At Sacred Heart Roscrea, we are exceptionally proud of all our students and strive to create an environment where each child can thrive. Our in–house universal design for learning is developed to help every pupil reach their academic potential, become responsible citizens, while contributing to local and global communities, appreciating and respecting cultural, racial and religious differences. Our child centered, differentiated curriculum encourages each student to reach their full potential. It is holistic in its approach, an approach which is rooted in kindness, as encapsulated in “Bí Cinnealta.” We believe that kindness is fundamental to personal and academic growth, fostering a supportive and inclusive school culture.
Our curriculum provides diverse opportunities for students to engage in sporting, musical, artistic, and spiritual activities. We promote active participation in classroom activities, school-wide practices such as weekly assemblies, and community and national events. Through these experiences, we aim to nurture confident, compassionate young people who are well-prepared for the future.
Our Achievements
At Sacred Heart Primary School, we take immense pride in our numerous achievements. Our school boasts six Green Flags, five Blue Stars, an Amber Flag, and awards for STEM excellence. We have also participated in the international networking project Comenius, now known as Erasmus+.
Our activities
Our students are actively involved in a variety of sports, both within the school and in local clubs and parishes around Roscrea. We encourage participation in art competitions, spelling bees and quizzes. We have an active school choir and we have hosted our own musical.
Our Library
We cherish our library, generously donated by the Butler Family in memory of their daughter Aisling, a past pupil of our school. As a DEIS school, we are committed to delivering equality of opportunity, fostering a love of reading to created educated, critical thinkers is the basis for this.
Our Families
We are part of the School Completion, Copping On, and Home School Community Liaison services. We support our families to ensure a positive school experience for all. We promote good attendance, healthy eating, and community activity.
Our Ethos
We are part of a worldwide network of Sacred Heart schools with whom we regularly collaborate and network. We embrace Sophie’s Gift and celebrate all the goals of Sacred Heart Education – Faith, Intellect, Character, Social Awareness and Community.
Our Outreach
Partnership, Participation and Progress. Through these pillars we work with various agencies and advocacy groups both local and global. Our work with them helps us to educate ourselves and improve our lives and the lives of others.
Our Commitment
At Sacred Heart Roscrea, we are committed to ensuring that every child leaves our school as a confident, kind, and capable individual, ready to make a positive impact on the world. We educate hearts and minds in the tradition of Sacred Heart education, embracing the vision of Medeleine Sophie Barat. Our ethos of Faith, Intellect, Community, Character and Social Awareness provide a framework for all that we do. Love is our mission. Read on to find out how our dedicated teachers and additional needs assistants engage with the curriculum and various initiatives, guided by our ethos to educate and encourage all our pupils.
Green School
At Sacred Heart Primary School, we are deeply committed to sustainable living. We proudly hold six Green Flags, awarded for our conservation efforts in Litter and Waste, Energy, Water, Travel, Biodiversity, and Global Citizenship Litter and Waste. Respect for our environment and natural resources is a priority for our entire school community.
Our approach is built on Partnership, Participation, and Progress, recognizing that we are both local and global citizens in an ever-changing world. As part of our ethos studies, we are familiarizing ourselves with the Global Goals set by the United Nations, aiming to improve the Earth’s environment and the lives of everyone who shares it. We are for people and planet; we are for Global Goals.
Our green journey began in 2005 with our first Green Flag and continued with our latest in 2022, now spanning 20 years of dedication to environmental awareness and action. Despite the challenges of creating and maintaining a clean, thriving planet which can sustain all life we remain committed to the environment because our future depends on it. There is no planet b.
Our senior classes have learned about the World’s Largest Lesson, watching clips from Malala introducing the lesson here and an introduction from Emma Watson and Sir Ken Robinson here. We hope you take the time to watch them too.
Did you know that Pope Francis was an environmentalist? In his encyclical, Laudato Si’ “On Care For Our Common Home,” he urged us to address the environmental crisis, stating that we have made a “pile of filth” out of the Earth. He called on us to “heed the cry of the Earth and the cry of the poor.” This message aligns with our ethos as a Catholic and Sacred Heart School, driving our commitment to sustainability and being a Green School.
Blue Star
The Blue Star Flag is a symbol of the school’s participation in the Blue Star Programme, an initiative that aims to foster a greater understanding and appreciation of the European Union among primary school children. The program, which is co-funded by the EU and the Irish government, encourages pupils to learn about European cultures, languages, history, and institutions. The initiative has been successfully ongoing in the school for a number of years now.
Throughout the academic year, students at Sacred Heart Roscrea engage in a variety of activities and projects centred around the EU. These included research projects especially in art, history and geography as well as learning Spanish as part of the languages initiative. The pupils also engage in the study of democracy and engage in the democratic process by electing their own school council which represents the student body and facilitates the student voice in the running of our school. The culmination of their hard work and dedication was the raising of the Blue Star Flag, signifying their commitment to being informed and active European citizens.
Throughout the years we have had the pleasure of welcoming several Members of the European Parliament to our school to speak to the pupils about the institutions of the European Union and how they work. The visitors have always been impressed with the depth of knowledge our pupils have and the challenging questions they ask our elected representatives. In 2024 Cynthia Ní Mhurchú came to raise our eight Blue Star Flag, the latest MEP to do so. This was a great honour for our school.
Amber Flag
Our school has successfully engaged in the Amber Flag programme and has been awarded three Amber Flags. These awards are a testament to Sacred Heart Roscrea’s efforts in promoting mental health and well-being within the school community. This initiative, spearheaded by Pieta House, aims to create healthy, inclusive environments that support the mental well-being of students and staff alike. Wellbeing is not only a cornerstone of the curriculum but also a long established approach to school life. The Amber Flag now flies proudly alongside the Green Schools Flag and Blue Star Flag all representing the school’s holistic approach to education.
Our modus operandi are Partnership, Participation and Progress. Through these pillars we reach out to and work with various agencies and advocacy groups in our local and national community. Our work with them helps us to educate ourselves and improve our lives and the lives of others. Our participation in initiatives such as Green Schools, Blue Star and Amber Flag enables us to enhance our universal design for learning to foster intellect, social awareness, character, community and faith. A bolstered awareness of the importance of active citizenship in creating a better future for ourselves and others is our approach to shaping hearts and minds. We are for people and planet, we create firm roots and strong branches.
Our Admissions Policy for the academic year 2026/2027 –
Sacred Heart Primary School
ANNUAL ADMISSION NOTICE
in respect of admissions to the 2026/2027 school year
Admission Policy and Application Form
A copy of the school’s Admission Policy for 2026/2027 is available as follows: –
or writing to: Sacred Heart Primary School, Airhill, Roscrea, Co. Tipperary E53T680.
PART 1 – Admissions to the 2026/2027 school year
Application and Decision Dates for admission to 2026/2027
The following are the dates applicable for admission to Junior Infants:
The school will commence accepting applications for admission on
December 1st 2025
The school shall cease accepting applications for admission on
February 18th 2026
The date by which applicants will be notified of the decision on their application is
March 6th 2026
The period within which applicants must confirm acceptance of an offer of admission is
March 9th-March 20th 2026
*Failure to accept an offer within the prescribed period above may result in the offer being withdrawn
Note: the school will consider and issue decisions on late applications in accordance with the school’s admission policy.
Special Class Application and Decision Dates for admission to 2026/2027 School Year
The following are the dates applicable for admission to the school’s Special Classes which caters for children with Autism:
The school will commence accepting applications for admission to the special class on
December 1st 2025
The school shall cease accepting applications for admission to the special class on
February 18th 2026
The date by which applicants will be notified of the decision on their application for admission to the special class is
March 6th 2026
The period within which applicants must confirm acceptance of an offer of admission is
March 9th-March 20th 2026
*Failure to accept an offer within the prescribed period above may result in the offer being withdrawn
Number of places being made available in 2026/2027
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
PART 2 – Admissions to the 2025/2026 school year
In respect of 2025/2026 school year, the total number of applications for admission received for Solas and Le Chéile, our autism classes, by the school was
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.
“Be humble, be simple
and bring joy to others ”
Saint Madeleine Sophie Barat
Sacred Heart Primary School
Code of Behaviour
1. Introduction
This Code of Behaviour has been developed to support the creation of a safe, inclusive, nurturing and positive learning environment where every pupil is enabled to achieve their full potential. The policy reflects the school’s commitment to wellbeing, equality of opportunity, high expectations, engagement in learning and the development of positive relationships across the school community.
The code is informed by national guidance, relevant legislation and best practice in behaviour support, wellbeing promotion and inclusive education.
2. School Context
This school participates in the DEIS Programme and serves a diverse community. The school recognises that pupils may experience a wide range of social, emotional and learning needs. A strong emphasis is therefore placed on:
Building positive and respectful relationships
Supporting regular attendance and engagement
Promoting emotional regulation and resilience
Early intervention and preventative supports
Partnership with parents and external agencies
3. Rationale and Aims
The aims of this Code of Behaviour are to:
Promote positive behaviour and self-discipline
Support effective teaching and learning
Ensure the safety and wellbeing of all pupils and staff
Provide clarity regarding expectations and responses to behaviour
Foster inclusion, belonging and participation
Support pupils in developing social and emotional skills
4. Consultation and Development
This policy was developed following consultation with:
Code of Behaviour committee (regular meetings through the 2025/26 school year)
Teaching and ancillary staff (through staff meetings and trial operation of this code in Term 3 25/26)
Pupils (through class discussions, student voice initiatives, student council input and feedback following trial operation of code in Term 3 25/26)
Parents/Guardians (including HSCL engagement)
Board of Management
The policy was ratified by the Board of Management on June 22nd 2026. It will be reviewed annually commencing in June 2027. This policy will be communicated to the school community at the beginning of each school year.
5. Standards of Behaviour
The school has agreed the following seven clear expectations to support the explicit teaching of behaviour, promote pupil wellbeing and ensure consistency of approach across classrooms, playgrounds and all school activities. The expectations reflect the values we promote, the atmosphere we wish to create and the people we wish to become.
We listen and show respect (for ourselves, others, staff, and our school)
We follow instructions straight away
We line up quietly and in order
We do our schoolwork and homework as best we can
We put up our hands to speak
We ask permission to leave our seat
We keep our hands, feet and unhelpful comments to ourselves. Safety first.
Additional points to note:
The standards and expectations contained in this code of behaviour apply to any situation where pupils are the responsibility of the school e.g. school tours, swimming lessons, school games and competitions etc.
Any smart device e.g. mobile phones, smart watches, smart rings etc. are not permitted in school including after school events e.g. concerts or school trips. Any exceptions to this rule will be sanctioned by the school principal.
Tippex and chewing gum are forbidden in school.
Class lines move in a quiet and orderly fashion when moving in/out of class, going to and from the hall and while in the hall for assembly.
The school uniform is to be worn at all times. This is a crested jumper, blue polo t-shirt, navy tracksuit bottoms. Plain knee-length loose navy shorts can be worn during warmer weather. Pupils are required to wear black shoes. A tartan skirt is available for girls to wear but not required.
The teacher who is supervising on yard will deal with any issues arising from yard. If further investigation is required, he/she will consult with SNAs, the class teacher and principal where necessary.
Make up, fake tan, false eyelashes, false nails, necklaces (outside of jumpers) and large rings are not permitted. Earrings if worn are to be studs only. Shoes must be tied properly at all times.
6. Teaching and Promoting Positive Behaviour
Positive behaviour is promoted through:
Explicit teaching of our school wide behavioural expectations
Teaching of the SPHE, Religion and Wellbeing curriculum including the Stay Safe and Walk Tall programmes
Teaching and promoting gospel values to ensure that pupils understand and are frequently reminded of how they are expected to behave
Social skills development
Consistent routines and clear boundaries. 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.
Positive teacher–pupil relationships
Active supervision and structured play
Opportunities for pupil leadership and voice including our student council
Utilisation of our School Completion Programme, targeting classes, groups and individuals
Our Bi Cinealta policy
Our DEIS Action Planning
Our Health and Safety policy
7. Preventative and Supportive Strategies
The school adopts a preventative approach to behaviour in keeping with NCSE Relate.
Supports may include:
Check‑in/check‑out systems
Regulation breaks
Student support files
Behaviour trackers
Calm or regulation spaces
Small group or individual interventions
SEN team support
HSCL involvement
Referral to external services where appropriate
Wellbeing initiatives for our pupils (see appendix 1 and also see our school’s Wellbeing Statement of Practice for further information)
The principal, class teacher and support team may review complex cases and plan interventions.
8. Recognition and Reward
Positive behaviour is acknowledged through:
Praising positive actions and affirming good everyday interactions between staff and pupils
Acknowledgement and encouragement of good behaviour by all staff members throughout the day
Positive notes to parents/guardians in pupil’s journal/homework folder, via Aladdin message or by phone call/text message to home
Visits to another staff member or to the principal for commendation
Certificates or assemblies
Class based incentives such as golden time
Leadership opportunities/additional responsibilities e.g. class messenger etc.
The school promotes intrinsic motivation and effort recognition.
9. Responding to Inappropriate Behaviour
When a pupil is not meeting the school expectations, a school wide graduated response is used. This enables the school to balance support and accountability by addressing behaviour at the earliest stage possible, promoting consistency across the school and ensuring that more intensive interventions are only introduced where necessary.
A core principle of this code is person versus act i.e. when reprimanding a pupil, all staff will make it clear it is the behaviour that is inappropriate and not the child.
Step one: verbal warning
Teacher informs pupil of the expectation they are not meeting and tells them they are on step 1.
Reminders of school routines and expectations are given by the teacher.
A seating change is made if it would be helpful.
Step two: written warning
In infant classes; the teacher places a card with a sad face on their table. From first class upwards, the card states Step 2.
Reminders of school routines and expectations are given by the teacher.
A seating change is made if it would be helpful.
Step three: pupil is moved to the back of room and/or a privilege is withdrawn.
Reminders of school routines and expectations are given by the teacher.
The pupil is given an individual reflection sheet to complete.
Step four: the pupil is moved to a designated partner teacher’s room. For pupils in Junior Classes this is for 15 minutes and for pupils in senior classes this is for 30 minutes.
Pupil is given a meaningful piece of work to complete. (see sample in Appendix 2)
Contact with home is made by the pupil’s class teacher.
Prior to reintegration to the class, the teacher reminds the pupil of school routines and expectations.
The pupil is also reminded that they are on step 4 and the next stage means going to the principal.
Note: If a pupil receives 3 Step 4s in a fortnight, parents are contacted to attend the school.
Step five: the pupil is taken to the principal’s office.
Parent/Guardian(s) are required to come to the school to meet with the principal to discuss supports and plan for appropriate behaviour.
Behaviour tracker and behaviour contract put in place. (Appendix 3 & 4)
Support plan may be considered.
Linking with support team/outside support agencies considered.
The school prioritises restorative approaches where appropriate.
The following behaviour results in an immediate step 4:
Persistence, disruptive behaviour in class i.e. a pupil on step 3 for five consecutive school days.
Damaging or interfering with another person’s property or school property.
The following behaviour results in an immediate step 5:
Persistent minor misdemeanours
Leaving the class yard park or activity without permission
Abusive, threatening or violent language directed to a person
Persistent refusal to take instructions and/or suggested redirection
Bullying (see Bi Cinealta policy)
Hitting out in a threatening manner at another person e.g. hitting, pushing, kicking, spitting, pulling, scratching, jostling, pinching or punching.
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 responses, including gestures, noises, language, comments, body language or actions towards staff.
Dealing with inappropriate behaviour on yard:
If a pupil’s behaviour on yard is not meeting our school expectations, they are given an oral warning. If this does not result in a change to the behaviour, the pupil is moved to a regulation zone for their safety and the safety of others for the remainder of the break. This is considered a step and is reported to the class teacher.
10. Suspension
The Board of Management has the authority to suspend a pupil in our school. This authority has been formally delegated to the principal. Please see appendix 5 for the school’s procedures around suspension.
11. Expulsion
The Board of Management has the authority to expel a pupil in our school. Please see appendix 5 for the school’s procedures around expulsion. Expulsion will only be considered as a last resort where:
All reasonable interventions have failed
The pupil’s behaviour poses ongoing serious risk
The learning or safety rights of others are significantly impacted
12. Attendance and Behaviour
The school recognises the link between attendance, engagement and behaviour.
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/text the school mobile 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 at the end of Term 1 and Term 2. A child’s school report at the end of the school year also outlines their attendance and punctuality.
Our school reports on pupil absences twice annually to TESS (Tusla Educational Support Service) via the online portal. This is the responsibility of the principal.
Early intervention strategies in our school to support regular attendance include:
Monitoring attendance patterns
HSCL support
Parent meetings
Targeted DEIS action planning on attendance
13. Roles and Responsibilities
Board of Management
The overall responsibility for the implementation and adoption of our code of behaviour rests with the Board of Management. As per the development, review and ratification of all policies in this school, the B.O.M. is consulted in this process.
Pupils
Pupils are involved in a consultative process of drafting, reviewing and evaluating the Code with staff as regards school expectations. Each pupil is expected to follow our seven school expectations.
Parents/Guardians
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 expectations and consequences and signing up to the Code of Behaviour at enrolment and a summary page at the beginning of each school year
Attending meetings at the school if requested
Communicating any concerns they have to the class teacher
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
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.
Whole Staff
Every member of the school community has a role to play in the implementation of our Code of Behaviour. All staff have a duty of care to all pupils in the school. This code of behaviour will be applied by staff in a fair and consistent manner. All school staff encourage good behaviour.
Teachers
Every teacher must be aware of the expectations and consequences inherent in this plan and duly follow same in a timely fashion. Each teacher has responsibility for the teaching and modelling of good behaviour in his/her classroom. Teachers share a common responsibility for good order within the school and respond promptly and firmly to any instances of inappropriate behaviour. Teachers will always listen and establish the facts in cases of serious breaches of our school expectations.
Principal
The overall responsibility for discipline in the school rests with the Principal and is supported by the Board of Management. The principal will lead the implementation of the code of behaviour.
14. Recording and Monitoring
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.
Teachers are expected to keep factual, impartial and appropriate records of all misbehaviours. If needed, a behaviour contract or tracker (see appendix 3/4 for templates) will be kept on pupils who are consistently having difficulty meeting our school expectations. Parents are kept informed of all behavioural issues that arise during the year.
Our school incident log (appendix 6) is used to record falls/injuries that occur. The supervising teacher is responsible for recording these incidents. These records are then filed in a folder stored in the school office.
Incidents of inappropriate behaviour in the yard are recorded in the yard book by the supervising teacher. Incidents of inappropriate behaviour in the classroom are recorded in the by the supervising teacher are logged in a pupil’s file. Incidents of inappropriate behaviour on the yard/classroom may be logged in a student’s support file when relevant.
All reports to the B.O.M., TESS, parents and outside agencies regarding serious, persistent gross misbehaviour or suspension and expulsion are stored securely in the school office.
Documentation pertaining to appeals under section 29 is kept in the principal’s office in secure and confidential conditions.
This information/data is stored and reviewed in order to inform planning and interventions.
15. Communication of the Policy
This policy is available to the school community via the school website.
Upon enrolment all parents have to sign acknowledgement 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.
Standards of behaviour, consequences and rewards as detailed in this policy will be reviewed with each class, in an age-appropriate manner, at the start of each school term.
Parent-teacher meetings and the end of year school report will include reference to the behaviour of the individual child.
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, from parents and from the pupils will be presented to the Board annually by the principal for the Board’s annual review of the policy.
16. Review
This policy was drafted in the 2025/26 school year and the views of the whole school community were sought. It will be discussed regularly at staff meetings and as part of the DEIS action planning processes. It will be reviewed at a whole school level annually commencing in June 2027.
Signed:
Principal __________________________ Date __________________________
Weekly assemblies where achievements are celebrated
Sacrament Preparations
Beginning and End of Year masses
Friends for Life (5th and 6th class) / Tools of Resilience programmes
Continuum of Support Model
Transfer meetings to facilitate class handovers in June
Student Committees: Green School Committee, Gaeilge Ambassadors, Blue Star committee, Amber flag
Student Council – new council elected each year, voices and opinions are encouraged and welcomed
Wellbeing displays / positive affirmations
Project based learning
Station teaching
Outdoor learning
School Garden
Seachtain na Gaeilge performances
Outdoor play spaces/ Buddy Benches/ Yard equipment – games (senior pupils)
Themed Day – World Book Day/ Halloween Dress Up/Christmas Jumper Day/ Odd Sock Day/ Sports Day….
Partnership with the local community – Nursing home visits/ attending events/ Colaiste Phobal visits/ Surrounding pre-schools/ creches are invited to the school for different occasions
Grandparents Day
Christmas shoe box appeal/ St. Vincent de Paul food Hamper/ Care Packs – nursing homes
Competitions: Spelling Bee/ Drawing Competitions/ Maths Super Stars…./ Cross Country/ Athletics/ Light Up Sacred Heart/ BÍ Cinealta poster competition
Fundamental Movement Skills – Mr. Killackey
Soccer
External PE coaches e.g. GAA, rugby, dancing, mindful movement, gymnastics, circus skills, cycling lessons
Matches/ Competitions – sports
Swimming lessons
School Musicals
Music Lessons – ukulele
Dance practises
External Visits – Gardai/ Firefighters/ People who live and work in the locality/ Santa
Healthy Eating Policy – School Lunches
Spelling Bee
Baking Club
Internet Safety Workshops
Open Days – incoming Infants and parents
Positive relations shop with feeder schools and pre-schools
Use of the Education Passport NCCA for those transitioning to second level
Use of display boards to highlight creativity and achievements
Raz kids programme
Themed weeks (e.g. Maths Week, Science Week etc)
Promoting the Arts – Christmas Concerts, entry into art competitions (Texaco), Art Gallery walls established within the school etc
Creative Schools
Bake Sale/ Jumble sale
Schools Completion Programmes
School Tours/ trips/ retreats
Past pupils/ student teachers/ SNA’s all welcomed into our community
Liaise with speech therapists/ nurses/ O.T’s/ Psychologists/ play therapists etc
After School Clubs
FOR SOME
Visual timetables used to allow children to have a predictable plan.
Teacher CPD to aid in the delivery of specific and targeted programmes.
Social and emotional group or individual support provided by class teacher or SET on a timetabled or spontaneous basis-as need arises.
Use Of Student Support Files to plan, record and review
Use of differentiated teaching methods and resources to help children achieve learning outcomes
Sensory spaces/ Safe spaces
Timetabled social and friendship skills group supported by communication to relevant staff of issues which may be presenting difficulties to individual children.
Timetabled gross motor group supported by SET/ANA
Timetabled fine motor group supported by SET / ANA
Buddy Systems – newly transitioning students
Targeted wellbeing skills (delivered in small group sessions) focussing on resilience, emotional regulation, life skills, coping skills, positive thinking skills, building empathy skills, building on character strengths etc..
On site summer camps
FOR A FEW
HSCL Targeted Supports
School Completion small groups / 1:1
Sessions with counsellor for target children.
Sessions with play therapist for at risk students
1:1 withdrawal/support for an appropriate period of time to assist a child in the aftermath of trauma/loss
Language translations supported by staff members (Neringa & Algima)
Partnerships with the local community – hairdresser/ dentist visits
Links with outside agencies – Bernardos / Tusla / CAMHS for in school support for target children.
Monthly care team meetings held when required – Principal, HSCL, Class teacher / ANA
Check ins with HSCL teacher with target children.
School Garden group
NEPS assessments
Appendix 2
REFLECTION SHEET
My name is _______________________.
Today I broke one or more of our school expectations: (please circle)
I broke this expectation when I ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I made others feel _________________________________________________
Because I broke this expectation I had to ________________________________________________________________________________________________________________________________________________________________________________________________
Next time I will ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Date: ___________________
ABC THINK SHEET
STUDENT REFLECTION SHEET
Name: ___________________ Date: _____________
I wasn’t making a good choice today. Take a moment to think about your behaviour and answer the following questions.
A
Where were you? _______________________ _______________________ _______________________ _______________________
What were you supposed to be doing? _________________________________ _________________________________ _________________________________ _________________________________
B
What did you do? _______________________ _______________________ _______________________ _______________________
Why did you do it? _________________________________ _________________________________ _________________________________ _________________________________
C
What happened next? _______________________ _______________________ _______________________ _______________________
What was your consequence? _________________________________ _________________________________ _________________________________ _________________________________
Next time I will ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Appendix 3Behavioural 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 4Behaviour trackerName:_______________________________________Date: _______________________________________ Day Morning Break Mid Lunch Afternoon 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 expectations and/or their Behaviour Contract.
Appendix 5
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 date
Whether the student’s continued presence in the school constitutes a threat to safety
The 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.
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 6Incident ReportDate: _________________ 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
5th November 2024/ 19th February 2025/ Staff meetings on 11th February 2025, 4th March 2025, April 1st 2025 and May 6th 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 18th 2025
Online Survey/ Via Board of Management review/ Launch Day
Board of Management
May 2025/ June 16th 2025/ June 18th 2025/ February 24th 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 24th 2026
Date policy was last reviewed: February 24th 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.
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.
– Details of Engagement: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________
– 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 BullyingBehaviour 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?
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)
