School Details

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Board of Management, 2007 - 2011

• Mr. Thomas Shields,  (Chairperson)

• Mr. James Bennett (Principal and Secretary)

• Mr. Bob Kavanagh, lefy Board in June 2009

• Ms. Bláithín White

• Mrs. Mary Batten (Treasurer)

• Mrs. Margaret McKernan

• Mr. Matthew Ladrigan

• Fr. John Ferris (Patron's nominee)

• Mr. Thomas Walsh (November 2009)

PARENTS' ASSOCIATION

• Chairperson: Ms. Michelle Quinn

INTO STAFF REPRESENTATIVE

• Ms. Maria Kildea

SCHOOL CHAPLAIN: 

• Fr. John Ferris

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Seniority List (2008 -2009 )

1. James Bennett (Principal)

2. Sean Byrne (Deputy Principal)

3. Pat Mc Guinness (Assistant Principal)

4. Angela Noonan (Assistant Principal)

5. Bláithín White (Assistant Principal)

6. Ciara Brangan (Special Duties Teacher)

7. Lorraine Smith (Special Duties Teacher)

8. Claire Sweeney (Special Duties Teacher)

9. Fiona Bernard (Special Duties Teacher)

10. Bernadette Sweetman (Special Duties Teacher) - career break

11. Orla O’ Doherty (Special Duties Teacher)

12. Eimear Conroy (Special Duties Teacher)

13. Caitríona McHale (Special Duties Teacher)

14. Orla Murtagh

15. Caroline Cottell

16. Cindy Hickey

17. Maria Kildea

18. Fiona Breen

19. Catríona Nee

20. Audrey Harte

21. Claudine Halpin

22. Lisa Hoey

23. Elaine Clarke

24. Olivia Clinton

25. Ethné Appenah

26. Oliver Fitzmaurice

27. Ciara Gallagher

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Ancillary Staff

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Allocation of Teaching Duties for School Year, 2008-2009

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Special Duties Posts, September 2008/09

13 promoted posts in total

Principal, Deputy Principal, 3 Assistant Principals, 8 Special Duties Teachers

Appointment to a promoted post involves acceptance of the following conditions:

• A commitment to attend regular meetings of school middle management team
• All duties to be performed without prejudice to teaching duties
• The implementation of the designated duties will the subject of regular review by the Board of Management

Deputy Principal: Seán Byrne

• To assist the Principal teacher in the day to day organisation of the school and to assume full responsibility for same in the absence of the Principal
• Responsibility for the keeping of all school records - statistics, registers and record cards
• Catalogue, maintenance and distribution of school equipment (Hardware)
• Responsibility for Information Technology throughout the school
• Responsibility for all matters relating to maintenance and upkeep of school buildings, grounds and school furniture, Liaison between teaching staff and ancillary staff

Assistant Principal 1: Pat Mc Guinness

• Produce newsletter on a regular basis
• Develop and update school website
• Co-ordinate the production of a school year book
• Develop electronic record-keeping system with specific regard to pupils’ attainment and other data
• Organisation of archival material - photographing of school events

Assistant Principal 2: Angela Noonan

• Development and co-ordination of English with specific reference to curriculum development, assessment, resources and record keeping
• Promotion and organisation of Paired Reading
• Liaison with parents, teachers and psychologists with regard to pupils who may have/ have special needs
• Responsibility for the organisation of the Junior Section of the School: Junior Classes - Second Class
• Co-ordination of Book Scheme for Necessitous Pupils

Assistant Principal 3: Bláithín White

• Co-ordinate the development of a school library
• Development and co-ordination of school plan in Music - provide support, advice and practical demonstrations
• Preparation of choir for Liturgies
• Organise agenda and minutes for staff meetings and meetings of post holders

Special Duties Teacher 1: Ciara Brangan

• Responsibility for the organisation of Mathematics throughout the school
• Co-ordinate the development of handwriting in the school
• Co-ordinate special school events such as Christmas liturgies, school plays

Special Duties Teacher 2: Lorraine Smith

• Development and co-ordination of school plan in SESE
• Overall responsibility for school's Senior Gaelic Football programme

Special Duties Teacher 3: Claire Sweeney

• Forbairt na Gaeilge sa scoil - módhanna múinte, fearais, eagrú, agus measúnú
• Overall responsibility for school's Junior Gaelic Football team
• Overall responsibility for athletics programmes in school

Special Duties Teacher 4: Fiona Bernard

• Development and co-ordination of school plan in Social, Personal and Health Education -this includes programmes such as Walk Tall and RSE
• Co-ordination of all elements of School Completion Programme

Special Duties Teacher 5: Orla O'Doherty 

• Development and co-ordination of all matters relating to Physical Education
• Co-ordination of the implementation of the Code of Behaviour
• Overall responsibility for Soccer in school

Acting Special Duties Post: Eimear Conroy

• Development and organisation of school plan in Visual Arts - this includes responsibility for displays throughout the school
• Safety Officer – member of Safety Committee, responsible for Fire Drills
• Staff Development: convene sub-committee to organise events and collections
• Supervise Basketball coaching sessions

Acting Special Duties Post: Caitríona McHale

• Development and organisation of school plan in Drama
• Co-ordinate the organisation of swimming
• Assist with coaching and organisation of school Senior Gaelic Foootball team

Acting Special Duties Post: Orla Murtagh for Bernadette Sweetman (Career Break)

• Co-ordination of assemblies - dates, content and distribution of material relating to Religious Education

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VISION STATEMENT OF ST COLMCILLE'S BOYS' NATIONAL SCHOOL

St Colmcille's Boys' National School, Swords aims to provide a caring, learning environment which facilitates the nurturing of each pupil's full educational potential. The achievement of this aim informs all of the planning processes and activities which occur in our school. Teachers and parents are partners in the children's education, with cooperation and communication between home and school being vital ingredients in the educational process.  We share the same aim - the well-being of the children in our care.
Mission Statement: "Ní neart go cur le chéile."

AIMS OF ST COLMCILLE’S BNS

1. To enable the pupils to achieve their full academic potential.

2. To enable the pupils to enjoy school.

3. To enable the pupils to be aware of and to understand their environment.

4. To encourage habits and attitudes related to spiritual formation.

5. To develop each pupil's self-confidence.

6. To promote a spirit of co-operation.

7. To teach pupils to behave in an acceptable manner.

8. To encourage and develop appropriate leisure activities.

9. To develop in our pupils an appreciation of our cultural heritage.

10. To prepare each pupil to avail of appropriate further education.

PURPOSE OF PLEAN SCOILE

1. To formulate the views of the staff on various education/social aspects of school life, and to facilitate the integration of new teachers to the staff.

2. To provide a consensus and thus give consistency to requests made on children/parents.

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Admissions and Participation Policy of St Colmcille’s Boys’ National School (Enrolment Policy)

The School

Founded in 1966, St Colmcille’s Boys’ National School is a Roman Catholic primary school for boys under the patronage of the Archbishop of Dublin. It aims to promote the full and harmonious development of all of its pupils, and it caters for the full range of classes from Junior Infants to Sixth class for boys of all abilities. There are 18 mainstream class teachers, 4 resource teachers, 4 language support teachers and an administrative principal employed in the school.  Special Needs Assistants are assigned to the school by the Department of Education and Science to enable the inclusion of certain children with special educational needs.

St Colmcille’s BNS operates under the Rules for National Schools and Departmental Circulars and is funded by grants.  The school is subject to The Education Act (1998), The Education Welfare Act (2000), The Education for Persons with Special Education Needs Act (2004) equality law and all other relevant legislation. St Colmcille’s BNS follows the curricular programmes laid down by the Department of Education and Science.

The Admissions policy

The Admissions Policy has been formulated in accordance with the provisions of the Education Act 1998 in order to assist parents in relation to enrolment matters. The Chairperson of the Board of Management or the Principal will be happy to clarify any further matters arising from the policy.

Application Procedure

• Applications for enrolment to St Colmcille's BNS, Swords usually takes place during the third week of January of the year in which the pupil is due to commence school

• Places  are allocated on the basis of the priority listing and the age of the pupil

• Pupils must be a minimum of 4 years of age on the year that they will be starting school, but the cut-off point is not known until the applications have been processed. In practice, it tends to be that pupils must be 4 years of age in May / June.

• Applications forms may be collected from the General Office from 10.00 to 12.00 and 1.30 p.m. to 2.30 p.m.

• Proof of age of pupil and baptismal certificate must be produced before application is accepted as being valid.

• Application forms should be completed at home when details of deputies have been ascertained. If both parents/ guardians are available, both signatures are required. Forms may be posted back to school or delivered by hand

• With regard to deputies, they should be living locally and be available to come to the school in the event of an emergency. One deputy is not sufficient.

• Places are offered by the end of March/ early April.

• An advisory meeting for parents/ guardians is held in early May

• There is an Open Day in June when new pupils may be brought to see their classroom /meet with their teacher

• If parents wish to meet with the Principal, an appointment is required. This can be arranged by contacting 8405132.

• Boys, other than pupils for Junior Infants, will be enrolled on application provided that there is space available.

• Normally, Junior Infants will not be enrolled during the year unless transferring from another school.  This is for educational reasons as the curriculum is progressive and it is necessary for the child to complete a full year.

• Decisions in relation to application for enrolment are made by the Board of Management.

• No child is refused admission for reasons of ethnicity, special educational needs, disability, language/accent, traveller status, asylum-seeker/refugee status, religious/political beliefs and values, family or social circumstances.

• The completion of an application form or the placement of your child’s name on a list, however early, does not confer an automatic right to a place in the school.

Code of Behaviour

Children enrolled in St Colmcille’s BNS are required to co-operate with and support the school’s Code of Behaviour as well as all other policies. Parents/Guardians are responsible for ensuring that their child(ren) co-operate with these policies in an age-appropriate way. A copy of the School Prospectus which includes the Code of Behaviour is issued to all parents and each parent will be requested to sign an undertaking to uphold the school Code of Behaviour.

Priority Criteria

In the event of the number of children seeking enrolment exceeding the number of places available the following criteria will be used to prioritise children for enrolment:

1. Brothers of children already enrolled (including stepsiblings, resident at same address) and Catholic boys living within the parish.

2. Catholic boys whose sisters attend St Colmcille’s GNS, Swords

3. Catholic boys who live outside the parish and who do not have a Catholic school in their parish.

4. All boys who live within the parish boundaries but are not Catholic.

5. Catholic boys from outside the parish.

6. All children who apply to the school and are not Catholics and not resident in the parish.

7. In the event of being unable to enrol children in any year, the child’s name will be placed on the waiting list in accordance with the criteria as above.

Other pupils may be enrolled during the school year if newly resident in the area. Pupils wishing to transfer from other schools are enrolled subject to the Rules for National Schools, Education Welfare Act and school’s enrolment policy.

Decision making

The Board of Management determines the maximum number of children in the school based on the Department of Education’s recommended enrolment at the time.

Children with Special Needs

Children with special educational needs are welcome to enrol in the school and every effort will be made to provide them with an appropriate education as well as to include them in every aspect of school life.  The child enrolling in St Colmcille’s BNS will be resourced in accordance with the level of resources provided by the Department of Education and Science to the Board of Management

The Board of Management may request copies of relevant reports or request that the child be assessed immediately in order to assist the school in establishing the educational needs of the child and to profile the support services required. The Board of Management will endeavour to have all resources and supports in place before the child is admitted to the school. This may include visiting teacher service, resource teacher, special needs assistants etc, specialised equipment or furniture, transport services etc.

The Principal will meet with the parents of the special needs child to discuss the school’s suitability for the child. If considered necessary, a full case conference may be called which will include parents, class teacher, resource teacher, Special Education Needs Organiser (SENO) and psychologist or social workers as appropriate.

Exceptional Circumstances

The school reserves the right to refuse enrolment to a pupil in exceptional cases.  Such an exceptional case could arise where either:

1. The pupil has special needs such that, even with additional resources available from the Department of Education and Science, the school cannot meet such needs and/or provide the pupil with an appropriate education.

2. In the opinion of the Board of Management, the pupil poses an unacceptable risk to other pupils, to school staff or to school property.

(See Appeals Procedure below)

Children of other faiths or no faith

Bearing in mind the Catholic ethos of the school, every effort will be made so that the school is as inclusive as possible.  While Catholic education and the ethos of the school permeates the day, children of other faiths or none, where request is made in writing, will be excused from attendance at formal religious instruction classes  and specifically Catholic liturgies.  Religion lessons are time-tabled between 12.00 and 12.30 each day, and parents may withdraw their children from class at this time and return them to school after lunch at 13.00. The school does not have the facility to supervise children outside of the classroom during religion lessons.  It will not be possible to provide religious instruction in other faiths.

Appeals Procedure

In line with Section 28 of the Education Act 1998, parents who are dissatisfied with an enrolment decision, may appeal to the Board of Management. This appeal must be addressed, in writing, to the Chairperson of the Board, stating the grounds for the appeal, and lodged within ten days of receiving the refusal.  Parents, if unhappy with the result of this appeal, may appeal to the Department of Education and Science under Section 29 of the Education Act on the official form provided by the Department.  An appeal form will be issued by the school to the parents/guardians.   This appeal must be lodged within 42 days of receipt of the refusal from the school to enrol.

Signed      __________________________________________ Chairperson

Date:  _______________________

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ROUTINES AND GENERAL INFORMATION

The following routines are outlined in St Colmcille’s BNS Information Booklet for Parents. It is recommended that at the start of each school year, teachers discuss with their pupils the contents of the Information Booklet.

Time

1. Assembly is at 8.50 a.m. Children who are in the yard prior to official assembly time are not the responsibility of any member of staff, but if children are in the yard prior to 8.50 a.m., they take their place in line. For safety reasons, pupils are expected to walk in the school yard.

2. Children are not allowed to enter the school building prior to 8.50 a.m. They remain in the yard in line formation until directed into the building by a teacher.

3. There is a short break at 10.45 a.m. Pupils are expected to enter and  to leave their classroom in an orderly manner and to walk down the corridor in single file. Teachers are requested to walk their pupils to the exit doors  at each break and at dismissal.

4. There is a break is from 12.30 p.m. to 1.00 p.m.  It is recommended that teachers allow their pupils to commence lunch before the break so that the healthy eating practices can be promoted. It is also recommended that background music be played during this period so that the integrity of the school day is preserved.

5. Junior and Senior Infant Classes are dismissed at 1.30. p.m.  Infant pupils  are not allowed to go home on their own unless this is specifically requested in writing by parents. The pupils in the other classes are dismissed at 2.30 p.m.

6. Pupils who bring bicycles to school are asked to alight at the gates of the school.

7. At 2.30 p.m., pupils are expected to leave the school grounds in an orderly fashion and to report home promptly.

Attendance

Each child, to whom the Education (Welfare) Act 2000 applies (that is, those between the ages of 6 and 16) is obliged by law to attend school every day on which the school is in operation unless there is a reasonable excuse for not attending. The school authorities are obliged to notify the Educational Welfare Officer when a child is absent regularly or if a reasonable excuse has not been provided for an absence by the child's parents. The School's Code of Behaviour contains a merit scheme which acknowledges and rewards regular attendance.

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General Notes

1. If parents wish their child to go home for lunch, a Consent Form is required. These forms may be obtained from the Principal.

2. Sanctions will be imposed on children who return late after lunch.  If late arrival after lunch persists, permission to go home for lunch to be withdrawn for the remainder of the school year.

3. In the event of a pupil being absent through illness or for any other reason, the class teacher should be informed by note on the pupil's return to school. If it is anticipated that the absence will be of a lengthy duration, the class teacher should be informed by note as soon as possible.

4. When it is necessary for a pupil to leave school early, a note must be sent to the class teacher or permission sought from Principal or Deputy Principal. Notes should be retained until child returns to school. Parents/ guardians are asked to call personally to the classroom to collect the child. Any person collecting a child on behalf of the parent/guardian should present written authorisation with a telephone contact number.

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Dress Code

1. Uniform:  Grey shirt, bottle green V neck jumper, green tie and grey slacks.

2. Track Suit: For Physical Education, runners are compulsory and it is recommended that the pupils wear the school tracksuit which is bottle green in colour and has the school name on it. Children should never be allowed to participate in P.E. class if they have not brought their runners to school.

3. For Art and Craft lessons, it is recommended pupils bring an old shirt to school.

4. Pupils are not allowed to wear studs, earrings and other jewellery in school.

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Homework

Aims

1. To establish a link with home.

2. To reinforce work already done in school.

General Policies

1. Volume of homework set should be discussed by teachers of parallel classes.  Teachers decide on the amount of homework which they consider appropriate.

2. Use should be made of homework journals for the setting of homework and as a means of communication with / from parents.

3. It is desirable that parents sign homework.

4. As a general rule, homework should not be set at weekends.

5. As a general rule, every child from First to Sixth Class inclusive is given homework each week night. Parents are asked to ensure that their children complete the homework each night. In the event of the homework not being attempted or not being completed, teachers may insist that the homework is completed by the children during some of the breaks.

6. The recommended average time for homework ranges from thirty minutes in First Class to one hour in Senior Classes. Some children in Sixth Class may spend up to ninety minutes at homework. The recommended times are only guidelines because too much emphasis on "time spent" may cause a habit of "clock watching" to develop. The best criterion is has the child made an honest effort to do the homework. Parents should be made aware of procedure if child is spending an inordinate amount of time doing homework. Parents may sign homework after they consider that a reasonable effort has been made to complete it.

7. Where exceptional circumstances prevent the completion of homework, an explanatory note to the teacher is acceptable.

Junior Infants

Very little formal homework can be set to Junior Infants - colouring work, letters, writing patterns, number, preparation of words in sight vocabulary.

Senior Infants

Preparation of reading, sight vocabulary, number etc.

First Class

Reading / Spelling, Number.

Second Class

Reading / Spelling, Number / Tables.

Middle & Senior Classes

1. A small amount of Mathematics as a revision of the day's work.
2. A certain amount of writing may be given to improve penmanship or to encourage revision.
3. Reading / Spelling.
4. Tables.

Sample Note to Parents re Homework

Sample Note re Homework – Infant Classes

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Home/School Liaison

Co-operation between school and home is essential, and the following forms of home/school links exist in our school

1. Individual consultation : A note to the class teacher requesting such an appointment is always essential because cover may have to be arranged and work prepared for the children. It is also necessary that the purpose of the visit be stated so that teachers may undertake whatever preparation is necessary with regard to information and records. The duty of care with regard to the children is such that it is not possible for teachers to meet with parents unless an appointment has been arranged.  If at all possible, these individual consultations should occur before school begins, during a break or at the end of the school day.

2. Appointment with Principal: Parents should contact Secretary at 8405132 if they wish to meet the Principal.

3. General meeting between individual teachers and parents to outline procedures and expectations (mid-September)

4. Parent/teacher meetings during the first term. (November/December).

5. A meeting is held in May of each year with parents of the new Junior Infant pupils.

In addition to the above forms of home/school links, the following means of communication are also utilised:

1. Notes in the pupil's homework notebook. Homework journals may be purchased at Secretary’s Office. Every pupil from 1st 6th Class should have a homework journal.

2. School reports are issued prior to the formal parent/teacher meetings.

3. An information booklet which gives details of the school's rules and procedures.

4. Circulars (lists of holidays, book lists etc – parents are always informed in writing about any school closure, circulars re closures are issued one week in advance, if at all practicable.)

5. Synopsis of the accounts.

6. Regular newsletters – 2 per term

7. Information on Website

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Guidelines for Parent / Teacher Meetings

1. Discuss content of report and provide (if possible) guidelines with regard to the elements that might be improved.

2. If children are attending for extra learning support, they should be referred to the appropriate resource teacher.

3. Check with parents with regard to how they think that the child is working / settling in.

4. Queries which you cannot answer should be noted, and parents informed that information will be sought on the matter.

5. Photocopy reports and submit to General Office on the week following the Parent Teacher meetings

Practical Details

1. Ensure that your name is on the classroom door.

2. Organise notice stating “Please knock at the appointed time”.

3. Keep to the allotted times. If there is a need for an extended conversation, invite the parent/s to come back at another time.

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COMPLAINTS FROM PARENTS

It is in the interests of pupils, parents and teachers that good relations should exist between home and school. The teachers are willing to discuss any problems which may arise from time to time. With mutual respect and goodwill, most problems can be resolved readily.

Complaints concerning individual teachers should be referred to the appropriate teacher in the first instance and not the principal. The INTO, Dept of Education and the CPSMA have issued a set of procedures for the processing of complaints against teachers.

Introduction

Only those complaints which are written and signed by parents / guardians may be investigated formally by the Board of Management, except where those complaints are deemed by the Board to be:

1. on matters of professional competence and which are referred to the Dept of Education and Science

2. frivolous or vexatious complaints and complaints which do not impinge on the work of the teacher

3. complaints in which either party has recourse to law or other existing procedure.

Unwritten complaints not in the above categories may be processed informally as set out in Stage 1 of this procedure.

Stage 1:

Stage 2:

Stage 3

Stage 4

Stage 5 

The maximum period of time is 35 school days to the notification of final decision.

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CODE OF BEHAVIOUR

Revised June 2007

It is recommended that teachers make themselves very familiar with the contents of the school’s Code of Behaviour  (See separate document).

BULLYING

Bullying is repeated aggression, either verbal, psychological or physical, conducted by an individual or groups against others. Isolated incidents of aggressive behaviour which are never condoned, cannot be described as bullying. However when the behaviour is systematic and ongoing, it is bullying. It may manifest itself in many forms such as physical aggression, damage to property, extortion, intimidation, isolation, name-calling and "slagging".  At the centre of our school's response to bullying is the continued development of a positive school climate which focuses on respect for the individual. It is an important element of school policy to raise the awareness of bullying as a form of unacceptable behaviour.

Procedures for Noting and Reporting an incident of Bullying Behaviour:

1. All incidents of bullying, no matter how trivial, will be investigated and dealt with by the teachers.

2. Serious cases of bullying behaviour by pupils should be referred immediately to the principal.

3. Parents of victims and bullies will be informed earlier rather than later of incidents.

4. It is made clear to pupils that when they report incidents of bullying they are not telling tales but are behaving responsibly. It is important to counteract a culture which may associate "telling" with "informing".

5. Encouraging a child to hit back is mistaken because it does not address the reasons for the bullying behaviour and it could also result in a child being seriously hurt if the bully is more adept at fighting.

Procedures for Investigating and Dealing with Bullying

1. When investigating incidents of bullying behaviour, it is necessary to seek answers to questions of what, where, when, who and why?

2. If pupils are found to have been involved in bullying behaviour, it will be made clear to them that they are in breach of the Code of Discipline, and sanctions will be applied.

Work with Victims and Bullies

1. Low self-esteem is an attribute which victims and bullies share. It is necessary therefore to avail of opportunities to increase feelings of self-worth among victims and bullies. Victims may need counselling to participate in activities designed to raise their self-esteem and bullies may need counselling to help them learn other ways of meeting their needs without violating the rights of others.

2. Pupils who observe incidents of bullying behaviour should be encouraged to discuss them with their teachers.

3. Bullying is a societal problem and a whole community approach is needed to combat bullying behaviour. The school as a community is made up of management, teachers, non-teaching staff, pupils and parents, and the promotion of home/school/community links is a vital element in the countering of bullying behaviour.

4. The school's anti-bullying code is discussed regularly in each class and explained to the children.

Anti-Bullying Code in St Colmcille's BNS

1. Every pupil has the right to enjoy his time in St Colmcille's Boys' National School, free from bullying, both in school and on his journey to and from school.

2. Our school will not tolerate any unkind actions or remarks, even if these were not meant to hurt. 

3. Pupils should support each other by reporting all instances of bullying.

4. Bullying is regarded as a very serious matter; no child has a right to strike another, even in "self-defence".

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HEALTH/SAFETY: (Extracts from Information Bookle for Parents)

ACCIDENT /FIRST AID PROCEDURES

1. If a minor accident occurs in the yard, teacher on yard duty may deal with it, but should always report the matter to the class teacher.

2. If the accident appears to be of a more serious nature, class teacher and Principal teacher are to be informed at earliest opportunity so that the child's parents or person delegated to take responsibility for child may be contacted.

3. A child should never be lifted after a fall - if unable to get up alone, the child should not be moved.

4. Write out report on accident and submit to the Principal. (Accident Book is in Principal's Office).

PROVISION FOR SICK PUPILS

If a teacher feels that a child is not well enough to continue working in school, a note should be sent with the child to the Secretary’s Office. The parents or guardians of the child will be contacted by the Secretary

A supply of these sample notes may be obtained from Secretary.

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Healthy Eating

Healthy eating is central to a person’s overall well-being. As part of Social, Personal and Health Education (SPHE), the children learn about healthy eating and nutrition. Our aim is to promote healthy eating at an early age in order to ensure good, lifelong, nutritional habits. Healthy eating is important for many reasons:

• Maintaining strong teeth and bones

• Improving concentration and behaviour

• Preventing obesity and heart conditions

• Balancing energy levels

It is school policy that pupils’ lunches will consist of some of the following:

• bread (white or wholemeal), rolls, crackers or pasta

• sandwich fillings of any choice (suggestions – meats, cheese, salad, jam, chocolate spread)

• natural fruit juice, diluted fruit juice, yoghurt drinks, water or milk

• healthy snacks such as fruit, fruit winders, fruit salad, cereal bars, raisins (or other dried fruits), cheese strings, frubes, yoghurts, popcorn

Treats

• Children may be given one treat per day (chocolate bar, biscuit or pack of mini biscuits)

Not Allowed

• Chewing gum, cans, fizzy drinks, crisps, sweets or sticky bars are forbidden.

Implementation

There will be a school-wide effort to implement the policy. One warning will be given, and if banned foods or drinks are brought into school a second time, they will be confiscated and returned at the end of the school day.

Two of our pupils have a condition called anaphylaxis where they can have a life-threatening reaction to foods such as eggs, nuts and peanut butter. In view of the fact that the pupils meet in class / at Assembly / in the yard / on the way to and from school, it is our considered view that all parents would appreciate the need to ensure that these foods are not brought to school by any of our pupils.

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Supervision Policy and Duties

Introduction

This policy was originally formulated in 2001, re-drafted in 2007 and updated in 2008.  It applies to all staff and children during school hours, break times, and on all school related activities.

Rationale

The rules for National Schools (121(4) and 124(1)) oblige teachers to take all reasonable precautions to ensure the safety of pupils and to participate in supervising pupils during school time and during all school related activities. Legislation such as the Health Safety and Welfare at Work Act and recent Court judgments have placed a “duty of care” on schools that must be underpinned by a policy covering all possible eventualities.

Relationship to the Characteristic Ethos of the School

This policy is in keeping with the school ethos of providing a safe and secure environment for all pupils and the wider school community.

Aims and Objectives

• To develop a framework that effectively ensures, as far as is practicable, the safety of children while in the school building, at play on the yard or while engaged in school related activities.

• To contribute to effective school management and comply with relevant legislation.

School Procedures

• It is the policy of the school to supervise the school yard at all times during regular lunch breaks i.e. 10.45 a.m. – 10.55 a.m. and  12.30 p.m. to 1.00 p.m. Teachers assume a duty of care at 8.50 a.m. The Board of Management informs parents that the school does not take responsibility for the pupils until 8.50 a.m.

• A rota for supervision is drawn up by the Principal, distributed to each staff member and displayed on the Staff Room notice board / Secretary’s Office and Principal’s Office. A deputy list is also circulated to each staff member and displayed.

• School rules are reviewed yearly, and communicated to children regularly. They are displayed on the school website, in the Homework journal and in the information booklet for parents.

• Teachers on yard duty or Special Needs Assistants accompany the pupils when returning to class after the first break. Teachers collect their pupils from the yard at 8.50 a.m. and at 1.00 p.m. The teachers on yard duty at the first break are responsible for the pupils until the other teachers return from break. The teachers on yard duty remain with the pupils in the yard until the pupils are collected at the end of the second break by the other teachers.

• At each break, teachers will escort their pupils to the exit doors

• At least 3 Special Needs Assistants are on duty during lunch breaks.  While these Assistants provide individual supervision for designated Special Needs children, they can act in an observing and reporting capacity, bringing instances of misbehaviour to the attention of the teacher on yard duty.  The school’s anti-bullying/discipline policy covers incidents of misbehaviour.

• Children with injuries/complaints are dealt with directly by the teachers and / or the Special Needs Assistants. Children are not permitted to report directly to the staff room if there is an incident on the yard nor are they allowed to return to the school building unaccompanied.

• A First Aid box is kept at the Secretary’s Office. Accident Report Book is kept in the Principal’s Office.  (See Accident and Injury Policy).

• If children remain uncollected after 1.30 p.m. (in the case of a pupil in the Infant Classes) or at 2.30 p.m. in the case of other pupils, the school ensures that a duty of care is provided until a parent/guardian calls.

Children should never be sent on errands outside school premises nor should they be put outside door of classroom during lessons.

In the event of a teacher needing to send a message to principal / secretary / colleague, two pupils should always be sent with a note.  Pupils should not be left unsupervised.

Yard Supervision

Areas out of Bounds

• Back of pre-fab

• Pathways between flower beds and windows

• Shelters

• Grass verges in Junior Yard

• Road

• Back of oil tank

Routine for Dismissal

1. Ensure that pupils leave classroom in an orderly fashion and walk down the corridor. Teachers are responsible for the children until they leave the building.

2. Children should never be left unsupervised in classroom at  2.30 p.m. (Writing homework etc) nor should children be detained as a punishment.

3. Chairs should be put on top of desks before dismissal

4. Every effort should be made to ensure that there is no litter on floor

5. Pupils are expected to leave the grounds in an orderly fashion

Other Provisions

1. On out of school activities such as games, swimming, tours, back-up provisions are put in place to ensure adequate levels of supervision are put in place.  The level of supervision is usually one adult per 15 children with individual teachers in charge of specific groups.

2. If a teacher is called from his/her classroom to meet with a parent, another member of staff may be released to provide cover.  However, it is school policy to request parents to make appointments.

3. When visiting personnel provide lessons, teachers remain with their classes. Neither SNAs nor pupils are left in sole charge of a class.

4. The school Safety Statement lists all hazards on the school yard and supervisors are accordingly briefed.

Success Criteria and Review

• Ensuring a safe environment for all members of school community

• Providing well- organized and safe out of school activities

• Reinforcing school rules termly

• Reviewing supervision duties yearly

• Altering or adjusting procedures deemed to be inoperable

Implementation

This policy has been in operation since 19 February 2008 when it was ratified by the Board of Management.

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Safety Statement of St. Colmcille’s BNS, Swords 2008

Signed: ________________________

(Chairperson of the Board of Management)

Date: __________________________ 

Contents

• Policy
• First Aid
• Reporting Accidents
• Workplace Environment
• Hazards and Risks
• Emergency Contact List

Policy Statement

This document sets out the policy of St Colmcille’s BNS and specifies the arrangements made and the resources provided to achieve that policy.

Our objective is to provide a safe and healthy environment for all employees and to meet our duties to pupils and members of the public who may be affected by our operations.

The success of this policy will depend on your co-operation. It is therefore important that you read this document carefully and understand your role in the overall arrangements for health and safety in our premises.

Emergency Plans

An emergency is a situation which arises with little or no warning and causes or threatens death, injury, serious property damage or serious disruption to people and services. Examples include fire, explosion, collapsing buildings, notification or incendiary and bomb scares. The school has procedures in place for dealing with emergencies. Staff will be made aware of these procedures and regular practice drills will be undertaken. These activities are the responsibility of James Bennett (Principal) and Sean Byrne (Deputy Principal).

Emergency Evacuation Procedures

In the case of fire, or other emergency requiring evacuation of the workplace:

• The person discovering the fire should raise the alarm by informing the principal/secretary/ caretaker. They contact the emergency services.
• All persons must leave the building without delay to collect personal belongings.
• All persons should go immediately to assembly areas located at the perimeter fencing.
• All teachers will take a roll to identify any persons missing from the assembly area.
• No one should re enter the workplace until the emergency services give the “all clear”.

Emergency drills

The principal is responsible for ensuring that all staff and visitors are aware of the location of all the exits and emergency evacuation procedures.

A fire drill will be carried out once a term.

Location of Fire Extinguishers

Fire Extinguishers are located in the following locations:

• At the 4 exits
• In the IT Room
• In the Kitchen
• In foyer of Pre-fab
• In the Boiler House
• In the store room

Apex Ltd is responsible for ensuring that this equipment is maintained in line with the required servicing intervals.

Signs and Notices

All necessary signs and notices are displayed. These identify the locations of all exits and fire fighting equipment, as well as any danger zones or hazardous materials.

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First Aid

St Colmcille’s BNS provides and will maintain adequate and appropriate first aid equipment, suitability marked and easily accessible, in order that first-aid can be provided. The first-aid equipment is located in the filing cabinet outside the Secretary’s Office.

The First Aid box Contents

The first aid box will contain the following items:

• Adhesive plasters
• Sterile eye pads (with bandage attached)
• Individually triangular bandages
• Safety pins
• Medium individually wrapped sterile unmedicated wound dressing (approx 10cm X 8cm)
• Large individually wrapped sterile unmedicated wound dressings (approx 13cm X 9cm)
• Extra large individually wrapped sterile unmedicated wound dressings (approx 28cm X 17.5cm)
• Individually wrapped wipes
• Paramedic shears
• Latex gloves
• Sterile eye wash.

First Aid Treatment Area(s)

The area assigned for the provision of First Aid treatment in our school is beside the secretary’s office. The following resources will be provided:

• Sink with running water
• Drinking water
• Soap
• Paper towels
• Smooth topped working surface
• A suitable store for first aid materials
• First aid equipment
• Suitable refuse containers lined with a disposable plastic bag
• A chair
•  A first aid treatment record book
• A bowl

The occupational first aiders are the following:

1. Mrs Kay Byrne
2. Mrs Violet Hunter
3. Mrs Teresa Ward
4. Mrs Claire Hegarty

Ms Eimear Conroy will provide information to staff, parents, Board of Management and/or safety representatives regarding the first aid facilities and arrangements in place.

The person responsible for ensuring that the first aid equipment and facilities are provided and maintained is Ms Eimear Conroy.

Safety Committee

• Mr Thomas Shields

• Mr James Bennett

• Mr Seán Byrne

• Ms Eimear Conroy

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Reporting Accidents

The school will comply with the requirements for reporting accidents and dangerous occurrences to the:

Health and Safety Authority
Metropolitan Building
James Joyce Street,
Dublin 1.
1890 289389

The person responsible for reporting accidents and dangerous occurrences is James Bennett

Any accident in the school which results in a staff member or pupil being injured and unable to perform his/her normal duties for more than 3 consecutive days will be reported to the Health & Safety authority. Accidents will be reported by filling out the online Accident Reporting from the Health & Safety Authority website (www.hsa.ie). Accidents will be reported promptly – fatal or potentially fatal accidents will be reported immediately, by telephone in the first instance, while non-fatal accidents will be reported as soon as practicable, in most cases within two weeks of the occurrence of the accident.

Dangerous occurrences will also be reported to the Health & Safety Authority using Form IR3 which can be downloaded from the publications and Forms Section of the Health and Safety Authority website (www.hsa.ie)

More detailed information with regard to the types of accidents and dangerous occurrences which will be reported are contained in the Resources Section of the Safety Statement.

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Workplace Environment

We will provide a healthy working environment and will ensure that the following issues are always addressed. Sean Byrne is responsible for these matters.

Ventilation will be adequate.

Where VDUs (Workstations) are being used for more than 1 hour a day we will provide suitable chairs, sufficient space (a minimum of 4.65 sq metres per person) and regular eye tests.

The temperature will be comfortable, normally above 17.5ºc, and will not become excessively hot during warm weather.

Adequate lighting will be provided.

We will provide adequate facilities for boiling water and taking meals.

Smoking will not be permitted in our workplace.

We will provide at least

• 1 toilet for 1 to 5 people,
• 2 toilets for 6 to 25 people
• 3 toilets for 26 to 50 people
• 4 toilets for 51 to 75 people
• 5 toilets for 76 to 100 people

And keep them clean and in working order. Hot and cold water, soap and towels will be provided.

At least one wash basin for every 20 employees will be provided.

The school will be cleaned as required. Floors and traffic routes will be cleaned at least once per week. Waste materials will be removed on a daily basis.

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Hazards and Risk

On the following pages you will find a list of workplace hazards and risks showing appropriate:

• Risk assessment
• People at risk 
• Actions and controls to eliminate or reduce the risk or provide protection from the risk 
• Assigned responsibility for implementing the actions and controls 
• Review dates.

The hazards and risks are grouped and presented in the following order:

• Working at a height
• Dust and fumes
• Electricity
• Explosions
• Fire
• Noise and vibration
• Radiation
• Poor House-keeping
• Substances
• Manual Handling
• VDUs
• Transport
• Stress, bullying and violence
• Machinery.

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EMERGENCY CONTACT LIST

(to be displayed in Staff Room, Principal’s Office, Secretary’s Office)

LIST OF LOCAL GP’S

(The following details are posted in each room in school)

Evacuation Procedures

1. Signal to evacuate building is the continuous ringing of hand bell.
2. Pupils leave rooms in an orderly fashion and walk to the exits.
3. Pupils from Rooms 7, 8, 9 and 5 assemble at Garden
4. Pupils from Rooms 1, 2, 3 and 4 assemble across from Portakabin in Middle Yard
5. Pupils from Rooms 15, 17, 18 and 19 assemble in Field
6. Pupils from Rooms 11, 12, 13, 14 and Pre-fabs (Senior Classes) assemble in Field

• Pupils assemble in yard in Roll Book order.
• Teachers call roll and give numbers present to person in charge in each yard.
• Senior Yard: Mr Bennett
• Junior Yard: Ms Noonan
• Middle Yard: Mr Byrne

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Critical Incident Policy

Introduction

St Colmcille’s BNS aims to provide a caring, learning environment which nurtures the full educational potential of each child and promotes the well-being of all members of our school community. We have taken a number of measures to create a supportive and caring environment in our school and we have formulated a number of policies and procedures to be followed with a view to ensuring the safety of staff and pupils.

This policy has been formulated in consultation with staff, pupils, parents and the Board of Management. Copies of the policy will be disseminated to staff, the Board of Management and the Parents’ Association. A copy of the policy will be made available on the school website, www.colmcilles.net

Definition

The term, Critical Incident, denotes any incident or sequence of events that overwhelms the normal coping mechanisms of the school and disrupts the running of the school. Critical incidents may involve one or more pupils, staff, the school or the local community and include:

• Death of a member of the school community through sudden death, accident, terminal illness or suicide
• A physical attack on staff member(s) or pupil(s)
• An intrusion into the school
• Serious damage to the school through fire, vandalism or flooding
• The disappearance of a member of the school community
• An accident involving members of the school community
• A tragedy in the wider community

Aim

The key to managing a critical incident is planning, and St Colmcille’s BNS has formulated this Critical Incident Management Policy and accompanying Plan. The aim is that in the event of an incident, these will help staff to act quickly and effectively and to maintain a sense of control.

Key Roles and Tasks in the Critical Incident Management Process

Critical Incident Management Team

• Principal and Deputy Principal
• Staff Health and Safety Representative
• Secretary
• Caretaker
• Chairperson of Board of Management
• Chairperson of Parents’ Association

The duties are as follows:

The Principal and Deputy Principal will normally be responsible for:

• Care and communication with staff
• Organising the supervision of pupils
• Liaising with ancillary staff
• Liaising with the Parents’ Association
• Liaising with external support agencies, the emergency services, the Board of Management and the Department of Education and Science
• Drawing up a letter informing all parents of the critical incident and the school’s response
• Reporting incidents to the Health and Safety Authority
• Communicating with the media

Health and Safety Representative will normally be responsible for:

• Assessing the Health and Safety issue
• Liaising with other members of Critical Incident Management Team
• Assisting with reports of dangerous occurrences or accident for the Health and Safety Authority

The School Secretary will normally be responsible for:

• Ensuring that the Office is manned at all times
• Liaising with other members of Critical Incident Management Team

The Caretaker will normally be responsible for:

• Controlling access to the school premises
• Maintaining security procedures
• Maintaining services such as heating
• Liaising with other members of Critical Incident Management Team,

The Teaching Staff will normally be responsible for:

• Supervising their own and colleagues’ classes
• Assisting in identifying and supporting pupils at risk or in distress
• Assisting in information gathering
• Maintaining normal procedures

The Ancillary Staff will normally be responsible for:

• Maintaining normal procedures
• Assisting in identifying and supporting students at risk or in distress

The Chairperson of the Parents’ Association will contribute by:

• Representing parents’ concerns and wishes with regard to the school’s response to the critical incident

Critical Incident Rooms

In the event of a critical incident, the Hall will be the main room used to meet the staff, pupils, parents and visitors involved

Contact Numbers and Emergency Information

• The Secretary has responsibility for maintaining an up to date list of contact numbers for pupils and their parents / guardians
• The Health and Safety Representative has responsibility for ensuring that a list of contact numbers for the emergency support services is displayed in the Staff Room, the Secretary’s Office and the Principal’s Office

Evacuation Procedures

• The evacuation procedures are displayed near the door of every classroom
• The evacuation procedure is practised once per term

Training and Staff Development

The school will provide opportunities for staff and members of the Board of Management to attend information /training meetings on issues such as suicide, grieving and first aid

Visitors

Visitors, including parents must report to the Secretary, identify themselves and state their business in the school. Visitors will not be allowed beyond the Secretary’s Office except at the invitation of a member of staff

The Media

Members of the media must report to the Secretary’s Office, identify themselves and state their business in the school.  Members of the media will not be allowed beyond the Secretary’s Office except at the invitation of the Principal or Deputy Principal.

• The Principal and Deputy Principal will prepare a brief, written statement to include:
• The sympathy of the school community for the affected /bereaved family
• Positive information or comments about the deceased / injured person
• The facts about the incident (following consultation with the affected/ bereaved families)
• What has been done
• What is going to be done

Procedures to be followed in the event of a Critical Incident

Short Term Actions (1st Day)

• Ensure the safety of students, staff and visitors
• Convene a meeting of the Critical Incident Management Team and delegate responsibilities
• Gather accurate information (use Incident Report form)
• Identify high risk pupils
• Contact appropriate agencies and organise support
• Contact BOM, DES, NEPS and Parents’ Association
• Appoint people to assist Secretary and Caretaker in handling phone enquiries and manning the Secretary’s Office and the gates
• Arrange the supervision of pupils
• Organise a time-table for the day
• Inform pupils and parents
• Make contact with the affected / bereaved family
• Respond to the media (Principal / Deputy Principal)
• Arrange visit to the affected / bereaved family
• Report to the Health and Safety Authority, if necessary

As far as possible, maintain normal school routine

Medium Term Actions (24 – 72 Hours)

• Convene a meeting of Critical Management Team to review events of the first 24 hours and to delegate responsibilities
• Arrange support for pupils, staff and parents
• Update staff and students
• Update DES, BOM, Parents’ Association and the relevant external agencies
• Update the media
• Plan visits to the injured
• Plan the restoration of normal school routine
• Consider the legal and financial consequences

Long Term Actions

• Monitor pupils and staff for signs of continuing distress
• Plan the long-term counselling needs of individuals
• Plan for anniversaries and memorials
• Evaluate the school’s response to the critical incident and amend the Critical Incident Policy appropriately
• Evaluate the long-term effect on the educational progress of pupils
• Ensure that new staff are aware of the Critical Incident Policy and are informed of which pupils / staff were affected in any recent incident
• Ensure that a report is sent to the new school when a pupil is transferring
• Evaluate the legal and financial consequences
• Report to the BOM, the Parents’ Association and the DES

Monitoring, Review and Evaluation

The Critical Incident Policy Committee will review the policy every 3 years or before the formation of a new Board of Management. Ongoing review and evaluation will take cognisance of changing information, legislation and feedback from parents/ guardians, teachers and pupils. The policy will be revised as necessary in the light of such review and evaluation and within the framework of school planning.

Critical Incident Management Team

• Principal
• Deputy Principal
• Assistant Principals
• Secretary 

Key Roles Assigned

Emergency Contact List 

Is contained in Safety Statement and displayed at Secretary’s Office and in Principal’s Office

Preventative Measures

Curriculum

• Anti-bullying policy
• Behaviour policy
• Circle Time
• Walk Tall
• Stay Safe
• SPHE Policy
• Staff alerted to Students with difficulties (bereaved students, self-harming, eating difficulties)

Support

• NEPS
• School Chaplain
• School Counsellor

Physical Environment

• Fire Drills
• Health and Safety Policy 
• Playground Supervision

Short Term Actions and Roles Assigned

1st Day

24- 72 Hours

Beyond 72 Hours

Useful Contact Numbers

Incident Report Form

Sample Letter to Parents

Dear Parent(s) / Guardian(s),

The school has experienced (the sudden death / accidental injury) of one of our students. We are deeply saddened by the deaths / events.

(Brief details of the incident and in the event of a death, some positive remembrances of the person who has died)

We have support structures in place to help your child to cope with this tragedy. (Elaborate)

It is possible that your child may have some feelings that he may wish to discuss with you. You can help your child by taking time to listen and encouraging them to express their feelings. It is important to give truthful information that is appropriate to his age.

If you would like advice, you may contact the following people at the school (Details).

Sample Letter Requesting Consent for Involvement of Outside Professionals

Dear Parents,

Following the recent (tragedy, death), we have arranged professional support for pupils in our school who need particular help. _______________ is available to help us with this work. The support will usually consist of talking to children, either in small groups or on a one-to-one basis and offering reassurance and advice as appropriate.

        Your son has been identified as one on of the pupils who would benefit from meeting with ____________. If you would like your child to receive this support, please sign the attached permission slip and return to the school by __________.

        If you would like further information on the above or to talk to the psychologist please indicate this on the slip or telephone the school.

Principal

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

I consent to having our son met by _________________

I understand that my son may meet _____________ in an individual or group session depending on the arrangements which are thought to be most suitable.

Name of Pupil: __________________________

Class:              __________________________

I would like my son ___________ to avail of the support being offered by ________________

Signed: _______________________________

Date: _________________________________

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Sexual Harassment Policy

Introduction and Rationale

This policy was drawn up in June 2006. It was reviewed at a staff meeting on 25 November 2010, and discussed at a Board of Management meeting on 13 December 2010. The Board of Management of St Colmcille's BNS, Swords recognises that all employees have the right to a workplace free from sexual harassment and is fully committed to ensuring that all employees are able to enjoy that right.

There is a responsibility on all employees to ensure a workplace free from sexual harassment for all other employees, and to be aware of this policy. Any complaint of sexual harassment shall be fully and properly investigated, and, if substantiated will be regarded as grounds for disciplinary action up to and including dismissal. An attempt will be made to resolve the complaint informally in the first instance but if this is not possible, a formal procedure will be invoked. Confidentiality will be ensured insofar as is possible, at all times during the investigation for all parties involved.

What is Sexual Harassment?

Sexual harassment means unwanted conduct of a sexual nature or other conduct based on a person’s sex which affects the dignity of men and women at work. This can include unwelcome physical, verbal or non-verbal conduct which is offensive and causes discomfort or humiliation to the individual concerned.

Making a complaint of sexual harassment

Any employee who feels that he or she has been or is being sexually harassed should ask the perpetrator to stop. Where this form of action is unsuccessful, the employee may report the matter to any of the following – the Principal, Deputy Principal, INTO staff representative or any member of the Board of Management. Attempts will be made to resolve the matter informally, if appropriate. If it is not possible to resolve the matter informally, a formal complaints procedure shall be applied incorporating the following steps:

A written report to the Board of Management should be made by the complainant or an authorised person to whom the complaint is made and signed by the complainant.

The complaint will be investigated with minimum delay, and as confidentially as possible, by two individuals named by the Board of Management, one of whom shall be the same sex as the complainant, if so requested. Due respect shall be had for the rights of the complainant and the alleged perpetrator. Both parties may be accompanied / represented at all interviews / meetings held, and details of these meetings shall be recorded in writing.

When a complaint   is found to be substantiated, the extent and nature of the sexual harassment will determine the form of disciplinary action to be taken. These actions may include a verbal warning, a written warning, suspension from some duties with or without pay, suspension from full duties with or without pay or dismissal.

Where an employee is victimised as a result of invoking or participating in any aspect of the complaints procedure, including acting as a witness for another employee, such behaviour will also be subject to disciplinary action

No record of any complaint will be registered on an employee’s file unless the formal procedure outlined above has been invoked

It is the opinion of the Board of Management that issues of sexual harassment are best dealt with within the school. However, no aspect of this policy affects any employee’s individual rights to take their complaint outside of the school.

THIS POLICY WILL BE SUBJECT TO PERIODIC REVIEW.

Sanctioned at Board of Management meeting on 13 December 2010

Posted on www.colmcilles.net on Monday, 20 December 2010

Review date: December 2012

Signed: __________________________

Thomas Shields (Chairperson)

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Adult Bullying in the Workplace Policy

Introduction and Rationale

This policy was drawn up in June 2006. It was reviewed at a staff meeting on 25 November 2010, and discussed at a Board of Management meeting on 13 December 2010. The Board of Management of St Colmcille's BNS, Swords recognises that all employees have the right to a workplace free from bullying and is fully committed to ensuring that all employees are able to enjoy that right.

What is Adult Bullying? 

Bullying in the workplace is repeated aggression, verbal, psychological or physical, conducted by an individual or group against another person or persons. Bullying is where the aggression or cruelty, intimidation or a need to humiliate, dominate the relationships.  Isolated incidents of aggressive behaviour, while they are condemned unreservedly, do not constitute bullying. Aggressive behaviour, which is systematic and ongoing, constitutes bullying 

Forms of Adult Bullying

• Being excluded socially
• Being subjected to aggressive criticism or not being allowed to express opinions
• Reputation being undermined through spreading of gossip
• Work of meaningless nature being given to perform / or no tasks given at all
• Use or threat of physical abuse

Informal Procedures for Dealing with Bullying

• Seek advice and support from friends and/or colleagues
• Check with colleagues to see if anyone else is encountering similar treatment
• Speak to INTO Staff Representative
• Speak to the principal / deputy principal /chairperson or any other member of the Board of Management 
• Keep a written record for future reference, quoting dates, times, places and any witnesses of bullying

Formal Procedure

If it is not possible to resolve the matter informally, a formal complaints procedure shall be applied incorporating the following steps:

1. A written report to the Board of Management should be made by the complainant or an authorised person to whom the complaint is made and signed by the complainant.
2. The complaint will be investigated with minimum delay, and as confidentially as possible, by two individuals named by the Board of Management, one of whom shall be the same sex as the complainant, if so requested. Due respect shall be had for the rights of the complainant and the alleged perpetrator.
3. Both parties may be accompanied / represented at all interviews / meetings held, and details of these meetings shall be recorded in writing.
4. When a complaint is found to be substantiated, the extent and nature of the bullying will determine the form of disciplinary action to be taken. These actions may include a verbal warning, a written warning, suspension from some duties with or without pay, suspension from full duties with or without pay or dismissal.
5. Where an employee is victimised as a result of invoking or participating in any aspect of the complaints procedure, including acting as a witness for another employee, such behaviour will also be subject to disciplinary action.
6. No record of any complaint will be registered on an employee’s file unless the formal procedure outlined above has been invoked
7. It is the opinion of the Board of Management that issues of bullying are best dealt with within the school. However, no aspect of this policy affects any employee’s individual rights to take their complaint outside of the school.

THIS POLICY WILL BE SUBJECT TO PERIODIC REVIEW.

Sanctioned at Board of Management meeting on 13 December 2010

Posted on www.colmcilles.net on Monday, 20 December 2010

Review date: December 2012

Signed: __________________________

Thomas Shields (Chairperson)

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The Administration of Medicines

While the Board of Management has a duty to safeguard the health and safety of pupils when they are engaged in authorised school activities this does not imply a duty upon teachers nor ancillary staff to undertake personally the administration of medicines.

The Board of Management requests parents to ensure that teachers are made aware in writing of any medical condition suffered by any children in their class.

• Non- prescriptive medicines will neither be stored nor administered to pupils in school.  Prescribed medicines will not be administered in school without the written consent of parents and the specific authorisation of the Board of Management.

• The medicine should not be kept by the pupil but in a locked cupboard out of reach of pupils.   Certain medicines, such as inhalers used by asthmatic children, must be readily accessible at all times of the school day.

• The medicine should be self-administered if possible, under the supervision of an authorised adult

• A written  record of the date and time of administration must be kept.

• School personnel should not administer medication without the specific  authorisation of the Board.

• School personnel cannot be required to administer medicine or drugs to a pupil.

• In an emergency situation, school personnel will do whatever is necessary with regard to the administration of medicine

• In emergency situations, qualified medical assistance will be secured at the earliest opportunity

• Parents of a pupil requiring regular  medication during school hours should write to the Board to authorise a member of staff to administer the medication in school. 

• Written details are required from the parent/guardian to the Board of Management giving the name of the child, name and dose of medication; whether the child should be responsible for his/her own medication;  the circumstances in which medication is to be given  by the teacher and consent for it  to be given;   when the parent is to be notified and where s/he can be contacted. It is the parents’ responsibility  to check each morning  whether or not  the authorised teacher (or special needs assistant) is in school unless an alternative arrangement is made locally.

• Where children  are suffering from life threatening conditions,  parents should  outline clearly in writing, what can and can’t be done in a particular  emergency situation, with particular reference to what may be a risk to the child.

• Parents are further required to indemnify the Board of Management  and authorised members of staff in respect of  any liability that may arise regarding the  administration of prescribed medicines in school. The Board of Management will inform the school’s insurers accordingly.

• Where possible the family doctor should arrange for the administration of  prescribed medicines outside of school hours.

• Where permission has been given by the Board of Management for the administration of medicine the smallest possible dose should be brought to school, preferably by the parent, with clear written instructions for administration, giving the name of the pupil.

• Changes in prescribed medication (or dosage) should be notified immediately to the school with clear written instructions of the procedure to be followed in storing and administering the new medication.

• Consent form is appended to this policy document

Parents should ensure that these procedures are clearly understood before submitting any request to the Board of Management

This policy will be reviewed as and when necessary.

Sanctioned at Board of Management meeting on 15 November 2010.

__________________

Thomas Shields (Chairperson)

Administration of Medicines

Consent Form

Name of Child:                                    Class:                      

Parents’ Name:                                    Phone No.                

Ailment:                                                                            

Medicines:                                                                         

Dosage:                                                                             

The medicine should be administered at:                      (time) by child himself   yes/no or by an adult in the school yes/no

I indemnify the Board of Management and authorised members of staff in respect of any liability that may arise regarding the administration of the prescribed medicines in the school.

The Board is obliged to inform its insurers of the above arrangement.

Signed:                                                                             

            (Parent/guardian)                  (Parent/guardian)

Date:                                

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Children with Specific Toileting/Intimate Care Needs

• There is an expectation that all pupils, with the possible exception of a minority of pupils with special needs, will  be toilet-trained when they commence school in Junior Infants
• 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.
• Parents, Guardians, Principal, Class Teacher, SNA, and if appropriate, the pupil, will attend.
• The specific care needs of the child, and how the school will meet them, will be clarified.
• Personnel involved in this care will be identified.
• Provision for occasions when staff are absent will be outlined (e.g Substitute SNA’s  will not generally be involved in intimate care. Any change of personnel will be discussed with the pupil, if appropriate.
• Two members of staff will be present when dealing with intimate care needs.
• Any changes will be discussed with parent/guardian and pupil and noted in writing to the pupil’s file.
• As far as possible the pupil will be involved in identification of his/her personal requirements, wishes, changes etc.
• A written copy of the agreement will be kept on the pupil’s file.
• Parents will be notified of any changes from agreed procedures.
• At all times the dignity and privacy of the pupil will be paramount in addressing intimate care needs.
• Staff will wear protective gloves.

Toileting Accidents:

• At the Junior Infant Induction Meetings, the school procedures will be outlined to parents and they will be asked to submit in writing specific wishes regarding Toileting Accidents. 
• A supply of clean underwear, wipes, track- suit bottoms etc will be kept in the school.
• In the first instance the pupil will be offered fresh clothing to clean and change themselves.
• If, for any reason, the child is unable to clean or change themselves, the procedure outlined by parents will be followed.
• If staff must clean /change the child, two members of staff, familiar to the child will attend to him/her.
• Parents will be notified of these accidents.
• A record of the incident will be kept.

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Substance Use Policy

Introduction

A policy on Substance Use was adopted by the BOM on 15 November 2004. This policy was reviewed in 2010. It was presented in draft form to a staff meeting on 21 October 2010 and to the BOM on 15 November 2010. 

Scope: This policy applies to students, teachers, parents, and users of the school building and is applicable during official school hours and to all school-related activities.

Relationship to School's Mission/Vision/Aims

St Colmcille's BNS is dedicated to the care of the whole school community. It provides a safe and secure environment for learning. On school premises, all dangerous substances are locked in a secure place. In order to ensure a safe and secure environment for all, alcohol, tobacco and illegal substances are prohibited. In addition, pupils are not allowed to use aerosols, liquid tippex and thinner.  Under legislation, the school cannot take responsibility for the administration of medicines.  However, if written permission is granted from the Board of Management, children’s medical needs will be facilitated. We seek to engage the partners in the education process and in the development of our drugs policy and in the attainment of our goals.

Rational

The National Drugs Strategy 'Building on Experience' is now Government policy and it requires schools to have a substance use policy in place.

Goals/Objectives

The substance use policy of St Colmcille's BNS is intended to educate students about substance use and mis-use and provide for our students a safe environment in which to make informed choices about their lives both now and in the future. All partners in education will inform the drawing up of our policy and will abide by it when in the school or whilst on school related activities. The primary objective of the policy is to educate our students regarding the possible dangers of these substances and to provide a supportive environment for pupils and their families if such an incident occurs.

Policy Content

(A) Education concerning substance use

Education concerning substance use in St Colmcille's BNS will be provided within the broad context of SPHE through discrete lessons using the 'The Walk Tall' programme as a resource. Each teacher and class will do lessons in this area in a structured way for 6 weeks every second year (in accordance with the objectives laid down in the SPHE curriculum). Considerations, which inform the selection of content and methodologies, include the age and former experience of the students. The use of an outside visitor/speaker to enhance the work done in the class will be considered in the context of the full SPHE programme and will be undertaken in the presence of a teacher, for example, the Garda programme in 5^th class. 

Definition of Alcohol, Tobacco and Drug-Related Incidents

• Use or suspected use of alcohol, drugs, tobacco on the school premises or during a school-related activity
• Intoxication/unusual behaviour
• Disclosure about use
• Finding these substances and/or associated paraphernalia
• Possession and/or supply on the school premises or during a school-related activity
• The use of solvents such as aerosols and tippex during school or any school related activity
• Mis-use of all medicines (prescription and non-prescription) without written permission from the Board of Management of the school.

Management of Alcohol, Tobacco and Drug-Related Incidents

Alcohol Related Incident Involving a Pupil

1.     The confidentiality of reportee will be protected.

2.    The Principal will be informed

3.    The Principal will inform parents

4.    The incident will be investigated

5.    The pupil may be suspended ( upon sanction from the Board of Management)

6.    If medical help is required, an ambulance will be called

7.    Recommendation will be made to allow pupil to attend school support person

8.    Repeated incidents of alcohol use will be reported to the Health Board

Staff Member/ Parent Involved in Alcohol-Related Incident

The safety of pupils is paramount at all times

1.     The Principal will talk to person involved

2.    The incident will be noted and principal may  inform the BOM

3.    The Board of Management will contact relevant authorities in the case of a serious incident or repeated incidents

Student Involved in Tobacco-Related Incidents

1.     The confidentiality of reportee will be protected.

2.    The Principal will be informed

3.    The Principal will inform parents

4.    The incident will be investigated

5.    The pupil may be suspended ( upon sanction from the Board of Management)

6.    Recommendation may be made to refer pupil to the school support person

Staff/Parent Involved in Tobacco Related Incident

Smoking is forbidden in the school buildings.

1. If an incident arises, the principal will talk with the person involved

2.    A report may be made to the local Environmental Officer

Student Involved in an Incident Relating to Illegal Substances

1.     The Principal will be informed

2.    The Principal will inform parents and Gardai

3.    The incident will be investigated in the presence of parent (and Garda, if necessary)

4.    The pupil may be suspended

5.    If medical help is required an ambulance will be called

6.    The pupil may be referred to the school support person

7.    Student may also be referred to the Junior Liaison Officer of the Gardai

8.    In the case of a serious incident, or repeated incidents, the Health Board will be informed.

Reported Incident Relating to Illegal Substances

1.     Confidentiality of reportee will be guaranteed

2.    Time, date and other details will be documented by the principal

3.    If the reportee is a pupil, their parents will be contacted immediately

4.    The child against whom the allegation is made, and his parents will be contacted immediately

5.    The incident will be investigated ( as steps 3-8 above)

Staff/Parent Involved in an Incident Related to Illegal Substances

The safety of children will be  paramount

1.     The incident will be reported to the principal and then to the Board of Management

2.    The Board of Management will contact the relevant authorities in the case of a serious incident or repeated incidents. 

 (C) Provision for training and staff development

There is general agreement that a whole school co-ordinated approach to the  SPHE programme and to teaching any drugs programme is vital. 

Staff members are aware of the contribution they can make to the prevention of substance misuse within their own class by developing a supportive class environment and fostering the self-esteem of each student. Staff members have been made sufficiently aware of and are sensitive to the signs and symptoms of substance misuse as a result of a talk from An Garda Siochana

Training can be accessed for teachers and the Board of Management from The Walk Tall  Committee. New staff, in particular, will be briefed on the substance use policy of the school through the school’s induction programme. 

Parental education on SPHE and issues relating to substance misuse will be promoted in the school community by providing a copy of the policy on our school web-site, by explaining the policy to parents during information meeting which will be held at the start of every school year. We will also disseminate information on this subject through our school newsletter which parents receive every term. We also hope to have a component on drugs education on any future parenting programme offered to parents.

Roles and Responsibilities

Parents, teachers, ancillary staff, pupils and the Board of Management share the responsibility for the successful implementation of this policy.

Implementation Date

This statement will apply from 22 November 2010

It will be reviewed in October 2012

Ratification and Communication

It was sanctioned by the BOM on 15 November 2010. The ratified statement will be uploaded to the website on 22 November 2010.

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Equality of  Opportunity and Access Policy

Rationale

The Equal Status Acts 2000 – 2004, the Employment Equality Acts 1998 and 2004 and the Education Act 1998 call upon each school to outline a policy document that addresses equality of access and participation.  The DES – Equality Authority booklet, Schools and the Equal Status Act, states that the school development plan “must contain equality objectives and identify the steps that will be taken to achieve them.  It should be based on an identification of the educational needs of students across the Nine Grounds”.

All members of the St. Colmcille’s B.N.S. community (students, parents, teachers, ancillary staff and visitors to the school), are included within the scope of this document.  It centres on the nine grounds in which equality legislation prohibits discrimination and promotes equality.

Relating the Equality Policy to the Characteristic Spirit of St. Colmcille’s B.N.S.

St. Colmcille’s B.N.S. is committed to providing a caring learning environment which facilitates the nurturing of each pupil’s full educational potential.  Communication between home and school is a vital ingredient in this education process. Our school aims to be a welcoming and inclusive environment for all members of its community.  This community is defined as the pupils, parents, teachers, ancillary staff and visitors to the school. Our school is open to positive reflections of diversity in its staff and pupil population, with its décor and activities making reference to cultural, racial, lingual and religious difference.

Aims of the Equality Policy of St. Colmcille’s B.N.S.

• To ensure that St. Colmcille’s B.N.S. complies with legislative requirements and principles of good practice

• That each person in our school feels valued and respected

• To create an environment where diversity is valued

• To award equal opportunities to all persons

• To prepare our pupils for life in a multicultural society and with an understanding of the value of cultural diversity and pride in their own culture

Equality and the Enrolment Policy of St. Colmcille’s B.N.S.

Our school complies with the priority listing of national schools under the patronage of the Catholic Church.  Provision is made in this policy for children who are not Catholic or resident within the parish.  The enrolment form is sensitive to, and does not discriminate in, the areas of family, marital and residential status or sexual orientation of parents or guardians.  Pupils are placed in age-appropriate classes.

Advisory meetings and Open Days take place for parents of incoming junior infants.  A Booklet for Parents as well as information contained in each child’s homework journal elicit school procedures and responsibilities of parents, pupils and staff.  Relevant informational booklets are also available through the INTO, in other languages for non-English speaking families.  These are obtainable via the school.

Staff

The Board of Management of St. Colmcille’s B.N.S. is an equal opportunities employer.  Procedures for the advertisement, selection and employment of staff are explicit and in accordance with the format as outlined in the CPSMA Board of Management and INTO handbook.

Our school has a Code of Behaviour and Anti-Bullying policy which is reviewed regularly.  In addition, St. Colmcille’s B.N.S. has policies on Sexual Harassment and Adult Bullying in the workplace.

Classes are allocated to teachers on an equitable basis, taking into account personal strengths and career development prospects.  Staff members are invited to discuss any relevant issues with the principal before yearly class allocation takes place.

Home School Liaison

St. Colmcille’s B.N.S. values positive and open communication between school and home.  Forms and procedures of communication are clearly outlined in the relevant section of the Plean Scoile. In instances of separated and divorced parents, children’s progress is reported to a nominated person at the discretion of the pupil’s family.  Parents are welcome to meet with staff members by appointment, especially to facilitate one-to-one meetings that may benefit non-English speaking / reading parents.

The School Completion Programme Co-ordinator assists in integrating a new family into the community.  There is also a pastoral element to the work of all teachers, especially that of the Language Support staff.  Information regarding Adult Education courses, such as language classes, can be accessed through the Parents’ Association.  Currently, we have some multi-lingual notices in the school.  They are particularly used for greetings and during times of shared festivities.

The role and expectations of the school, the expected role of parents and other such related issues are explained to families in a number of ways.  There is a general meeting of with parents of incoming junior infants each year.  New families are provided with an Information Booklet on the school, and at the early stage of enquiry and enrolment, the Secretary discusses any issues of concern to parents. The annual parent-teacher meetings are a forum for parents and class teachers.  In addition, the language support teachers are available to meet individually with parents to assist with integration into the school community. In instances where parents have little or no English, pupils in senior classes, or older family members can be requested to provide translation services in meetings between teachers and parents.    St. Colmcille’s B.N.S. is fully aware that parental expectations of children can vary, from family to family and across cultures.  Similarly, there are many different child-rearing practices in use.

Parental Involvement

Every parent of pupils in our school is automatically a member of the Parents’ Association.  Consequently the increasingly diverse background of our student population is reflected in the Parents’ Association. Parental involvement in classroom activities is being actively promoted.  Attendance at class plays or performances has been positive, especially at junior level.  The school maintains a database of parents who have expressed interest in involvement with in-school paired reading programmes.  All parents are invited to participate in such endeavours and those parents who avail of the opportunity are appropriately trained for the work they will undertake.

Uniform

Parents are encouraged to donate old uniforms that are still in good condition to the school.  These are kept as a resource for parents who cannot acquire uniforms themselves.  Monetary assistance is also available through the School Completion Programme and the Health Board.

Attendance

Through school newsletters and consultation with individual teachers, all parents are made aware of the Education Welfare Act (2000) and its implications.  When a pupil’s attendance causes concern, teachers bring this to the parents’ attention, and this communication continues.  The Education Welfare Board Officer is in regular contact with the School Completion Programme Co-ordinator, and either of these persons undertakes  home visits as a means of providing suppor.

Parents are advised frequently, both verbally and through newsletters, that a pupil’s absence must be explained by written note or phone call from the parent / guardian to the school.  Where parents are not fluent in English, translators are used (sometimes siblings, family members or pupils) so that all issues relating to attendance are clearly emphasised.

The absence of a child for the purposes of participation in religious or cultural ceremonies that do not coincide with school holidays is recorded in documentation to the Education Welfare Board only in instances where the child’s general attendance is a concern.

Lunch

Our school Healthy Eating Policy promotes a nutritious and balanced diet. It is reviewed regularly to ensure that foodsto which pupils are allergic, such as nut and egg, are forbidden. Pupils with dietary requirements e.g. diabetes / coeliacs are also accommodated.

Code of Behaviour and Anti-Bullying Policies

These policies are founded upon a respect for all members of the school community and are focussed on promoting positive behaviours and attitudes.  These policies are reviewed regularly.

Anti – Racism Charter

An Anti-Racism Charter for St. Colmcille’s B.N.S has been produced, and will be  displayed at the main entrance to the school.  Any breaches of the charter such as racist comments or incidents will be dealt with in the same manner as is done already in the school code of behaviour and anti-bullying code.  Such incidents are recorded in a number of ways depending on the severity of the breach.  These include:

• Clip board
• Serious Misbehaviour Book (located in Principal’s Office)
• Incident Report Forms

St. Colmcille’s B.N.S. is committed to listening to and supporting equally all children, staff and parents when such incidents are reported.  Perpetrators of racist incidents will be dealt with in the same manner that would follow breaches of the Code of Behaviour and Anti-Bullying Code by explaining why such behaviour is unacceptable.

Induction of New Pupils

If a pupil’s first day at o our school occurs during term-time, class teachers prepare the class to welcome the new pupil.  Teachers appreciate communication with the parents of new pupils, as well as pupils themselves, in order to ease the transition to our school.  Equally, teachers benefit from as much prior knowledge as possible of the pupil’s school record to date. Such information is generally volunteered by the parents, and any other information, especially if of a sensitive nature, will be on a need-to-know basis.

Induction of New Staff

A welcoming and informative atmosphere awaits any new member of staff.  On commencing employment, staff members are given the school’s plean scoile and other policy documents.  This is in addition to the discursive forum between existing and new members of staff.  Where new teachers are on probation, weekly meetings are held between them and the principal / deputy principal.

Homework

General guidelines are given in the Plean Scoile for the assignment of homework at each class level.  Within this, teachers liaise with Learning Support and Resource Teachers with reference to children with special needs, to ensure a fair and broad balance of homework.   The child’s homework journal may be used as a means of communication between teacher and parent.

Resources

Our school recognises the value of diversity in books, visual images and internet resources and teachers endeavour to keep our supplies up to date and relevant to pupils’ needs.

Tours and School Organised Events

All pupils have equal opportunity to participate in school tours and school organised outings.  Teachers consider the cost and accessibility of school outings when choosing them.  If a pupil’s family does not have the means to enable the child to attend, the school is willing to contribute to such costs.

Staff Development

 A review of whole school and in-class practices regarding equality is regularly undertaken and staff are provided with up-to-date information on a steady basis.

Assessment

Standardised tests, teacher-based tests and informal assessment are used at each class level and recorded with a view to assist planning for the class’s subsequent teachers.  Such assessments are appropriately altered for children identified as having special needs, with the aim of assessing their work in accordance with their abilities. (see separate document on  Special Needs)

Children for whom English is not their first-language attend language support for a maximum period of two years and detailed assessment and progress records are kept in this regard.

Co-curricular Activities

Every pupil is invited to participate in age-appropriate curricular and co-curricular activities as offered by our school.

Transition to Post Primary

All pupils are expected and therefore actively encouraged to strive towards a life-long love of learning.  Consequently, the student population are made aware of the importance of post-primary education.  At regular intervals, such as through newsletters, parents are alerted to procedures, application deadlines and requirements for the transition to post-primary school.

Curriculum

St. Colmcille’s B.N.S. is compliant with the aims, principles and features of the Revised Primary Curriculum (1999).  This broad curriculum promotes a balance of knowledge, concepts and skills and takes into account individual difference.  It has a particular responsibility in promoting tolerance and respect for diversity in both the school and the community.  It equally recognises the diversity of beliefs, values and aspirations of all religious and cultural groups in society, while acknowledging the centrality of the Christian heritage and tradition in the Irish experience. (Primary School Curriculum : Introduction, p. 28)

The curriculum offers the school and the teacher a flexible framework through which the learning requirements of all children may be addressed.  It recognises the importance of providing appropriate support, in the form of human and physical resources, and of curriculum adaptation to schools to enable them to satisfy the needs of the children they serve.  (Primary School Curriculum : Introduction, p. 28)

All children have a right of access to the highest-quality education appropriate to their needs.  It is important that a range of educational provision is available that is flexible enough to cater for the special needs of individual children at the various stages of their development.  (Primary School Curriculum : Introduction, p. 29). Specific guidelines on the implementation of each area of the curriculum can be found in the Curriculum Handbooks.

Success Criteria

The following criteria are used in the reviews of the success of this policy:

• Awareness of language of rights, of concept of equality and justice
• Reduction in incidents of bullying / racist incidents
• Pupils having and using appropriate language
• All pupils accessing and participating in all areas of the curriculum and school life at a level appropriate to their needs
• Improvement in pupil attainment levels in curricular areas (especially literacy)
• Parental satisfaction with the values being promoted in the school
• Staff feeling they are valued

Roles and Responsibility

The review and any subsequent amendments of this policy will be initially  the responsibility of the relevant post-holder and sub-committee.

Ratification and Communication

The draft policy was communicated to all staff members on 27 January 2006.  It has been given to the Parents’ Association and a newsletter also featured a notice of the availability of the draft policy on the school website.  The revised policy was ratified by the Board of Management on 6 March 2006, and published on the website on 8 March 2006.

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School Timetable

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Office Procedures

1. One day’s notice is required for photocopying – e.g. photocopying requisitioned on Monday will be sent to you on Tuesday.  It is not recommended that teachers do their own photocopying because of the difficulties that have arisen with regard to mis-feeds etc.

2. Teachers should keep their own records of any money collected from the pupils – milk money, insurance money etc. Ask 2 pupils to bring money to General Office.   Details of  collections and money should only be sent to the General Office at the following times: Third to Sixth Class inclusive –  9.00 a.m. to 9.30 a.m. ; Infants to Second Class –  9.30 a.m. to 10.00 a.m. If  money is received after this time, it should be  retained and remitted to the Office on the following day. Money should not be left in the school.

3. The phone number for calls to teaching staff is 8401316. Calls from parents to teachers may be made to 8405132. These messages will be taken by the secretarial staff and relayed to teachers.

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Routines

1. ROLL BOOKS

• Each school year consists of 4 quarters commencing respectively on 1st September , 1st October, 1st January and 1st April. At the top of section for each week, Saturday’s date should be entered.

• Pupils names to be written in English. Names to be entered in Register Order. (This need not necessarily be alphabetical order.)

• Roll call should be completed not later than 40 minutes after the commencement of formal instruction.

• If school does not operate on a particular day, reason for closure should be entered. For example, Lá Saoire Bainc, Lá Saoire Eaglaise.

• Total weekly enrolment and attendance figures to be entered in Roll Book.

• Figures to be balanced at the end of each quarter and entered in Roll Book.

• Dates of birth, dates of enrolment, addresses should be filled in on Roll Book.

2. STAFF ABSENCES

1. Principal should be contacted as soon as possible at home (086 6038908 ) or at school (8405132).

3. COVER DURING STAFF ABSENCES

1. Cover is allowed from first day of an illness. Certificate should be forwarded to the Principal immediately so that it can be included with Claim Form for Payment of Substitute. Teachers should not wait until they return to school to hand in a medical certificate because this delays the processing of payments to substitutes.

2. If a substitute has not been employed, children will be re-allocated to other members of the staff. Work sheets should be kept in roll book and updated as regularly as is necessary

3. If absence is anticipated (attendance at wedding, conferring etc), work must be prepared for the children.

4. EXTRA PERSONAL VACATION DAYS

At the start of each academic year, teachers are asked to indicate the days on which course days may be required. There is no automatic entitlement to course days, but this process of specifying dates provides a mechanism whereby applications can be processed within the context of school staffing and  impending school events. When teachers take course days, it is imperative that they prepare work with their pupils so that the level of disruption to other classes can be minimised. Extra personal vacation days may not be taken during the month of June unless in exceptional circumstances.

5. PRIVATE TELEPHONE CALLS

1. Private outgoing calls to be made out of school hours, except in case of emergency.
2. Ensure that supervision of class is arranged if taking an incoming call.

6. EDUCATIONAL VISITS AND OUTINGS

1. Permission of the Principal is required for all educational visits and outings.

2. Classes may not be taken outside the school building without the prior consent of the Principal.

7. END OF TERM / YEAR ARRANGEMENTS

1. Classes are dismissed at 12.00 on the last day of each term.

2. All Roll Books should be left in Secretary’s Office.

3. Arrangements with regard to equipment / library books/ free books should be clarified with the relevant post holder.

8. SCHOOL FUNDS

1. School cheques require two signatures - (1) Principal Teacher, (11) Accounting Officer.

2. The accounts are audited annually by the Accounting Officer.

3. A synopsis of the accounts is published and supplied to  every member of staff and to the parents.

4. A small sum of money is made available to each teacher by the B.O.M. for the purchase of 'soft ware' - e.g. charts, markers, chalk etc. Receipts should be furnished to Principal Teacher.

5. Grants are paid by the Dept. of Education for the implementation of Free Book Scheme, IT, the purchase of additional reading material and Science equipment.

9. STAFF MEETINGS

1. Staff meetings are held at least once per term and they provide a forum for staff members to articulate their views on school policies, to clarify any difficulties with regard to administrative procedures and to formulate views for the continuing development of our school.  The proceedings of staff meetings are minuted and a synopsis is circulated to each staff member.

2. Holders of Special Duties posts meet regularly after school

3. Informal meetings are held as the need arises e.g. meetings to organise Sports Day,  Curriculum Development, Assessment Procedures etc.

4. The Principal or Deputy Principal meet with probationary teachers regularly.

5. Teachers of parallel classes meet to ensure that there is consistency with regard to the content which will be taught to the pupils.

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CURRICULAR AREAS

PREPARATION

1. Each teacher shall prepare a long-term scheme of work based on the over-all plean scoile for school.

2. A short term scheme of work to be prepared by each teacher taking into account the ability and attainment of the pupils assigned to them.

Notes re Preparation of Weekly Scheme

The weekly scheme should be based on the termly scheme, but at the start of the school year, this is impractical. The following notes are intended as guidelines for the completion of the weekly scheme during the first few weeks.

Gaeilge

Tá ceithre snaitheanna sa churaclam – éisteacht, labhairt, léitheoireacht agus scríbhneoireacht.  Ag tús na bliana, beidh béim ar éisteacht agus labhairt. Beidh mé ag iarraidh feidhm a bhaint as an nGhaeilge mar theanga chumarsáide an ranga.
Téacsanna:  Gach Aon La agus Bun go Barr.

Aidhmeanna

• Chun taitneamh a thabhairt do dhaltaí agus iad ag foghlaim na Gaeilge

• Chun cumas cumarsáide na ndaltaá a fhorbairt

Cuspoirí

• Go mbeadh na daltaí in ann beannú dá chéile agus iad féin a chur in aithne dá chéile

• Go mbeadh na daltaí in ann labhairt mar gheall ar a seomra ranga

Comhrá na Maidine

• Beannaithe – Dia dhuit / Dia ‘s Muire duit

• An aimsir – tá an lá go breá / Níl an lá go breá

• Glaoch an Rolla – anseo / as lathair / tá sé tinn / tá sé ar saoire

• Mé Féin – ainmneacha agus sloinnte a mhúineadh

Cluaisthuiscint agus Éisteacht

Bainfidh mé feidhm as téip, agus beidh mé ar iarraidh ar na daltaí bheith ag éisteacht go géar.

Ábhar

Is mise Dónal Ó Sé. Táim dhá bhliain déag d’aois. Táim i Rang a Sé i mbliana. Is maith liom bheith ar ais ar scoil le mo chairde mar bímid ag iománaíocht sa chlós.

Ceisteanna

• Cad is ainm dó?

• Cad is ainm duit?

Leitheoireacht

Cuspóir: Go mbeadh na daltaí éagsúla focail a thuiscint, a léamh agus a úsáid.

Ábhar:  Maith Thú

Scribhneoireacht

Cuspóir: Go mbeadh na daltai ábalta :

• Bearnaí a lionadh

• Ceisteanna a fhreagairt

• Abairtí a chumadh

• Focail a chur in abairtí

Ábhar; Maith Thú

Litriú

Cuspóir: Go mbeadh na daltaí eagsúla focail ó Maith Thú a litriú

Ábhar: Scriobh liosta de na focail

Filíocht

Cuspóir: Go mbeadh na daltaí abálta

• an dán, Stoirm a léamh

• Ceithre line ón dán a chur de ghlanmheabhair

English

The English curriculum envisages language learning as an integrated process in which the three forms – oral language, reading and writing are inseparable. This perspective will underpin the approach which will be taken to preparation and to language teaching. The four strands in the English Curriculum are:

• receptiveness to language,

• competence and confidence in using language,

• developing cognitive abilities through language

• emotional and imaginative development through language

These strands are inextricably linked, and will inform all of the teaching and learning strategies.

Oral Language

Objectives:

• that the children will be able to discuss / explain / describe the various topics listed using appropriate vocabulary

• Listen to a story / narrative and ask questions about it

• Infer one or more events which preceded a situation or picture

Content

• Local and topical events

• Discuss the poem Winter Days

• Discuss the story, The Pine Tree, p. 23 Treasury 2000.

Poems / Rhymes / Stories

• That the children will talk about the poem, Winter Days by Gareth Owen, and learn it off by heart

• That the children will listen to and discuss the story, The Ugly Duckling

• That the children will discuss the following poems –

Phonics / Spellings

Objectives

• That the children will be able to reproduce the sounds made by `oo’

• That the children will be able to identify words with this sound in them

• That the children will be able to suggest their own `oo’ words.

Content: `oo’ words – moon, soon, boon etc

Pre – Reading /  Reading

• That each child will read aloud to me from Happy Birthday Molly,  pg. 6.

• That each child will recognise, say and understand the following words from Book 5: know, make, mine, from finding, this, going

• That each child will put some new words (people who help us) – teacher, doctor, dentist, shopkeeper) into their dictionaries to make new sentences

• That each child will listen to book being read

• That each child will read a book from the library

Content

• Group and individual reading

• Sight words from Book 5

• Blackboard work

• Dictionary work

• Activity Book, page 5.

• Work on computer (Storymaker)

Pre- Writing /Writing

Objectives

• That the children will practise writing given sentences in their handwriting copies

• That the children will complete appropriate pages of Activity Book

• That the children will complete comprehension questions, contextual analysis, reading study skills and paraphrasing tasks from Activity Book and Treasury 2000

• That the children will complete their own stories on each of the  following themes – My Three Wishes, Lost at Sea

• That the children will copy, trace and practise form the letters `c’ and `g’

• That the children will write and draw about personal experiences – My News

Content

• Handwriting practice

• Group 1: Pages 4 – 20

• Group 2: Pages 4 – 40

• Group 3: Pages 4 – 8.

Mathematics

The first weeks will be spent in assessing the extent to which the children have attained mastery of last year’s programme. There is an individual profile available on each pupil, and this will inform preparation, teaching and learning.

Oral

That the children will…

•  Identify 1p, 2p and 5p coins
• Discuss different ways of making 5p
• Shop using toy money to buy items
• Identify 2D shapes in the environment and on posters
• Recite the multiplication tables by heart
• Round numbers to the nearest 10, 100 and 1000

Content

• Multiplication clock
• Discussion on 2D shapes
• Busy at Maths, pgs, 6 – 10.

Concepts (Practical work / Activities)

• Worksheets on shapes
• Busy at Maths, pg. 6-7.
• 2D shapes

Computation

Objectives: That the children will…

• estimate the division of a 3 digit number by a 2 digit number using rounding off techniques.

Example

136 – 18.

Round off 140 – 20  = ; Estimate = 7.

• recognise that sometimes the estimate is  too big or too small

• solve problems involving division of a 3 digit number by a 1 or 2 digit number using the estimation technique

Content: Maths Mastery, pages 4 –6; Busy at Maths, pages 6 –7.

Social, Environmental and Scientific Education (SESE)
Science and Nature Study

Objectives: that the children will…

• discuss various types of weather

• identify the three stages of a river

• describe how the various stages of a river are formed

• describe how electricity is made

Content: Worldwise 2, pages 42 –51.

History

Objectives: that the children will acquire knowledge about their own locality

Content: Local history pack – photographs of buildings in Swords

Geography

Objectives: that the children will be able to identify rivers, headlands and peninsulas of Ireland

Content: World of Geography, pages 10 –15.

Arts Education

Visual Arts

Objective: that the children will…

• make brightly coloured handprints

• design their own symmetrical pictures

Content: symmetrical pictures ; handprint collaborative picture of a bird, fish, animal tree, flower.

Music

Physical Education

Objectives: that the children will be able to…

• Do stretching exercises

• Play  “O’Grady Says”

• Pass a basketball to each other

Content

• Revision of passing, shooting and dribbling skills

• Mini-basketball league

Social, Personal and Health Education

Objectives: that the child should be enabled to…

• Identify and talk about those who live at home and recognise that homes and families can vary

Content: Personal names, characteristics, different kinds of homes

Religious Education

Objective: that the child will be enabled to …

• Recall and reflect upon their experiences of saying sorry and being forgiven 

• Discuss the meaning of the poem, the Quarrel by Eleanor Farjeon

Content

• Unit 4 lesson 2 : “At Mass, we grow when we say sorry”

General

The final part of the scheme should indicate organisational issues which have to be addressed during the week, e.g

• Make posters for Caint na Maidine, Maths

• Give children Irish and Maths tests

• Change displays

• Set up a shop

• Book video

• Get paper fasteners

• Give out English and Maths tests

• Photographer is visiting school on Tuesday

Presentation

The  scheme may be presented in a similar fashion to the manner in which the notes have been outlined or it may be organised on a subject by subject basis.  This will involve preparing a number of separate pages, e.g

Gaeilge

11 September 200
18 September 2000
25 September

For the entire probationary period, weekly notes should be left with the principal before the commencement of class on Monday mornings. They will be returned as soon as they have been checked and signed.

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PROGRESS RECORDS

1. At the end of each month, teachers indicate in a record of progress that portion of the annual scheme of work dealt with during the month.

2. Return progress records to the Principal as soon as possible, but not later than the 5th of the month following. These progress records are retained in school for at least one school  year after the year to which they relate.

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RECORD KEEPING

1. School Record Card. (Completed in June of each year.)

2. Record of pupils' attainments in Mathematics, Reading, Phonics, Spelling etc (Book report sheets, spelling progress sheets available from Secretary.

3. Children's work - copies, Art & Craft work etc.

4. Card detailing disciplinary problems.

5. Psychologists' reports on children with special needs.

Reports

1. Reports will be issued prior to the Parent/Teacher meetings.

2. A copy of an end of year report assessment is entered on school record card.

Guidelines on Completion of Reports

1. Use Grades A, B, C, D, E.  It is advisable to grade the pupils on a subject by subject basis. For example, in Gaeilge Oral, there may be only 3 A’s in the class, 6 B’s, 12 C’s, 5 D’s and 8 E’s.

2. Religious Knowledge: It is not religious practice that is being commented on, so it is possible to grade from A to E.

3. Gaeilge: Grade each element of Gaeilge.

4. Music, Visual Arts and PE: Grade A to E.

5. Social, Environmental and Scientific Studies: Grade each element (History, Geography and Science) A- E

6. English: Grade each element.

7. Mathematics: Grade each element.

8. SPHE: Grade each element (If a pupil has special education needs, it is possible that his grade in many subjects would be E. In these instances, exclude grade and make a comment such as “making a good effort, see Mr Mc Guinness / Ms Noonan/ Ms Brangan / Ms Sweeney for more detailed report)

9. Work Habits: Grade each element using A to E.

10. General Deportment: Grade each element using A to E.

11. Attendance: Give a figure for two terms out of what ever number of days that the child could have attended e.g. 70/ 73. 

12. Remarks: General comment such as “John is making satisfactory / unsatisfactory progress”.

13. Completed reports should be sent to the Principal to be counter-signed.

14. Make a copy of each report and retain in class file. 

15. Reports to be posted – stamped addressed envelopes to be sought or money for stamps to be taken out of Art and Craft Money

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TIMETABLES

1. Class timetables should be put on display to facilitate Inspectors, Clergy, Resource  Teachers, Substitute Teachers and Principal.

2. A copy of the class timetable should be given to the Principal.

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General Policies

As a school it is very important that we reiterate the importance of "old fashioned" values e.g.

Tables

Addition / subtraction tables are taught in second class, while multiplication tables form a large part of the third class programme.

Spellings   (See separate document)

Pupils are taught a structured spelling programme. In addition to this, a Spelling Booklet has been prepared to provide reinforcement of various phonic exercises for pupils who may have difficulties with spelling. (This booklet may be purchased at the Secretary’s Office).

Do:

• Teach children to Look at the word

• Cover the word.

• Write the word.

• Check the word.

• Make sure that children always write from memory.

• Write down "asked for" words and remove them before they write.

• Help them with their handwriting because handwriting influences spelling.

• Watch to see if children are forming their letters correctly.

• Encourage them to be careful.

• Praise them for all attempts.

Don't

• Let learning to spell become rote-learning.

• Let them sound out words they want to spell.

• Allow them to copy words letter by letter.

• Spell out letter-by-letter "asked for" words.

• Allow them to continue writing their letters incorrectly.

• Let them think that they are poor spellers.

Handwriting  (See separate document)

The children are taught the basic steps of a joined script style. While readiness is a factor, it is to be hoped that most pupils will be using a joined script by the end of Second Class. Handwriting competitions are held monthly, and the children’s work is displayed.

An Ghaeilge Mar Mhéan Chumarsáide

Tá géarghá go mbeadh aidhmeanna insroichte againn maidir le múineadh na Gaeilge. Na trí phriomhaidhmeanna atá againn ná:

1. An Ghaeilge a usáid mar theanga chaidrimh sa rang.

2. Na páistá a mhealladh chun an Ghaeilge a labhairt as a stuaim fein; fonn a chothú iontu í a labhairt agus úsáid a bhaint as an méid  Gaeilge atá acu, pé beag é.

The Use of the Local Environment as a Learning Resource

The local environment plays a crucial role in the development of the children and the work which we undertake in school should reflect this fact.

1. Pupils are encouraged to take pride in their school and to keep classrooms, corridors and the playground neat and clean.

2. The journey to school, the people and things seen are part of the morning news period and the pupils are encouraged to talk about what they have observed.

3. Many of the major developments in Irish history have had a direct bearing on the town of Swords, thus a lesson on Monasticism should mention St. Colmcille, St. Cronan and St. Finian. A survey of the surnames of the pupils shows names of Viking origin and Norman origin. The pupils are taught the historical significance of the various buildings in the town, e.g. The Round Tower, The Castle, The Carnegie Library etc.  In addition to the buildings of historical importance, the Estuary, Dublin Airport etc. constitute magnificent learning resources and it is important that we study matters of local interest before engaging in text book related learning activities.

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RELIGIOUS EDUCATION

St. Colmcilles’ B.N.S. is a Catholic school under the patronage of the Catholic Archbishop of Dublin.  Our school models and promotes a philosophy inspired by belief in God and traditional Catholic values.  We promote religious education for the pupils in accordance with the doctrines, practices and ethos of the Catholic Church. Religious instruction, in accordance with the doctrine and tradition of the Catholic Church is part of the education given to children who belong to that Church. This policy has been drafted in response to the need to have a policy document which underpins our approach to the teaching of religion for all of the pupils who attend our school. It has been formulated in consultation with staff, pupils, Board of Management and the Parents’ Association.

Relationship between Religious Education and school ethos

The Schedule for the Catholic School is distributed / circulated to all candidates who are interviewed for teaching positions in our school. It is readily available in the Principal’s office and will be displayed on the Religious Education notice board.

Vision Statement

The aim of our school is to provide a caring, learning environment, which facilitates the nurturing of each pupil's full educational potential.  The achievement of this aim informs all of the planning processes and activities that occur in our school.

Teachers and parents are partners in the children's education, with co-operation and communication between home and school being vital ingredients in the educational process.  We share the same aim - the well- being of the children in our care.

Mission Statement

“Ní neart go cur le chéile.”

Aim of Religious Education Policy

The aim of Religious Education is to foster and deepen the children’s faith.

General Information

a)   Diocesan Information

b)  Parish Information

c)   School Information

Materials

The Alive – O programme is the only programme approved for use in Catholic Primary Schools in Ireland.

Each class teacher has been supplied with an Alive-O Teacher’s Manual and Alive-O CDs to support the teaching of Religious Education. Also available are Alive-O videos/DVDs and teacher’s copies of the Alive-O pupil’s textbooks and workbooks.

It is recommended that each child have a copy of the Alive-O pupil textbook because this facilitates the learning of prayers, words of songs, prayer services / rituals and acts as a link between home and school. It is envisaged that these books would be brought home on a regular basis. We do not currently use the Alive-O workbook in our school.

Bibles

• 4x CEV Version (Contemporary English Version of the Bible)

• 18 X Read with me Bible

Teachers are encouraged to read stories from the Bible to the children.

A set of Alive-O  posters is available from RE post holder. These are  displayed on the Religious Education notice board and changed in accordance with the Liturgical Year.

The Religious Education Representative distributes additional Religious Education resources

Symbols

It is important to display a variety of symbols in the school in order to identify it as a Catholic School.

1 Crucifix in each classroom

1 Holy water font at Sacred Space.

1 statue of Our Lady at Sacred Space

Sacred Spaces

Sacred Space in each room. 

• Children are encouraged to bring in symbols from home relating to the R.E. lesson that week. 
• Class Bible would be on display there. 
• The Alive-O posters may be used as a back drop for the Sacred Space and perhaps a calendar depicting the Liturgical Year.

Doctrine

Doctrine is the Church’s teaching on the most important truths of Faith. Doctrine is found in the questions and answers in the To be Learned section of the Alive-O textbooks. Pupils are to learn the questions and answers by heart.

The number of questions and answers to be learned per year is as follows:

In the Senior Classes the Modern Format of The Ten Commandments is in use.

Sacramental Preparation

During their period of education in St. Colmcille’s BNS, children are prepared for the following sacraments:

(a) Penance

• Penance is a two year programme and preparation begins in 1st class.

• Children in 2nd class are prepared for the Sacrament of Penance each year. The book Alive – O 4 is used by the teachers as a guide to the programme of religious education for the Sacrament of Penance. 

• The First Confession ceremonies are prepared and organised by the teachers in collaboration with the priest(s) and parents / guardians.

• First Confessions take place shortly before the Communion ceremony and are conducted in the Church in the evening time. Parents / guardians are invited to attend with their children. 

(b) First Holy Communion

• Children in 2nd class are prepared for the Sacrament of Communion each year. The book Alive-O 4 is used by the teachers as a guide to the programme of religious education for Communion.

• Communion ceremonies are prepared and organised by the teachers in collaboration with the priest(s) and parents / guardians.

• Children from the 5th class sing in the choir for the Communion ceremony.

• Parents / guardians are encouraged to become involved in the formal religious education of their children. 

• The preparations and expectations for First Holy Communion and First Penance are discussed with parents at the Enrolment Ceremony which is held each year in late September / early October.

(c) Confirmation

• Confirmation Ceremonies include the Enrolment Ceremony, which usually takes place in October and the Ceremony of Light which occurs about one month prior to Confirmation.

• The children learn off by heart the Gifts / Fruits and Symbols of the Holy Spirit.

• The Children complete a Confirmation booklet in order to record their faith journey.

• Children in 6th class are prepared each year for the Sacrament of Confirmation. The Alive O 8 Book is used by the teachers as a guide to the programme of religious education for Confirmation. 

• Parents / guardians are encouraged to become involved in the formal religious education of their children. 

• Confirmation ceremonies are prepared and organised by the teachers in collaboration with the priest(s) and parents / guardians. As many children as possible are involved in the ceremony.

• Children from the 5th classes sing in the choir for the Confirmation ceremony. 

Implementation of Religious Education throughout the school year

In St. Colmcille’s B NS, Religion lessons take place between 12:00 and 12:30 each day. This is to give parents of different faiths the option of withdrawing their children from class at this time and returning them after lunch at 13:00. As a school, we do not have the facility to supervise children outside of the classroom during religion lessons. 

In St. Colmcilles, Religious Education is integrated in other parts of the curriculum such as Art, Music, Drama, SPHE, SESE and RSE. 

Formal prayers are recited in the morning, at break time and before going home.

Children are taught the ritual format of Mass through drill and practice. From Junior Infants children attend prayer services in the school and learn to show reverence during prayer time. Class groups attend Mass during Lent and Sacramental classes attend throughout the school year. 

All Catholic feasts are celebrated.

• Christmas – tree and crib, Christmas Stories, Carol services, Nativity Plays in the Infant classrooms.

• Feast of St. Brigid – making of traditional crosses.

• Feast of St. Patrick – depiction of story and shamrock, St. Patrick’s Day Cards.

• Lent – Symbols of repentance, visit of local clergy to school to school to distribute ashes, weekly Masses organised.

• Easter – Easter cards, story of the death of Jesus and resurrection. 

• Observance of Holy Days of Obligation.

• Feast of St Colmcille (9 June)

All interview candidates are given a copy of the Schedule for Catholic Schools and asked if they would have any difficulty in preparing children for Sacraments. Ideally a Sacramental class is not given to a newly qualified teacher, but if it is unavoidable, the newly qualified teacher will be paired with an experienced teacher.

Teachers of Sacramental classes are given the full support of all members of staff, including SNAs, School Chaplain, Religious Education Post Holder and Principal. A pack containing all the information for Sacramental preparation is handed to the teachers of Sacramental classes in September.

Missionary awareness is highlighted through the support of different charities such as Trócaire and Bóthar.

School retreats are not organised for specific classes. 

Teacher’s retreats, organised by the Diocesan Advisors are publicised in the staff room.

The annual school Mass organised by the diocese is also publicised in the staff room. The Chairperson of the Board of Management usually attends.

Currently the Alive-O parent information sheets are not distributed but we are looking at the possibility of producing our own. 

The Chaplain visits the school regularly and also makes arrangements for school prayer services and class visits through the R.E. Representative.

We evaluate Religious Education as a subject taught in school through the effectiveness of it. This includes the reverence and respect which the children show in Mass, their familiarity with the Liturgy, their awareness of what constitutes appropriate behaviour, their knowledge of prayers and their ability to answer the questions on the Doctrine.

Partners in Religious Education

Home/School

Parents support the school during times of Sacramental preparation and assist at home with Religious Education Homework. They are invited to attend the Enrolment ceremonies, Ceremony of Light, Communion and Confirmation.

School/Parish

The following programmes are implemented in our parish

• Baptismal Programme

• Do This In Memory Programme

• Confirming Our Children Programme

• Faith Friends Programme

These programmes are mainly co-ordinated between the Chaplain and the teachers of the Sacramental classes.

Roles and Responsibilities

A full school planning day was not be allocated to formulating a Religious Education Policy. However, the draft policy was discussed at the In-Service Day and by the Board of Management.

The Religious Education Policy will be in place by September 2008.

The Principal, the Religious Education Representative and the Chaplain took responsibility for writing/collating the policy.

Review

The Religious Education Policy will be reviewed formally every two years. It will be reviewed informally on a constant basis through discussions with staff members.

Ratification and Communication

A draft of the Religious Education Policy will be presented to the Board of Management at its meeting on 15 September 2008.

A copy of the Policy will be distributed to all members of staff and will also be available on the school website, www.colmcilles.net.

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SCHOOL  BOOKS

There is an on-going assessment of text books with regard to their use, suitability and cost etc. A certain amount of time is devoted to this topic at the staff meeting in May. Book lists are then circulated to the parents.

1. The different book series in use in the school are changed as rarely as possible.

2. A limited amount of money is made available to the Principal for the purchase of books for children where circumstances merit this assistance being given.

3. Books purchased under the scheme should be returned at the end of each school year.

4. If there is a difficulty with regard to paying Photocopying/Art and Craft money, it is acceptable to pay on a weekly/monthly basis.

5. No additional text may be included on booklist without prior consultation with Principal.

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SCHOOL  LIBRARY  POLICY

We have a large collection of library books spread throughout the school. There is also a dedicated library room which teachers may visit after school by appointment with the post holder. All reading material is interchangeable between the classes, but must be accounted for at the end of the year. Finally, it is suggested that when a pupil reads a library book he should complete the standard library worksheet. These should be kept in his file as a record of his supplementary reading during the year.

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CHILDREN WITH SPECIAL NEEDS (See separate document)

Procedures

1. Check with Principal or previous class teacher to see if any information exists concerning the pupils' difficulties.

2. Contact parents.

3. Permission of parents is required before a child can be referred for assessment.

4. Class teacher is asked to write a report for assessment unit.

5. The child’s name is placed on a waiting list for assessment.

6. A copy of the psychologist's report is forwarded to the Principal.

Learning Support Programme (See separate document)

1. The objective of the Learning Support programme is to provide a genuine chance for all children to learn in accordance with age, ability and aptitude.

2. This programme is a team effort in which the Principal, Resource and Class teachers co-operate with each other, with parents and with other professionals.

Policies

GIFTED CHILDREN

Checklist

An exceptionally able child is likely to show some of the following characteristics.

A child showing most of these characteristics, but not those marked with an asterisk is likely to be a gifted child who is underachieving educationally.

It is recognized that gifted children have special needs and schemes of work in the various curricular areas should reflect this fact.

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LIAISON WITH OUTSIDE AGENCIES

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Post Primary School Transfer

Entrance Procedures

1. Colaiste Choilm operates a first come, first served policy. Parents should reserve a place when their children are in Fourth Class (at the latest).

2. St. Finian's Community College and Fingal Community College send application forms to the Primary Schools in late September /early October for pupils who intend to enrol at the start of the next academic year.  Preference given to brothers & sisters of existing pupils. If over subscribed, places are allocated by means of a supervised draw. 

3. Chanel College - Prospectus sent to school and distributed by Principal. 

4. O'Connell C.B.S. - Prospectus sent to school and distributed by Principal.

5. Rosmini - Prospectus sent to school and distributed by Principal.

6. Belvedere, Ard Scoil Ris etc, etc.  -  onus is on parents to make contact with             these schools in last term of 5th Class year or very early in first term of 6th Class.

Dates of Assessment Tests

Chanel, Rosmini è November
Colaiste Choilm, Fingal, St. Finians è Same Day in February.
O'Connell C.B.S è  March/April.

Subjects Examined

Colaiste Choilm - Irish, English, Maths, Aptitude Test /Reading Test.
St. Finians and Fingal - Aptitude Test, Irish, English, Maths.

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Assessment (Revised 16 March 2007)

Assessment is central to the process of teaching and learning. It is used to monitor learning processes and to ascertain achievement in every area of the curriculum. Assessment enables teachers to construct a comprehensive picture of the short and long-term learning needs of our pupils and to plan future work accordingly. (Primary Curriculum, Red Book [(1999)], pp. 17 – 18.

Range of Assessment Tools

Informal

• Teacher observation
• Classwork  - projects, portfolios, spelling tests, dictation, regular testing in Mathematics and curriculum profiles
• Homework
• Discussion with pupils and parents

In using any or all of these assessment tools, the results should be recorded.

Formal assessment (Policies and Procedures)

Junior Infant Pupils

During the course of the first two terms, teacher observation is the main form of assessment utilised.

Senior Infant Pupils

Teacher observation will again be the main form of assessment.

English

Procedures

• A Special Duties teacher is responsible for the organisation of assessment. Results to be returned to post holder for circulation and storing

• The special duties teachers with responsibility for Irish, English and Maths write reports on attainment in each of these curricular areas, and their comments, recommendations are made available at the commencement of each school year. 

• When marks are being allocated for creative writing, cognisance should be taken of results obtained in MICRA T or GRT 2 tests. As a general guide, STEN scores and grades may be correlated as follows:

Mathematics

• A combination of continuous testing and norm referenced tests will be utilised.

• Deadlines will be given for the completion of tests at various times of the school year

• Post holder is responsible for the organisation of testing

• Results to be returned to post holder for circulation and storing

Gaeilge

General Matters

• Mid - Year tests are set, and results are reported to the parents. Test results provide some of the focus for the Parent Teacher meetings. Copies of report are held as part of class files.

• Results and comments are recorded in School Record Card

Diagnostic Testing / Screening

• Tests such as the Jackson Phonic Test, Neale Analysis, Daniels and Diack, and NRIT may be used to pinpoint specific areas of concern. [Copies of the tests are available from the Resource Teachers]

The crucial issue with regard to assessment is not the amount of it which is undertaken, but what is done with the results. In this regard,  clear recommendations are given in the various reports which are written on the basis of the results in the MICRA-T and the end of year tests. These reports are discussed at the first staff meeting of each school year.

June 2007

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Record Cards

1. The record card is the main formal source for the transfer of information from colleague to colleague. It is preferable to err on the side of providing too much information than too little.

2. If information is of a delicate nature or confidential, put an * on the corner of the card. This signifies the need for consultation with teacher of pupil during previous year. In the event of a teacher being unavailable to provide this feedback, consult with Principal or Deputy Principal.

3. Ensure that there is an entry in each column.

4. Use grades A – E.

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Induction of New Teachers

Formal responsibility for the induction of new teachers rests with the principal teacher, but all other staff members also have a duty in this regard, with every possible opportunity being availed to facilitate the induction of new teachers to our school. The following list gives a brief  outline of induction procedures:

• Principal meets with newly appointed teacher and discusses school policies and procedures which includes issues such as long and short - term preparation, the keeping of records (including roll books), general duties and responsibilities

• Newly appointed teachers are given a copy of school policy and procedures document, book list, prospectus for parents, security code for access to building, tour of school, introduction to other staff members

• Short-term schemes of work are presented to the principal each Monday before 8.50 a.m. Schemes are initialled and returned

• Probationary teachers meet with principal on one day per week after school to discuss preparation of term schemes. This meeting also provides an opportunity to discuss any issues which may be of concern

• Term schemes are done on a subject by subject basis and presented to principal on a agreed date – one or more schemes per week. Notes on the relevant curricular area are made available to the teachers on a cd or diskette. There is an expectation that short and long term schemes will be typed.

• Classes are allocated in such a manner than in the usual course of events, a probationary teacher works alongside a more experienced colleague

• The resource teachers are also available to discuss issues relating to preparation, class room management, assessment, pupils with special needs

• Ordinarily, junior infant or sixth classes are not allocated to probationary teachers

• At the end of each term, the principal meets with probationary teachers to evaluate the work of the term, and to discuss the preparation of schemes for the next term

September 2007

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Policy re Hire and Use of School Premises after Official Hours

Use of the school premises for whatever purpose is dependent on compliance with the following directions: 

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Development Plan, 2008-2009

Staffing

• Management of Contraction - loss of 1 Mainstream post + loss of 1 Language Post

• Review of Special Duties Posts

• Management of clustering arrangements with Holy Family SNS

Buildings, grounds and furniture

Priorities for expenditure will be based on the budgetary advice of the Treasurer of the BOM

• Window replacement programme to be undertaken

• Water conservation measures to be put in place

• Blinds to be repaired and cleaned or replaced

• Investigative possibility of putting seating into playgrounds

Policies

• Review Code of Behaviour

• Draft a Policy with regard to exemptions from Irish

• Undertake an audit of policies

Parents

• Multi-cultural initiative to be held during 3rd term

Pupils

• Review Book lists with a view to reducing costs

• Gardening - development of pupils' interest

• Swimming - more cost-effective method of delivering programme to be sought

• Art Exhibition to be held during 3rd term

• First break each day to become a fruit and vegetable break

Teaching and Curriculum

• Revise templates for short and long-term schemes of work

• Revise template for monthly progress records

• Introduce norm refererenced testing in Mathematics for all pupils from 1st - 6th Classes (inclusive)

• Review continuous testing programme in Mathematics

• Develop team teaching in Mathematics

• Initiative to develop creative writing to be undertaken

• Development of Language Laboratories using specific software

Other Issues

• Green Schools Programme - aim to achieve 2nd Green Flag

• Do this in Memory programme to be launched in conjunction with St. Colmcille's Parish

• Letters to parents as part of Alive O programme to be undertaken

• Continued development of Photographic Archives

Review of Plean Scoile

The Plean Scoile is the subject of frequent review. Evaluation of policies and procedures takes place at the regular staff meetings. The meetings are minuted and copies of decisions are circulated to each staff member. The Development Plan is evaluated each year by the Board of Management and by the school staff.

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Transport

Transport to and from Sporting Activities

There has been a significant increase in the amount of sporting activities in which our pupils participate, and we are very grateful to parents for the assistance which they give with regard transporting their sons to and from games.  Recent changes in legislation with regard to the transport of pupils to and from sporting activities have prompted a review of policy and practice in our school.  I wish to inform you of the immediate changes which will occur in this regard.

Home games: Pupils may be collected at the pitch by parents, or if parents agree, the pupils will make their own way home. Teachers will not transport pupils to or from games.  

Away games: The collection point will be the main gate of the school if another pupil has transported a pupil to a game. Parents will be advised of the anticipated time of arrival at the school. 

Yours sincerely,

______________

James Bennett

(Principal)

Please detach and return to school

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Name of pupil:   ________________________________

Address: _____________________________________

Phone No:_______________________________

My son, _____________, has permission to take part in after school activities and I accept the above conditions with regard to transport to and from games.

______________________ ________________________ Date:

Parent                                      Parent                             

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Lone Parent Families

The separation of parents following marital or non-marital difficulties is extremely traumatic for all parties involved and this is particularly true where children are concerned. The issue of marital and non-marital separation will be approached with sensitivity and with a clear focus on the well-being of children when in the care of St Colmcille’s BNS, Swords. 

In a marital relationship both parents are joint guardians. In a non-marital relationship the mother is automatically the guardian of any children. It is open to the natural father to be appointed a guardian through the courts.

Parental separation can occur in a number of ways, for example:

• ‘de facto’ separation: no formal/legal arrangements in place for custody/access to children;

• custody and access of children set out in a mediation agreement (no formal legal standing);

• Separation Agreement/Deed of Separation (negotiated between both parties solicitors);

• District Court Orders for Custody and Access;

• Decree of Judicial Separation (Circuit and High Court) may deal with custody/access;

• Foreign Divorce/Decree;

• Irish Decree of divorce.

It is important to note that the issue of schooling may not be explicitly dealt with in every case whether in the Separation Agreement or in the Court Order. In many cases the issue of custody is agreed between the parties without the necessity for court orders and expert reports.

Once a parent always a parent

Parents, although separated following marriage breakdown, remain the legal guardians of their children. In cases of marital breakdown the issues of custody and access arise. This may be resolved with both parents sharing joint custody, or with one parent having or being awarded custody and the other parent having access.

Irrespective of the issue of custody in marriage breakdown, parents remain as joint guardians of their children and their legal obligations and rights as guardians remain unaltered.

Custody may be defined as the daily care and control of the child. The right of custody is only one of the rights that arise from the guardianship relationship between parent and child.

Guardianship gives both parents a say in all matters affecting the welfare of their child/children whether physical, religious, moral, social and educational - irrespective of the issue of custody. As guardians, parents continue to have rights in relation to the upbringing of their child. Essentially the issue of guardianship supersedes that of custody.

Implications for St Colmcille’s BNS

In cases of separation, Separation Agreements and Court Orders, details relating to custody of children, access, etc. are generally considered private to the parties involved  and are not copied to school authorities. The guardianship relationship remains  unaltered.

Because of the guardianship relationship and the say it gives both parents in matters affecting the welfare of their children, both parents, unless precluded by Court order, continue to have a right to:

• consult with class teachers

• attend parent teacher meeting

• have access to the normal end of year school reports

• be notified of meetings of parents

The normal practice is to invite parents to a parent teacher meeting by sending a note home via the child, when requested the school will send two such notes, one to each parent provided both addresses are supplied.

Where custody and/or the collection/delivery of children to/from school are in dispute and brought to their attention, teachers should:

• seek direction from the Board of Management on how to handle this situation;

• endeavour to comply with the request of the parent who has to all intents and purposes ‘de facto’ control of the children;

• refrain from giving guarantees to either parent regarding handing over of children at the end of the school day etc.

• avoid becoming embroiled in the marital dispute and place the onus on the custodial parent to collect the children at the end of the school day.

During school hours, children are under the control of the principal and teachers who are in ‘loco parentis’.

• Where a parent seeks to use the school as a venue for informal access to his/her children, the principal and teacher should decline the occurrence of this. If in doubt advice should be sought from the Board of Management.

• Appropriate information, relevant to the child, regarding family structure etc., may be passed on from teacher to teacher within the school as part of normal professional communications.

Increasingly teachers are requested by a range of professionals (social workers, psychologists, probation officers etc.) to provide written reports on pupils. Likewise, in custody/access cases solicitors acting for one parent may seek a written report from a teacher.

Accordingly, the Board of Management advises that:

1. any reports provided should relate to the type of information a teacher is professionally capable of giving and be within the teacher’s area of expertise.

2. The report should be similar in content to the normal end of year school report and supported by verifiable data (attendance, test results etc.) where required.

3. The terms of the report should be discussed with other colleagues who have a responsibility for the child (resource teacher etc.) and with the principal teacher.

Generally, the prior written consent of parents should be sought where outside agencies are seeking a report on a child. There may be circumstances where it may not be appropriate to obtain the prior written consent of the parents (e.g.) cases involving alleged child abuse.  In such cases the terms of “Children First” will be followed.

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Mobile Phones Policy

Introductory Statement

St Colmcille’s BNS aims to provide a caring, learning environment which nurtures the full educational potential of each child and promotes the well-being of all members of our school community. This policy has been formulated in consultation with staff, pupils, parents and the Board of Management. Copies of the policy will be disseminated to staff, the Board of Management and the Parents’ Association. A copy of the policy will be made available on the school website, www.colmcilles.net

Rationale

This policy was formulated with a view to creating a supportive and caring environment in our school and ensuring the safety of staff and pupils. 

Aim

To lessen intrusions and distractions to our pupils’ learning

Procedures

If a pupil brings a mobile phone to school, the phone must be kept in his school bag, switched off during the school day and may not be used, for any purpose, on school premises or during off-site school activities (such as school swimming or sports activities). The only exception to this is in an emergency or with the approval of a teacher.

Pupils who ignore this policy and use a mobile on school premises without permission will be required to hand over their phone to a member of staff and it will be kept in the Principal’s Office until 2.30 p.m. 

If a teacher has any suspicion that a mobile phone has unsuitable material stored on it, pupils will be required to hand over the phone to a teacher and parents will be asked to collect it from the school. Where there is a suspicion that the material on the mobile may provide evidence relating to a criminal offence the phone will be handed over to the gardai for further investigation. Parents will be informed in such circumstances.

The school will incorporate this policy in the school’s discipline policy and will treat breaches as they would treat any other breach of school discipline.

The school accepts no responsibility for replacing lost, stolen or damaged mobile phones. The safety and security of mobile phones is wholly a matter for pupils/parents.

The school accepts no responsibility for pupils who lose or have their mobile phones stolen while travelling to and from school.

Pupils should mark their mobile phone clearly with their name.

Mobile phones which are found in the school and whose owner cannot be located should be handed to a member of staff.

It is strongly advised that pupils use passwords/pin numbers to ensure that unauthorised phone calls cannot be made on their phones (e.g. by other pupils, or if stolen). Pupils must keep their password/pin numbers confidential. Mobile phone and/or passwords should not be shared.

Pupils using mobile phones to bully other pupils or send offensive messages/calls will face disciplinary actions as per the School Code of Behaviour.

It should be noted that it is a criminal offence to use a mobile phone to menace, harass or offend another person. As such, if action as sanctioned by the School in this regard is deemed ineffective, as with all such incidents, the school may consider it appropriate to involve the gardaí.

Staff

Staff have access to school landline if an urgent call on school-related business needs to be made
Staff personal calls / texting are confined normally to break-times

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Job Sharing Policy

A member of the permanent teaching staff with a minimum of two years experience in a permanent capacity may apply to work on a job sharing basis under the conditions set out in Circular 11/03.  The Board of Management will make every effort to facilitate applications for the various forms of leave (career breaks, study leave, job sharing and other forms of long term leave), but as a guiding principle, the welfare and educational needs of the pupils will take precedence over all other considerations.

• The maximum number of teachers on leave (career break, job sharing, secondment and study leave) in any school year shall not exceed 2. Exceptions to this quota may be made where specific personal /family circumstances prevail
• Where the number of applications for any form of long-term leave exceeds the existing quota, such applications will be considered by the Chairperson, Principal and one external assessor. Priority for leave will be given in the first instance on the basis of seniority within the school, and subsequently, to teachers who have not yet availed of leave.

Procedures

1. Job sharing arrangements will have a one-year duration and teachers wishing to continue job sharing must apply to the Board of Management on an annual basis
2. Principal teachers and teachers on probation may not job share
3. The only time-sharing arrangements which the Board of Management will endorse are week on/week off or a split week
4. The Board of Management reserves the right to terminate the job sharing arrangement if it is not working in the best interests of the pupils
5. Applications for job sharing must be made in writing to the Board of Management on or before 1 March. 
6. The Board of Management will convey a decision to the teacher(s) before 1 April and will submit approved applications to the DES before 10 April
7. When the Board of Management has approved a job sharing arrangement, the Principal and teachers will meet with the parents of the pupils whose children will be taught by job sharing teachers in the new school year. At this meeting, the strategies employed to manage, teach and assess the pupils will be outlined
8. In consultation with the Principal, both teachers will prepare a Plan of Work for the year which contains curricular content, agreed methodologies and approaches to discipline, and the assignation of responsibilities.  The Plan of Work must also contain details of the frequency of out of school meetings to discuss work and progress.
9. The teachers will prepare weekly/ fortnightly schemes of work and complete a monthly record of progress. Copies of all schemes of work and progress reports to be presented to the Principal at appropriate times.
10. Agreed daily and weekly time-tables to be prepared
11. Both teachers will be present at any scheduled parent/teacher meetings
12. Both teachers will attend staff meetings
13. Both teachers will display significant flexibility in relation to absences and holidays to ensure that their pupils’ participation in school events will occur without disruption
14. Reports for each pupil will be completed jointly

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Brief Absences Policy

Introduction

The term “Brief Absences” describes short-term occasional absences sanctioned for staff such as EPV days and unforeseen absences such as illness or on compassionate grounds. The school policy on Brief Absences was devised by the staff and Board of Management.

Rationale

The policy was drafted to comply with DES Circular 0032/2007 and DES Circular Letter 115/2008, and to assist in the operation of the school

Link to School Ethos

St Colmcille's Boys' National School, Swords aims to provide a caring, learning environment which facilitates the nurturing of each pupil's full educational potential.

Aims / Objectives

The aims of this policy are as follows:

• to provide a learning environment free of major disruption

• to maintain the overall operation of the school in the event of absences

Roles and Responsibilities

All staff, under the direction of the Principal have a role to play in ensuring the effective implementation of this policy. 

Internal School Procedures

• Applications for leave due to family emergencies, sudden illness, EPV days, graduations etc are made to the principal. The principal has discretion in approving the absence request subject to the subsequent consent of the Chairperson of the BOM

• Absences of a longer duration such as maternity leave, jury service, study leave etc must have the prior consent of the Chairperson of the BOM

• Teachers who are unable to present themselves for work due to illness should contact the Principal as soon as possible at 086 6038908 or at school (8405132).

• Substitute Cover is not allowed on first day of uncertified sick leave unless there are 2 teachers absent on uncertified sick leave.  

• Medical Certificates are required for illnesses of more than 3 days (or when a teacher is absent on Friday and Monday) and should be forwarded to the Principal immediately. 

• Teachers who pay full PRSI must also provide form MC1 in addition to a medical certificate

• If a substitute has not been employed, children will be re-allocated to other members of the staff. 

• JI, SI and 1^st Classes to be taught by language resource teachers

• Pupils in 2^nd to 6^th Classes will be re-allocated throughout the school. Resource teachers will supervise children during first period of day

• Any specific requests in relation to re-allocation of pupils to be made in writing

• Supervision duties of absent teacher are covered by a colleague in a reciprocal arrangement

• An adequate amount of appropriate work to be left for the pupils. Work sheets should be kept in roll book and updated as regularly as is necessary

• If absence is anticipated (attendance at wedding, conferring etc), work must be prepared for the children.

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Policy on Assessment

Introduction

This policy was originally drafted in June 2007 during a school planning day.  The policy was redrafted in March 2009 and was ratified by the Board of Management in April 2009.

Policy Rationale:

The core of the policy is that all children should experience success at school.  This policy endeavours to identify at the earliest possible opportunity, children who may have learning difficulties and put in place a school response to their needs.  An effective assessment policy is central to this core objective.

Relationship to School Ethos

The school aims to provide a caring, learning environment which facilitates the nurturing of each pupil’s full educational potential. An effective Assessment policy identifies the early interventions that need to be put in place to ensure that this aim is achieved.   

Aims and Objectives

• The primary aims/objectives of the policy are;
• To facilitate improved pupil learning
• To create a procedure for monitoring achievement
• To track learning processes which assist the long and short term planning of teachers
• To co-ordinate assessment procedures on a school basis involving parents and pupils in managing strengths and weaknesses

Policy Content

This policy is geared towards using assessment to inform planning and identify the needs of all pupils, so that adequate strategies are put in place early enough to facilitate remediation. 

Range of Assessment Tools

Informal

• Teacher observation
• Classwork  - projects, portfolios, spelling tests, dictation, regular testing and curriculum profiles
• Homework
• Discussion with pupils and parents

Formal assessment (Policies and Procedures)

Junior Infant Pupils

During the course of the first two terms, teacher observation is the main form of assessment utilised.

Senior Infant Pupils

Teacher observation is the main form of assessment

English

Procedures

• A Special Duties teacher is responsible for the organisation of assessment. Results to be returned to post holder for circulation and storing
• The special duties teachers with responsibility for Irish, English and Maths write reports on attainment in each of these curricular areas, and their comments, recommendations are made available at the commencement of each school year.
• When marks are being allocated for creative writing, cognisance should be taken of results obtained in MICRA T or GRT 2 tests. As a general guide, STEN scores and grades may be correlated as follows:

Mathematics

• A combination of continuous testing and norm referenced tests will be utilised.
• Deadlines will be given for the completion of tests at various times of the school year
• It is not necessary that all elements on each test must be tested at the same time
• Post holder is responsible for the organisation of testing
• Results to be returned to post holder for circulation and storing

Gaeilge

General Matters

• Mid - Year tests are set, and results are reported to the parents. Test results provide some of the focus for the Parent Teacher meetings. Copies of report are held as part of class files.
• Results and comments are recorded in School Record Card
• The results of the various tests are analysed in June and provide the bases on which resources are allocated in September

Diagnostic Testing / Screening

• Tests such as the BIAP, MIST, Jackson Phonic Test, Neale Analysis, Aston Index and NRIT may be used to pinpoint specific areas of concern. [Copies of the tests are available from the Resource Teachers]. These tests are administered ordinarily by the Resource Teachers following referral by class teachers in consultation with parents / guardians.

The administration of such tests is in keeping with the approach recommended in Circular 24/03 and Circular 02/05* where a staged approach is used by the individual class teachers before recourse to diagnostic testing /psychological assessment.  Parents are provided with test results and if a psychological assessment is warranted, parental permission is sought and a consent form is completed.  This process is co-ordinated by the Special Duties Teacher with responsibility for co-ordination of Special Education.

*Note on Staged Approach (Circular 24/03 and Circular 02/05)

Stage 1

A class teacher or parent may have concerns about the academic, social, behavioural or emotional development of certain pupils. The class teacher (and/or resource teacher) administers screening measures which may include screening checklists for children in Senior Infants. Standardised norm-reference tests may be used from First Class onwards. The class teacher draws up an individual education plan for extra help within the normal classroom setting in the relevant areas of learning and /or behaviour management. If concern remains after approximately two school terms, the Special Education Team may be consulted about the desirability of a move to Stage 2.

Stage 2

In the case of children with learning difficulties, if the class teacher’s plan fails to achieve the desired outcome, the child is referred, (with parental permission) to the relevant resource teacher for further diagnostic testing. If this diagnostic assessment indicates that supplementary teaching would be beneficial, this should then be arranged. Parents, mainstream class teacher and resource teacher are involved in drawing up an Individual Education Plan, complementing the plan with supplementary activities in class and at home. Supplementary teaching (learning support) is provided ordinarily for pupils from First Class upwards with learning difficulties in English and Mathematics. In general, this teaching is provided for pupils who score at or below the 12th percentile on standardised, norm –referenced tests. Children who score at or below the 2nd percentile should be accorded high priority. Progress of pupils receiving supplementary teaching is reviewed on a regular basis, and if significant concerns remain after a period of at least one school term, it may be necessary to implement Stage 3.

Stage 3 (Psychological Assessment)

If Stages 1 and 2 fail to deliver adequate intervention, the resource teacher (and or class teacher) will contact the parents for permission to secure a psychological assessment for their child. The National Educational Psychological Service provides 4 assessments per year for pupils in our school. An assessment will determine the subsequent level of intervention, be it ‘Learning Support Resource’ hours as part of the General Allocation or Low Incidence hours.   

Recording and Storage

Each pupil has a file which is stored in the filing cabinet in each classroom.  Standard and percentile ranking scores are recorded on the class record template and stored by each teacher. Standardised test results are stored by the relevant special duties teacher and copies are retained in class files.

This file is passed from teacher to teacher as the child progresses through the system.  Procedures are in place to manage sensitive data (see Data Protection Policy).

Success Criteria:

This policy is considered successful if;

• Early identification and intervention is achieved
• Clarity is achieved regarding procedures involved in a staged approach
• Procedures are clear, with roles and responsibilities defined
• The Special Education team has clearly defined roles and objectives
• There is efficient transfer of information between teachers

Roles and Responsibilities:

Mainstream class teachers and Resource teachers assume shared responsibility.  It is the responsibility of the class teacher to set in train staged interventions at class level.  At Stage 2, the responsibilities are shared with the Special Education Team.  The Special Education co-ordinator assumes a primary role at Stage 3 when a Psychological Assessment may be required.  Parents have a role at all stages and the lines of communication must be always kept open.

Implementation:

This policy supersedes the policy drawn up in 2007 and is effective from April 2009.

Ratification & Communication

This policy was ratified by the Board of Management in April 2009 and communicated to parents thereafter.

Review Timetable:

This policy will be reviewed in 2 years time and amended as necessary by means of a whole school collaborative process.

References:

• DES Circular 02/05 – 24/03
• DES Learning Support Guidelines 2000
• www.sess.ie 
• Working Together to make a Difference for Children - NEPS

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Career Break Policy

A member of the permanent teaching staff may apply for a Career Break (or other form of leave) under the conditions set out in Circular 10/03.  The Board of Management will make every effort to facilitate applications for the various forms of leave (career breaks, study leave, job sharing and other forms of long term leave), but as a guiding principle, the welfare and educational needs of the pupils will take precedence over all other considerations.

• The maximum number of teachers on leave (career break, job sharing, secondment and study leave) in any school year shall not exceed 2. Exceptions to this quota may be made where specific personal /family circumstances prevail
• Where the number of applications for any form of long-term leave exceeds the existing quota, such applications will be considered by the Chairperson, Principal and one external assessor. Priority for leave will be given in the first instance on the basis of seniority within the school, and subsequently, to teachers who have not yet availed of leave.
• Applications for career breaks must be made in writing to the Board of Management on or before 1 March.
• The Board of Management will convey a decision to the teacher(s) before 1 April and will submit approved applications to the DES before 10 April

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Data Protection/Record Retention Policy

Introduction:

This policy was formulated in February 2009 by Staff and Board of Management of St Colmcille’s BNS. The purpose of the policy is to identify the Records required to be retained by the school and to ensure confidentiality and manageable procedures in relation to access to such records by parents and stake holders.

Rationale:

• A policy on data protection and record keeping is necessary to ensure that the school has proper procedures in place in relation to accountability and transparency
• It is good practice to record pupil progress in order to identify learning needs
• A policy must be put in place to ensure that a school complies with legislation such as

• Education Act, Section 9g requiring a school to provide access to records to students over 18/parents
• Education Welfare Act – requiring a school to report school attendance and transfer of pupils

Relationship to School Ethos

St Colmcille’s BNS promotes openness and co-operation between staff, parents and pupils as a means towards providing the caring environment through which a child can develop and grow to full potential.

Aims/Objectives

• To ensure the school complies with legislative requirements
• To clarify the types of records maintained and the procedures relating to making them available to the relevant bodies
• To put in place a proper recording and reporting framework on the educational progress of pupils
• To establish clear guidelines on making these records available to parents and pupils over 18
• To stipulate the length of time records and reports will be retained

Guidelines

The Principal assumes the function of data controller and supervises the application of the Data Protection Act within the school.  The data under the control of the Principal comes under the following headings.

Personal Data

This data relates to personal details of the students such as name, address, date of birth, gender, ethnic origin, nationality, religious belief, medical details, dietary information, PPSN.  These are kept in the Secretary’s Office.

Student Records

Student records are held by each class teacher and a master copy is held in the Secretary’s Office Student records contain;-

• Personal details of the student
• School report cards
• Annual Report
• Reports of Psychological Assessments (if any)
• Standardised Test Results
• Attendance Records / notes re absences
• Screening Test such as MIST. and NRIT
• Teacher – designed tests
• Diagnostic Tests Reports
• Individual Education Plans
• Anecdotal records
• Learning Support/Resource Data such as records of refusals to allow children access to LS/RT services in the school
• Portfolios of student work e.g. Art