Classroom;

These positive strategies are used to effectively manage behaviour in the classroom.

‘Ground rules’, behavioural expectations in each class are established that are consistent with the ethos as expressed in the code of behaviour and which set positive atmosphere for learning
Pupil input in devising the class rules
Curricular subjects such as SPHE and Religion ensure that pupils understand and are frequently reminded of how they are expected to behave and are taught skills of behaviour management
A clear system of acknowledging and rewarding good behaviour and sanctions for misbehaviour
Classroom management techniques that ensure a variety of activities and methodologies to sustain pupil interest and motivation
Effective timetabling

Playground;

Our staff implement these positive strategies to promote good behaviour, to prevent behavioural difficulties and to deal with incidences of unacceptable behaviour which include:

A concise set of playground rules which emphasise positive behaviour and make it clear what activities are permitted
Zones have been created on the playground to provide specific sections for specific class groups and activities
On wet days pupils are supervised in their own classroom. (Class teachers will provide appropriate activities, e.g. games, activity sheets, etc.)
Each class teacher is responsible for collecting and escorting their class back to their classroom after breaks

Other areas in the school;

We promote positive behaviour in all areas of the school environs.

School related activities;

Standards and rules contained in the Code of Behaviour apply to any situation where pupils are still the responsibility of the school, e.g. school tours, swimming lessons, games, competitions, on school transport etc.

Rewards and Sanctions;

We believe that praise works positively and we aim to ‘catch’ children doing the right thing and doing it well. Praise and encouragement, in lessons and around the school, is used as much as possible. We also believe that positive relationships, between everyone at every level, are vital. Each member of our school community must take the initiative to take pride in high standards of behaviour, good manners and treating everyone an as individual.

Good behaviour is rewarded and seen to be reinforced by the following;

Good behaviour is acknowledged by all members throughout the day
Pupil’s journal/homework folder is used to convey positive behaviour to parents or verbally through a phone call or meeting
A visit to another member of staff or to the principal for commendation
Extra responsibilities (class messenger, etc.)
Certificates for attendance given (paused during Covid-19 pandemic)
Incentives for good behaviour including Golden Time

Strategies for responding to inappropriate behaviour

Challenging behaviours can be expected where children are learning and testing the boundaries of acceptable behaviour. Our success is tested, not by the absence of problems, but by the way we deal with them. When faced with a problem we are careful not to over-react or to go straight into confrontational mode. Instead we are careful to:

Listen
Establish the facts
Use sanctions sparingly and appropriately

We use the following Ladder of Intervention (Appendix 2) to support our Code of Behaviour:

Consistent clear rules and routines in class and school assist the majority of pupils to behave appropriately. Minor misbehaviours will be checked routinely by class teacher
Principal Involvement
Parental Involvement
Setting targets for behaviour and monitoring them with the pupil, class/SEN teacher and parents in a supportive manner. The interventions tried are documented by the class teacher and the pupil’s response to these will be noted
Class discussion may be used to discuss the consequences of general unacceptable behaviour and its’ repercussions
Behaviour contracts (appendix 4) may be drawn up between pupil, parents and the appropriate personnel, consisting of the class teacher, deputy/principal, SEN teacher, etc. (separate to the BOM contract)
Report Card (appendix 5) may be used as a monitoring strategy for pupils who have specific behaviour they need to target.

The purpose of the sanctions and other strategies is to promote positive behaviour and discourage misbehaviour. The sanctions should help the pupil to recognise the effect of their actions and to take responsibility for their behaviour. Sanctions will be applied according to the gravity of the behaviour with regard to age and emotional development and individual circumstances.

Our whole school approach to inappropriate behaviour includes;

The degree of misdemeanours i.e. minor, serious or gross will be judged by the staff, principal and B.O.M. based on a common sense approach with regard to the gravity/frequency of such misbehaviours. Interventions and sanctions will be applied accordingly.

Categories of inappropriate behaviours, corresponding interventions and sanctions

Minor misbehaviours and low-level interventions (Samples)

Interrupting class work
Running in the school building
Not listening, speaking out of turn
Leaving one’s seat without permission during lunch
Not wearing the correct uniform
Wearing makeup or inappropriate jewellery
Being discourteous or unmannerly
Telling lies
non-compliance with Covid-19 measures

Steps to be taken when dealing with minor misbehaviours

The class teacher will normally deal with classroom misbehaviours
Verbal reprimand and reasoning with the pupil including advice on how to improve
Time-out to reflect on the misbehaviour
Loss of privileges such as ‘golden time’, game time, reduced play time, etc.

Steps to be taken with regular minor misbehaviours

A record is kept by the class teacher of regular instances of misbehaviour
Class teacher informs the principal teacher
Class teacher contacts parents/guardians to discuss the details of the misbehaviour

Serious misbehaviours

Persistent disruptive behaviour in class
Stealing
Damaging or interfering with another person’s property
Using inappropriate, abusive language
Leaving the school premises without appropriate permission (discretion needed)
Deliberately injuring a fellow pupil
Knowingly partaking in any activity which would put themselves or others in danger

Possible steps to deal with serious misbehaviour

Pupil is sent to the principal, or principal is called to the classroom
Parents are contacted and requested to meet with principal/class teacher.
Pupils may be removed from an activity if endangering themselves or others
Temporary, supervised separation from peers, with work
A record is kept of all serious misbehaviours
Pupil will receive loss of privileges

Examples of gross misbehaviours

Persistent minor misdemeanours (see above)
Leaving the class, yard, park or activity without permission
Abusive/threatening or violent language directed to a person
Persistent refusal to take instructions
Bullying (see Anti-bullying policy)
Hitting out in a threatening manner at another person
Stealing
Deliberately damaging property
Bringing any dangerous objects or illegal substances to school
Sexual harassment of a person by word, action or gesture
Disrespect in words or actions towards staff

Steps to be taken when dealing with gross misbehaviours

Principal contacts parents immediately and they are called to attend a meeting in the school with the relevant concerned staff
A record is kept of the incident, the investigation and the outcome
Suspension or expulsion may be considered

Involving parents in managements of problem behaviour

Communication with parents/guardians will be verbal/and/or by letter depending on the circumstances. The parents concerned will be invited to come to the school to discuss their child’s case. Parents will be involved at an early stage rather than as a last resort. Where appropriate the child may be present for part of the meeting. Parents are encouraged to communicate any concerns with the relevant school staff.

Managing aggressive or violent misbehaviour

Any child presenting with serious and behavioural difficulties are supported by staff, management and the appropriate outside agencies, such as SEN team, Túsla, School Completion Team, CAMHS, NEPS and Meitheal. Staff are encouraged to avail of professional development in this area. It is incumbent on the management of the school that all personnel including pupils and adults are provided with a safe environment.

Suspension/Expulsion

The Board of Management has the authority to suspend a pupil in our school. This authority has been formally delegated to the principal and is in line with the NEWB guidelines. All staff, students and parents are advised and aware of the school’s policy on suspension/expulsion. (See appendix 3)

Record Keeping

In line with the school’s policy on record keeping, and data protection legislation, all records kept in relation to a pupils’ behaviour are written in a factual and impartial manner.

Class Level

Teachers are expected to keep factual, impartial and appropriate records of all misbehaviours. If needed, a behaviour tracker (on a template) will be kept on pupils who are causing concern to staff. Parents are kept informed of all behavioural issues that arise during the year.

Playground

Our school Incident log (appendix 6) is used to record serious and gross misbehaviours that occur during break times. Supervising staff are responsible for recording these behaviours. This book is stored in the school office.

School Records

All behaviour records that are kept at class or school level are factual, impartial and contain appropriate language. All reports to the B.O.M., NEWB, parents and outside agencies regarding serious, persistent gross misbehaviour or suspension and expulsion are kept by the principal or discipline committee involved with this pupil.

Documentation pertaining to appeals under section 29 is kept in the principal’s office in secure and confidential conditions.

Procedures for notification of pupil absences from school

The Education welfare Act, 2000, Section 23 (2)(e) states that the code of behaviour must specify, ‘’the procedures to be followed in relation to a child’s absence from school.’’ Section 18 stipulates that parents must notify the school of a pupil’s absence and the reason for this absence.

Parents are made aware of the terms of the Education Welfare Act and its implications. Parents/guardians are asked to send in a note/ use Aladdin connect/ phone the school office to inform teachers of their child’s absence from school and the reason for this absence. These notes/messages are recorded on Aladdin and medical certificate/written notes are kept in the child’s file in the school office.

Our school informs parents in writing of absences greater than 10 days in November, March and in their child’s school report at the end of the school year.

Our school reports on pupil absences twice annually to the National Education Welfare Board via the online portal. This is the responsibility of the principal.

Behaviour

Children with special educational needs may display difficult, defiant or oppositional behaviours. All efforts will be made by staff at the school to manage such behaviours using various strategies and through the implementation of the student’s Student Support File.

Assistance may be sought for a behavioural plan from NCSE., from the SENO and other agencies involved with the pupil e.g. North Tipperary Children’s Services, CAMHS etc.

All students, including those with special educational needs are subject to the school Code of Behaviour and the terms of the Health and Safety Statement adopted by the Board of Management at the school.

Where any student’s behaviour impacts in a negative way on the students in their class, to an extent that their constitutional right to an education is being interfered with (as judged by the Board of Management of a school in consultation with the SENO) the school reserves the right to advise parents/guardians that a more suitable educational setting should be found for their child.

Success criteria (by which our policy will be judged)

Atmosphere of positive discipline in the school environment
Children are aware of the school rules
Staff apply school rules in a fair and consistent manner
Growth in pupil’s self discipline
Co-operation between pupils, teachers and parents in maintaining the code
Pupil’s working to the best of their ability
Positive feedback from teachers, parents and pupils

Roles and Responsibility

Each staff member is responsible for the implementation of the Code of Behaviour. Within the classroom the teacher monitors his/her class. Teachers are considered responsible for the pupils that are within sight or sound of them and respond to any incident of misbehaviour and also to praise and reaffirm good behaviour.

The principal is responsible for monitoring and reviewing this policy at staff level on a regular basis and reports any review to the B.O.M.

The B.O.M. has ultimate responsibility for discipline in the school under its management and has a duty to ensure that a fair code applies therein.

The Board of Management and all staff have responsibility for the implementation of this policy. The principal and in-School Management will coordinate and monitor the implementation of this policy and evaluate its success in conjunction with all staff members.

Ratification and Communication

Upon enrolment all parents have to tick a box acknowledging that they have read and accept the conditions of the school code of behaviour.

All new staff are given access to the shared drive where they familiarise themselves with the code.

It is acknowledged that this is a fluid document and will require regular revision to effectively fulfil the aims contained in it.

Children, staff, parents and the Board of Management will engage with The Code of Behaviour on an ongoing basis as outlined below.

Children:

Standards of behaviour, sanctions and rewards as detailed in this policy will be reviewed with each class, in an age-appropriate manner, at the start of each school year
Class rules will also be drawn up at this time
In term three, surveys are given to pupils to gather feedback on the code of behaviour. This feedback will be given by the principal to the Board.

Staff:

Staff bring items of concern in terms of yard, behaviour etc. to staff meeting for discussion.

Parents:

Parent-teacher meetings and the end of year school report will include reference to the behaviour of the individual child.

The Board of Management:

The Board of Management will be kept informed about any major breaches of the Code of Behaviour in meetings throughout the year
The feedback from any staff meetings, the written feedback from the parents and feedback from the children will be presented to the Board annually by the principal

Implementation and Review

This policy was reviewed during the 2021/2022 school year in light of the new building and yard arrangements. The views of the whole school community were sought. It will be reviewed annually commencing in December 2022.

Signed:

Principal __________________________ Date __________________________

Chairperson __________________________ Date___________________________

Reference Section

Developing a Code of Behaviour; Guidelines for Schools, NEWB, 2008
Education (Miscellaneous Provisions) Act, 2007 – provides for certain changes in the hearing of Appeals under Section 29 of the Education Act, 1998
Education (Welfare ) Act, 2000
Education Act, 1998
Circular 22/02 Appeals Procedures under Section 29 of the Education act, 1998. (DES website). Deals with appeals under the following headings:
Permanent exclusion from a school
Suspension
Refusal to enrol
Department of Education and Science Guidelines on Countering Bullying Behaviour in Primary and Post Primary Schools (1993) available on DES website
Report to the Minister of Education, 1997, Ch. 4 p. 56 – 61. Recommendations for schools
Stay safe and Walk tall programmes
‘Management Board Members’ Handbook. Revised 2007. CPSMA: A suggested Code of Behaviour & Discipline for National Schools
INTO (2004) Managing Challenging Behaviour: Guidelines for Teachers
INTO (2006) Towards Positive Behaviour in Primary Schools
INTO (1995) Enhancing Self Esteem
The Education Act 1998. The Education Welfare Act 2000. Questions and Answers, INTO
The Principal’s Legal Handbook Oliver Mahon B.L. IVEA 2002 Ch. 2 School Discipline
Responding to Bullying. First Steps for Teachers. The Cool School Programme. NE Health Board
Investigating and resolving Bullying Schools. The Cool School Programme. NE Health Board
Stop it! Steps to Address Bullying. Wexford Education Network. Wexford Area Partnership.
Working together – to promote positive behaviour in classrooms, CEDR, Mary Immaculate College of Education
Achieving Positive Behaviour. A Practical Guide. Patricia Dwyer. Marino.

Appendix 1

Duties of the SNA

The duties of an SNA are non-teaching in nature and are listed in Appendix 1 of DES Circular 15/2005.

Their duties are assigned by the Principal acting on behalf of the BoM. Their work is supervised either by the Principal or another teacher as determined by the Principal.

Those duties include, but are not limited to:

Preparation and tidying up of classrooms
Assisting school children to board and alight from school buses. Where necessary travel as a bus escort during school hours on school buses may be required
Assisting children with particular difficulties e.g. helping special needs pupils with typing or writing or computers or other use of equipment
Assistance with clothing, feeding, toileting and general hygiene and being mindful of health and safety needs of the pupil
Assisting on out-of-school visits, walks, examinations and similar activities
Assisting the teachers in the supervision of pupils during assembly, recreation and dispersal from the classroom
Accompanying individuals or small groups who may have to be withdrawn temporarily from the classroom
General assistance to the class teachers, under the direction of the Principal, with duties of a non-teaching nature. (Note: Special Needs Assistants may not act as either substitute or temporary teachers. In no circumstances may they be left in sole charge of a class or group of children)
Participation with school development planning, where appropriate and co-operation with any such changes to policies and practices arising from the school development process
Engagement with parents of special needs pupils in both formal and informal structures as required and directed by school management
Other duties appropriate to the grade as may be determined by the needs of the pupils and school from time-to-time. SNAs may be assigned to other work appropriate to the grade when special needs pupils are absent or when particular urgent works demand otherwise.

Appendix 2 Ladder of Interventions Discuss the problem with the student/sClarify the rulesSet targets for good behaviourChange seatsPeer role modelAdapt assignmentsTime out in class or another classroomHome/school daily or weekly notesRefer to the principalTelephone or letter to the parent/guardianMeeting with parent/guardianMeeting with parent and studentBehaviour contractSuspension consideredActivities with learning support teacher or school completion programmeTeam meetingRefer to school psychologistRefer to NCSERefer to specialistExpulsion considered These are interventions that we use to help promote positive behaviour in our school. Each teacher is responsible for recording and dating the interventions that are used to assist in setting targets and helping children who are failing behaviourally, socially and educationally. These are interventions which may be used where appropriate and not necessarily in sequential order.

Appendix 3 Suspension/Expulsion Suspension Suspension is defined as ‘requiring the student to absent himself/herself from the school for a specified, limited period of school days’ (NEWB guidelines, p.70). Exclusion for part of a school day, as a sanction, or asking parents to keep a student from school, as a sanction, counts as suspension. Suspension will be considered as part of a range of sanctions where a student has engaged in a major misdemeanour. While suspension should be a proportionate response to the behaviour that is causing concern, a single instance of serious misconduct may be grounds for suspension. The decision to suspend will be based on the following grounds: The seriously detrimental effect on the education of the other students of the student’s behaviour to dateWhether the student’s continued presence in the school constitutes a threat to safetyThe student is responsible for serious damage to property The purpose of suspension includes: providing a respite for staff and students, giving the student time to reflect on their actions and the staff time to plan ways of helping the student to change their unacceptable behaviour. Suspension shall be used as part of an agreed plan to address the student’s behaviour. The procedures in respect of suspension are those outlined in section 11.5 of the NEWB guidelines for schools. The Principal can suspend pupils for periods of up to three days. If a suspension for a longer period is being proposed, the Principal should refer to the Board of Management for consideration and approval. Reports to the Board and to the relevant authorities should be made in line with NEWB guidelines. (Refer to pages 70-78, Developing a Code of Behaviour: Guidelines for Schools, NEWB, 2008 http://www.newb.ie/downloads/pdf/guidelines_school_codes_eng.pdf Expulsion (permanent exclusion) Under the Education Welfare Act, 2000, ‘A student shall not be expelled from a school before the passing of twenty school days following the receipt of a notification under this section by an educational welfare officer’ (Section 24(4)) It is the right of a Board of Management to take ‘…such other reasonable measures as it considers appropriate to ensure that good order and discipline are maintained in the school concerned and that the safety of students is secured.’ (Section 24(5)) The Board of Management has the authority to expel a student. This authority will be exercised in line with the procedures outlined on pages 80-87, Developing a Code of Behaviour: Guidelines for Schools, NEWB, 2008. http://www.newb.ie/downloads/pdf/guidelines_school_codes_eng.pdf Appeals Under Section 29 of the Education Act, 1998, parents are entitled to appeal to the Secretary General of the Department of Education and Science against some decisions of the Board of Management, including (1) expulsion (permanent exclusion from a school) and (2) suspension for a period which would bring the cumulative period of suspension to 20 school days or longer in any one school year. Appeals must generally be made within 42 calendar days from the date the decision of the school was notified to the parent or student. (See Circular 22/02). Parents will be informed of their entitlement to appeal a decision of the Board of Management in relation to suspension or expulsion by letter from the Chairperson of the Board /Principal. Parents will be given a copy of Circular 22/02 and related forms. (Section 12, Circular 22/02 – Processing of an Appeal) http://www.newb.ie/downloads/pdf/guidelines_school_codes_eng.pdf

Appendix 4 Behavioural Contract I _______________________________ agree to make the following positive behaviour changes: My efforts at meeting this goal will be considered complete when: When I successfully complete this contract, I will be rewarded by: Child signature: _____________________________________________________ Parent/Guardian: _____________________________________________________ Class teacher: _____________________________________________________ Date: _____________________________________________________ Appendix 5 Report Card Name:_______________________________________ Date: _______________________________________ Day Morning Break Mid Afternoon Lunch Learning Support Parent Signature Monday Tuesday Wednesday Thursday Friday Child receives a tick when he/she behaves appropriately in school. They receive a zero when they do not behave in accordance with the school rules and/or their Behaviour Contract.

Appendix 6 Incident Report Date: _________________ Teacher on yard: ____________________ Name (Initials): _________________ Class: ____________________ Description of Incident ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Action Taken ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ If further action is required please outline that action here ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Teacher signature: _______________________________________

Bí Cineálta Policy to Prevent and Address Bullying Behaviour

The Board of Management of Sacred Heart Primary School has adopted the following policy to prevent and address bullying behaviour.

This policy fully complies with the requirements of Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools 2024.

The board of management acknowledges that bullying behaviour interferes with the rights of the child as set out in the United Nations Convention on the Rights of the Child. We all, as a school community, have a responsibility to work together to prevent and address bullying behaviour and to deal with the negative impact of bullying behaviour.

We are committed to ensuring that all students who attend our school are kept safe from harm and that the wellbeing of our students is at the forefront of everything that we do. We recognise the negative impact that bullying behaviour can have on the lives of our students and we are fully committed to preventing and addressing bullying behaviour.

We confirm that we will, in accordance with our obligations under equality legislation, take all such steps that are reasonably practicable to prevent the harassment of students or staﬀ on any of the nine grounds specified: gender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

We confirm that we will take all such steps that are reasonably practicable to prevent the bullying or harassment of our students in whatever form and however motivated.

Catholic schools have a distinctive understanding of the human person, recognising that every person is created in God’s image and likeness and has inherent dignity as a child of God. This is the basis for ensuring that each person in our school is treated with respect and care, in accordance with the Catholic Schedule.

As a Catholic school, we are committed to respecting the dignity of every individual. No human person is to be devalued, and all have an indispensable part to play in the school community, regardless of difference.

Definition of bullying

Bullying is defined in Cineáltas: Action Plan on Bullying and Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools as 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. The detailed definition is provided in Chapter 2 of the Bí Cineálta procedures.

Each school is required to develop and implement a Bí Cineálta policy that sets out how the school community prevents and addresses bullying behaviour. Strategies to deal with inappropriate behaviour that is not bullying behaviour are provided for within the school’s Code of Behaviour.

Section A: Development/review of our Bí Cineálta policy to prevent and address bullying behaviour

All members of our school community were provided with the opportunity to input into the development/review of this policy.

	Date consulted	Method of consultation
School Staﬀ	5^th November 2024/ 19^th February 2025/ Staff meetings on 11th February 2025, 4^th March 2025, April 1^st 2025 and May 6^th 2025	Information Seminar for Leaders/ Half Day Closure/ Staff Meetings
Students	February 2025 April/ May 2025 June 18th 2025	School assemblies Survey of all students Poster design competition Launch Day
Parents	April 2025/ May 2025/ June 18^th 2025	Online Survey/ Via Board of Management review/ Launch Day
Board of Management	May 2025/ June 16^th 2025/ June 18^th 2025/ February 24^th 2026	Board of Management Meeting/ Policy review/ Launch Day
Wider school community as appropriate, for example, bus drivers	June 2025/ January 2026	Policy overview/ poster sharing to our HSCL, to Afterschool services, to our SCP programme and to our school transport providers/reviewed by Patron body in January 2026
Date policy was approved: February 24^th 2026
Date policy was last reviewed: February 24^th 2026

Section B: Preventing Bullying Behaviour

This section sets out the prevention strategies that will be used by this school to address all forms of bullying behaviour, in whatever form and however motivated, including online bullying behaviour, homophobic and transphobic bullying behaviour, racist bullying behaviour, sexist bullying behaviour and sexual harassment.

In developing preventative strategies which this school will use to prevent all forms of bullying behaviour, we come from the context of our Catholic ethos where inclusivity permeates the school in a real way. This school takes positive steps to ensure that the culture of the school is one which welcomes a respectful dialogue and encounter with diversity and difference, by ensuring that prevention and inclusivity strategies are given priority and discussed regularly at board of management and staff meetings. The dignity and the wellbeing of the individual person is of paramount concern in our Christian response. This school will listen closely to and dialogue with parents, thereby building a relationship of mutual understanding, respect, trust and confidence. In continuing to develop prevention strategies, this school will listen to young people and parents, to help establish their particular context and needs. Frequent periods of reflection and engagement by the school, young people and parents, will be used to discern appropriate supports for young people in this school and to help inform future prevention strategies. The “Bí Cineálta” procedures, introduced in June 2024, provide comprehensive guidelines for schools to prevent and address various forms of bullying, including online, homophobic, transphobic, racist, sexist bullying, and sexual harassment. In line with these procedures, Sacred Heart Primary School emphasises a whole-school approach that fosters a culture where bullying is unequivocally unacceptable. The key prevention strategies used in Sacred Heart Primary School include the following: Culture and Environment: At Sacred Heart Primary School, we aspire to have a school environment where students and school staff experience a sense of belonging and feel safe, connected and supported. The staff of Sacred Heart Primary School support a ‘telling environment’. Staff will build the concept of “a trusted adult” by letting pupils know that they can talk to them. Staff are congnisant of the physical environment and will identify and modify areas prone to bullying, such as the yard, lunchtime eating, hallways or hidden corners. Appropriate supervision of pupils is provided by staff at Sacred Heart Primary School. Teaching and Learning: In Sacred Heart Primary School, teaching and learning that is collaborative and respectful is promoted. Pupils have regular opportunities to work in small groups with their peers thus building belonging and empathy. Th school offers a wide range of curricular and extra-curricular programmes to encourage pupils to develp their sense of self-worth. The school implements the Social Personal and Health Education (S.P.H.E.) and Relationships and Sexuality Education (R.S.E.) curricula to foster pupils’ wellbeing, self-confidence and sense of belonging and to develop pupils’ sense of personal responsibility for their own behaviour and actions. Continuous professional learning for staff in delivering these programmes is encouraged in Sacred Heart Primary School. Sacred Heart Primary School link closely with Community Gardai and they visit senior classes annually to deliver lessons on personal safety and cyber-bullying Sacred Heart Primary School will specifically consider any additional needs of pupils e.g. language, additional educational needs etc. with regard to implementation of these procedures. Policy and Planning: Sacred Heart Primary School places the wellbeing of the school community at the heart of all school policies. The school has developed and prominently displayed a student-friendly version of our “Bí Cineálta” policy. The staff frequently review this policy with students so they are aware of reporting mechanisms and the support available to them. There are a range of other school policies that also support of this Bi Cinealta policy such as the Code of Behaviour, the Health and Safety Statement, the Additional Educational Needs Policy, the school’s DEIS planning etc. The staff are encouraged to engage with professional learning courses that can support all school staff to prevent and address bullying behavior. Staff are also encouraged to share their experiences and examples of best practice. Relationships and Partnerships: At Sacred Heart Primary School we recognize that strong interpersonal connections are a vital part of effectively preventing and addressing bullying behavior. Indeed, one of our Sacred Heart goals focuses on the goal of community. We encourage the active participation of pupils in school life through our student council, roles on the Green School committee, roles as goal ambassadors, school teams and various other initiatives. We encourage the active participation of parents in school life utilising our Home School Community Liaison (HSCL) Teacher to build relationships with parents. We also seek to involve them in initiatives and discussions aimed at preventing and addressing bullying. The school encourages peer support e.g. peer mentoring, buddy system Age appropriate workshops, initiavives and talks are organised on causes and impacts of bullying behavior. Age appropriate activities are planned to build empathy, respect and resilience. We link with our school completion programme (S.C.P.)to assist with implementation of specific programmes that support this work also. The school promotes acts of kindness. We take an active role within our local community and forge links with local community groups, our church, many sports groups, nursing homes, youth clubs and with our wider Sacred Heart schools network around the world. To support the implementation of these procedures, the school will engage with the wider school community to include our school bus drivers, our H.S.C.L. teacher and our S.C.P. project workers. Preventing Online (Cyberbullying): While schools aren’t responsible for cyberbullying occurring outside of school hours, they must address any such behavior that impacts the school environment. Staff will educate students about responsible digital behavior and implement clear protocols for reporting and managing cyberbullying. The school will hold an internet safety day to reinforce awareness around appropriate online behaviour. Preventing Homophobic and Transphobic Bullying: Staff will promote a culture of inclusivity and ensure that school policies explicitly protect against discrimination based on sexual orientation or gender identity. Th school will endeavour to challenge gender stereotypes. Preventing Racist Bullying: Sacred Heart Primary School aims to celebrate our school’s cultural diversity through various events and curriculum content. The cultural diversity of our school is visible and on display. Library reading material represents the different linguistic backgrounds of our pupils. We invite speakers from diverse ethnic backgrounds. Age appropriate lessons are taught to raise awareness of racism. Preventing Sexist Bullying and Sexual Harassment: Staff of Sacred Heart Primary School model respectful behavior and treat all in our school community equally irrespective of sex. We ensure all pupils have the same opportunities to engage in all school activities regardless of gender. There is a zero tolerance approach to sexual harassment. Sexual harassment should never be dismissed as teasing or banter. By implementing these strategies, Sacred Heart Primary School aims to be a safe and supportive environment for all students, effectively preventing various forms of bullying.

The school has the following supervision and monitoring policies in place to prevent and address bullying behaviour: (see Chapter 5 of the Bí Cineálta procedures):

The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible. There are agreed supervision and monitoring practices in the schoolMobile phones are prohibited in school unless in special circumstances. If a pupil requires a mobile phone for after school hours, it must be powered off at all times and surrendered to the teacher during the school day 8:50 a.m to 2:30 p.m.Bullying danger spots have been identified as the playground, toilets, corridors, school tours/trips, after school activities and swimming lessons. Staff take all reasonable measures to ensure the safety of the pupils and to supervise pupils when they are attending school and attending school activities. The school offers a mix of organized activities during break times for senior classes as a view to accommodate a range of preferences and interests.

Section C: Addressing Bullying Behaviour

The teacher(s) with responsibility for addressing bullying behaviour is (are) as follows:

all teachers and senior management

When bullying behaviour occurs, the school will:

ensure that the student experiencing bullying behaviour is heard and reassured
seek to ensure the privacy of those involved
conduct all conversations with sensitivity
consider the age and ability of those involved
listen to the views of the student who is experiencing the bullying behaviour as to how best to address the situation
take action in a timely manner
inform parents of those involved*

*Parents are an integral part of the school community and play an important role, in partnership with schools, in addressing bullying behaviour. Where bullying behaviour has occurred, the parents of the parties involved must be contacted at an early stage to inform them of the matter and to consult with them on the actions to be taken to address the behaviour as outlined in the school’s Bí Cineálta policy.

The steps that will be taken by the school to determine if bullying behaviour has occurred, the approaches taken to address the bullying behaviour and to review progress are as follows: (as per Chapter 6 of the Bí Cineálta procedures):

The primary aim in addressing reports of bullying behaviour should be to stop the bullying behaviour and to restore, as far as is practicable, the relationships of the parties involved. Identifying if bullying behaviour has occurred: When identifying if bullying behaviour has occurred the teacher should consider the following: what, where, when and why? If a group of students is involved, each student should be engaged with individually at first. Thereafter, all students involved should be met as a group. At the group meeting, each student should be asked for their account of what happened to ensure that everyone in the group is clear about each other’s views. Each student should be supported, as appropriate, following the group meeting. It may also be helpful to ask the students involved to write down their account of the incident. The definition of bullying provided in Chapter 2 sets out clear criteria to help schools to identify bullying behaviour. The questions included in Appendix A will further assist the relevant staff of Sacred Heart Primary School in this regard. 1. Is the behaviour targeted at a specific pupil or group of pupils? 2. Is the behaviour intended to cause physical, social or emotional harm? 3. Is the behaviour repeated? If the answer to any of these questions is No, then the behaviour is not bullying behaviour. Our code of behaviour outlines how to deal with inappropriate behaviour. If the answer to all three questions above is Yes, the behaviour is bullying behaviour and the behaviour must be addressed using the Bi Cinealta procedures. Incidents can occur where behaviour is unacceptable and hurtful but the behaviour is not bullying behaviour. Strategies that deal with inappropriate behaviour are provided for within the school’s Code of Behaviour. Where bullying behaviour has occurred The school’s Bí Cineálta policy to prevent and address bullying behaviour and the student friendly policy clearly explains what actions will be taken when bullying behaviour is reported. A school is not expected to deal with bullying behaviour that occurs when students are not under the care or responsibility of the school. However, where this bullying behaviour has an impact in school, schools are required to support the students involved. Where the bullying behaviour continues in school, schools should deal with it in accordance with their Bí Cineálta policy. Where the student displaying the bullying behaviour is not a student in the school, but the student who is experiencing the bullying behaviour is a student in the school, the school should support the student who is experiencing the bullying behaviour as appropriate and engage with them and their parents to determine what steps can be taken. To ensure clarity among the school community about how instances of bullying behaviour will be dealt with, the approaches that will be used by the school are specified in this Bí Cineálta policy. Requests to take no action A student reporting bullying behaviour may ask that a member of staff does nothing about the behaviour other than “look out” for them. The student may not want to be identified as having told someone about the bullying behaviour. They may feel that telling someone might make things more difficult for them. Where this occurs, it is important that the member of staff shows empathy to the student, deals with the matter sensitively and speaks with the student to work out together what steps can be taken to address the matter and how their parents will be informed of the situation. It is important that the student who has experienced bullying behaviour feels safe. Parents may also make schools aware of bullying behaviour that has occurred and specifically request that the school take no action. Parents should put this request in writing to the school or be facilitated to do so where there are literacy, digital literacy or language barriers. However, while acknowledging the parent’s request, schools may decide that, based on the circumstances, it is appropriate to address the bullying behaviour. Recording bullying behaviour All incidents of bullying behaviour should be recorded. Appendix C will be used to record bullying behavior in Sacred Heart Primary School. As per the Bí Cinéalta procedures, this record will document the form and type of bullying behaviour, if known, where and when it took place and the date of the initial engagement with the students and their parents. The record should include the views of the students and their parents regarding the actions to be taken to address the bullying behaviour. It should document the review with students and their parents to determine if the bullying behaviour has ceased and the views of students and their parents in relation to this. It is important to document the date of each of these engagements and the date that it has been determined that the bullying behaviour has ceased. Any engagement with external services/supports should also be noted. These records will be retained in accordance with the school’s record keeping policy and in line with data protection regulations. Where a Student Support File exists for a student, relevant staff will place a copy of the record on the student’s support file. This will assist the school’s student support team in providing a consistent and holistic response to support the wellbeing of the students involved. Determining if bullying behaviour has ceased The teacher must engage with the students and parents involved no more than 20 school days after the initial discussion to review progress following the initial intervention. Important factors to consider as part of the review are the nature of the bullying behaviour, the effectiveness of the strategies used to address the bullying behaviour and the relationship between the students involved. Even though the bullying behaviour may have ceased, ongoing supervision and support may be required for both the student who has experienced the bullying behaviour as well as the student who has displayed the behaviour. It can take time for relationships to settle and for supports to take effect. In some cases, relationships may never be restored to how they were before the bullying behaviour occurred. If the bullying behaviour has not ceased, the teacher should review the strategies used in consultation with the students and parents and agree to meet again over an agreed timeframe until the bullying behaviour has ceased. Where it becomes clear that the student who is displaying the bullying behaviour is continuing to display the behaviour, then the school should consider using the strategies to deal with inappropriate behaviour as provided for within the school’s Code of Behaviour. If disciplinary sanctions are considered, this is a matter between the relevant student, their parents and the school. Complaint process If a parent is not satisfied with how bullying behaviour has been addressed by the school, in accordance with these procedures, they will be referred to the school’s complaints procedure. Additional Information relating to schools’ complaint procedures are available at the following link: Complaint Procedures for Schools. In the event that a student and/or parent is dissatisfied with how a complaint has been handled, a student and/or parent may make a complaint to the Ombudsman for Children if they believe that the school’s actions have had a negative effect on the student. The Office of the Ombudsman for Children can be contacted at [email protected]

The school will use the following approaches to support those who experience, witness and display bullying behaviour (as per Chapter 6 of the Bí Cineálta procedures):

All in-school supports and opportunities will be provided for the pupils affected by bullying to participate in activities designed to raise their self-esteem, to develop friendships and social skills and build resilience e.g. SPHE Lessons, Stay Safe Programme, Walk Tall, NEPS programmes on www.neps.ie and Group work such as circle time. It is important for school staff to be fair and consistent in their approach to address bullying behaviour. Both the student who is experiencing bullying behaviour and the student who is displaying bullying behaviour need support. It is important that the student who is experiencing bullying behaviour is engaged with without delay so that they feel listened to, supported and reassured. School staff should identify the supports needed for the student who is displaying bullying behaviour to better manage relational difficulties and ensure that their needs are met. A student’s agency or sense of power can be decreased when they experience or witness bullying behaviour. When a student tells an adult that they feel that they are experiencing bullying behaviour they may feel that they are taking back some control over what is happening to them. It is very important that a student’s agency is not decreased further by adults deciding what will happen next without listening to the student and involving them in deciding on the actions that will be taken. In circumstances where a student expresses concern about their parents being informed, the school should develop an appropriate plan to support the student and for how their parents will be informed. Schools should consider communication barriers that may exist when communicating with parents, for example, literacy, digital literacy or language barriers. When appropriate the school may engage with supports and resources such as National Educational Psychological Service (NEPS), Oide (Department of Education support service for schools), Webwise (online safety initiavive of the Department of Education), Dublin City University (DCU) Anti-bullying Centre and Tusla (if bullying is becoming a child protection concern).

Procedures to Prevent and Address Bullying Behaviour for Primary and PostPrimary Schools

All bullying behaviour will be recorded. This will include the type of behaviour, where and when it took place, and the date of the engagement with students and parents. The actions and supports agreed to address bullying behaviour will be documented. If the bullying behaviour is a child protection concern the matter will be addressed without delay in accordance with Child Protection Procedures for Primary and Post-Primary Schools.

Section D: Oversight

The principal will present an update on bullying behaviour at each board of management meeting. This update (see Appendix D) will include the number of incidents of bullying behaviour that have been reported since the last meeting, the number of ongoing incidents and the total number of incidents since the beginning of the school year. Where incidents of bullying behaviour have occurred, the principal will also provide a verbal update which will include where relevant, information relating to trends and patterns identified, strategies used to address the bullying behaviour and any wider strategies to prevent and address bullying behaviour where relevant. This update does not contain personal or identifying information. (See Chapter 7 of the Bí Cineálta procedures.)

This policy is available to our school community on the school’s website and in hard copy on request. A student friendly version of this policy is displayed in the school and is also available on our website and in hard copy on request.

This policy and its implementation will be reviewed, following input from our school community, each calendar year or as soon as practicable after there has been a material change in any matter to which this policy refers. The annual review document (Appendix E) and notification of the annual review (Appendix F) are attached to this policy.

Signed: Date: (Chairperson of board of management)

Signed: Date:

(Principal)

Appendix A

Determining if Bullying has occurred

Is the behaviour targeted at a specific pupil or group of pupils?
Is the behaviour intended to cause physical, social or emotional harm?
Is the behaviour repeated?

If the answer to any of these questions is No, then the behaviour is not bullying behaviour. Our code of behaviour outlines how to deal with inappropriate behaviour.

If the answer to all three questions above is Yes, the behaviour is bullying behaviour and the behaviour must be addressed using the Bi Cinealta procedures.

Appendix C

Recording Bullying Behaviour

1. Names of Children Involved

Student(s) Experiencing Bullying: ________________________________

Student(s) Engaging in Bullying Behaviour: _______________________

Other Witnesses (if any): _______________________________________

2. Form of Bullying

(Refer to Section 2.5 – Tick all that apply)

– [ ] Physical (e.g., hitting, kicking, pushing)

– [ ] Verbal (e.g., name-calling, teasing, insults)

– [ ] Psychological (e.g., intimidation, manipulation)

– [ ] Cyberbullying (e.g., harmful messages, social media misuse)

– [ ] Relational (e.g., exclusion, spreading rumors)

– [ ] Other: __________________________________________

3. Type of Bullying

(Refer to Section 2.7 – Tick all that apply)

– [ ] Peer-to-Peer

– [ ] Teacher-to-Student

– [ ] Student-to-Teacher

– [ ] Group Bullying

– [ ] Prejudicial Bullying (e.g., based on race, religion, gender)

– [ ] Sexual Bullying (e.g., inappropriate comments, harassment)

– [ ] Other: __________________________________________

4. Where and When

(If known)

-Location:____________________________________

-Date/Time:__________________________________

5. Date of Initial Engagement

– With Student(s): ___________________________________________

– With Parent(s): ____________________________________________

6. Views of Student(s)/Parent(s)

(Regarding the actions to be taken to address bullying behaviour)

________________________________________________________________________________________________________________________________________________________________________

7. Date of Review

(To determine if bullying behaviour has ceased)

– Review Date: __________________________________________

-Outcome: ___________________________________________

– Views of Student(s): ___________________________________________________________

– Views of Parent(s): ____________________________________________________________

8. Engagement with External Services/Supports (If any)

– Services Contacted: ___________________________________________________________

– Details of Engagement: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Recording Teacher

– Name: ___________________________________________________________

– Date Recorded: ___________________________________________________________

Appendix B

Student-Friendly Bí Cineálta Policy

Appendix D

Bullying Behaviour Update for Board of Management

Date of Board Meeting: _____________________

Having reviewed the details of the incidents of bullying behaviour that have been reported since the previous board of management meeting, the principal provides the following information at each ordinary meeting of the board of management:

Total number of new incidents of bullying behaviour reported since the last board of management meeting.
Total number of incidents of bullying behaviour currently ongoing.
Total number of incidents of bullying behaviour reported since the beginning of this school year.

Where incidents of bullying behaviour have been reported since the last meeting, the update must include a verbal report which should include the following information where relevant:

the trends and patterns identified such as the form of bullying behaviour, type of bullying behaviour if known, location of bullying behaviour, when it occurred etc.
the strategies used to address the bullying behaviour
any wider strategies to prevent and address bullying behaviour
if any serious incidents of bullying behaviour have occurred which have had a serious adverse impact on a student
if a parent has informed the school that a student has left the school because of reported bullying behaviour
if any additional support is needed from the board of management
if the school’s Bí Cineálta policy requires urgent review in advance of the annual review

This update should not include any personal information or information that could identify the students involved.

Appendix E

Annual review of the Bí Cineálta Policy The Board of Management (the Board) must undertake an annual (calendar) review of the school’s Bí Cineálta policy and its implementation in consultation with the school community. As part of the review, this document will be completed.

Bí Cineálta Policy Review

1. When did the Board formally adopt its Bí Cineálta policy to prevent and address bullying behaviour in accordance with the Bí Cineálta Procedures for Primary and Post-Primary Schools? Insert date when the Bí Cineálta policy was last adopted by the school. ___/__/20__
2. Where in the school is the studentfriendly Bí Cineálta policy displayed?
3.What date did the Board publish the Bí Cineálta policy and the studentfriendly policy on the school website? ___/__/20__
4. How has the studentfriendly policy been communicated to students?
5. How has the Bí Cineálta policy and studentfriendly policy been communicated to parents?
6. Have all school staﬀ been made aware of the, school’s Bí Cineálta policy and the Bí Cineálta Procedures to Prevent and Address Bullying Behaviour for Primary and Post- Primary Schools?	Yes No
7. Does the Bí Cineálta policy document the strategies that the school uses to prevent bullying behaviour?	Yes No
8.Has the Board received and minuted the Bullying Behaviour Update presented by the principal at every ordinary board meeting over the last calendar year?	Yes No
9.Has the Board discussed how the school is addressing all reports of bullying behaviour?	Yes No
10.Is the Board satisfied that all incidents of bullying behaviour are addressed in accordance with the school’s Bí Cineálta Policy?	Yes No
11.Have the prevention strategies in the Bí Cineálta policy been implemented?	Yes No
12. Has the Board discussed the eﬀectiveness of the strategies used to prevent bullying behaviour?	Yes No
13. How have (a) parents, (b) students and (c) school staﬀ been consulted with as part of the review of the Bí Cineálta Policy?
14. Outline any aspects of the school’s Bí Cineálta policy and/or its implementation that have been identified as requiring further improvement as part of this review:
15. Where areas for improvement have been identified, outline how these will be addressed and whether an action plan with timeframes has been developed?
16. Does the studentfriendly policy need to be updated as a result of this review and if so why?
17. Does the school refer parents to the complaints procedures if they have a complaint about how the school has addressed bullying behaviour?	Yes No
18. Has a parent informed the school that a student has left the school due to reported bullying behaviour?	Yes No
19.Has the Oﬃce of the Ombudsman for Children initiated or completed an investigation into how the school has addressed an incident of bullying behaviour?	Yes No

Signed: Date:_______________ (Chairperson of board of management)

Signed: Date:_______________ (Principal)

Date of next review: ___________________________

Appendix F

Notification regarding the board of management’s

annual review of the school’s Bí Cineálta Policy

The Board of Management of Sacred Heart Primary School confirms that the board of management’s annual review of the school’s Bí Cineálta Policy to Prevent and Address Bullying Behaviour and its implementation was completed at the board of management meeting of ____________________.

This review was conducted in accordance with the requirements of the Department of Education’s Bí Cineálta Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools.

Signed: Date: _ ___________ (Chairperson of board of management)

Signed: Date:_ ___________

(Principal)

Date of next review: __________________________

The school will commence accepting applications for admission on	December 1^st 2025
The school shall cease accepting applications for admission on	February 18^th 2026
The date by which applicants will be notified of the decision on their application is	March 6^th 2026
The period within which applicants must confirm acceptance of an offer of admission is	March 9^th-March 20^th 2026

The school will commence accepting applications for admission to the special class on	December 1^st 2025
The school shall cease accepting applications for admission to the special class on	February 18^th 2026
The date by which applicants will be notified of the decision on their application for admission to the special class is	March 6^th 2026
The period within which applicants must confirm acceptance of an offer of admission is	March 9^th-March 20^th 2026

Breakdown of places allocated for the 2025/2026 school year:
Number of places available:	0
Number of applications received:	2
Number of Offers made and accepted under each criteria:	0 offers made under Criterion 1 (currently enrolled pupils) 0 offers made under Criterion 2 (siblings in school) 0 offers made under Criterion 3 (Children residing in parish, eldest first) 0 offer made under Criterion 4 (Random selection)
Total number of offers made	0
Number of names placed on waiting list for the school year concerned.	0 No waiting list was formed as the applicants secured places in other schools and removed their application from Sacred Heart P.S.

The number of places being made available in junior infants is	30
The number of places being made available in special classes catering for children with Autism Spectrum Disorder is	2

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Bí Cineálta Policy to Prevent and Address Bullying Behaviour

Definition of bullying

Section A: Development/review of our Bí Cineálta policy to prevent and address bullying behaviour

Section B: Preventing Bullying Behaviour

Section D: Oversight