Code of Behaviour

In Our School ...

We use kind hands and feet.

We speak in the right way, at the right time.

We sit while working, walk while moving.

We are honest and always tell the truth.

We are fair, friendly and let others join in. 

Code of Behaviour

Ballyshannon National School

1. Introductory Statement

Ballyshannon National School is committed to providing a safe, caring and inclusive learning environment where children, staff and parents work together in a spirit of mutual respect. Positive behaviour and positive relationships are central to the life of the school. This Code of Behaviour supports the holistic development of each child and promotes a culture where learning can take place without disruption.

2. Rationale

This Code of Behaviour has been developed in accordance with:

• Circular 20/90 – Department of Education

• Education (Welfare) Act, 2000

• Education Act, 1998

• Equal Status Act, 2000–2004

• NEWB Guidelines for Schools on Developing a Code of Behaviour

• Anti-Bullying Procedures for Primary and Post-Primary Schools (2013)

3. Aims of the Code

The Code of Behaviour aims to:

• Create a safe, respectful and supportive environment for all members of the school community

• Promote positive behaviour, self-discipline and personal responsibility

• Support effective teaching and learning

• Provide clear guidelines for behaviour and consequences

• Foster respectful relationships between pupils, staff and parents

• Encourage the development of moral, social and ethical values

• Ensure effective communication between pupils, parents, staff and the Board of Management

4. Rights of the School Community

4.1 Children’s Rights

Children have the right to:

1. A safe, secure and happy learning environment

2. Be treated with dignity and respect

3. Be listened to and have their views considered

4. Learn and develop according to their individual abilities and needs

5. Express feelings and opinions appropriately

6. Be free from bullying, discrimination and abuse

7. Be informed about school rules and expectations

4.2 Teachers’ Rights

Teachers have the right to:

1. Teach in an environment free from disruption

2. Be treated with respect and professionalism

3. Effective communication with parents

4. Support from parents and school management

5. Raise concerns regarding pupil welfare, behaviour and progress

6. Confidentiality and fair procedures

7. Access to appropriate resources and facilities

4.3 Parents’ Rights

Parents/Guardians have the right to:

1. Regular communication regarding their child’s progress and wellbeing

2. Respect, confidentiality and fair treatment

3. Be consulted at an early stage regarding behavioural concerns

4. Access the school’s Code of Behaviour

5. Appeal decisions through appropriate channels

5. Responsibilities of the School Community

5.1 Pupils’ Responsibilities

Pupils are expected to:

• Follow school and class rules

• Treat others with respect and kindness

• Take responsibility for their behaviour and belongings

• Complete classwork and homework

• Care for school property and the environment

• Play safely and include others

• Inform a staff member if they or another pupil is being treated unfairly

5.2 Parents’ Responsibilities

Parents/Guardians are expected to:

• Support the school’s Code of Behaviour

• Encourage positive behaviour and respect

• Ensure regular and punctual attendance

• Support homework and learning

• Communicate with the school regarding any issues affecting their child

• Ensure children are adequately rested, fed and prepared for school

5.3 Teachers’ Responsibilities

Teachers are expected to:

• Provide a positive and structured learning environment

• Treat all pupils fairly and consistently

• Communicate clearly with pupils and parents

• Implement the Code of Behaviour consistently

• Encourage positive behaviour and high expectations

• Support pupils’ emotional, social and academic development

6. Code of Behaviour

All members of the school community are expected to behave in a manner that reflects respect, courtesy and cooperation.

Pupils are expected to:

• Respect themselves, others and school property

• Follow instructions from staff

• Behave appropriately in class, yard, corridors, on outings and on school transport

• Use appropriate language at all times

• Remain within designated areas

• Not engage in bullying, harassment or exclusion

• Not leave school grounds without permission

Any pupil who experiences or witnesses inappropriate behaviour should report it to a staff member.

7. Positive Behaviour Strategies

7.1 Golden Time

Golden Time is used to promote and reward positive behaviour. Pupils who follow class rules earn Golden Time, which typically takes place weekly and includes activities such as games, art, reading or computer time.

Responsibilities of the Child

To try to build emotional regulation skills.

Do my best to follow the school rules.

The Rules are:

We use kind hands and feet.

We speak in the right way, at the right time.

We sit while working, walk while moving.

We are honest and always tell the truth.

We are fair, friendly and let others join in. 

Affirming Positive Behaviour

Every member of the school community has a role to play in the implementation of the Code of Behaviour. Rules will be kept to a minimum and emphasise positive behaviour. They will be applied in a fair and consistent manner, with due regard to the age of the pupils and to individual differences. Positive reinforcement of good behaviour leads to better self-discipline and we place a greater emphasis on rewards and incentives than on sanctions.

Strategies for Promoting Good Behaviour

Each class teacher will have the autonomy to choose their own reward system for promoting good behaviour. 

Teacher Autonomy & Allocation of Supports

Class teachers retain professional autonomy to implement behaviour programmes, reward systems and classroom management strategies appropriate to the specific needs, age and profile of their class group. These may include individual behaviour plans, class-based reward systems, restorative practices, visual supports, or other structured interventions deemed suitable.

Such approaches should align with the school’s Code of Behaviour while allowing flexibility to respond proportionately to varying behavioural and social-emotional needs.

Allocation of additional supports, including Special Education Teacher (SET) and Special Needs Assistant (SNA) provision, will be prioritised and front-loaded to pupils presenting with the greatest level of identified need. Allocation decisions will be informed by:

• Level of care and behavioural need
  
  

• Professional reports (where applicable)
  
  

• Observational data and school-based assessments
  
  

• Ongoing review of pupil progress
  
  

Support deployment will be reviewed regularly to ensure equitable, needs-based provision and effective use of available resources.

The following are some examples of how praise may be given:

• A mention to parents, written or verbal communication.

• A quiet word or gesture to show approval.

• A comment in a pupil's exercise book.

• A visit to another member of staff or to the principal for commendation.

• A word of praise in front of a group or class.

• A system of merit marks.

• Delegating some special responsibility or privilege

7.2 Other Behaviour Strategies

Where necessary, the following strategies may be used:

• Verbal reminder or reprimand

• Reflection time

• Temporary separation from peers

• Loss of privileges

• Apology or restorative discussion

• Behaviour reflection sheets

• Parent communication

• Referral to Principal

Sanctions are always applied fairly and proportionately, focusing on the behaviour rather than the child.

Unacceptable Behaviour

The task of creating and maintaining an atmosphere conducive for learning is essential. However, there may be times when unacceptable behaviour occurs. All everyday incidents of a minor nature are dealt with by the class teacher, or the supervising staff at break-times. When it is necessary to impose sanctions, it should be made clear that it is the behaviour, not the child, that is the focus. The particular sanction invoked will depend on the seriousness of the misbehaviour.

Six levels of misbehaviour are recognised, Stage 1, Stage 2, Stage 3, Stage 4, Stage 5 and Stage 6. While most behaviours will be dealt with at the early Stages, some behaviours will immediately invoke procedures/sanctions of a higher Stage. Steps within stages may also be bypassed in cases of more serious or escalating misbehaviour.

   Stage

   Examples

   Procedures/Sanctions

   Stage 1

   Low level disruptive behaviours

  e.g. Continuous talking in class/talking out of turn/interrupting/pushing and misbehaviour in the line/interfering in others games/writing and passing notes in class/rough play....     (This list is not exhaustive).

These will be dealt with at class level by the teacher or supervising teacher. The strategy is as follows:

1.  Verbal reasoning and reminder of rules

2. White warning card given to child

3. Teacher gives child timeframe for improvement

4. The card is returned to the teacher if improvement takes place within that timeframe.

• Time out for reflection may be used for yard misdemeanours. The supervising teacher will report to the relevant teacher where appropriate.

Stage 2

All Stage 1 misbehaviours when on a persistent basis and when not resolved at Stage 1.

On receiving a 2 nd Stage 1 white warning card within a rolling two-day period the child completes a yellow reflection form.

The teacher discusses the behaviour with the child and signs the yellow card. The teacher may also impose an appropriate sanction.

The card is taken home, signed by parents and returned to ensure that parents remain informed.

The child begins with a fresh start once the card is returned.

Stage 3

All Stage 1 misbehaviours on a persistent basis and when not resolved at Stage 2.

Other examples of Stage 3 misbehaviours include swearing/bad language/Minor damage to school property....

(This list is not exhaustive).

Teacher phones home and the parent is informed that the child will see/has seen the principal and may receive a detention*.Principal discusses the incident/behaviour with the child and the consequences of their actions. The principal gives the child an orange reflection form where they will write a reflection on the incident. A detention may follow at the discretion of the principal.

This card is to be signed by parents and returned to the principal the following day.

Time out may be used within the classroom or in another classroom if appropriate.

*One period of detention is 15 mins of the second lunchbreak.

Stage 4

All Stage 3 misbehaviours when on a persistent basis and not when not resolved at Stage 3. E.g.: Refusal to follow instructions from staff/Serious damage to school property/Exclusion/Leaving the school without permission/Persistent defiance and disrespect

1. After repeat of stage 3 behaviours and/or serious misdemeanours the child is sent directly to the principal.

2. The principal contacts parents to discuss the matter and may arrange a meeting with the principal and/or the class teacher of other pupils and staff members/Fighting/Aggressive behaviour/Racist/Homophobic/derogatory remarks and/or gestures (This list is not exhaustive).

3. 
   A period of detention* (up to 4 days) and the removal of privileges (e.g. golden time) may follow.

4. A behavioural plan/program may be introduced.

5. The school and/or parents may liaise with external agencies for support.

*One period of detention is 15mins of the second lunch break.

Stage 5:

Suspension

(as per pages 70-78 of the

NEWB guidelines)

For gross misbehaviour or repeated incidences of serious misbehaviour, not resolved at Stage 4, suspension may be considered. The decision to suspend a pupil can be also taken on the following grounds:

1. The pupil's behaviour has had a seriously detrimental effect on the education of other pupils.

2. The- student's continued presence in the school at this time constitutes a threat to safety.

3. The student is responsible for serious damage to property.

The Board of Management and staff of Ballyshannon NS will follow the procedures for suspension and expulsion as per pages 70-78 of the NEWB

Guidelines for Schools on Developing a Code of Behaviour.

The Board of Management has the authority to suspend a pupil and the authority to suspend a pupil for up to 3 days has been delegated to the Principal by the Board of Management.

Fair procedures will be applied at all times. The parents and the pupil will be given an opportunity to respond to an allegation before a decision is made and a serious sanction is imposed.

The Board of Management will also consider the following factors before suspending a pupil:

• The nature and seriousness of the behaviour

• The context of the behaviour

• The impact of the behaviour

A single incident of serious misconduct may be grounds for suspension but generally other interventions will have been tried first.

In exceptional circumstances, the principal may consider an immediate suspension to be necessary when the continued presence of the pupil in the school, at that time, would represent a serious threat to the safety of any member of the school community.

• 
  The interventions tried to date

• Whether suspension is a proportionate response 

• The possible impact of suspension

The following procedure will apply:

Parents/guardians and the pupil (where appropriate) will be invited to meet the principal and/or the Board of Management to discuss the proposed suspension.

Parents/guardians and the pupil are given an opportunity to respond.

If it is considered warranted, a 3-day suspension will be imposed.

In certain circumstances, the principal, with the approval of the

Chairperson of the Board of Management, may suspend a pupil for 5 days.

In the event that an immediate suspension is warranted, parents/guardians and the pupil (where appropriate) will be invited to discuss the matter with the principal and the procedures governing suspension will apply.

A written letter of the terms and date of the suspension will be given to the parents/guardians.

This letter will contain:

1. The period of the suspension

2. The reasons for the suspension

3. Any study programme to be followed.

4. 
   The arrangements for returning to school, including any commitment to be entered into by the parents/guardians and pupil (e.g. it might be necessary to reaffirm their commitment to the Code of Behaviour).

5. The provision for an appeal to the Board of Management

6. The right to appeal to the Department of Education under Section 29 of the Education Act 1998.

When the period of suspension ends, the pupil will be re-admitted to the class by the principal.

Where a satisfactory resolution to the problem has been achieved, the pupil may be readmitted to the school, within a- suspension period, at the discretion of the principal and or the Board of Management.

If a pupil continues to misbehave, a meeting of the Board of Management may authorise a further suspension up to a maximum of 10 days.

When the suspension is completed, the pupil will be given the opportunity and support for a fresh start.

Although a record is kept of the behaviour and any sanction imposed, once the sanction has been completed the school will expect the same behaviour from this pupil, as all other pupils.

Formal written records will be kept of:

1. The investigation

2. The decision-making process

3. The decision and the rational for the decision

a. The duration of the suspension and any conditions attached to the suspension

The principal will report all suspensions to the Board of Management.

The principal will report all suspensions to the Educational Welfare Officer in accordance with Tusla reporting guidelines

Appeal

Parents of a pupil who has been suspended for a period of 20 school days or more in a school year are entitled to appeal the suspension under Section 29 of the Education Act 1998.

Stage 6:

Expulsion (as per page 80 of the NEWB guidelines)

Subsequent to the above suspension procedures and meetings with parents/guardians, if serious/gross misbehaviour is not resolved at Stage 5 the pupil will be recommended for permanent expulsion by the Board of Management.

In exceptional circumstances, pupils may be expelled for a single incident of serious misconduct such as:

• A serious threat of violence against another student or member of staff

• actual violence or physical assault

The following factors will be considered before proposing to expel a student:

1. The nature and seriousness of the behaviour

2. The context of the behaviour

3. The impact of the behaviour

4. The interventions tried to date

5. Whether expulsion is an appropriate response

6. The possible impact of the expulsion

Where a preliminary assessment of the facts confirms serious misbehaviour that could warrant expulsion, the procedural steps will include:

1. A detailed investigation carried out under the direction of the principal

2. A recommendation to the Board of Management by the principal

supplying illegal drugs to other students in the school sexual assault

3. 
   Consideration by the Board of Management of the principal's recommendation and the holding of a hearing

4. Board of Management deliberations and actions following the hearing

5. Consultations arranged by the Education Welfare Officer

6. Confirmation of the decision to expel.

A parent/guardian may appeal a decision to expel to the Secretary General of the Department of Education and Science (Education Act 1998 Section 29).

Specialised Supports

A small minority of students may exhibit particularly challenging behaviour. The school, in cooperation with the students’ parents will seek to avail of any local services that may assist in responding to the needs of the student. These services could include the National Educational Psychological Services (NEPS), National Council for Special Education (NCSE), Network Disability (NTD), Art Therapist, Play Therapist, relevant professional counselling services etc.

9. Children with Special Educational Needs

While all pupils are expected to comply with the Code of Behaviour, the school recognises that pupils with additional needs may require differentiated approaches. Individual behaviour support plans may be developed in consultation with parents and relevant professionals.

10. Absences

Parents must notify the school of absences via Aladdin on the child’s return. Absences of 20 days or more are reported to Tusla Educational Welfare Services in accordance with the Education (Welfare) Act 2000.

11. Bullying

Bullying behaviour is addressed in line with the school’s Anti-Bullying Policy and the Anti-Bullying Procedures for Primary and Post-Primary Schools (2013). Cyberbullying is addressed under a separate policy.

12. Communication with Parents

Effective communication is essential. This may include:

• Notes or reflection forms

• Phone calls or letters

• Meetings with teachers and/or Principal

Conclusion

This Code of Behaviour supports the wellbeing and development of all pupils in Ballyshannon National School. A copy of this Code is provided to parents and is available on the school website. The school community is committed to reviewing and implementing the Code fairly and consistently.

What are the zones of regulation?

There are four groups or zones that we use to describe how your brain and body feel. We use colours to describe the zones:  Blue Green Yellow Red

https://www.twinkl.ie/resource/zones-of-regulation-poster-t-p-1689084460