Code of Behaviour

Aims & Objectives of this Code

The aims and objectives of the code are

• To allow the school to function in an orderly way where children can make progress in all aspects of their development;
• To create an atmosphere of respect, tolerance and consideration for others;
• To promote positive behaviour and self-discipline, recognising the differences between children and the need to accommodate these differences;
• To ensure the safety and well-being of all members of the school community;
• To assist school staff, parents and pupils in understanding the systems and procedures that form part of the code of behaviour and to seek their cooperation in the application of these procedures;
• To ensure that the system of rules, rewards, and sanctions are implemented in a fair and consistent manner throughout the school;

Whole-School Approach

The Board of Management recognises the importance of creating consistent values, policies, practices and relationships that support the Code of Behaviour. Such an environment may only be formed by involving the entire school community and in this respect the Board acknowledges the importance of the roles played by, the principal, teachers, ancillary staff and parents in the review and operation of the Code.

Standards of Behaviour

Pupils General Behaviour

‍Each pupil is expected to

• be well-behaved and to show consideration for other children and adults;
• show respect for the property of, the school, other children and their own belongings;
• attend school on a regular basis and to be punctual;
• do her best both in school and for homework;

Classroom Behaviour

‍Each pupil is expected to

• Listen – to the teacher and other pupils if they are speaking;
• Work – to the best of his/her ability;
• Value – school property and the belongings of fellow pupils;
• Follow – the direction of his/her teacher;
• Obtain – his/her teacher’s permission to leave the classroom;
• Respect – the teacher, other pupils and visitors to the classroom;
• Include – other pupils in games and activities;
• Avoid – behaving in a way which would endanger others, all nasty remarks, swearing and name-calling;

Playground [Playing pitches] Behaviour

‍Each pupil is expected to

• Play – safely avoiding any games or play that are rough or dangerous;
• Follow – the directions of the playground supervisor(s);
• Remain – on school grounds at all times;
• Obtain – permission before re-entering the school building during break periods;
• Respect – the yard supervisor and fellow pupils;
• Avoid – swearing, fighting or name-calling;
• Climbing on the school railings is strictly forbidden;
• Report – all accidents or any other incidents to the supervising or class teacher;
• Value – school environment and care for it;
• Keep – playground a litter-free zone and participate in recycling and composting;

‍Behaviour in other school areas‍

Each pupil is expected to

• walk – in the school corridors;
• silence – when entering and exiting classrooms;
• exit and enter – school building in an orderly fashion;
• wear – full school uniform;
• chewing gum, glass bottles, correction fluids, other solvents, matches, cigarettes, alcohol or drugs are not allowed;
• jewellery – is not allowed, except for one small stud earring in the bottom of each ear and a watch;
• make-up – is not worn during school times;
• cycling in school grounds is forbidden;

• mobile phones are not allowed in class or on the yard. If a child is required to bring a mobile phone for use after school, it must be handed up to the class teacher in the morning and collected at home time;
• hairstyles – are encouraged to be neat and conventional – with hair in its natural colour. For hygiene purposes hair must be tied back;

‍Behaviour on Wet Days

‍Each pupil is expected to

• stay – in their place on wet days;
• participate – in activities in class based on class teacher’s instructions or supervising teacher’s instructions;
• sharp implements – only to be used when teacher is in the classroom;
• tin whistles – only to be used when teacher is in the classroom;

‍Behaviour on Swimming Days

‍Each pupil is expected to

• listen – and obey the teacher;
• walk – in line behind the teacher to the swimming pool. No running;
• behave – in the dressing rooms. No shouting or playing while getting undressed;
• listen to – and obey the instructor and lifeguard;
• walk – around the pool area;
• wear – swimming caps and swim socks;
• ask – for permission from the instructor or teacher when leaving the pool;
• jump – from the side of the pool only on instructor’s directions;
• play – safely in the pool, avoiding rough play and pushing;
• dress – quickly when finished;
• hair sprays, gels, spray deodorant – are not allowed. Roll on deodorants are allowed. Shampoo is allowed;
• sweets or drinks – not to be bought from machines;

‍Behaviour during School Outings/Activities

‍Each pupil is expected to

• enter – and exit the bus in an orderly manner;
• arrive – fifteen minutes before departure time;
• behave – in accordance with school rules while on tour;
• sit – in their seats on the bus and avoid loudness that would distract the driver;

School Rules

Children cannot remember long lists of rules. The rules outlined in this policy provide clear guidelines for members of our school community and senior pupils as to what type of behaviour is expected of pupils and adults within our school. The Golden Rules are on display throughout the school. These rules synopsise for the children what is expected of them, in a language they understand. Children from Junior Infants to 6th classes will be reminded of these rules and will recite them and discuss them regularly.GOLDEN RULESBe gentle                                 Don’t hurt anyoneBe kind and helpful               Don’t hurt people’s feelingsBe honest                                Don’t cover up the truthWork hard                               Don’t waste timeLook after property               Don’t waste or damage things or take things that don’t belong to youListen to people                     Don’t interruptSTAFFIt is the Principal’s responsibility to ensure the School’s Code of Behaviour is administered in a manner that is consistent and fair to all pupils. However each staff member has responsibility for the maintenance of discipline within common areas of the school.Teaching staff are specifically responsible for the management of behaviour within their own class. They will

• Discuss the Code of Behaviour with their class in an age-appropriate manner at the beginning of the school year,
• Ensure the rules are displayed in the classroom,
• Encourage self-discipline and positive Behaviour,
• Ensure there is an appropriate level of supervision at all times,
• Implement the reward/sanction scheme in a fair and consistent manner,
• Keep a written record of all incidents of continued, serious or gross misconduct. This record will indicate the advice and/or warnings given to the child on the misbehaviour and, the consequences of its repetition,
• Inform pupils when instances of misbehaviour on their part are being recorded,
• Report repeated instances of serious misbehaviour to the Principal.

PARENTS/GUARDIANSParents/guardians play a crucial role in shaping attitudes in their children which produce positive behaviour in school. Parents/guardians can assist the school by encouraging their children to abide by the school rules, encouraging punctuality and regular attendance and by ensuring that homework is given due time and effort.Should a parent/guardian be concerned about any aspect of their child’s behaviour they are welcome to make an appointment to discuss their concerns.In cases of an identified pattern of misbehaviour parents will be invited to participate in the intervention process.PROMOTING POSITIVE BEHAVIOURAs a general rule the school will endeavour to create an environment where positive behaviour is reinforced through praise and reward. School staff will use encouraging language and gestures, both in class and around the school, so that positive behaviour is instantly recognised and positively rewarded. Special attention will be paid to pupils who have previously been associated with poor behaviour so that not only good behaviour but also improvement in behaviour is acknowledged.CLASSROOMStrategies used in the school to promote positive behaviour include:

• Teachers modelling the behaviour that they desire in their students and conveying that such behaviours are truly important
• Encouraging active student participation in decision-making that is relevant to them
• Providing frequent and positive feedback, encouragement and praise
• Respecting diversity
• Using an eclectic mix of teaching methodologies and differentiating to suit the needs of individuals when necessary
• Ensuring that pupils are treated fairly, equally and firmly
• Acknowledging children’s successes both in school and out of school
• Positive comments in a pupil’s exercise book
• A visit to another member of staff or the Principal for commendation
• A word of praise in front of a group or class
• Delegating some responsibility or privilege
• A mention to a parent – written or verbal
• Implementation of Programmes such as Circle Time to promote positive behaviour
• Reward charts, merit stickers and other forms of motivation are used.

The above list is not comprehensive and consists of examples only.PLAYGROUNDThe positive strategies used in the playground include:

• Supervision at all times
• Painting of yard with games to occupy children
• Organising activities and games to reduce misbehaviour
• Teaching of playground games
• On wet days, board games are provided to occupy children
• Pupils are not allowed enter classrooms during break time without permission
• Children require a note to remain inside during break time
• Accidents and incidents of misbehaviour are recorded in the incident book which is kept in the staff room

INAPPROPRIATE BEHAVIOURIn order to establish a common understanding and consistent response the Codeof Behaviour classifies misbehaviour into three levels based on the degree of disruption caused by the misconduct. The Code also specifies the disciplinary actions and supportive interventions that will be employed.LEVEL ONELevel 1: BehavioursLevel 1 behaviours are those that interfere with the orderly learning environment of the school, classroom, and common areas. Students learn through their mistakes. To this extent, responses to the daily behaviours, which occur in school, will be developmentally appropriate, instructive and positive. Children will be taught what is expected and how they should behave. Listed below are some examples of the types of Behaviour that are included in Level 1. Please note the list is not exhaustive.

• Failure to prepare for class, as defined by individual teachers
• Running in the hallways
• Disturbing the work or play of others
• Disrespectful language, tone or manner
• Ignoring staff requests

‍Level 1 Disciplinary ActionsConsequences for Level 1 behaviour are dependent upon the severity and frequency of the specific behaviour. Teachers will discipline students at Level 1. Some examples of Level 1 responses are:

• Verbal reprimand/reminder(s)
• Reinforcement of alternative positive behaviour
• Temporary separation from peers, friends or others
• Prescribing additional work
• Loss of privileges
• Parental contact
• Behaviour contract

‍Level 1 Supportive InterventionsListed below are some examples of Level 1 supportive actions:

• Classroom-based interventions, such as Open Circle or class meetings, with the option of informal consultation, [eg with parent(s)/guardian(s) or staff members]
• Discussion of behaviour with the child
• Informal notes regarding incident/intervention/date. This information would be useful should a problem persist.

LEVEL TWOLevel 2: BehavioursLevel 2 behaviours are those that seriously interfere with the orderly environment of the school and are potentially dangerous to the safety and well-being of the students and staff. Listed below are some examples of the types of behaviour that are included in Level 2. Please note the list is not exhaustive.

• Repeated instances of Level 1 behaviour which have not been modified by intervention
• Behaviour which is dangerous to self or others (eg shoving, pushing, hitting)
• Intentionally damaging school or personal property
• Stealing
• Cheating
• Use of profanity
• Derogatory reference to another person’s race, gender, religion, physical condition, disability, or ethnic origin
• Disrespectful language or behaviour toward an adult
• Possession or use of dangerous toys or sporting equipment (eg bow and arrows, any kind of knives, etc)

‍Level 2 Disciplinary ActionsThe disciplining of students for Level 2 behaviour is dependent upon the severity and frequency of the specific behaviour and developmentally appropriate levels. The disciplinary actions at Level 2 are administered by the Principal, and include the formal notification of parents, with written documentation. Some examples of Level 2 responses are:

• In-school supervised detention
• Report submitted to the Board of Management
• Meeting with parent(s)/guardian(s)
• Suspension from school of one to five days, depending on the severity of the Behaviour
• Implementation of extensive Behaviour management plan

‍Level 2: Supportive InterventionsListed below are some examples of Level 2 supportive actions:

• Team conference to include classroom teacher, other involved staff, Assistant Principal or Principal
• Request for assistance from external agencies such as the National Educational Psychological Service, Health Service Executive Community Services, the National Behavioural Support Service, Child and Adolescent Mental Health Services, National Council for Special Education
• Referral of a Child displaying behavioural problems for psychological assessment [with the parent(s)’/guardian(s)’ consent]

LEVEL THREELevel 3: BehavioursLevel 3 behaviours are considered the most serious violations. These behaviours endanger the immediate health, safety and personal well-being of the pupils and staff of the school. They represent a direct threat to the orderly operation of the school environment. Situations, which include illegal activity, may result in contact with the Garda Síochána after parental involvement. Listed below are some examples of the types of behaviour that are included in a Level 3. Please note that the list is not exhaustive.

• Repeated or serious instances of Level 2 behaviour which have not been modified by intervention
• Setting fires
• Intentional possession or use of weapons
• Violent fighting or intentionally causing physical harm to others
• Discriminatory or prejudicial activities or actions toward another person or group involving race, gender, religion, physical condition, handicap, or ethnic origin

‍Level 3 Disciplinary ActionsBehaviour at Level 3 may involve suspension from school. The length of the suspension will depend upon the severity and frequency of the specific Behaviour. Specific information about due process and procedures in respect of the issuing of a suspension is contained in this document. Level 3 responses:

• Suspension from school for one to five days:

This response will occur with the first incidence of Level 3 behaviour or Level 2 behaviour of significant severity. The Principal following due process and procedure, can issue a suspension.

• Suspension from school for five to ten days:

This response will occur with the repeated incidence of Level 3 behaviour or a severe expression of this Behaviour. A suspension of this magnitude will only be issued with the approval of the Board of Management.

• Expulsion:

Repeated incidents of Level 3 behaviour can result in a pupil being expelled.PROCEDURES FOR SUSPENSIONS AND EXPULSIONSSuspension:‍Definition of Suspension:‘requiring the student to absent himself/herself from the school for a specified,limited period of school days’Developing A Code of Behaviour: Guidelines for Schools,‍National Educational Welfare Board‍Authority to Suspend:The Board of Management of Manister National School has formally and in writing delegated the authority to impose an ‘Immediate Suspension’ to the Principal Teacher. An ‘Immediate Suspension’ may be for a period of one to three school days depending on the severity of the specific behaviour, in exceptional circumstances and with the approval of the Chairperson of the Board the suspension may be for a longer period but in any event will not exceed five school days.The Board retains its authority to suspend a student in all other cases/circumstances.IMMEDIATE SUSPENSION AND AUTOMATIC SUSPENSIONAn ‘Immediate Suspension’ will be deemed to be necessary where after a preliminary investigation the Principal reaches the determination that the continued presence of the pupil in the school at the time would represent a serious threat to the safety and well-being of pupils or staff of the school. An ‘Immediate Suspension’ may be for a period of one to three school days depending on the severity of the specific Behaviour, in exceptional circumstances and with the approval of the Chairperson of the Board the suspension may be for a longer period but in any event will not exceed five school days.An ‘Automatic Suspension’ is a suspension imposed for named behaviours. The Board of Management of Manister NS having given due consideration to its duty of care as prescribed by Health & Safety Legislation, has determined that the following named behaviours will incur An ‘Automatic Suspension’ as a sanction:

• Physical assault/violence resulting in bodily harm to a pupil or member of staff
• Physical violence resulting in serious damage to school property

An ‘Automatic Suspension’ may be for a period of one to three school days depending on the severity of the specific Behaviour, in exceptional circumstances and with the approval of the Chairperson of the Board the suspension may be for a longer period but in any event will not exceed five school days.Parent(s)/guardian(s) will be informed of an Immediate or Automatic Suspension by telephone, and arrangements will be made with them for the pupil to be collected. In no circumstance will a student be sent home from school prior to his/her parent(s)/guardian(s) being notified. Formal written notification of the suspension will issue in due course, but no later than two school days after the imposition of the suspension. Such a notification will detail:

• the duration of the suspension and the dates on which the suspension will begin and end,
• the reasons for the suspension,
• any study programme to be followed,
• the arrangements for returning to school, including any commitments to be entered into by the pupil and the parent(s)/guardian(s).

The Board of Management acknowledges that the decision to impose either an Immedate or Automatic Suspension does not remove the duty to follow due process and fair procedures. In this regard, and following a formal investigation, to be completed no later than two school days after the incident the Board will invite the pupil and his/her parent(s)/guardian(s) to a meeting to discuss:

• the circumstances surrounding the suspension,
• interventions to prevent a reoccurrence of such misconduct;

The Board of Management of Manister NS acknowledges the fundamental importance of impartiality in the investigation process. In this regard the following undertaking is given:

1. i No person with a vested interest or personal involvement in the matter will be involved
2. in the organisation or implementation of the investigation procedure.

PROCEDURES IN RESPECT OF OTHER SUSPENSIONSIn cases other than those of Immediate or Automatic Suspension the following procedures will apply:Where a preliminary assessment of the fact confirms serious misbehaviour that could warrant suspension, the Board of Management of Manister NS will initiate a formal investigation of the matter.The following procedures will be observed:A written letter containing the following information will issue to parent(s)/guardian(s):

1. i details of the alleged misbehaviour, details of the impending investigation process, and notification that the allegation could result in suspension;
2. ii An invitation to a meeting, to be scheduled no later than five school days from the date of the letter, where parent(s)/guardian(s) are provided with an opportunity to respond before a decision is made or a sanction imposed;

The Board of Management of Manister NS acknowledges the fundamental importance of impartiality in the investigation and decision-making process. In this regard the following undertakings are given:

1. No person with a vested interest or personal involvement in the matter will be involved in the organisation or implementation of the investigation procedure, nor will such a person be involved in the decision-making process.
2. The person(s) involved in the investigation process will on presentation of a full report of the facts absent himself/herself/themselves from the decision-making process.

Where a decision to suspend has been made, the Chairperson of the Board of Management will provide written notification to the parent(s)/guardian(s) and the pupil of the decision. The letter will confirm:• the duration of the suspension and the dates on which the suspension will begin and end• the reasons for the suspension• any study programme to be followed• the arrangements for returning to school, including any commitments to be entered into by the pupil and the parent(s)/guardian(s)• the provision for an appeal to the Board of ManagementWhere a suspension brings the total number of days for which the pupil has been suspended in the current school year to twenty days the parent(s)/guardian(s) will be informed of their right to appeal to the Secretary General of the Department of Education and Skills under Section 29 of the Education Act 1998 and will be provided with information on the submission of such an appeal.EXPULSIONDefinition of Expulsion:‘A student is expelled from a school when a Board of Management makes a decision to permanently exclude him or her from the school, having complied with the provisions of section 24 of the Education (Welfare) Act 2000.’Developing A Code of Behaviour: Guidelines for Schools,‍National Educational Welfare Board‍Authority to Suspend:The authority to expel a pupil is reserved by the Board of Management.PROCEDURES IN RESPECT OF EXPULSIONWhere a preliminary assessment of the facts confirms serious misbehaviour that could warrant expulsion the following procedures will apply:a) A detailed investigation will be carried out under the direction of the Principal (or a Nominee of the Board if required)As part of the investigation a written letter containing the following information will issue to parent(s)/guardian(s):

1. details of the alleged misbehaviour, details of the impending investigation process, and notification that the allegation could result in expulsion.
2. An invitation to a meeting, to be scheduled no later than five school days from the date of the letter, where parent(s)/guardian(s) are provided with an opportunity to respond.

‍b) The Principal (or BOM Nominee) will make a recommendation to the Board of ManagementWhere the Principal (or nominee) forms a view, based on the investigation of the alleged misbehaviour, that expulsion may be warranted, the Principal (or nominee) makes a recommendation to the Board of Management to consider expulsion.In this event the Principal (or nominee) will:

1. inform the parent(s)/guardian(s) that the Board of Management is being asked to consider expulsion
2. ensure that parent(s)/guardian(s) have records of: the allegations against the student; the investigation; and written notice of the grounds on which the Board of Management is being asked to consider expulsion
3. provide the Board of Management with the same comprehensive records as are given to parent(s)/guardian(s)

‍c) Consideration by the Board of Management of the Principal’s (or BOM’s Nominee) Recommendations & the Holding of a HearingIf, having considered the Principal’s report, the Board of Management decides to consider expelling a student a hearing will be scheduled.The parent(s)/guardian(s) will be notified in writing:

1. as to the date, location and time of the hearing
2. of their right to make a written and oral submission to the Board of Management
3. that they may if they so choose be accompanied at the hearing

The Board of Management undertakes that the timing of such written notification will ensure that parent(s)/guardian(s) hae enough notice to allow them to prepare for the hearing.In respect of the expulsion hearing the Board gives an undertaking that:

1. the meeting will be properly conducted in accordance with Board procedures
2. the Principal (or BOM Nominee) and parent(s)/guardian(s) will present.

‍d) Board of Management Deliberations & Actions following the HearingWhere the Board of Management, having considered all the facts of the case, is of the opinion that the pupil should be expelled the Board

1. Will notify the Educational Welfare Officer in writing by registered post of its opinion, and the reasons for this opinion.
2. Will not expel the student before the passage of twenty school days from the date on which the Educational Welfare Officer receives this written notification.
3. Will in writing notify the parent(s)/guardian(s) of their decision and inform them that the Educational Welfare Officer is being contacted.
4. Will be represented at the consultation to be organised by the Educational Welfare Officer.
5. Will suspend the student, if it is deemed likely that the continued presence of the student during this time will seriously disrupt the learning of others, or represent a threat to the safety of other pupils or staff.

‍e) Confirmation of the Decision to ExpelWhere the twenty-day period following notification to the Educational Welfare Officer has elapsed, and where the Board of Management remains of the view that the student should be expelled, the Board of Management will formally confirm the decision to expel.Parent(s)/guardian(s) will be notified in writing that the expulsion will now proceed. They will also be informed of their right to appeal to the Secretary General of the Department of Education and Skills under Section 29 of the Education Act 1998 and will be provided with information on the submission of such an appeal.The Board of Management of Manister NS acknowledges the fundamental importance of impartiality in the investigation and decision-making process. In this regard the following undertakings are given:

1. No person with a vested interest or personal involvement in the matter will be involved in the organisation or implementation of the investigation procedure, nor will such a person be involved in the decision-making process.
2. The person(s) involved in the investigation process will on presentation of a full report of the facts absent himself/herself/themselves from the decision-making process.

Anti-Bullying Policy

Introduction

The aim of Manister NS Anti-Bullying policy is

• To raise awareness of bullying as a form of unacceptable behaviour with school management, teachers, pupils, parents/guardians.
• To promote a school ethos which encourages children to disclose and discuss incidents of bullying behaviour.
• To ensure appropriate supervision and monitoring measures through which all areas of school activity are kept under observation.
• To develop procedures for noting, investigating and dealing with incidents of bullying behaviour.
• To implement a programme of support for those affected by bullying behaviour and for those involved in bullying behaviour.
• To work with appropriate agencies in countering all forms of bullying and promoting anti-bullying behaviour.
• To implement a programme of support for those affected by bullying behaviour and for those involved in bullying behaviour.

Statement on Bullying

• Every person in the School is entitled to respect and to be free of any type of bullying.
• The School will work proactively, as far as it can, to ensure that bullying does not take place.
• Reporting incidents of bullying is responsible behaviour.
• A record will be kept of all reported incidents of bullying.
• The matter will be dealt with seriously.
• The School has a programme of support for both the bully and the bullied.
• Appropriate action will be taken to ensure that it does not continue.

Definition

Bullying consists of repeated inappropriate behaviour whether by word, by physical action or otherwise, directly or indirectly applied, by one or more persons against another person or persons which undermines the individual person’s right to personal dignity.Types of behaviour deemed to be inappropriate:

• Humiliation including name-calling, reference to academic ability etc.
• Intimidation including aggressive use of body language
• Verbal abuse, anonymous or otherwise
• Physical abuse or threatened abuse
• Aggressive or obscene language
• Offensive joke, whether spoken or by email, text messaging etc
• Victimisation including very personal remarks
• Exclusion and isolation
• Intrusion through interfering with personal possessions
• Repeated unreasonable assignment to duties that are obviously unfavourable
• Repeated unreasonable deadlines or tasks
• Threats, including demands for money
• An attack by rumour, gossip, innuendo or ridicule on any individual’s reputation

Indications of Bullying

The following signs/symptoms may suggest that a pupil is being bullied:-

• anxiety about travelling to and from school – requesting parents to drive or collect them, changing route of travel, avoiding regular times for travelling to and from school;
• unwillingness to go to school, refusal to attend, ‘mitching’, ‘ditching’;
• deterioration in educational performance, loss of concentration and loss of enthusiasm and interest in school;
• pattern of physical illnesses (eg headaches, stomach aches);
• unexplained changes either in mood or behaviour; it may be particularly noticeable before returning to school after weekends or more especially after longer school holidays;
• visible signs of anxiety or distress – stammering, withdrawing, nightmares,

• difficulty in sleeping, crying, not eating, vomiting, bedwetting;
• spontaneous out-of-character comments about either pupils or teachers;
• possessions missing or damaged;
• increased requests for money or stealing money;
• unexplained bruising or cuts or damaged clothing;
• reluctance and/or refusal to say what is troubling him/her. Those signs do not necessarily mean that a pupil is being bullied. If repeated or occurring in combination these signs do warrant investigation in order to establish what is affecting the pupil;

Strategies for Prevention of Bullying

The SPHE curriculum, including the Walk Tall and Stay Safe programmes, is used throughout the school to support the anti-bullying policy.

• Positive self-esteem is fostered among the pupils by celebrating individual differences, by acknowledging good behaviour and by providing opportunities for success.
• Pupils are helped to develop empathy by discussing feelings and by trying to put themselves in the place of others.
• Teachers respond sensitively to pupils who disclose incidents of bullying.
• The school’s anti-bullying policy is discussed regularly with the pupils.
• Staff are particularly vigilant in monitoring pupils who are considered at risk of bullying/being bullied.
• All disclosed incidents of bullying are investigated.
• Members of the BOM are familiar with the school’s policy on bullying and actively promote it on a repeated basis among staff, parents and pupils.
• Parents contribute to and support the school’s policy on bullying by encouraging positive behaviour both at home and at school, by being vigilant for signs and symptoms that their child is being bullied or is bullying others, by communicating concerns to the school.

Maintaining Awareness of Bullying as a Form of Unacceptable Behaviour

Manister NS will emphasise and reinforce the view that bullying behaviour is unacceptable by

• Using school assemblies to remind pupils of the school’s anti-bullying policy
• Using both the formal and informal curriculum to emphasise that bullying is unacceptable… visual arts activities, posters, drama, role-play, SPHE, cooperative games
• Devising a school anti-bullying charter for display in classrooms and other prominent locations

Supervision

Insofar as is reasonably practicable school activities will be supervised and monitored at all times with particular emphasis on those occasions when situations of bullying are more likely to occur, such as assembly time, play time and dismissal time.

Disclosure

Children will be encouraged to disclose and discuss incidents of bullying behaviour. They will be helped to differentiate between incidents of a minor nature and those that constitute bullying. They will also be taught the difference between ‘telling tales’ and asking for help.

Procedures for Dealing with Instances of Bullying

1. All incidents of bullying will be recorded in an incident book which will be retained in the school.
2. Pupils will be informed that when they report incidents of bullying they are acting responsibly.
3. A calm unemotional problem-solving approach will be used to deal with bullying.
4. Incidents of bullying will initially be dealt with by the class teacher. Incidents that are of a serious nature, or those that involve pupils from a number of classes will be referred to the Principal.
5. On being informed of an alleged incident of bullying, the teacher dealing with the report will first interview the victim(s) and discuss the feelings which the victim(s) experienced because of the bullying behaviour.
6. An interview will then take place with the alleged perpetrator(s). If the bullying involves a group of pupils members of that group will first be met individually and then as a whole. Having discussed the negative impact which bullying has on both perpetrator(s) and victim(s) responsibility will be placed on all individuals within the group to resolve the difficulty and to take appropriate steps to ensure that it does not happen again.
7. If on the conclusion of the preliminary investigation the teacher is convinced that bullying has occurred the Principal will be informed and parent(s)/guardian(s) of all concerned will be contacted.
8. Depending on the seriousness of the bullying some or all of Level 2 Supportive Interventions will be utilised.
9. Repeated incidents of bullying behaviour will result in the imposition of sanctions. Such sanctions will be proportionate to the seriousness of the bullying behaviour.