Policies included for reference are:
- Anti-bulling Policy
- Relationships and Sexuality Education Policy
- Child Protection Policy
- Homework Policy
- Acceptable Use Policy
- Healthy Eating Policy
****************************************************
CRANNÓGBUÍ NATIONAL SCHOOL
Anti-bullying Policy
This policy is based on the DES guidelines "Countering Bullying
Behaviour". It aims to produce a safe and caring environment in which
all children can develop to their full potential.
The school does
not tolerate or condone bullying of any form or at any level of the
school community. The Board of Management is committed to ensuring that
all members of the school community - pupils, staff and parents are
enabled to act effectively to deal with bullying. This policy guides
action and organisation within the school for preventing and responding
to bullying.
Scoil Chrannóg Bhuí wishes
1. To foster a
positive school culture and climate that is welcoming of diversity and
difference and is based on inclusivity and respect;
2. To create a school climate which is open, supportive and encourages pupils to disclose and discuss bullying behaviour;
3.
To raise awareness amongst the entire school community (including
school management, teachers, pupils, parents, volunteers, etc.) that
bullying is unacceptable behaviour;
4. To ensure comprehensive supervision and monitoring through which all aspects of school activity are kept under observation;
5. To provide procedures for investigating and dealing with bullying behaviour;
6. To provide procedures for noting and reporting bullying behaviour;
7. To develop a programme of support for those affected by bullying behaviour and for those involved in bullying behaviour;
8. To work with and through the various local agencies in countering all forms of bullying and anti-social behaviour; and
9. To facilitate ongoing evaluation of the effectiveness of the school's anti-bullying policy.
Objectives of this Policy
" The school acknowledges the right of each member of the school community to enjoy school in a secure environment.
" The school acknowledges the uniqueness of each individual and his/her worth as a human being.
" The school promotes positive habits of self-respect, self-discipline and responsibility among all its members.
" The school prohibits vulgar, offensive, sectarian or other aggressive behaviour or language by any of its members.
"
The school has a clear commitment to promoting equity in general and
gender equity in particular in all aspects of its functioning.
" The school has the capacity to change in response to pupils' needs.
"
The school identifies aspects of curriculum through which positive and
lasting influences can be exerted towards forming pupils' attitudes and
values.
" The school takes particular care of "at risk" pupils and
uses its monitoring systems to facilitate early intervention where
necessary and it responds to the needs, fears or anxieties of individual
members in a sensitive manner.
" The school recognises the need to
work in partnership with and keep parents informed on procedures to
improve relationships on a school-wide basis.
" The school recognises the role of parents in equipping the pupil with a range of life-skills.
" The school recognises the role of other community agencies in preventing and dealing with bullying.
"
The school promotes habits of mutual respect, courtesy and an awareness
of the interdependence of people in groups and communities.
" The
school promotes qualities of social responsibility, tolerance and
understanding among all its members both in school and out of school.
"
Staff members share a collegiate responsibility, under the direction of
the Principal, to act in preventing bullying/aggressive behaviour by
any member of the school community.
Definition of Bullying
Bullying
may be defined as repeated acts of aggression; which may be verbal,
psychological or physical conducted by an individual or group against
other.
Bullying may take many different forms such as physical
aggression, damage to property, theft of property, extortion,
intimidation, abusive telephone calls, isolation, name calling, writing
notes, emailing or texting. As a form of aggressive behaviour it is
usually hurtful and deliberate. It is persistent over time and makes it
difficult for those being bullied to defend themselves.
It is
important not to confuse bullying with isolated incidents of aggressive
or antisocial behaviour, which must not be condoned. However when the
behaviour is systematic and ongoing it becomes bullying.
However,
in the context of this policy, placing a once-off offensive or hurtful
public message, image or statement on a social network site or other
public forum where that message, image or statement can be viewed and/or
repeated by other people will be regarded as bullying behaviour.
All members of the school community have a role to play in the prevention of bullying.
Bullying can be:
" Emotional being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures
" Physical pushing, kicking, hitting, punching or any use of violence
" Identity of based bullying those with disabilities or special
Bullying educational needs
Racial taunts, graffiti, gestures
Bullying based on a person's membership of
travelling community.
" Sexual unwanted physical contact or sexually abusive comments
" Homophobic because of, or focussing on the issue of sexuality
" Verbal name-calling, sarcasm, spreading rumours, teasing
" Cyber All areas of internet, such as e-mail & internet chat room misuse.
Mobile threats by text messaging and calls
Misuse of associated technology, i.e. camera and video facilities. (See attached to this policy on a
ore detailed anti-cyber bullying policy)
Board of Management
The
Board of Management is responsible for ensuring that all members of the
school community are enabled to deal effectively with bullying. The
Board is committed to providing time and resources for the
implementation of the policy. The Board will ensure that proper
supervisory and monitoring measures are in place to prevent bullying and
to deal with incidents appropriately as they arise.
Combating Bullying and the Action towards Prevention:
Roll of Staff
"
The Principal and staff exercise constant vigilance in the matter of
misbehaviour. Our aim is to prevent misbehaviour rather than control.
Positive behaviour is always recognised, affirmed and sought.
" Any complaints of bullying are dealt with quickly, firmly and fairly.
" The Principal is informed of any instance of bullying.
" The relevant teacher must record the bullying behaviour in the template Appendix 3 of D.E.S.
"
Awareness of bullying as a form of unacceptable behaviour is addressed
in the classroom, at school assemblies, through the school policy on
pastoral care and other informal occasions when the opportunity arises.
" Pupils are taught skills and encouraged to report any incident of bullying.
Advice for Pupils
" Be proud of who you are, it is good to be individual.
" Try not to show that you are upset. It is hard but a bully thrives on someone's fear.
" Stay with a group of friends/people. There is safety in numbers.
" Be assertive - shout NO. Walk away confidently. Go straight to a teacher or member of staff.
"
Fighting back makes things worse - so don't fight back. REPORT to a
teacher or parent(s)/guardians instead. If you need support find a
friend and both of you speak to the teacher.
" Generally it is best to tell an adult you trust straight away. You will get immediate support.
Advice for Parents
"
Look for unusual behaviour in your children. For example, they may
suddenly not wish to attend school, feel ill regularly, or not complete
work to their normal standard, ask for money or begin stealing money,
unexplained changes in moods or behaviours, reluctance to say what's
troubling him/her.
" If you feel your child may be a victim of
bullying behaviour, inform the school IMMEDIATELY. Your complaint will
be taken seriously and appropriate action will follow.
" It is important to advise your child not to fight back. It can make matters worse.
" Tell your child there is nothing wrong with him/her. It is not his/her fault that they are being bullied.
Procedures for Noting and Reporting an incident of Bullying Behaviour:
1.
All procedures of bullying, no matter how trivial, will be noted,
investigated and dealt with by teachers, in that way pupils will gain
confidence in reporting. This confidence factor is of vital importance.
2. Serious cases of bullying behaviour by pupils will be referred immediately to the Principal.
3.
Parent(s)/guardians of victims and bullies will be informed by the
Principal earlier rather than later of incidents so that they are given
the opportunity of discussion the matter. They are then in a position
to help and support their children before a crisis occurs.
4. Non-teaching staff are encouraged to report any incidents of bullying behaviour witnessed by them, to the teaching staff.
5.
In the case of a complaint regarding a staff member, this should
normally in the first incidence be raised with staff member in question
and if necessary, with the Principal.
6. Where cases, relating to
either a pupil or a teacher remain unresolved at school level, the
matter should be referred to the School's Board of Management.
7. As
per new Anti-bullying Guidelines 2013 the Principal will provide a
report to the Board of Management once a term setting out:
" the
overall number of bullying cases reported (by means of the bullying
recording template in Appendix 3) to the Principal or Deputy Principal
since the previous report to the Board and
" confirmation that all of
these cases have been, or are being, dealt with in accordance with the
school's anti-bullying policy and these procedures.
Procedure for investigating and Dealing with Bullying
Teachers
will take a calm, unemotional problem-solving approach when dealing
with incidents of bullying behaviour reported by either pupils, staff or
parent(s)/guardians. Such incidents will be investigated outside the
classroom situation to avoid the public humiliation of the victim or the
pupil engaged in bullying behaviour. In any incident of bullying, the
teacher will speak separately to the pupils involved, in an attempt to
get both sides of the story. All interviews will be conducted with
sensitivity and with due regard to the right of all pupils concerned.
Pupils who are not directly involved can also provide useful information
in this way:
1. When analysing incidents of bullying behaviour,
the teacher will seek answers to questions of what, where, when, who and
why in a calm manner, setting an example in dealing effectively with a
conflict in a non-aggressive manner.
2. If a group is involved, each
member will be interviewed individually and then the individuals are met
as group. Each member will be asked for his/her account of what
happened to ensure that everyone is clear about what everyone else has
said. If appropriate those involved can write down what happened.
3.
If it is concluded that a pupil has been engaged in bullying behaviour,
it will be made clear to him/her how he/she is in breach of the Code of
Behaviour and Discipline and try to get him/her to see the situation
from the victim's point of view.
4. In cases where it has been
determined that bullying behaviour has occurred, a meeting or discussion
will take place with the parents or guardians of the two parties
involved as appropriate to:
(a) Explain the actions being taken and the reasons for them,
Referring them to the school policy;
(b) Discuss ways in which they can reinforce or support the actions taken by the school;
(c) All sanctions imposed will take into account the age and
maturity of the child/children
Sanctions
The
procedure and sanctions outlined here are what generally occurs where
there is persistent minor misbehaviour or serious misbehaviour by
pupils. The particular step invoked will depend on the seriousness of
the misbehaviour and the age and the maturity of the child will be taken
into consideration if it is deemed necessary to impose sanctions.
¢ The teacher requests the pupil to stop. If not then……………
¢ The teacher discusses the misbehaviour with the pupil giving advice on how to improve. If this does not work then ………………………
¢
The teachers applies a sanction e.g. loss of privileges, missing their
turn to lead the line, extra homework, loss of computer privileges,
being asked to "tidy up" jobs around the classroom.
¢ A note is sent to the parents in the homework journal by the teacher informing them of the misbehaviour.
¢ In the case of a more serious incident the following steps will be taken:
o
Parents are invited to meet with class teacher, Principal and/or
Chairperson to discuss the gross incident of misdemeanour or serious
misdemeanour.
o Communication to parents regarding the suspension of a pupil or the possibility of suspension will be in writing.
o A written statement of the terms and date of termination of a suspension will be given to parents.
o If a suspension of a pupil is for six days, the Principal informs the Education Welfare Officer in writing.
o When a period of suspension ends, the pupil should be re-admitted formally to class by the Principal/Deputy Principal.
o
Where a satisfactory resolution of a problem is achieved, a pupil may
be re-admitted to school within a suspension period at the discretion of
the Chairperson of the Board and Principal.
Procedure for Expulsion:
" The above procedures for suspension are followed in the case of expelling a pupil from the school.
"
Prior to the expulsion of a pupil the Education Welfare Officer must be
notified in writing of the school's intention twenty days in advance.
Suspension under the terms of Dept. of Education
Suspension
of a pupil under the terms of Dept. of Education guidelines, which
states, "Continuously disruptive pupils or a pupil guilty of a serious
breach of discipline may be excluded from the school. The maximum
initial period of such exclusion shall be three days". In order to
maintain good standards of behaviour the school must rely on the support
and co-operation of the parents. We ask parents to co-operate with the
school with regard to the implementation of this policy and communicate
with the school about factors likely to affect the behaviour of their
children in school.
General
We encourage parents with a
complaint or grievance (issue or concern) to contact the school
immediately to process their complaint. Complaints by or through third
parties will not be entertained by any school authority. Please make an
appointment by ringing. The school phone no. is 07495 41002.
Parents
who may be absent from home (both working) should ensure that work
phone numbers and mobile numbers are available to the school.
As
per Guidelines the Board of Management will do an annual review of the
school's anti-bullying policy and its implementation. Written
notification that the review has been completed will be sent to parents
via school newsletter and school website. A standardised notification
of this will be used (Appendix 4)
Signed: _____________________________
Chairperson of B.O.M.
_________________________ __________________________
_________________________ __________________________
_________________________ __________________________
_________________________ (members of B.O.M.
Advice for Parents
Effects of Bullying
Bullying
can affect pupils in many different ways. When pupils are bullied
their lives may be made miserable. They may suffer injury. They may be
unhappy about coming to school. They may lose self-confidence and self
esteem. Blaming themselves for the bullying. Some children may
experience stressful symptoms such as stomach aches and headaches,
nightmares or panic attacks. (This form of unhappiness is likely to
affect their concentration and learning). If unchallenged other pupils
can learn that bullying is a quick and effective way of getting what
they want.
Indications of Bullying Behaviour - Signs and Symptom
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, and avoiding regular
times for travelling to and from school.
" Unwillingness to go to school, refusal to attend, mitching.
" Deterioration in educational performance, loss of concentration and loss of enthusiasm and interest in school.
" Pattern of physical illnesses (e.g. 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 her/him.
Those
signs do not necessarily mean that a pupil is being bullied. If
repeated or occurring in combination, these signs warrant investigation
in order to establish what is affecting the child.
What to do if your child is being bullied:
" Discuss the experience with you child to find out the precise details of what has happened.
" Reassure her/him that you and the school will help her/him.
" Discuss with her/him what to do next - he may be able to suggest strategies for dealing with it.
" Encourage her/him to tell his teacher.
" Contact the school as soon as possible.
" Follow-up to ensure that the matter is dealt with and resolved.
What to tell your child to do if someone they know is being bullied:
" Tell a teacher (privately if necessary)
" Tell his/her parents - they will contact the school
" Talk to the person who is being bullied - you may be able to help her/him
" Reject bullying behaviour among your friends - tell them that it is wrong to bully.
" Help the bullied person to get away from the situation.
" Know and follow the school code of discipline.
What to tell your child to do if you are being bullied:
Tell the teacher immediately.
Tell your parents when you get home.
Help the teacher t
o investigate it.
Tell a friend about what is happening.
Tell the bully to stop.
Appendix 1 Anti-bullying policy
All sections of this template must be completed
1.
In accordance with the requirements of the Education (Welfare) Act 2000
and the code of behaviour guidelines issued by the NEWB, the Board of
Management of Crannógbuí N.S. school has adopted the following
anti-bullying policy within the framework of the school's overall code
of behaviour. This policy fully complies with the requirements of the
Anti-Bullying Procedures for Primary and Post-Primary Schools which were
published in September 2013.
2. The Board of Management
recognises the very serious nature of bullying and the negative impact
that it can have on the lives of pupils and is therefore fully committed
to the following key principles of best practice in preventing and
tackling bullying behaviour:
" A positive school culture and climate which-
o is welcoming of difference and diversity and is based on inclusivity;
o encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
o promotes respectful relationships across the school community;
" Effective leadership;
" A school-wide approach;
" A shared understanding of what bullying is and its impact;
" Implementation of education and prevention strategies (including awareness raising measures) that-
o build empathy, respect and resilience in pupils; and
o
explicitly address the issues of cyber-bullying and identity-based
bullying including in particular, homophobic and transphobic bullying.
" Effective supervision and monitoring of pupils;
" Supports for staff;
"
Consistent recording, investigation and follow up of bullying behaviour
(including use of established intervention strategies); and
" On-going evaluation of the effectiveness of the anti-bullying policy.
3. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:
Bullying
is unwanted negative behaviour, verbal, psychological or physical
conducted, by an individual or group against another person (or persons)
and which is repeated over time.
The following types of bullying behaviour are included in the definition of bullying:
" deliberate exclusion, malicious gossip and other forms of relational bullying,
" cyber-bullying and
"
identity-based bullying such as homophobic bullying, racist bullying,
bullying based on a person's membership of the Traveller community and
bullying of those with disabilities or special educational needs.
Isolated
or once-off incidents of intentional negative behaviour, including a
once-off offensive or hurtful text message or other private messaging,
do not fall within the definition of bullying and should be dealt with,
as appropriate, in accordance with the school's code of behaviour.
However,
in the context of this policy, placing a once-off offensive or hurtful
public message, image or statement on a social network site or other
public forum where that message, image or statement can be viewed and/or
repeated by other people will be regarded as bullying behaviour.
Negative
behaviour that does not meet this definition of bullying will be dealt
with in accordance with the school's code of behaviour.
Additional
information on different types of bullying is set out in Section 2 of
the Anti-Bullying Procedures for Primary and Post-Primary Schools.
4.
The relevant teacher(s) for investigating and dealing with bullying is
(are) as follows: (see Section 6.8 of the Anti-Bullying Procedures for
Primary and Post-Primary Schools):
Marguerite Smith, Principal
Margaret McGirr, Assistant
Colm Cannon, Learning Support Teacher.
5.
The education and prevention strategies (including strategies
specifically aimed at cyber- bullying and identity-based bullying
including in particular, homophobic and transphobic bullying) that will
be used by the school are as follows (see Section 6.5 of the
Anti-Bullying Procedures for Primary and Post-Primary Schools):
An
integral part of our S.P.H.E. Programme is friendships / relationships,
reinforced in the stay-safe programme. Children will be encouraged
through circle time / co-operative games to voice their feelings and
anxieties. Class will at the beginning of each year draw up rules for a
happy class. Display rules in all school areas' participation in the
HSE anti-bullying week and poster competition will be an initiative
taken by the school.
Ms Gallagher, our I.T. teacher will do some anti-cyber bullying workshops with the children.
Role of parents and home school link is important and information will be put in school newsletter.
6.
The school's procedures for investigation, follow-up and recording of
bullying behaviour and the established intervention strategies used by
the school for dealing with cases of bullying behaviour are as follows
(see Section 6.8 of the Anti-Bullying Procedures for Primary and
Post-Primary Schools) :
1. Teachers will take unemotional
problem-solving approach when dealing with incidents of bullying
behaviour reported by either pupils, staff or parent(s)/guardians. Such
incidents will be investigated outside the classroom situation to avoid
the public humiliation of the victim or the pupil engaged in bullying
behaviour. In any incident of bullying, the teacher will speak
separately to the pupils involved, in an attempt to get both sides of
the story. All interviews will be conducted with sensitivity and with
due regard to the right of all pupils concerned. Pupils who are not
directly involved can also provide useful information in this way:
2.
When analysing incidents of bullying behaviour, the teacher will seek
answers to questions of what, where, when, who and why in a calm manner,
setting an example in dealing effectively with a conflict in a
non-aggressive manner.
3. If a group is involved, each member will be
interviewed individually and then the individuals are met as group.
Each member will be asked for his/her account of what happened to ensure
that everyone is clear about what everyone else has said. If
appropriate those involved can write down what happened.
4. If it is
concluded that a pupil has been engaged in bullying behaviour, it will
be made clear to him/her how he/she is in breach of the Code of
Behaviour an Discipline and try to get him/her to see the situation from
the victim/s point of view.
5. In cases where it has been determined
that bullying behaviour has occurred, a meeting or discussion will take
place with the parents or guardians of the two parties involved as
appropriate to:
" Explain the actions being taken and the reasons for them, referring them to the school policy;
" Discuss ways in which they can reinforce or support the actions taken by the school;
" All sanctions imposed will take into account the age and maturity of the child/children.
7.
The school's programme of support for working with pupils affected by
bullying is as follows (see Section 6.8 of the Anti-Bullying Procedures
for Primary and Post-Primary Schools) :
Circle Time, think, pair,
share, drama are some of the strategies which will be used to raise
self-esteem of bullied children. Working through restorative justice
practices, the teachers engage the pupil involved in bullying to enable
them to understand the impact their behaviour is having on another
pupil(s).
8. Supervision and Monitoring of Pupils
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.
9. Prevention of Harassment
The
Board of Management confirms that the school will, in accordance with
its obligations under equality legislation, take all such steps that are
reasonably practicable to prevent the sexual harassment of pupils or
staff or the harassment of pupils or staff on any of the nine grounds
specified i.e. gender including transgender, civil status, family
status, sexual orientation, religion, age, disability, race and
membership of the Traveller community.
10. This policy was adopted by the Board of Management on ________________
11.
This policy has been made available to school personnel, published on
the school website (or where none exists, is otherwise readily
accessible to parents and pupils on request) and provided to the
Parents' Association (where one exists). A copy of this policy will be
made available to the Department and the patron if requested.
12.
This policy and its implementation will be reviewed by the Board of
Management once in every school year. Written notification that the
review has been completed will be made available to school personnel,
published on the school website and noted in the termly newsletter. A
record of the review and its outcome will be made available, if
requested, to the patron and the Department.
Signed: ____________________________________ Signed______________________
(Chairperson of Board of Management) (Principal)
Date: ______________ ________ Date: __________________
Date of next review: _______________
******************************************************************************
Crannógbuí N.S.
Relationships and Sexuality Education Policy
Scoil Chrannóg Bhuí is a mixed Catholic primary school with
approximately 29 pupils and 2 teachers. The school is located in a
rural community and this fact is taken into consideration in the
planning of our RSE policy.
1. Our School Philosophy
Scoil
Chrannóg Bhuí is a Catholic school with a Catholic ethos. We strive to
provide education in an environment where pupils can experience and
develop their Catholic faith while at the same time develop an
understanding and tolerance of other religious traditions. We aim to
enhance and develop the self-esteem of each child and we want our
pupils, teachers and parents to feel respect, fairly treated, listened
to and involved. As a Catholic school our ethos is entirely concerned
with fostering the development of relationships - the love of God and
the love of every human being. This is integral to the daily running of
our school and thus provides incidental learning opportunities for the
pupils on an on-going basis.
2. Definition of RSE
Relationships
and sexuality education seeks to provide children with opportunities to
acquire knowledge and understanding of relationships and human
sexuality, through processes which will enable them to form values, to
establish behaviours and to communicate effectively within a moral,
spiritual and social framework. In particular it addresses the meaning
of human sexuality, relationships, growth and development, relevant
personal and social skills and aspects of parenting.
Central to
RSE is the fostering of self-esteem, through which the pupil becomes
more responsible in making choices and decisions in all aspects of life,
and particularly in those relating to sexuality, relationships,
communications and receptivity.
3. Relationships to RSE and SPHE
SPHE
is a social and personal health education. RSE forms one section of
our school's overall preparation for life in the context of our school
curriculum. It will be integrated and not taught as an isolated module,
thus providing children with a moral, spiritual and social framework
within which to apply their knowledge and make choices.
4. Current Provision
The
RSE programme which was brought in on a gradual basis from infants
upwards has come to fruition and parents will be asked to sign up to the
programme for the duration of their child's/children's education in
Scoil Chrannóg Bhuí by the following initiatives.
(i) Specific Programmes
" Relationship and Sexuality Education (Dept. of Education & Science). All classes.
" Our code of discipline is based on respect with anti-bullying emphasis.
(ii) Special initiatives
" Healthy eating on an on-going basis
" Gaelic football coach/soccer coach
" Swimming lessons
" Inter-school quiz nights
" Cumann na mBunscol inter-school football competitions/soccer competitions
"
Various community members are invited to speak and work with the
children - storytellers, artists, musicians, writers, marine biologists,
gardaí, fire brigade and R.N.L.I.
(iii) Resources and School subjects
" Religious Education (Alive O)
" Physical education
" Social and environmental studies
" Stay safe programme
" Walk Tall - substance misuse programme
"
Sex education - visiting speaker for 5th/6th class pupils (one parental
information night). 3 visits to class. This is done on a 2 year cycle
to accommodate mixed class.
" In 2015 - class teacher will teach the RSE programme.
5. Aims of RSE Programme
" To recognize and assist parents in their role as primary educators of their children.
" To nurture Catholic values in relation to love, marriage, parenthood and family life.
" To enhance the personal development, self-esteem and well-being of the child.
" To help the child to develop healthy friendships and relationships.
"
To foster an understanding of and a healthy attitude to human sexuality
and relationships in a moral, spiritual and social framework.
" To develop and promote in the child a sense of wonder and awe at the process of birth and new life.
" To enable the child to be comfortable with the sexuality of oneself and others while growing and developing.
" To give information that we hope will protect the child against possible abuse or exploitation.
"
To assist our pupils in developing the skills necessary to cope with
sexual stimuli which confront them at a young age in advertisements,
music and in the media in general.
6. Guidelines for the Management and Organisation of RSE in our School
Parents
have the primary responsibility for education their children in sexual
matters. The school RSE programme acts as a support only for parents.
RSE
will be taught using the same teaching methods as those currently used
in teaching other area of the curriculum, i.e. child centered and age
appropriate. The programme will be delivered by the class teacher or by
visiting speakers where appropriate. Every effort will be made to
ensure that all children benefit from our RSE programme. Some sensitive
issues of the programme may be taught separately to boys and girls from
4th - 6th class.
Content:
The content of the lessons will be
in accordance with the Departmental Guidelines and the ethos of the
school. The content of the more sensitive lessons will be available for
parental approval prior to the lessons being taught.
Visiting speaker:
Visiting
speakers may be invited on occasions to address particular classes on
any aspect of the programme. Parents will be notified of the proposed
content of the speakers address and an information night will be held
for parents to view content of speakers' materials. The Board of
Management will finance the cost of this speaker. Teachers are present
al all times when guest speakers are visiting a class.
Parents' Education:
In
support of the role of parents as primary educators, we propose
organizing meeting for parents to be delivered by an RSE expert. It is
hoped that these meetings will familiarize parents with the materials to
be covered and enable them to cover these areas in advance with their
children should they so wish.
Withdrawal:
A request to opt out
must be specifically requested by parents, in writing, and this
evidence will be retained. Parents have the right to withdraw their
child from the sensitive issue classes should they so wish.
Confidentiality / Child Protection:
Sensitive
issues (such as disclosure of potential abuse to teachers) will be
dealt with in accordance with an agreed procedure which is already in
place. The school follows the DES Child Protection Guidelines and has a
Child Protection Policy with the Principal as Designated Liaison
Person.
Sensitive Topics:
Our agreed RSE programme will be
adhered to in terms of the topics covered and level of information
given. We propose that questions that go beyond this will not be dealt
with in class. Any question arising from outside curriculum, pupils
will be advised to seek answers at home. Questions from 5th and 6th
class will be written down and handed up by the pupils to facilitate a
screening process and also to reduce embarrassment in the case of
genuine questions.
Option for Teachers:
All teachers are
encouraged to participate in teaching the programme. However a teacher
may decide to opt out of teaching particular aspects of RSE. In this
event alternative provision will be made for teaching the RSE programme
to that particular class.
7. (a) Provisions for On-going Support and Development
" Talks for parents facilitated by the outside person delivering the RSE programme to the senior classes.
" Relevant videos/books etc. will be provided to be used as class/teacher resources.
"
Appropriate training for teachers will be requested - both teachers
have availed of RSE training in the Education Centre hosted by Roisín
Ferry.
(b) Provision for Review
The entire RSE programme will be evaluated periodically and any amendments
deemed necessary will be undertaken. It is our policy to have an on-going review
in operation where comments and feedback from all involved will be welcome.
Please find enclosed the sensitive issue which will be contained in certain lessons:
Infants:
My Body
" Identify external parts of the male and female body:
" Head, eye, ears, nose breast, skin, hips, navel, vagina, penis, bottom, knee, leg, foot.
New Life
" Become aware of new life in the world:
" New growth in spring time, children and animals being born, baby animals being fed.
First and Second:
My Body
" Name and identify external parts of the male and female body and their associated functions:
" Mouth: swallowing, chewing food, breathing.
" Nose: breathing, smelling.
" Vagina: opening where a baby leaves a mother's womb.
" Penis: passing urine.
" Breasts: feeding a baby.
" Navel: where a baby was joined to its mother before being born.
New Life
" Appreciate and celebrate the wonder of new life
" Understand that all living things reproduce
" Appreciate what is necessary in order to provide and care for new born babies in both animal and human world:
Love, regular feeding, nappy changing, careful bathing and medical check-ups.
Third and Fourth:
Physical Development
" Understanding the physical changes taking place in both male and female during growth to adulthood:
" Growing height and weight
" Increasing strength
" Growing from boy to man
" Growing from girl to woman - onset of menstruation (periods) 4th class girls
Birth and new life
" Sequence and discuss the stages of development of the human baby from conception to birth:
Identify objects which coincide with size of foetus at different stages
" Week 2 - the size of a full stop
" Week 6 - the size of a baked bean/would fit neatly into a 5c piece
" Week 14 - the length of an adult's hand/size of a grapefruit.
" Identify the care that needs to be taken while waiting for a baby to be born -
Diet, rest, love, support of other family members, medical interventions
" Recognise the changes in foetus as it develops in the mother's womb
" Develop an appreciation of the wonder of the birth of a baby
After nine months the baby is ready to be born.
" Explore the roles of other members of the family during pregnancy and birth.
" Compare and contrast gestation periods in animals and humans.
Portrayal of sexuality and relationships
" Discuss the portrayal of male/female body images in the media.
" Explore the roles assigned to males and females within the media, and the
" Influence media images may have on the understanding of male/female roles.
" Examine and discuss the portrayal of relationships in the media.
Fifth and Sixth:
Physical Development
" Identify and explore the physical changes that occur in males and females with the onset of puberty:
Female:
Hormonal changes
Changing body shape
Development of breasts
Onset of menstruation (periods)
Beginning of ovulation
Male:
Hormonal changes
Physical growth
Growth of testicles and penis
Appearance of pubic hair, underarm and facial hair
Breaking of voice
Beginning of sperm production
Onset of nocturnal emissions (wet dreams)
" Become familiar with the reproductive systems of both male and female.
" Understand how sexual intercourse, conception and birth take place within the context of a committed loving relationship.
" Recognize the physical changes as part of the on-going process of growth and development which is common to everyone.
A
video will be used as a resource in delivering the content of the
5th/6th classes RSE programme. Any parent who wishes to view the video
in advance of the lessons may do so by contacting the class teacher -
Busy Bees.
Becoming an adult
" Accept that pubertal changes occur at different times for different people and that this is natural.
" Understand that mood and emotions are often affected by physical and hormonal changes.
" Recognize and begin to understand strong emotions and desires.
" Identify and discuss the changes that are experienced in growing from child to adult.
Changes in interests and leisure time activities
Development of a wider social network
Increase in personal independence as one grows older
Increase in personal and community responsibility
Liaising with Tír Boghaine on the post primary transfer programme.
Parenthood
" Discuss and understand the responsibilities involved in becoming a parent
Taking care of offspring from birth onwards
Emotional, psychological and practical provision
" Discuss and explore the emotional and physical maturity required to be a parent
" Explore and discuss fostering and adoption.
Personal hygiene
" Recognize the importance of good personal hygiene practices during puberty and in promoting positive social interaction.
" Become aware of some communicable diseases and infections and their long term consequences.
Chickenpox: shingles in adulthood
Rubella: danger to babies
Mumps: may cause sterility
Infection by HIV (human immune - deficiency virus): may lead to AIDS (Acquired immune-deficiency syndrome)
Changing relationships in family and friendships
" Explore the differences between boy/girl friendships, and same sex friendships
Talking about different things
Liking to impress opposite sex and own sex
Portrayal of sexuality and friendships
" Explore how sexuality is defined and portrayed in the media
In soaps, films, magazines
" Analyse the sexual images portrayed in advertising
Alcoholic drink, perfume, after-shave
Evaluation:
" Teacher observation
" Inventory of what needs to be changed
" Ensure all strands are covered
" Self-evaluation
" Parental feedback
Roles and Responsibilities
The school community of Board of Management, staff and parents play a key role in the formulation and implementation of plan.
Implementation:
Implementation on a phased basis from April 2012.
Reviewed:
This policy will be reviewed in Term 1 - 2015.
Ratification
The policy was ratified by the Board of Management on ______________________.
Signed: _____________________________
Chairperson.
____________________________ __________________________________
____________________________ __________________________________
____________________________ __________________________________
____________________________ (Board members)
******************************************************************************
CRANNÓGBUÍ NATIONAL SCHOOL
CHILD PROTECTION POLICY
and
PROCEDURES FOR ITS IMPLEMENTATION
Child Protection PolicyIntroductory Statement:
The
staff of Crannógbuí school have developed and agreed this policy in
line with the current recommendations and guidelines relating to child
abuse prevention and child protection guidelines. This policy addresses
the responsibilities of the school in the following areas:
(a) Prevention - curriculum provision
(b) Procedures - procedures for dealing with concerns / disclosures
(c) Practice - best practice in child protection
An
individual copy of this policy document and the appended section from
the Department of Education and Science Child Protection Guidelines and
Procedures will be made available to all staff. It is incumbent on all
staff to familiarize themselves with "Children First" and the DES child
protection guidelines and procedures.
Aims:
This policy aims to:
" Create a safe, trusting, responsive and caring environment
" Provide a personal safety skills education which specifically addresses abuse prevention for all children in the school
" Develop awareness and responsibility in the area of child protection amongst the whole school community
" Put in place procedures for good practice to protect all children and staff
"
Ensure that all staff members are aware of and familiar with the
"Children First" and the DES guidelines and procedures in relation to
reporting concerns and/or disclosures of child abuse.
" Provide for on-going training in this and related areas for all school staff.
Prevention:
The
Stay Safe Programme is the primary resource used in this school to
provide education for children on abuse prevention. The programme is
taught as part of the school's SPHE curriculum under the strand unit
Safety and Protection.
The formal lessons of the programme will be
taught in their entirety every second year in accordance with the SPHE
two-year cycle plan.
Staff will make every effort to ensure that the messages of the programme are reinforced whenever possible.
The school have considered the following:
The teaching of Stay Safe will be age appropriate in a multi-class situation.
Use
will be made of the Stay Safe pack for children with learning
difficulties if the need arises. The leaning support teacher, resource
teacher, special needs assistant may support the class teacher in
relation to the teaching/support of a programme of prevention if the
need arises. Information meetings for parents may be arranged if
required (by the CAPP office).
Procedures:
All staff
(teachers, SNAs, ancillary, secretarial, caretaking, etc.) in this
school will follow the recommendations for reporting concerns or
disclosures as outlined in "Children First" and the Department of
Education and Science document, "Child Protection, Guidelines and
Procedures". (See attached Appendix, pages 5 to 20 from the above DES
guidelines).
Procedures for implementing our Child Protection Policy
Mrs.
Smith, the school Principal will act as DLP following ratification by
the Board of Management. Mrs. Margaret McGirr may act as DLP. Mrs.
Smith has the responsibility for child protection and will represent the
school in all dealings with Health Boards, An Garda Síochána and other
parties concerning allegations of abuse. All investigations of child
abuse shall be processed through Mrs. Smith. Further information on the
responsibilities of the DLP is included in 'Child Protection DES' - Pg 8
- Section 2.2. When there are reasonable grounds for suspicion or
where an allegation of child abuse has been made Mrs. Smith shall follow
the procedures in 'Child Protection DES', Chapter 3 - Section 3.2 pg 11
- 12.
All information concerning possible child abuse may only
be shared on a need to know basis, keeping the best interests of the
child as paramount. Information may only be shared with a person who
has legitimate involvement or role in dealing with the child abuse.
It
is not a breach of confidentiality to give information to those who
need to have that information for the protection of a child who has or
may have been abused.
Mrs. Smith who is submitting a report to
the Health Board or An Garda Síochána should inform a parent or guardian
of that report unless doing so is likely to endanger the child or place
that child at further risk. If a decision is made not to inform a
parent or guardian, that decision must be briefly recorded, together
with the reasons for not informing the parent or guardian.
In
emergency situations, where the Health Board cannot be contacted and the
child appears to be at immediate and serious risk, school personnel
must contact An Garda Síochána immediately.
School personnel may not leave a child in a dangerous situation pending Health Board intervention.
In the event that it is necessary to take a child in a teacher's car - there will always be a minimum of 2 children in the car.
Role of Board of Management
The Board of Management has primary responsibility for the care and welfare of all pupils.
The
procedures that the Board of Management will follow in response to each
of the acts listed in Section 1 include all of the following:
" Planning and implementing a Child Protection Programme.
" Training and development of school personnel.
" Dealing with allegations or suspicions of abuse.
" Assessing and assisting children at risk.
" Creating curriculum provision.
" Assisting in the prevention of child abuse.
" Dealing with allegations of Child Abuse by a school employee.
" Sending teachers to Child Protection Meeting/Case conferences.
Protection for Persons Reporting Child Abuse
The
Protection for Persons Reporting Child Abuse Act 1998, (P.R.C.A.)
provides immunity from civil liability to any person who reports child
abuse 'reasonably and in good faith' to designated officers of Health
Boards or any member of An Garda Síochána.
This means that even
if a reported suspicion of child abuse proves unfounded, a plaintiff who
took action against the reporter of the child abuse would have to prove
that the reporter had not acted reasonably and in good faith when
making the report.
The P.R.S.A. Act provides significant
protection for employees who report child abuse. These protections
cover all employees and all forms of discrimination up to and including
dismissal, see Child Protection DES Book, page 6.
While the legal
protection outlined above only applies to reports made to the
appropriate authorities (i.e. the Health Boards and An Garda Síochána),
the common law qualified privilege continues to apply. Consequently, if
a Board of Management member or a member of the school personnel
furnishes information with regard to suspicions of child abuse to the
Principal or the Board of Management chairman, that communication would
have a qualified privilege under common law.
A further definition
of qualified privilege is outlined in Section 1.4.2 and 1.4.3, page 6
of Child Protection - Guidelines & Procedures.
Freedom of Information Act 1997
Reports
made to Health Boards may be subject to provisions of the Freedom of
Information Act 1997, which enables members of the public to obtain
access to personal information relating to them which is in the
possession of public bodies. However, the act provides that public
bodies may refuse access to information obtained by them in confidence.
Definition and Recognition of Child Abuse
Child abuse can be categorised into the four following different types:
1. Neglect.
2. Emotional abuse.
3. Physical abuse.
4. Sexual abuse.
Appendix 1 see pages 125 - 131 of "Child Protection"
A
child may be subjected to more than one form of abuse at any given
time. Definitions for each for of abuse are detailed in 'Children
First' - (Dept of Health & Children)) Chapter 3, Sections 3.2 - 3.5,
pgs 31 - 33.
Guidelines for Recognition of Child Abuse
A
list of child abuse indicators is contained in Appendix 1 'Children
First' - Pg 125 - 131. No one indicator is conclusive in itself of
abuse, it may indicate conditions other than child abuse. All signs and
symptoms noticed (noted) must be examined in the total context of the
child's situation and family circumstances.
The three common stages in the identification of child abuse are as follows:
1. Considering the possibility.
2. Looking out for signs of abuse.
3. Recording of information.
Each of these stages is developed in 'Children First', Pg 34 - 35, Section 3.9.
Handling Disclosures from Children
'Child Protection', Pg. 9 Section 2.4 gives comprehensive details of how disclosures made by children should be handled.
When
a child offers information in confidence the member of the school
personnel will need tact and sensitivity in responding to the
disclosure. The member will need to reassure the child and retain his
or her trust, while explaining the need for action and the possible
consequences, including informing other adults. The child should be
told that everything possible would be done to protect and support him
or her. The member of the school personnel should not make promises
that cannot be kept, such as promising not to tell anyone else.
The school personnel to whom a child makes a disclosure of abuse should do all of the following:
1. Listen to the child.
2. Take all disclosures seriously.
3. Not ask leading questions or make suggestions to the child.
4. Offer reassurance but not make promises.
5. Not stop a child recalling significant events.
6. Not over react.
7. Explain that further help may have to be sought.
8. Record the discussion accurately and retain a copy of the record.
Role of the Principal (DLP)
If
the reporting person or member of the school personnel and the
Principal are satisfied that there are reasonable grounds for the
suspicion or allegation of child abuse, the procedures for reporting
child abuse laid out in 'Children First' - Section 4.4 pg 38 must be
followed. Standardised reporting forms may be photocopied from
'Children First' Appendix 8 - Pg 159.
Role of the Board of Management in a disclosure incident
Mrs.
Smith, Principal, must inform the Chairperson of the Board of
Management before she makes contact with the relevant authorities unless
the situation demands that more immediate action has to be taken for
the safety of the child. In that case, the Chairman may be informed
after the report has been submitted. Details of what should be included
in the report are outlined in 'Children First' - Section 4.5.1 - Pg 39.
Any
member of school personnel who suspects child abuse must inform the
parents or guardians if a report is to be submitted to the Health Board
or An Garda Síochána unless doing so is likely to endanger the child.
In
cases of emergency, if a child appears to be at immediate and serious
risk, and a duty social worker is unavailable, school personnel should
contact the Garda Síochána. Under no circumstances may a member of
school personnel leave a child in a dangerous situation pending Health
Board intervention.
Allegations or Suspicions Re School Employees
The
Chairperson, Board of Management and the Principal must consider the
safety and protection of the child as paramount. However, school
personnel have a right to protection against claims that are false or
malicious.
As employers, the Board of Management must seek legal
advice regarding allegations of child abuse by a school employee as the
circumstances vary from case to case.
(Legal advice may be sought from the C.P.S.M.A.)
The following procedures must be based on Section 4.1.3 Page 15 'Child Protection'
1. The reporting Procedure.
2. The Procedure for dealing with the employee.
3. All allegations re employees should be in writing.
The
Principal must report the allegation of child abuse to the Health
Board. The Chairperson, Board of Management has the responsibility,
acting in consultation with his or her board, for addressing the
employment issues.
If an allegation of child abuse is made
against the Principal, the Chairperson, Board of Management assumes the
responsibility for reporting the matter to the Health Board.
Reporting an allegation
When
an allegation of child abuse is made against a school employee, the
Principal must immediately act in accordance with the procedures
outlined in Ch 3, Section 3.2, Pg 11 - Child Protection.
The
Principal should obtain a written statement of the allegation from the
person or agency making the report. The Principal must inform the
Chairperson of the Board of Management of the allegation.
School
employees, other than the Principal, who receive allegations against
another school employee, must immediately report the matter to the
Principal. School employees who form suspicions regarding conduct of
another school employee should consult with the Principal. The
procedures outlined in Section 4.2.3, pg16 - 'Child Protection' must be
followed.
The chairperson or the Principal shall privately advise the accused employee of all of the following:
1. That an allegation has been made against him or her.
2. The nature of the allegation.
3. Whether the Health Board or Gardaí has been, will be, must be, or should be informed.
The
chairperson or the Principal must give a copy of the written allegation
and any other relevant documentation to the accused employee. The
employee must respond to the allegation in writing to the Chairperson of
the Board of Management within a specified period (10 days) and be told
that this response may be passed to the Gardaí, Health Board and the
Board's legal advisers.
The priority in all cases is that no
child be exposed to unnecessary risk. As a matter of urgency, the
Chairman must take any necessary measures to protect the child. These
measures should be proportionate to the level of risk and should not
unreasonably penalise the employee in any way unless necessary to
protect the child.
If, in the Chairperson's opinion, the nature
of the allegations warrant immediate action the Chairperson should
convene the Board of Management to consider the matter. This may result
in the Board of Management directing that the employee absent himself
or herself from the school immediately while the matter is being
investigated (administrative leave).
When the Board of Management
is unsure as to whether the employee should be given administrative
leave the Board should seek advice from the Gardaí or the Child Care
Manager of the Health Board and the legal advisers to the Board of
Management.
Administrative Leave
If the Board of
Management directs that an employee take administrative leave, the
employee should take the absence with pay and not suspension. This
leave does not imply any degree of guilt. The DES should be immediately
informed. (Children First - Pg. 17).
Board of Management
The
Chairperson must inform the Board of Management of all of the details
regarding the matter and remind the members of their responsibility to
maintain strict confidentiality and of the principles of due process and
natural justice.
Practice
The following areas have been
considered by the staff and Board of Management of this school as areas
of specific concern in relation to child protection. Following
discussion and consultation the staff and Board of Management have
agreed that the following practices be adopted.
(a) Physical contact
It
is advisable for staff not to make inappropriate physical contact with
the children in the school (INTO p.6). Any such contact should be as a
result of health and safety needs. Physical contact between school
personnel and the child should always be in response to the needs of the
child and not the needs of the adult.
While physical contact may be
used to comfort, reassure or assist a child the following should be
factors in determining its appropriateness:-
" It is acceptable to the child
" It is open and not secretive
" The age and developmental stage of the child
School personnel should avoid doing anything of a personal nature for children that they can do for themselves.
(b) Visitors / Guest Speakers:
The
school (principal/teachers) has a responsibility to check out the
credentials of the visitor/guest speaker and to ensure that the material
in use by guests is appropriate. The class teacher will be present.
(c) Children with specific toileting/intimate care needs:
In
all situations where a pupil needs assistance with toileting/intimate
care a meeting will be convened, after enrolment and before the child
starts school, between parents/guardians, class teacher, special needs
assistant, principal and if appropriate the pupil. The purpose of
meeting will be to ascertain the specific needs of the child and to
determine how the school can best meet those needs. The staff to be
involved in this care will be identified and provision will be made for
occasions when the particular staff involved is absent. A written copy
of what has been agreed will be made and kept in the child's file. The
Board of Management will be made aware of agreed arrangements.
(d) Toileting accidents
Clean
underwear and suitable clothing will be kept in the school so that if a
pupil has an "accident" of this nature they will in the first instance
be offered fresh clothing into which they can change.
If the
pupil for whatever reason cannot clean or change themselves the child
will be assisted by members of staff familiar to the child.
Parents will be notified of such incidents.
(e) One-to-one teacher:
It
is the policy in this school that one-to-one teaching may be deemed
appropriate. Every effort will be made to ensure that this teaching
takes place in an open environment. Parents of children who are to be
involved in one-to-one teaching will be informed and their agreement
sought.
Work being carried out by special needs assistants will be
carried out under the direction of the class teacher in an open
environment.
(f) Changing for Games/PE/Swimming:
Pupils will
be expected to dress and undress themselves for games/PE/swimming.
Where assistance is needed this will be done in the communal areas.
Under no circumstances will members of staff/volunteers be expected to
or allowed to dress/undress a child in a cubicle/private area. In such
situations where privacy is required the parent/guardian of the child
will be asked to assist the child.
While every effort will be
made to adhere to best practice as agreed and outlined above, in the
event of an emergency where this is not possible or practicable a full
record of the incident should be made and reported to principal and
parents.
Links to other policy / planning areas:
Prevention: SPHE curriculum, Strand Unit on "Safety and Protection"
The School Code of Behaviour
Procedures: Anti-Bullying Policy
Health and Safety Statement.
Practice: School Tours / Outings.
National Child Care Managers in Donegal
Social Work Department, Euro House, Donegal Town.
Tel. No. 074 97 23540
Duty Social Worker 10.00 a.m. - 1.00 p.m.
Mobile No. 087 2848578
Crannógbuí School
Child Protection Policy
The Board of Management recognises that child protection and welfare considerations permeate all aspects of school
life and must be reflected in all of the school's policies, practices and activities. Accordingly, in accordance with
the requirements of the Department of Education and Skills' Child Protection Procedures for Primary and Post
Primary Schools, the Board of Management of [insert school name] has agreed the following child protection policy:
1.
The Board of Management has adopted and will implement fully and
without modification the Department's Child Protection Procedures for
Primary and Post Primary Schools as part of this overall child
protection policy.
2. The Designated Liaison Person (DLP) is Marguerite Smith
3. The Deputy Designated Liaison Person (Deputy DLP) is Margaret McGirr
4.
In its policies, practices and activities, Crannógbuí N.S. will adhere
to the following principles of best practice in child protection and
welfare:
The school will
o recognise that the protection and welfare of children is of paramount importance, regardless of all other considerations;
o fully co-operate with the relevant statutory authorities in relation to child protection and welfare matters
o
adopt safe practices to minimise the possibility of harm or accidents
happening to children and protect workers from the necessity to take
unnecessary risks that may leave themselves open to accusations of abuse
or neglect;
o develop a practice of openness with parents and encourage parental involvement in the education of their children; and
o fully respect confidentiality requirements in dealing with child protection matters.
The school will also adhere to the above principles in relation to any adult pupil with a special vulnerability.
5.
This policy has been made available to school personnel and is readily
accessible to parents on request. A copy of this policy will be made
available to the Department and the patron if requested.
******************************************************************************
CRANNÓGBUÍ NATIONAL SCHOOL
HOMEWORK POLICY
Why give homework?
" To re-inforce what the child learns during the day.
" To provide a link between teacher and parent.
" To develop a child's concentration skills and develop a work ethic.
"
Homework is meant to be achievable by a child, i.e. it provides an
opportunity to practise work already done. It is normally prepared by
the teacher in class. However, sometimes with senior classes, some
homework is designed to challenge children's ability and provide
opportunities for creativity.
" Children are expected to do their homework to the best of their individual ability - no more, no less.
How often is homework given?
" Homework is given on Mondays, Tuesdays, Wednesdays and Thursdays, but not on Fridays. There are two exceptions:
" if homework has been neglected during the week
" in senior classes some project work is undertaken at weekends
"
Sometimes at the discretion of the class teacher or the principal,
children are given "homework off" as a treat or as acknowledgment of
some special occasion, e.g. birthday.
" Please note extra homework
may sometime be given during the week or at the weekend if a child has
not done homework, made a suitable effort or presented untidy work.
What is the content of homework?
" Ideally homework will contain a balance between reading tasks, learning tasks and written tasks.
"
This balance is not always possible and can vary considerably from day
to day. However, it should be noted that homework time devoted to
reading and learning is as important as written work.
" Homework will
regularly contain reading, spellings, tables, written work, pieces to
be "learned by heart", drawing/colouring, collecting information/items
and finishing work started in class.
" Children often feel that
reading and "learning by heart" is not real homework. Parents can play
an important role in listening to reading and items to be learned
ensuring this work is done well.
How much (time) homework?
The
following are guidelines for time spent at homework. Different
children will complete the same homework in different lengths of time.
Time spent will vary from day to day and also from the beginning to the
end of the school year. It is important to remember that it is the
quality and not the quantity of homework that matters. The following
are general guidelines only:
" Junior Infants Flashcards & reading
" Senior Infants
" Rang 1 20 minutes
" Rang 2 20 minutes
" Rang 3 30 minutes
" Rang 4 30 minutes
" Rang 5 Up to ½ hour
" Rang 6 Up to 1 hour
Homework
is given from Monday to Thursday. Normally there is no homework at
weekends or on a school day just before a public holiday. However,
children in middle and senior classes may sometimes be required to work
independently on projects at weekends.
How much help should parents give?
" Parents should try to help their children with homework by:
o Providing them with a suitable place and time to do their homework
o to prevent interruptions or distractions, like T.V. or other children
" Children should do written homework themselves and parents should only help when the child has difficulty.
"
If a child has difficulty with homework, the parents should help the
child to overcome the difficulty with further explanation or examples,
but not by actually doing the homework for the child. In this case the
parent should write a note to the teacher explaining the problem.
"
Shared reading is not homework in the regular sense and it is simply
meant to be an enjoyable exercise between parent and child. If it's not
enjoyable, shared reading should not be done.
How often should parents monitor homework?
" Parents should check and sign a child's homework journal every evening.
"
The pupil's journal is an important record of the child's homework. It
is also a valuable means of communications between parents and
teachers.
" Ideally, all written messages to your child's teacher
should be put in the homework journal (additional pages available at the
end of the journal).
" Please check that your child records its homework neatly in the correct page and ticks each item of homework when completed.
"
Crannógbuí N.S. eolas and other letters to parents are folded and
placed in the current day of the homework journal. Please check your
child's journal for such notes on a regular basis.
How often do teachers monitor homework?
"
Ideally teachers like to check homework on a daily basis. However with
large class numbers it is not always possible to check each child's
homework journal every day.
" As children get older and learn to work independently, some items of homework are checked less often e.g. every second day or
once per week.
"
Some items of homework (and classwork) may be checked by children
themselves under the direction of the teacher. This can be a useful
part of the learning process for children.
When should parents communicate with the teachers about homework?
" When your child cannot do homework due to family circumstances.
" When your child cannot do homework because she/he cannot understand some aspect.
" If the time being spent at homework is often longer than the recommended amount of time.
When should homework be done?
"
Each family situation is different - both parents working, child
minders, etc. Ideally, homework should be done before any television is
watched soon after school while your child is still fresh, however,
some children need a break before starting homework. Homework should
never be left until morning time before school.
Remember:
If
homework is a stressful experience between parent and child, something
is wrong! This leads to poor learning and defeats the whole purpose.
Should this happen on a regular basis, please contact the class teacher.
Signed: _______________________________
Chairperson,
Board of Management.
Date: ___________________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________ (members of B.O.M.)
******************************************************************************
CRANNÓGBUÍ NATIONAL SCHOOL
ACCEPTABLE USE POLICY
The aim of this Acceptable Usage Policy is to ensure that pupils
will benefit from learning opportunities offered by the school's
Internet resources in a safe and effective manner. Internet use and
access is considered a school resource and privilege. Therefore, if the
school AUP is not adhered to this privilege will be withdrawn and
appropriate sanctions as outlined in the AUP will be imposed.
School's Strategy:
The
school will employ a number of strategies to maximise learning
opportunities and reduce risks associated with the internet/broadband.
1. Acceptable Usage Policy.
Implement and update an AUP and make teachers, students and
parents aware of this.
2. Education/Digital Literacy
Educate students on how to be safe on the web.
3. Filtering/Monitoring
Install and update a Filtering/Monitoring system as recommended by the N.C.T.E.
4. Parent information talks on Internet safety.
A combination of all three of the above strategies will be used rather than over reliance on one.
Internet:
1. Internet will be used for Educational purposes only.
2.
Internet sessions will take place in an open area of the school where
the pupil's Internet usage can be monitored by a teacher.
3. Pupils will seek permission before entering any Internet site, unless approved by a teacher.
4. Filtering software will be used to minimise the risk of exposure to inappropriate material.
5. The school will regularly monitor the pupil's Internet usage.
6. Pupils will receive training in the area of Internet safety.
7. Pupils will be taught to evaluate the content of Internet sites.
8. Teachers will be made aware of Internet safety issues.
9. Uploading and downloading of non-approved material is banned.
10. Virus protection software will be used and updated on a regular basis.
11. The use of personal floppy discs, external storage devices or CD-ROMs in school requires a teacher's permission.
12.
Pupils will observe good "netiquette" (etiquette on the Internet) at
all times and will not undertake any action that may bring the school
into disrepute.
Email:
The following rules will apply when pupils are allowed to use email:
1. Email will be used for educational purposes only.
2. Students will only use approved class email accounts under supervision by or permission from a teacher.
3.
Pupils will not send or receive any material that is illegal, obscene,
defamatory or that is intended to annoy or intimidate another person.
4. Pupils will not send text messages to or from school email.
5. Pupils will not reveal their own or other personal details e.g. addresses, telephone numbers or pictures via school email.
6. Pupils will never arrange to meet someone via school email.
7. Sending or receiving email attachments is subject to teacher permission.
Internet Chat:
Students are not permitted to use Internet Chat Rooms.
Discussion forums between schools may be arranged from time to time.
School Website:
1. Personal pupil information, home addresses and contact details will not be published on the school website.
2. Class lists will not be published.
3. Digital photographs, video clips and audio clips will focus on groups and group activities rather than on individual pupil.
4. Pupils may be given an opportunity to publish projects, artwork or school work on the school website.
5. Teachers will select work to be published and decide on the appropriateness of such.
6. Permission to publish a student's work will be sought from pupils/parents/guardians at the beginning of the school year.
This permission may be withdrawn at any time.
7. Pupils will continue to own the copyright on any work published.
Mobile Phones
Mobile
phones are not permitted in school. If a parent feels their child needs
a phone for a particular reason , a written note must be sent and the
phone will be locked in the office until the end of school day. We
would not encourage this on a regular basis. Pupils do not have
permission to use phones on school premises .Parents can contact the
school if an urgent message needs to be passed to child.
Support Structures:
Internet safety advice is available for parents and pupils at
www.ncte.ie www.scoilnet.ie
Pupil Responsibilities:
Pupils are responsible for good behaviour on the Internet.
a. Access is a privilege not a right.
b. Teacher's permission must be sought at all times before printing or downloading any text, images or other data.
c.
Personal information i.e. home address or telephone numbers or personal
information on other people should never be given out.
d. The use of personal data or memory sticks in school will require the permission of the teacher.
e.
Pupils will observe good "netiquette" at all times and will not
undertake any actions that may bring the school into disrepute.
f. If any of these rules are broken, the privilege of use will be withdrawn and sanctions as outlined below will be imposed.
Sanctions:
Misuse of the Internet/broadband may result in disciplinary action including:
" Verbal warning
" Note to parents
" Withdrawal of access privileges - short term/long term.
" Any illegal activities will be reported to the appropriate authorities.
This policy was reviewed in June 2013.
Signed: ___________________________
Chairperson, B.O.M.
______________________ ______________________
_______________________ ______________________
_______________________ ______________________
_______________________ (members of B.O.M.)
CRANNÓGBUÍ NATIONAL SCHOOL
PERMISSION FORM
Please review the attached school Internet Acceptable Use Policy, sign and return this permission form to the Principal.
Name of Pupil: _____________________________
Class/Year: _____________________________
Pupil
I
agree to follow the school's Acceptable Use Policy on the use of the
Internet. I will use the Internet in a responsible way and obey all the
rules explained to me by the school.
Pupil's Signature: __________________________ Date: ____________
Parent/Guardian
As
the parent or legal guardian of the above pupil, I have read the
Acceptable Use Policy and grant permission for my son or daughter or the
child in my care to access the Internet. I understand that Internet
access is intended for educational purposes. I also understand that
every reasonable precaution has been taken by the school to provide for
online safety but the school cannot be held responsible if pupils access
unsuitable websites.
I accept the above paragraph I do not accept the above paragraph
(Please tick as appropriate)
In
relation to the school website, I accept that, if the school considers
it appropriate, my child's schoolwork may be chosen for inclusion on the
website. I understand and accept the terms of the Acceptable Use
Policy relating to publishing children's work on the school website.
I accept the above paragraph I do not accept the above paragraph
(Please tick as appropriate)
Signature: ___________________________ Date: _____________________
Address: ______________________________
_______________________________
Telephone: _____________________________
******************************************************************************
CRANNÓGBUÍ NATIONAL SCHOOL
Healthy Eating Policy
Rationale
The whole school community of Crannógbuí will
endeavour to promote healthy eating in school with a view to developing
lifelong healthy eating patterns. It is hoped that a healthy attitude
to eating food and to our bodies will enhance the physical and mental
development of our children. We will attempt to provide the knowledge
necessary for members of the whole school community to make healthy food
choices.
Relationship to the Characteristic Spirit of the School
Our
school cherishes all pupils equally and to aid them, in achieving their
true potential, mentally and physically, we will endeavour to promote
healthy eating by providing the children with the knowledge and skills
to make healthy choices and develop lifelong patterns which will enhance
the full and harmonious development of all aspects of the individual,
respecting our bodies as gifts from God - gifts to be cared for and
protected from harm.
Foods
Following an evening talk with dietician Marie Boyce, the Principal and parents has resulted in our healthy eating policy.
Implementation
School tours will be free from restrictions. In class, sweets may be used as treats.
Food
items which are not allowed will be sent home in children's lunchboxes
and the teacher will write a note in the child's diary. It would be
helpful if younger children would bring cut and peeled fruit in a
container.
Education measures
All classes will receive lessons
on healthy eating. The school partook in the Food Dude Healthy Eating
Programme in 2010 - 2011. School will continue with the initiative.
Signed: ___________________________
Chairperson.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________ (Members of B.O.M.)
******************************************************************************
crannogbui@eircom.net
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