2018 Board of Management Resource Pack

Board of Management

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In this Resource Pack FOREWARD ...................................................................................................................................................... 1 1

BOARD OF MANAGEMENT - A GUIDE TO BEST PRACTICE ........................................................................ 2 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15

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THE BOARD OF MANAGEMENT – A ‘CORPORATE BODY’ .................................................................................... 2 BOARD MEMBERS ...................................................................................................................................... 2 CONFIDENTIALITY ....................................................................................................................................... 3 COMMUNICATION ...................................................................................................................................... 3 BOARD PLANNING ...................................................................................................................................... 3 BOARD MEETING ....................................................................................................................................... 4 PARTICIPATION .......................................................................................................................................... 4 ROLES & RESPONSIBILITIES........................................................................................................................... 4 CHAIRPERSON ........................................................................................................................................... 4 DECISION MAKING ..................................................................................................................................... 5 AGENDA ................................................................................................................................................... 5 MINUTES.................................................................................................................................................. 6 FINANCE................................................................................................................................................... 6 PARENTS .................................................................................................................................................. 7 TRAINING & INFORMATION .......................................................................................................................... 7

ROLE DESCRIPTORS ................................................................................................................................. 8 2.1 2.2 2.3 2.4 2.5 2.6 2.7

CHAIRPERSON ........................................................................................................................................... 8 PRINCIPAL................................................................................................................................................. 8 TREASURER ............................................................................................................................................... 9 CAPITAL PROJECTS’ OFFICER ........................................................................................................................ 9 MAINTENANCE OFFICER .............................................................................................................................. 9 SAFETY OFFICER ....................................................................................................................................... 10 SCHOOL PREMISES OFFICER ....................................................................................................................... 10

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FREQUENTLY ASKED QUESTIONS ........................................................................................................... 11

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COST SAVING MEASURES FOR YOUR SCHOOL ....................................................................................... 13

List of Appendices (Mandatory Policies &Templates) APPENDIX 1: CHILD SAFEGUARDING STATEMENT TEMPLATE APPENDIX 2: CODE OF BEHAVIOUR APPENDIX 3: ANTI-BULLYING POLICY APPENDIX 4: ENROLMENT POLICY APPENDIX 5: HEALTH & SAFETY STATEMENT APPENDIX 6: SUBSTANCE MISUSE APPENDIX 7: AGENDA TEMPLATE APPENDIX 8: BOARD OF MANAGEMENT MINUTES APPENDIX 9: PRINCIPALS REPORT APPENDIX 10: EMPLOYMENT RELATED EXPENSES CLAIM FORM

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FOREWARD

This resource pack is intended as a guide to best practice for your board; to support them in establishing a positive working environment in your school. While it provides examples of practices that have been shown to work well in schools; it also has to be emphasised that each school is different, each Board is different. This needs to be reflected in how the resource Pack is used – to suit the needs of the individual school. The emphasis is on the collegiality amongst Board members and the school community; with the efficient and effective division of Board business established for the benefit of the children in our schools.

Contents of the resource pack include: role descriptors for the individual board member roles templates for BoM agenda, minutes, principal’s report and expense claim form samples of the school policies that are required by law an outline of IPPN’s cost saving services.

It has always been an IPPN view that schools should not have to develop resources from scratch; each template and sample policy contained within this resource pack is available to download at www.ippn.ie Primary School Governance – Challenges & Opportunities (2011) is IPPN’s report on boards of management is also available at www.ippn.ie within the Policy & News/Publications section. We hope this resource pack is of value to your board. We welcome your feedback to consultation@ippn.ie Is sinne le meas Páiric Clerkin & David Ruddy

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BOARD OF MANAGEMENT - A GUIDE TO BEST PRACTICE

This guide has been developed from examples of best practice provided by individual members of Boards of Management, focus groups of school principals and from submissions received from Principals. It also draws on research on school governance, both nationally and internationally.

Effective boards demonstrate a: clear sense of common purpose – what is the right thing to do for all children in the school. Determination that respect for others, regardless of role, is a core value underpinning all behaviour These underlying principles ensure that there are good relationships and that board business – no matter how challenging - is dealt with efficiently and effectively.

1.1 THE BOARD OF MANAGEMENT – A ‘CORPORATE BODY’ The Board of Management is acting on behalf of the patron, and in accordance with the regulations of the Department of Education and Skills. It operates as ‘a corporate body’. This means that: the board acts as one unit in terms of its function in addressing the business of the school the elected parents and teacher, once elected, do not act in a representative or communicative role.

Board members are not always familiar with the concept of ‘corporate body’. This can lead to serious breakdowns in the functioning of boards when individuals liaise with those who elected them.

1.2 BOARD MEMBERS Each member should uphold and support the ethos, culture and traditions of the school be aware of his/her collective and individual responsibilities have a specific role/function in the management of the school support new members in understanding the functions of the board, and the relationship between the board and the pupils, teachers, staff, patron and the Department of Education and Skills.

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1.3 CONFIDENTIALITY It is essential that confidentiality is respected, and this includes respecting the sensitivity and privacy of individuals within the school community maintaining strict confidentiality on all discussions of the board and its sub-committees, other than information specifically agreed as ‘open information’ ensuring that all documentation is filed securely and not shown to, or discussed with, anyone other than those directly involved in the business of the board.

1.4 COMMUNICATION The board should: get to know all staff of the school, including teaching and non-teaching staff be introduced to members of the Parent Association ensure that representative(s) of the board attend important school events maintain courteous and positive relationships with staff, parents and children host an annual (low-cost) celebration of the school’s success with all staff and with the Parent Association. Issue an agreed report to parents and staff after each meeting of the board, or at least once per term.

1.5 BOARD PLANNING Planning should include: long term and short-term goals. schedule of dates for the year’s meetings, circulated at the end of the school year (June) for the following year (September-June) plan, including specific and realistic objectives, agreed at the first meeting each school year.

This plan should include: specific policies to be formulated/reviewed, prioritising mandatory policies (e.g. health/safety, child protection, enrolment, behaviour, bullying and data protection)) building/maintenance programme, including a time-line and a brief commentary on financial implications training programme/schedule for the board and/or for officers of the board budget/financial plan list of the sub-committees that may be required for specific areas, and clarification on the reporting structure for such sub-committees.

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1.6 BOARD MEETING Meetings should be convened at least twice each school term have an agreed time-limit and a clear starting and finishing time focus on specific activities to meet the goals identified in the year plans.

1.7 PARTICIPATION All members should contribute to the business of the board, at meetings and between meetings participate, as necessary, in the work of sub-committees and/or working groups to progress specific areas of work act as chairperson, or secretary, to a sub-committee when required.

1.8 ROLES & RESPONSIBILITIES Roles and responsibilities should be agreed, and the workload being distributed fairly amongst all board members. Roles should include the following: Chairperson Principal (who acts as secretary to the board) Treasurer Capital Projects’ Officer Maintenance Officer Safety Officer School Premises Officer.

1.9 CHAIRPERSON The Chairperson should conduct the business of the board efficiently by planning effectively for board meetings ensuring that agenda, minutes and relevant documentation have been circulated agreeing a time-allocation for agenda items at the beginning of each meeting inviting all members to participate in discussions and decision making ensuring a fair balance in participation at meetings, and between meetings prompting the establishment of sub-committees, or working groups, to progress the business of the board between meetings ensuring that appropriate reporting mechanisms are in place for officers of the board, or for sub-committees and working-groups

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_____________________________________________________________________________ ensuring that decisions are communicated, and upheld progress the business of the board efficiently between meetings by communicating frequently with the principal and treasurer reporting to the meeting on issues progressed, and/or decisions taken between meetings by officers of the board and the principal attend training opportunities offered for chairpersons and ensure that members attend/participate in board training sessions.

1.10 DECISION MAKING Decisions should be by consensus. Ensure that the sense of common purpose prevails for the good of all children be fair, consistent and impartial ensuring that members declare a potential conflict of interest, and are not present for any discussion and decision making on that item be recorded by the person nominated to record decisions at the meeting be included in the minutes avoid voting as a mechanism voting, while appearing democratic, can be divisive voting, if taken and the vote is tied, should allow the chairperson the right of a second, casting vote.

1.11 AGENDA The agenda for each meeting should: be prepared and agreed by the chairperson and principal be circulated at least one week before the date of the meeting be accompanied by minutes of the last meeting, and relevant documentation (matters of confidentiality may restrict this practice) be focused on issues affecting the school have as specific agenda items the agreement of the minutes correspondence a principal’s report a treasurer’s report/financial statement a report from sub-committees, or working groups, where appropriate. child protection report bullying report

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1.12 MINUTES The minutes constitute the official record of the school’s business and are an important legal document. Minutes should: be recorded at the meeting by the recording secretary nominated for the meeting redrafted after the meeting by the principal in consultation with the chairperson be reviewed with the chairperson and finalised after the review have the following recorded at the beginning of the minutes time, date and location of the meeting attendance and any apologies received any correspondence received and/or discussed reflect the agenda of the meeting, with each item on the agenda having a corresponding record in the minutes be clear and concise, recording decisions, actions, responsibilities and time-frame for completion of tasks (DART) have the following recorded at the end of the minutes time the meeting concluded date, time and location of the next meeting be circulated to all members at least one week before the next meeting be agreed (or amended as required) as the first item of the next meeting be signed by the chairperson when agreed by the board be filed safely as a record of the business of the board.

1.13 FINANCE The Education Act (1998) requires Boards of Management to prepare an annual financial report have the accounts certified by an independent accountant have the accounts available in the school for review by the Parents’ Association or individual parent, school staff, the patron, the Minister for Education and the inspectorate.

Note: An audit of the accounts is not required

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1.14 PARENTS The Education Act (1998) requires Boards of Management to assist parents in the formation of a Parent Association. The National Parents’ Council can assist and advise on setting up a Parent Associations have a website www.npc.ie providing information and advice.

Note: Supporting Each Other – A Guide to Best Practice for the Effective Partnership between Principals and Parents’ Associations is available on www.ippn.ie and on www.npc.ie.

1.15 TRAINING & INFORMATION Boards of Management should avail of training offered to the board, or to officers of the board invite relevant persons (e.g. a solicitor) to present to the board on its legal, corporate, financial and other responsibilities.

The following references are important and should be of particular relevance to all board members: The Education Act (1998) Governance Manual for Primary Schools 2015 – 2019

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ROLE DESCRIPTORS

The following describe specific roles and responsibilities. While duties and functions may be delegated for the purposes of sharing the workload and giving meaningful involvement to all members of the board, overall responsibility remains with the board as a corporate unit.

2.1 CHAIRPERSON Whose responsibilities include chairing meetings corresponding officially on behalf of the board on governance issues being available to liaise with the principal between meetings acting on recruitment/employment issues for all school staff preparing an annual budget in consultation with the treasurer and principal signing cheques with the treasurer or other person nominated by the board maintaining familiarity with financial matters including online banking and credit card arrangements being available to act as ‘data controller’ for the DES OLCS (Online Claims System).

2.2 PRINCIPAL Whose responsibilities include providing leadership to the overall school community managing the school, staff and pupils on a day-to-day basis addressing all educational issues affecting the quality of teaching and learning acting as secretary to the board of management including: setting the Agenda for meetings in consultation with the Chairperson issuing notice of meeting and agenda to Board members recording the minutes of Board meetings - to include issues discussed, decisions taken, including the numbers of those voting for or against a motion, and actions to be taken.

The specific function of recording the BoM decisions may be delegated by the board to another member of the board to allow the Principal take full part in the dialogue of the meeting transmitting Board decisions to relevant parties and following up appropriately Preparing the official minutes following each meeting, presenting the minutes to the Chairperson and following agreement, keeping the minutes in an appropriate form and in a safe place dealing with correspondence liaising with Chairperson between meetings on matters of significance IPPN – BOARD OF MANAGEMENT RESOURCE PACK

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Providing professional advice and guidance to the members of the board as required.

Co-ordinating the teaching staff, and where relevant, members of the BoM and parent association in the review and development of school policies. preparing and monitoring the annual budget with treasurer and chairperson acting on recruitment/employment issues for all school staff being familiar with all online banking and credit card arrangements acting as data entry controller for the DES OLCS (Online Claims System).

2.3 TREASURER Whose responsibilities include preparing an annual budget in consultation with the chairperson and principal presenting that budget to the board for approval reporting at each meeting on the management accounts and outlining budget comparisons liaising with the principal/deputy principal/school secretary regarding invoices and lodgements preparing management accounts using software preparing accounts for the annual returns arranging for the annual certification of accounts liaising with the bank in regard to school accounts being familiar with all online banking and credit card arrangements.

2.4 CAPITAL PROJECTS’ OFFICER Whose responsibilities include managing Summer Works’ Scheme projects managing emergency works managing school building/extension projects for the board.

2.5 MAINTENANCE OFFICER Whose responsibilities include managing cleaning staff and/or cleaning contractors managing caretaking staff organising cleaning arrangements organising for maintenance and repairs of buildings and grounds organising the maintenance of equipment and procurement of supplies.

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2.6 SAFETY OFFICER Whose responsibilities include carrying out an annual Health & Safety audit in consultation with the Staff Safety representative preparing a Health & Safety Statement in consultation with the Staff Safety representative identifying risks to Health & Safety and planning for the management of those risks.

2.7 SCHOOL PREMISES OFFICER Whose responsibilities include: providing keys and alarm codes to school staff and other approved users ensuring appropriate security and fire alarm systems are in place co-ordinating a list of out-of-hours key holders in the event of alarm activation or access for repairs and maintenance hiring of the school premises to outside groups, including arrangements regarding insurance, timetabling, security, cleaning and keys.

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FREQUENTLY ASKED QUESTIONS

1. If there is no heating or water in the school, does this warrant an emergency closure and will the school have to make up the days?

Answer Yes, this would warrant an emergency closure according to rule 60 of the Rules for National Schools. There is an expectation that a school would make up lost days -should the school calendar permit. See value of TextaParent service, in such circumstances on page 13.

2. Who can appeal a decision of the Board of Management to permanently exclude, suspend or refuse to enrol a student?

Answer The Act states that a decision of a Board of Management to permanently exclude, suspend or refuse to enrol a student may be appealed by parents and students who have reached the age of 18. All information regarding attendance, suspension expulsion and appeals can be located in the Education Welfare Act on the DES website.

3. Is a school obliged to enrol a child with SEN? Answer Under the Education Act a parent has the right to enrol their child in the school of their choice.

In extreme situations a school may apply to the SENO /NCSE for emergency SNA cover where the risk associated with the child’s behaviour cannot be managed within the school’s existing resources. The school can request all assessments/tests/reports and send application to SENO for resource hours and/or SNA assistance. If no reports are provided the school can get in touch with the SENO 4. In a case of separation or divorce can a parent be refused access to their child?

Answer A parent cannot be refused access to their child unless there is a specific court order (a solicitor’s letter does not suffice) denying this access. Both parents should be advised of this by the Principal. A signing out procedure is advised for all schools when a parent/guardian takes a child out of school during the school day.

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5. Can a board member discuss details of a board meeting outside of the board?

Answer All Board Business is confidential. A breach of confidentiality by a Board member could lead to their removal from the BoM , should the BoM so decide. On appointment, all board members sign a declaration of confidentiality. The only information that can be provided to stakeholders is the contents of the agreed report.

See: GOVERNANCE MANUAL FOR PRIMARY SCHOOLS 2015-2019

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COST SAVING MEASURES FOR YOUR SCHOOL

When dealing with our unpredictable weather, unexpected school closers, sporting events, school tours and much more, TextaParent can offer schools an effective and efficient means to keep parents, staff and Board of Management informed. Our recently released App can dramatically reduce the cost of sending messages.

TextaParent.ie is a not-for-profit service owned and operated by IPPN. TextaParent.ie directly supports IPPN’s Leadership Support Service.

If you wish to start using your TextaParent.ie account visit www.textaparent.ie and register your school or email info@textaparent.ie for more information.

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Mandatory Policies

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Appendix 1: Child Safeguarding Statement Template See IPPN Resource Bundle on Child Protection for further information [Insert school name] is a primary/post-primary school providing primary/post-primary education to pupils from Junior Infants to Sixth Class/First Year to Leaving Certificate Year (delete as appropriate).

In accordance with the requirements of the Children First Act 2015, Children First: National Guidance for the Protection and Welfare of Children 2017, the Child Protection Procedures for Primary and Post Primary Schools 2017 and Tusla Guidance on the preparation of Child Safeguarding Statements, the Board of Management of [Insert school name] has agreed the Child Safeguarding Statement set out in this document.

1. The Board of Management has adopted and will implement fully and without modification the Department’s Child Protection Procedures for primary and post-primary Schools 2017 as part of this overall Child Safeguarding Statement.

2. The Designated Liaison Person (DLP) is: ____________________________________ 3. The Deputy Designated Liaison Person (Deputy DLP is: ________________________ 4. The Board of Management recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, procedures, practices and activities. The school will adhere to the following principles of best practice in child protection and welfare. The school will: a. recognise that the protection and welfare of children is of paramount importance, regardless of all other considerations b. fully comply with its statutory obligations under the Children First Act 2015 and other relevant legislation relating to the protection and welfare of children c. fully co-operate with the relevant statutory authorities in relation to child protection and welfare matters d. adopt safe practices to minimise the possibility of harm or accidents happening to children and protect workers from the necessity to take unnecessary risks that may leave themselves open to accusations of abuse or neglect e. develop a practice of openness with parents and encourage parental involvement in the education of their children; and f. fully respect confidentiality requirements in dealing with child protection matters The school will also adhere to the above principles in relation to any adult pupil with a special vulnerability.

5. The following procedures/measures are in place: a. In relation to any member of staff who is the subject of any investigation (howsoever described) in respect of any act, omission or circumstance in respect of a child attending the school, the school adheres to the relevant procedures set out in Chapter 7 of the Child Protection Procedures for Primary and Post-Primary Schools 2017 and to the relevant agreed disciplinary procedures for school staff which are published on the DES website b. In relation to the selection or recruitment of staff and their suitability to work with children, the school adheres to the statutory vetting requirements of the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 and to the wider duty of care guidance set out in relevant Garda vetting and recruitment circulars published by the DES and available on the DES website IPPN – BOARD OF MANAGEMENT RESOURCE PACK

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c. In relation to the provision of information and, where necessary instruction and training to staff in respect of the identification of the occurrence of harm (as defined in the 2015 Act) the school: i.

Has provided each member of staff with a copy of the school’s Child Safeguarding Statement ii.

Ensures all new staff are provided with a copy of the school’s Child Safeguarding Statement iii.

Encourages staff to avail of relevant training iv.

Encourages Board of Management members to avail of relevant training v.

The Board of Management maintains records of all staff and Board member training. d. In relation to reporting of child protection concerns to Tusla, all school personnel are required to adhere to the procedures set out in the Child Protection Procedures for Primary and Post-Primary Schools 2017, including in the case of registered teachers, those in relation to mandated reporting under the Children First Act 2015 e. In this school, the Board has appointed the above named DLP as the ‘relevant person’ (as defined in the Children First Act 2015) to be the first point of contact in respect of the school’s child safeguarding statement.

6. All registered teachers employed by the school are mandated persons under the Children First Act 2015 7. In accordance with the Children First Act 2015, the Board has carried out an assessment of any potential for harm to a child while attending the school or participating in school activities. A written assessment setting out the areas of risk identified and the school’s procedures for managing those risks is attached as an appendix to these procedures 8. The various procedures referred to in this Statement can be accessed via the school’s website, the DES website or will be made available on request by the school Note: The above is not intended as an exhaustive list. Individual Boards of Management shall also include in this section such other procedures/measures that are of relevance to the school in question 9. This statement has been published on the school’s website and has been provided to all members of school personnel, the Parents’ Association (if any) and the patron. It is readily accessible to parents and guardians on request. A copy of this Statement will be made available to Tusla and the Department if requested.

10. This Child Safeguarding Statement will be reviewed annually or as soon as practicable after there has been a material change in any matter to which this statement refers This Child Safeguarding Statement was adopted by the Board of Management on [Insert Date]

Signed: _________________________ Chairperson of BoM

Date:

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Signed: _________________________ Principal/Secretary to the BoM

Date: _________________________

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Appendix 2: Code of Behaviour Insert School Name

School Logo

Code of Behaviour Policy Related Policies available on request: 1. Anti-Bullying 2. Health & Safety Statement 3. Admission and Participation (Enrolment) Policy 4. Child Protection Policy.

INTRODUCTION Our School aims to provide a happy, secure, friendly, learning environment, where children, parents, teachers, special needs assistants, ancillary staff and Board of Management work in partnership. Each individual is valued, encouraged and respected for their uniqueness and facilitated to reach their full potential in a positive atmosphere.

This will enable the child to live a full life and will equip him/her to avail himself/herself of further education so that he/she may go on to live a full and useful life as an adult in society.

The staff are committed to the realisation of these Objectives. Our aim is to create a happy, secure environment for our pupils in which there is a sense of good order and a reasonable approach to discipline. In this way, a large group can be organised so that the school can operate smoothly for the benefit of all.

This revised Code of Behaviour comes into effect on __________. The code has been considered by the Parents Association, Staff, Education Welfare Officer and approved by the Board of Management.

It was ratified by a unanimous vote of Parents in _________. The code is mindful of the Curriculum, the school’s Health & Safety Statement, Anti-Bullying Policy, Admission and Participation Policy and Child Protection Policy.

DISCIPLINE FOR LEARNING (DFL) In our school, we have a positive approach to teaching and learning. Positive rules for behaviour in class and out of class are learned by pupils at the beginning of their school year. Pupils are disciplined by being motivated to keep these rules.

We have many ways of recognizing good behaviour and effect including awards, stamps, positive cards, smiles, positive comments and homework passes. Good behaviour and achievement will be recognised. Consistent positive influences are the key to success in our school.

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RESTORATIVE PRACTICE Restorative Practice in our school provides a focus on developing positive relationships between all members of the school community. It gives opportunities for pupils to take responsibility for their behaviour and learning. Restorative Practice is a process whereby children are given the opportunity to reflect on their behaviour and how they and others have been affected by it so as to help heal broken relationships and prevent reoccurrence. Where suspension occurs, the school will use restorative practice involving all parties affected to help repair the harm done.

RESTORATIVE QUESTIONS TO RESPOND TO CHALLENGING BEHAVIOUR 1. What happened?

2. What were you thinking about at the time?

3. What have your thoughts been since?

4. Who has been affected by what you did?

5. In what way have they been affected?

6. What do you think needs to happen to make things right?

To help those harmed by other actions 1. What did you think when you realised what had happened?

2. What have your thoughts been since?

3. How has this affected others?

4. What has been the hardest thing for you?

5. What do you think needs to happen to make things right?

GENERAL GUIDELINES FOR BEHAVIOUR All pupils are expected to behave in a reasonable manner both to themselves and to others, showing consideration, courtesy and respect for other pupils and adults at all times. Respect must be shown at all times. Respect must be shown for the property of the individual and of the school at all times.

Code of Behaviour The code of Behaviour covers the following areas:  Behaviour in class  Behaviour in the playground  Behaviour in the school environment and behaviour on school outings  Attendance at school/Education Welfare Act  Homework after school and extra-curricular activities.

BEHAVIOUR IN CLASS Courtesy and respect are essential. Disrespectful behaviour towards other pupils or towards other pupils or towards a teacher (e.g. defiance, cheek, insolence) are unacceptable. Pupils must respect the right of other pupils to learn. Any behaviour which interferes with the right (e.g. constant disruption of the class persistent distracting of others) is considered unacceptable behaviour.

In order that pupils benefit from their work in class full co-operation is required at all times. Pupils must co-operate with instructions given by the teacher.

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THE ESSENTIAL CLASSROOM RULES 1. Be ready for class 2. Good manners are expected at all times - Always do your best and allow others to do the same 3. Raise hand wait for attention and listen to the person who is speaking 4. Take good care of personal and classroom property 5. Ensure you are safe in class and make it safe for others

BEHAVIOUR IN THE PLAYGROUND Pupils should treat others as they would like to be treated themselves. Any behaviour which endangers or offends others is not permitted. Rough behaviour e.g. fighting, kicking, spitting, pushing is forbidden. Games or activities considered to be dangerous shall be prohibited.

Any behaviour which interferes with other pupils play is not permitted. Pupils may not leave the playground for any reason during breaks without permission of the supervising teacher, this includes re-entering the school building.

THE ESSENTIAL OUT OF CLASS RULES 1. Stay within the boundaries in yard 2. Play safely and fairly. Treat others fairly, the way you would like yourself to be treated 3. Keep yard and school environment litter free and tidy 4. Stay clear of fire alarm and respect all school property 5. Line up quickly and quietly and leave and return to your classroom in an orderly fashion.

BEHAVIOUR IN THE SCHOOL ENVIRONMENT & BEHAVIOUR ON SCHOOL OUTINGS Respect and courtesy to others is essential. Any kind of verbal or physical abuse of other pupils is unacceptable. Use of foul language among pupils is unacceptable. Bullying or intimidation of other pupils is prohibited and is always regarded as a serious offence. Pupils must show respect for school property at all times. For reasons of safety and to minimise accidents, pupils should move about the school in an orderly manner.

Pupils are encouraged to be respectful of each other on their way to and from school. When on school outings pupils are expected to behave in an orderly manner and show respect for public property.

They should always co-operate fully with their teachers and special needs staff.

ATTENDANCE/EDUCATION WELFARE ACT Under the Education Welfare Act 200, absences or lateness must be explained by a brief note written in school journal and signed by parent. Absences of 20 days or more must be referred by the school to Education Welfare Board. Any child wishing to leave school early must have a note signed by their parent. The Education Welfare Officer is available to support parents with attendance issues. Children with hospital or dental appointments on an ongoing basis should give a copy of appointments to office secretary. Parents/Guardians must sign out pupils who are collected early from school. Daily attendance and punctuality are required from pupils. School pens to receive pupils at [INSERT TIME] each morning. A text me4ssage is sent to parents if a child is absent from school. The parent is requested to contact the school to clarify the situation.

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After a pupil has been absent, a note from the parents must always be brought to the class teacher upon the pupil’s return to school. When a pupil has to leave school early (i.e. before 2.40pm) a note from parents must be brought to the class teacher stating the time at which the pupil is to leave. An attendance committee meets monthly in the school to review attendance. Please refer to School Attendance Policy.

HOMEWORK It is the policy of the school to assign homework on a regular basis. The time taken for this will vary from child to child, but should in most cases take between 30 minutes and one hour.

Homework is recorded in the pupil’s journal. Parents should sign the homework journal to confirm that the work has been fully attempted.

If for some reason homework (or part of it) cannot be completed, parents are asked to note this in the homework journal.

Generally, homework is not given at weekends. Written work must be done neatly and carefully.

Graffiti on textbooks and copy books is not permitted. Please refer to the school Homework Policy for further information.

JEWELLERY Students are permitted to wear stud earrings and watch only.

MOBILE PHONES/IPODS/ELECTRONIC GAMES Use of mobile phones, IPods and electronic games during school hours is strictly forbidden. All phones must be switched off and kept in school bags at all times. Any infringement of this rule will involve the confiscation of the phone and any other electronic equipment and will only be returned to the parent or guardian of the pupil.

SCHOOL UNIFORM All pupils must wear the school uniform.

SCHOOL JOURNAL The school journal is an important communication tool between parents and the school. Please read and sign the journal each night. Please ensure the personal information page is your school journal is completed.

MISBEHAVIOUR SANCTIONS 1. Verbal Warning 2. Written Warning 3. Yellow Card 4. Red Card

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SANCTIONS SERIOUS MISBEHAVIOUR Stage 1 – Simple booking/Warning Booking form – Pupil sent to principal at 11.45 or 1.30 (note to parent in journal) Stage 2 – Booking & Detention Pupil gets a booking. Class/yard teacher recommends detention or principal gives detention (note to parents in journal) Stage 3 – Booking Detention and Contract If a pupil receives two detentions in any four school weeks the class teacher and pupil go to the office and draw up a contract of behaviour. This contract will be signed in the presence of the Principal. A copy of the contract will be posted to parents and returned and signed.

Stage 4 – Case Conference If a pupil receives more than three detentions in any four school weeks, the child’s parents will be asked to meet the class teacher and principal. The child will be asked to give a written undertaking that he/she will behave in school. This will be witnessed and signed by Parent/Parents or guardian.

Stage 5 – Internal Suspension Internal Suspension is when a pupil is removed from their own base class and is placed in another class for up to three school days. This will be activated when stages 1-4 are exhausted or when a serious of misbehaviour occurs.

Stage 6 – Suspension This procedure is used in the case of gross misbehaviour and or health & safety grounds: a. If stage 4 is exhausted or there is a single incident of gross misbehaviour the Principal requests a meeting with the parents. If considered warranted the Principal reserves the right to suspend the pupil for 3 days initially. This power of suspension is delegated to the principal by the school Board of Management. b. In certain circumstances the Principal with the approval of their Chairperson of the BoM may suspend a pupil for 5 school days c. c) A meeting of the BoM may authorise further suspension up to a maximum of 10 days.

Suspension will be in accordance with Section 23 of the Education Welfare Act 2000.

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

STAGE 7 – EXPULSION This procedure may be considered in an extreme case, in accordance with Section 23 of the Education Welfare Act 2000.

GROUNDS FOR EXPULSION  Behaviour is persistent cause of significant disruption to the learning of others or to the teaching process  Continued presence of pupil constitutes a real and significant threat to safety  Pupil responsible for serious damage to property.

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AUTOMATIC EXPULSION BoM may sanction automatic expulsion for certain prescribed behaviours: 1. Sexual Assault 2. Possession of illegal drugs 3. Supplying illegal drugs to other pupils in the school 4. Actual violence or physical assault 5. Serious threat of violence against another pupil or member of staff.

PROCEDURES IN RESPECT TO EXPULSION 1. Detail investigation by school principal 2. Recommendation by principal to BoM 3. BoM considers Principals recommendation and holds hearing 4. BoM decision, is expulsion appropriate? If BoM recommends expulsion, the BoM will propose a date which will allow a 20-day cooling off period 1. Education Welfare Officer is informed of proposal to expel pupil and effective date of that proposal 5. Parents of the pupil are informed of rights to invoke a Section 29 appeal under the Education Act 1998 6. Education Welfare Officer arranges consultations 7. Confirmation of decision.

CONCLUSION The essence of our code of behaviour is valuing people and encouraging them to accept responsibility for their own behaviour and to develop self-discipline.

Review This Policy will be reviewed in_____________.

Ratification This Policy was ratified by a member of the school Board of Management on ___________________.

Signed: ______________________________ Chairperson of the Board of Management

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Insert School Name

School Logo CHECKLIST FOR CODE OF BEHAVIOUR REVIEW

1. How do we conduct a review of our code of behaviour that involves staff, parents, and pupils?

2. What are the positive/successful elements of our current practice?

3. In what ways is our ethos, policies & practice in harmony?

4. In what ways do we have a teamwork approach to behaviour or a whole-school approach to curriculum & classroom management?

5. How can we ensure an inclusive & involved school community?

6. How do we develop a systematic process for planning & reviewing our behaviour policy?

7. How can we build on what is working well?

8. When can we do this?

9. What resources/additional skills do we need?

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Appendix 3: Anti-Bullying Policy Insert School Name

School Logo

ANTI- BULLYING POLICY AT XXXXX SCHOOL 1. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of XXXX has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and PostPrimary Schools which were published in September 2013.

THIS POLICY MUST BE READ IN CONJUNCTION WITH THE SCHOOLS OVERALL CODE OF BEHAVIOUR AND EXISTING ANTI BULLYING MEASURES AND PROCEDURES. 2. The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour: (a) A positive school culture and climate which  is welcoming of difference and diversity and is based on inclusivity;  encourages pupils to disclose and discuss incidents of bullying behaviour in a nonthreatening environment; and  promotes respectful relationships across the school community; At XXX School we consider the following to be key elements of a Positive School Culture:        

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We acknowledges the right of each member of the school community to enjoy school in a secure environment We acknowledge the uniqueness of each individual and their worth as a human being We promote positive habits of self- respect, self -discipline and responsibility among all its members.

We actively prohibits vulgar, offensive, sectarian or other aggressive behaviour by any of its members We have a clear commitment to promoting equity in general and gender equity in particular in all aspects of its functioning We have the capacity to change in response to its pupils needs We identify aspects of its curriculum through which positive and sustainable influences can be exerted towards forming pupils attitudes and values We take particular care of ‘at risk’ pupils and uses its systems to identify needs and facilitate early intervention where necessary –thus responding to the needs, fears & anxieties of individual members in a sensitive manner XXXX School recognises the need to work in partnership with and keep parents informed on procedures to improve relationships within the school community We recognise the right of parents to share in the task of equipping pupils with a range of life skills.

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 

We recognise the role of other community agencies in preventing and dealing with bullying We promote habits of mutual respect, courtesy and an awareness of the interdependence of people in groups and communities

We promote qualities of social responsibility, tolerance and understanding among its members both in school and outside of school  Staff members share a collegiate responsibility, under the direction of the Principal, to act in preventing bullying/aggressive behaviour by ANY MEMBER of the school community (b) Effective leadership  The BOM has overall responsibility to ensure that this policy is effective, sustainable and measured. The BOM must ensure that accountability is of the highest standard and frequently appraise the outcomes of the strategies and measures contained within the policy  ISM Team - (Named in Appendix A) - have a clear role to act in a leadership capacity within the school community, stimulating a whole school approach to preventing and tackling bullying – and modelling best practice  The Principal XXXX as key leader strongly influences attitudes and sets standards in relation to dealing with bullying  Teachers must act as good role models and not misuse authority, but be fair, clear and consistent in their disciplinary measures. (c) A school-wide approach  A whole community approach to the problem of bullying is required and XXX School community comprises of management, teachers, non-teaching staff, pupils, parents/guardians  Beyond the school community, bullying behaviour may extend to outside of school. Where this negatively impacts on a school - parents and pupils have a responsibility to support the school in helping to address the issue. This applies particularly (but not exclusively) to cyber bullying.  The assistance of Gardaí, Tusla and Community Workers may be required in some cases  Collective vigilance is needed throughout the whole school/community sector to identify and deal with issues around bullying in a fair and equitable manner (d) A shared understanding of what bullying is and its impact  XXX School endeavours to put in place appropriate systems to ensure that ALL relevant members of the school community (parents, pupils, staff and the wider community) have a shared understanding of what constitutes bullying behaviour as defined in this policy (Section 2&3 of Anti Bullying Procedures for Primary & Post Primary Schools) (e) Implementation of education and prevention strategies see section 5 of this policy, (including awareness raising measures) that build empathy, respect and resilience in pupils; and  explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying;  effective supervision and monitoring of pupils;

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(f) Effective supervision and monitoring of pupils  Staff members have a distinct responsibility to ensure that supervision of pupils in class is effective and consistent  Supervision in playground areas must be managed and conducted effectively, with particular attention given to ‘hot spots’ or ‘hot times’ e.g. arrival & dismissal  Student Council are consulted and engaged in a supervisory role, suitable to their capacity and understanding of the issues involved both in class and in the playground  The lollipop lady is a significant support in addressing and identifying potential bullying scenarios  Office Staff are well placed to inform if any behaviour which may constitute bullying is noticed (g) Supports for staff  Regular discussion and review of policy and procedures is essential to support staff on a continuous basis  All staff must have a uniform interpretation of what is expected in relation to bullying, how to identify possible bullying behaviours, how to manage disclosures and how to deal effectively with incidents of bullying within the classroom context  Staff must be aware that supporting one another is a key aspect of prevention and new/inexperienced members of staff must be given every opportunity to discuss concerns and model best practice  CPD in relation to Anti Bullying Strategies will be supported and encouraged for all members of staff (h) Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and (i) On-going evaluation of the effectiveness of the anti-bullying policy.

3. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows: Bullying is unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time.

The following types of bullying behaviour are included in the definition of bullying:  deliberate exclusion, malicious gossip and other forms of relational bullying,  cyber-bullying and  identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.

Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour.

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However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.

BULLYING BEHAVIOURS WHICH XXXX SCHOOL HAS IDENTIFIED AS RELEVANT TO OUR CONTEXT: General Behaviours which apply to all types of Bullying:  Harassment based on any of the nine grounds in the equality legislation e.g. sexual harassment, homophobic bullying, racist bullying etc.  Physical aggression  Damage to property  Name calling  Slagging  The production, display or circulation of written words, pictures or other materials aimed at intimidating another person  Offensive graffiti  Extortion  Intimidation  Insulting or offensive gestures  The “look”  Invasion of personal space  A combination of any of the types listed.

CYBER               

Denigration: Spreading rumors, lies or gossip to hurt a person’s reputation Harassment: Continually sending vicious, mean or disturbing messages to an individual Impersonation: Posting offensive or aggressive messages under another person’s name Flaming: Using inflammatory or vulgar words to provoke an online fight Trickery: Fooling someone into sharing personal information which you then post online Outing: Posting or sharing confidential or compromising information or images Exclusion: Purposefully excluding someone from an online group Cyber stalking: Ongoing harassment and denigration that causes a person considerable fear for his/her safety Silent telephone/mobile phone call Abusive telephone/mobile phone calls Abusive text messages Abusive email Abusive communication on social networks e.g. Facebook/Ask.fm/ Twitter/You Tube or on games consoles Abusive website comments/Blogs/Pictures Abusive posts on any form of communication technology

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IDENTITY BASED BEHAVIOURS Including any of the nine discriminatory grounds mentioned in Equality Legislation (gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community).

HOMOPHOBIC AND TRANSGENDER  Spreading rumours about a person’s sexual orientation  Taunting a person of a different sexual orientation  Name calling e.g. Gay, queer, lesbian...used in a derogatory manner  Physical intimidation or attacks  Threats

RACE, NATIONALITY, ETHNIC BACKGROUND AND MEMBERSHIP OF THE TRAVELLER COMMUNITY  Discrimination, prejudice, comments or insults about colour, nationality, culture, social class, religious beliefs, ethnic or traveller background  Exclusion on the basis of any of the above

RELATIONAL This involves manipulating relationships as a means of bullying. Behaviours include:  Malicious gossip  Isolation & exclusion  Ignoring  Excluding from the group  Taking someone’s friends away  “Bitching”  Spreading rumours  Breaking confidence  Talking loud enough so that the victim can hear  The “look”  Use or terminology such as ‘nerd’ in a derogatory way

SEXUAL  Unwelcome or inappropriate sexual comments or touching  Harassment

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SPECIAL EDUCATIONAL NEEDS, DISABILITY  Name calling  Taunting others because of their disability or learning needs  Taking advantage of some pupils’ vulnerabilities and limited capacity to recognise and defend themselves against bullying  Taking advantage of some pupils’ vulnerabilities and limited capacity to understand social situations and social cues.  Mimicking a person’s disability  Setting others up for ridicule 4. The relevant teachers for investigating and dealing with bullying in accordance with the Anti Bullying Procedures for Primary & Post Primary Schools – section 6:7.6, 6:7.7 – are as follows:  Principal  Deputy Principal  All class teachers  Care Team Members  HSCL Teacher  An other 5. The following education and prevention strategies (including strategies specifically aimed at cyber-bullying, homophobic and transphobic bullying) will be used by XXXX. (Ref:Section 6.5 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):

EDUCATION AND PREVENTION STRATEGIES  School-wide approach  A school-wide approach to the fostering of respect for all members of the school community.  The promotion of the value of diversity to address issues of prejudice and stereotyping, and highlight the unacceptability of bullying behaviour.  The fostering and enhancing of the self-esteem of all our pupils through both curricular and extracurricular activities. Pupils will be provided with opportunities to develop a positive sense of self-worth through formal and informal interactions.  Whole staff professional development on bullying to ensure that all staff develops an awareness of what bullying is, how it impacts on pupils’ lives and the need to respond to itprevention and intervention.  An annual audit of professional development needs with a view to assessing staff requirements through internal staff knowledge/expertise and external sources  Professional development with specific focus on the training of the relevant teachers  School wide awareness raising and training on all aspects of bullying, to include pupils, parents/guardians and the wider school community.  Supervision and monitoring of classrooms, corridors, school grounds, school tours and extracurricular activities. Non-teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school.  Involvement of the student council in contributing to a safe school environment e.g. Buddy system, mentoring, Lunchtime Buddies and other student support activities that can help to support pupils and encourage a culture of peer respect and support.

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  

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Development and promotion of an Anti-Bullying code for the school-to be displayed publicly in classrooms and in common areas of the school.

The school’s anti-bullying policy is discussed with pupils and all parents/guardians are given a copy as part of the Code of Behaviour of the school on enrolment.

The implementation of regular (e.g. per year) whole school awareness measures e.g. dedicated notice board in the school and classrooms on the promotion offriendship, and bullying prevention; annual Anti bullying Week and parents/guardians seminars organised by P/A.; annual student surveys during Anti Bullying Week; regular school assemblies by principal or deputy principal.

Encourage a culture of telling, with particular emphasis on the importance of bystanders. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly.

Ensuring that pupils know who to tell and how to tell, e.g.: o Direct approach to teacher at an appropriate time, for example after class. o Hand note up with homework. o Make a phone call to the school o Anti-bully or Worry box? o Get a parent/guardian or friend to tell on your behalf.

Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.

Identify clear protocols to encourage parents/guardians to approach the school if they suspect that their child is being bullied. The protocol should be developed in consultation with parents.

The development of an Acceptable Use Policy in the school to include the necessary steps to ensure that the access to technology within the school is strictly monitored, as is the pupils’ use of mobile phones.

The listing of supports currently being used in the school and the identification of other supports available to the school.

Implementation of curricula The full implementation of the SPHE and the RSE and Stay Safe Programmes.

Continuous Professional Development for staff in delivering these programmes.

School wide delivery of lessons on bullying from evidence based programmes.

School wide delivery of lessons on Relational aggression (Cool School Programme: A Friend in Deed), Cyber Bullying (#UP2US, Be Safe-Be Web wise, Think Before you Click, Let’s Fight it Together, Web wise Primary teachers’ resources), Homophobic and Transphobic Bullying (Growing up LGBT, Stand Up Programme, The Trust pack )Diversity and Inter-culturalism, Yellow Flag Programme. The school should list every resource related to the SPHE curriculum, and make a list of supports.

Delivery of the Garda SPHE Programmes at primary level. These lessons, delivered by Community Gardai, cover issues around personal safety and cyber-bullying The school will specifically consider the additional needs of SEN pupils with regard to programme implementation and the development of skills and strategies to enable all pupils to respond appropriately.

The school will consider the implement of advice in “Sexual Orientation advice for schools” (RSE Primary, see booklet).

Links to other policies

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 o o o o

Hereunder is a List of school policies, practices and activities that are particularly relevant to bullying: Code of Behaviour o Child Protection Policy o Supervision of pupils Acceptable Use policy o Attendance o Pastoral Care policy SEN Policy o School Tours Policy o Swimming Policy Sporting Activities/ Extra Curricular Activities Policy o H&S Policy

Appendix 3.A CARE TEAM MEMBERS: 6.8.9. PROCEDURES FOR INVESTIGATING AND DEALING WITH BULLYING The primary aim in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame); The school’s procedures must be consistent with the following approach.

Every effort will be made to ensure that all involved (including pupils, parents/guardians) understand this approach from the outset.

REPORTING BULLYING BEHAVIOUR  Any pupil or parent(s)/guardian(s) may bring a bullying incident to any teacher in the school.  All reports, including anonymous reports of bullying, will be investigated and dealt with by the relevant teacher.  Teaching and non-teaching staff such as secretaries, special needs assistants (SNAs), bus escorts, caretakers, cleaners must report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher;

INVESTIGATING AND DEALING WITH INCIDENTS: STYLE OF APPROACH (see section 6.8.9)  In investigating and dealing with bullying, the relevant teacher will exercise her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;  Parent(s)/guardian(s) and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible;  Teachers should take a calm, unemotional problem-solving approach.  Where possible incidents should be investigated outside the classroom situation to ensure the privacy of all involved;  All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way;  When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner;

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If a group is involved, each member should be interviewed individually at first. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about each other’s statements; Each member of a group should be supported through the possible pressures that may face them from the other members of the group after the interview by the teacher; It may also be appropriate or helpful to ask those involved to write down their account of the incident(s) In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parent(s)/guardian(s) of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parent(s)/guardian(s) an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports provided to the pupils; Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to her how she is in breach of the school’s anti-bullying policy and efforts should be made to try to get her to see the situation from the perspective of the pupil being bullied; It must also be made clear to all involved (each set of pupils and parent(s)/guardian(s)) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parent(s)/guardian(s) and the school;

FOLLOW UP AND RECORDING  In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of her professional judgement, take the following factors into account: o Whether the bullying behaviour has ceased; o Whether any issues between the parties have been resolved as far as is practicable; o Whether the relationships between the parties have been restored as far as is practicable; o Any feedback received from the parties involved, their parent(s)/guardian(s)s or the school Principal or Deputy Principal  Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable.  Where a parent(s)/guardian(s) is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parent(s)/guardian(s) must be referred, as appropriate, to the school’s complaints procedures.  In the event that a parent(s)/guardian(s) has exhausted the school’s complaints procedures and is still not satisfied, the school must advise the parent(s)/guardian(s) of their right to make a complaint to the Ombudsman for Children.

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RECORDING OF BULLYING BEHAVIOUR It is imperative that all recording of bullying incidents must be done in an objective and factual manner.

The school’s procedures for noting and reporting bullying behaviour are as follows: INFORMAL: PRE-DETERMINATION THAT BULLYING HAS OCCURRED  All staff must keep a written record of any incidents witnessed by them or notified to them.

Consideration needs to be given to where the records will be made e.g. incident book. All incidents must be reported to the relevant teacher  While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher must keep a written record of the reports, the actions taken and any discussions with those involved regarding same  The relevant teacher must inform the principal of all incidents being investigated.

FORMAL STAGE 1: DETERMINATION THAT BULLYING HAS OCCURRED  If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.  The school in consultation with the relevant teacher/s should develop a protocol for the storage of all records retained by the relevant teacher.

FORMAL STAGE 2: APPENDIX 3 (FROM DES PROCEDURES) The relevant teacher must use the recording template attached to record the bullying behaviour in the following circumstances: a) in cases where she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after she has determined that bullying behaviour occurred; and b) All confirmed instances of bullying behaviour must be recorded and reported immediately to the Principal or Deputy Principal as applicable.

The recording template must be retained by the relevant teacher in question and a copy maintained by the principal.

Teachers records are retained in a secure space in the teachers classroom. All report templates given to the Principal will be retained in the filing cabinet in the Principals Office.

ESTABLISHED INTERVENTION STRATEGIES  Teacher interviews with all pupils  Negotiating agreements between pupils and following these up by monitoring progress. This can be on an informal basis or implemented through a more structured mediation process  Working with parent/guardian to support school interventions  No Blame Approach  Circle Time IPPN – BOARD OF MANAGEMENT RESOURCE PACK

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Restorative interviews Restorative conferencing Implementing questionnaires

The Procedures mention the following intervention strategies and reference Ken Rigby; www.bullyingawarenessweek.org/pdf/BullyingPreventionStrategiesinSchools Ken Rigby.pdf XXX School is committed to exploring these interventions further:  The traditional successful disciplinary approach  Strengthening the victim  Mediation  Restorative Practice  The Support Group Method  The Method of Shared Concern

7. The school’s programme of support for working with pupils affected by bullying is as Follows (Ref 6:8:16 of Procedures): 

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All in-school supports and opportunities will be provided for the pupils affected by bullying to participate in activities designed to raise their self-esteem, to develop friendships and social skills and build resilience e.g. o SPHE Lessons o Stay Safe Programme o Walk Tall o NEPS programmes on o Anti Bullying Week o Buddy system o Care Team Support inc Social Skills Group o Group work such as circle time If pupils require counselling or further supports the school will endeavour to liaise with the appropriate agencies to organise same. NEPS will also be contacted for advice Pupils should understand that there are no innocent bystanders and that all incidents of bullying behaviour must be reported to a teacher.

8. Supervision and Monitoring of Pupils The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible. 

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There are agreed supervision and monitoring practices in the school Mobile phones must be surrendered to teacher/principal or school office during the school day 08:50 a.m to 14:30 p.m.

Mobile phones are generally not permitted on school tours/outings except in special circumstances

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Bullying danger spots have been identified as the playground, area by pre-school, front exit area, toilets, resource rooms, computer room and corridors, school tours/trips, after school activities and swimming lessons.

Parents and pupils have been consulted in the identification of these danger spots Pupils will be involved as a resource to assist in counteracting bullying through the Student Council.

In relation to Acceptable Use Policy in the school the following issues are addressed: o All Internet sessions are supervised by a teacher o The school regularly monitor pupils’ Internet usage within school time. o Pupils been instructed to access only those discussion forums and messaging or other electronic communication fora that have been approved by the school?

(Note that the Schools Broadband Programme has blocked all social networking sites on the basis that they waste time and take up too much of the bandwidth which is been provided for educational purposes only).

9. Prevention of Harassment The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

10. This policy was adopted by the Board of Management at a meeting held on _____________ .

11. This policy has been made available to school personnel, published on the school website and is readily accessible to parents and pupils on request and provided to the Parents’ Association who were active partners in its compilation. A copy of this policy will be made available to the Department and the patron if requested.

12. This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website and be readily accessible to parents and pupils on request and provided to the Parents’ Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.

Signed: _____________________________ Chairperson of Board of Management

Signed: ______________________________ Principal

Date: __________________

Date: ______________________

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Appendix 3: Template for Recording Bullying Behaviour Insert School Name

School Logo

1. Name of pupil being bullied and class group Name Class 2. Name(s) and class(es) of pupil(s) engaged in bullying behaviour

3. Source of bullying/report (tick relevant box(es)* Pupil Concerned Other Pupil Parent Teacher Other

4. Location of incidents (tick relevant box(es))* Playground Classroom Corridor Toilets School Bus Other

5. Name of person(s) who reported the bullying concern

6. Type of Bullying Behaviour (tick relevant box(es)* Physical Aggression Cyber Bullying Damage to Property Intimidation Isolation/Exclusion Malicious Gossip Name Calling Other (specify) 7. Where behaviour is regarded as identify based bullying, indicate the relevant category: Homophobic Disability/SEN Racist Membership of Traveller Other (specify) related Community 8. Brief Description of bullying behaviour and its impact 9. Details of Action taken

Signed

(Relevant Teacher)

Date

Date submitted to Principal/Deputy Principal * Note: the categories listed in table 3, 4 & 6 are suggested and schools may add to or amend these to suit their own circumstances IPPN – BOARD OF MANAGEMENT RESOURCE PACK

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Appendix 4: Enrolment Policy INTRODUCTION The Board of Management of XXXX School hereby sets out its Enrolment and Admission Policy in accordance with the provisions of the Education Act 1998 and the Board trusts that by so doing, parents will be assisted in relation to enrolment matters. The Chairperson of the Board of Management or the Principal Teacher will be happy to clarify any matters arising from this policy.

Decisions in relation to applications for enrolment are made by the Board of Management of the school.

General School Information Name of School: XXXX National School Telephone No. (999) 999999

His Lordship Bishop XXXX is the Patron of the school.

At present, the teaching staff is comprised of X single class Teachers, X Principal Teacher, X Learning Support Teacher, X Resource Teacher. X shared Learning Support Teacher and X Classroom Assistants.

The full range of classes is taught in the school and classes are of mixed gender. The school also includes a X classroom Autistic unit catering for up to X children, which is staffed by X Teachers and X Special Needs Assistants. The school depends on the grants and teacher resources provided by the Department of Education and Skills and it operates within the regulations laid down, from time to time, by the Department. The school Policy has regard to the resources and funding available. Class starts at 9.15 a.m. and finishes at 3.00 p.m. Infant Classes finish at 2.00 p.m.

RATIONALE This policy aims to ensure that the appropriate procedures are in place to enable the school  To make decisions on all applications in an open and transparent manner consistent with the Ethos, the mission Statement of the school and legislative requirements  To make an accurate and appropriate assessment of the capacity of the school to cater for the needs of applicants in the light of the resources available to it and  To put in place a framework which will ensure effective and productive relations between students, parents and teachers where a student is admitted to the school

LEGAL FRAMEWORK Section 9 (j) of the Education Act 1998 specifies, that “A recognized school shall ….Subject to this Act and in particular section 15 (2) (d), establish and maintain an admissions policy which provides for maximum accessibility to the school”.

Section 15 (2) (d) states the Board of Management shall “publish …. The policy of the school concerning admission to and participation in the school and ensure that policy principles of equality and the right of parents to send their children to a school of the parents’ choice are respected”.

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Section 27 (1) states that “A board shall establish and maintain procedures for the purposes of informing students in a school of the activities of the school” and (2) that “the procedures established and maintained under subsection (1) shall facilitate the involvement of the students in the operation of the School having regard to the age and experience of the students, in association with their parents and teachers”.

The Education Welfare Act, 2000 [Section 19 (1)] requires that a Board of Management shall not refuse to admit a child except where such refusal is in accordance with the school’s Admission Policy. Section 19 (2) requires that parents must provide relevant information to the school while Section 19 (3) requires that the Board of Management, shall as soon as possible (but no later that 21 days) after receiving such information “make a decision in respect of the application concerned and inform the parent in writing thereof” The Equal Status Act, 2000 [Sections 5 & 7 (2)] prohibits discrimination on the grounds of “gender, marital status, sexual orientation, religion, age, disability, race or membership of the Travelling Community” regarding admission, assess to programmes, participation in the school or regarding expulsion or any other sanction. There are limited exceptions regarding single-sex schools and schools promoting particular religious values [Section 7 (3)].

GOALS The school shall have in place appropriate channels of communication and procedures  To inform parents about the school, it’s programmes, activities, and procedures  To enable applications for admission to the school to be handled in an open, transparent manner  To put in place criteria under which applications shall be considered  To ensure that these criteria are informed by our Ethos, our Mission Statement & current legislation  To specify what information is required by the school at the time of application CONTEXT, RESOURCES, SCHOOL ORGANISATION & CURRICULUM The school supports the principle of equality for all students regarding access to and participation in the school. The school respects the diversity of traditions, values, beliefs, languages and ways of life in society. The school acknowledges the right of parents to send their children to a school of the parent’s choice, subject to the resources available to the school including classroom accommodation, class size, teaching resources and financial resources and subject to the capacity of the school to provide for the needs of any applicant or student. The school is staffed in accordance with the standard pupil – teacher ratios sanctioned by the Department and any additional teaching hours sanctioned by the Department in respect of curricular concessions, special needs, special programmes etc. The school operates within the regulations laid down by the Department from time to time.

The capacity of the school to implement its desired curriculum, its broad range of educational programmes, its breadth of extra-curricular activities, its school plan and policies are dependent on the resources it receives. Consequently, in determining its activities and programme for any school year the school must have due regard to the teaching, management and administrative resources and the accommodation, equipment and funding available to it.

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ROLES AND RESPONSIBILITIES IN DEVELOPING AND IMPLEMENTING THIS POLICY: Roles of Board of Management  To ensure that a policy is in place and that it is reviewed  To appraise this policy with regard to its suitability and the effectiveness of its implementations and to make recommendations for improvement where appropriate.  To decide on appeals by parents or students with respect to any decision(s) made by the Principal/Board.  To prepare (and submit to the Education Welfare Board) a statement of Strategies regarding Attendance. The Statement of Strategy will have regard to guidelines issued by the Education Welfare Board and will set out the measures the Board of Management proposes to adopt a) For the purposes of fostering and appreciation of learning among students attending the school and b) Encouraging regular attendance at the school on the part of all students

Role of the Principal  To formulate draft policy in consultation with the teaching staff, students, parents, Board and Trustees  To monitor its implementation and to ensure that it is reviewed by the review date  To implement the policy and to support other teaching staff in their implementation of the policy  To apply for and acquire such resources as are available in accordance with government policies  To ensure, within the constraints of available resources, that alternative programmes are devised where necessary and practicable to meet the needs of students  To appraise the policy with regard to its suitability and the effectiveness of its implementation and to make recommendations for improvement where appropriate  To ensure a register of all students attending the school is established and maintained  To ensure that a record of attendance or non-attendance is maintained for each student registered at this school and, in the case of non-attendance, the reason for same  Prior to registering a child, to provide the parents of an applicant with a copy of the school’s Code of Behaviour and ensure that the parent confirm in writing their acceptance of the Code of an assurance that they shall make all reasonable efforts to ensure compliance with the Code by the child  To provide, on request, to any parent of a child registered in the school with a copy of the Code of Behaviour  Where a child is refused admission, to advise the parents of their right of appeal to the Trustees and the Department of Education setting out Title and Address of each and advising of time limits

Role of Teaching staff  To co-operate with the implementation of this policy  To take the needs of all students into account in the way in which they select textbooks, plan and teach their lessons and conduct assessments  To bring concerns about Special Needs curricular matters and information to the attention of the Principal, Deputy Principal, Special Needs Teacher  To keep parents informed through the regular Parent / Teacher Meetings and School Reports and by meeting parents from time to time as required.

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

To appraise this policy with regard to its suitability and the effectiveness of its implementation and to make recommendations for improvement where appropriate

Role of Students  To co-operate fully with the school in the implementations of the policy  To offer suggestions for improving the service to students with special needs

Role of Parents  To support the policy and to co-operate fully with the school in its implementation  To bring to the attention of the school authorities any concern they may have in relation to the school’s provision for the educational needs of their child  To appraise this policy with regard to its suitability and the effectiveness of its implantation and to make recommendations for improvement where appropriate

POLICY CONSIDERATIONS The Board of Management of Ballinamere National School reserves the right of admission if such admissions contravene Departmental guidelines on class size, etc.The school will not refuse a child on the basis of ethnicity, special education needs, disability, traveller status, refugee status, political or religious beliefs, family or social circumstances, provided the necessary supports are in place in the school. Reference to Tullamore Parish in our criteria for enrolment is on the basis of significant financial contributions and commitments from this Parish to the school.

The school will maintain a list of refused applicants for each class, their place on that list having been determined under the criteria outlined. The Board of Management respects parental choice in relation to enrolment, provided the enrolment criteria are fulfilled.

The Board of Management of Ballinamere National School, in its Policy of Admissions/Enrolment, respects the rights of the existing school community and the children already enrolled. Consequently, the Board of Management reserves the right to determine the maximum number of children in each class, bearing in mind:  Integration of children from Autistic Unit to Mainstream Classes  Health & Safety Concerns regarding Staff and Children  Available classroom space  Multi-grade classes  Educational needs of the children  Presence of children with special needs  Department of Education & Science class size directives  Appropriate Supports and Resources are available  Time of school year

PROCEDURES – APPLICATION, ENROLMENT CRITERIA & DECISION / APPEALS  Failure to fully complete forms may result in refusal to admit a student.  Further relevant information may be sought at a later stage  In applying the criteria for enrolment, the school will take into account Gender Balance Male/ Female and limitations in the size of classes

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Admission to the school is, of course, subject to the resources available to the school including classroom accommodation, class size, teaching resources and financial resources, and subject to the capacity of the school to provide for the needs of those who apply for admission. Where the school lacks the necessary resources to meet the needs of any applicant or student, it will make every effort to secure those resources-where the resources cannot be secured, the school reserves the unfettered right to refuse admission. It is the responsibility of parents / guardians of any child to inform the school of any such needs on the enrolment application form for the child’s own welfare. In this context the school authorities will have equal regard for the welfare of all the students and their right to an education in an atmosphere that is not detrimental to their physical, emotional, moral, social or intellectual development. Failure to fully complete the application form, failure to supply any relevant information requested by the school or failure to make reasonable arrangements to meet with the school authorities to discuss the application may result in a child being refused admission to the school.

APPLICATION FOR IMMEDIATE ADMISSION IN THE CURRENT SCHOOL YEAR  Application forms are available from the school secretary  Failure to fully complete forms will result in refusal to admit the applicant  The behaviour record of a student in their previous school shall be considered  The attendance record of a student in their previous school shall be considered

JUNIOR INFANT ENROLMENT PROCEDURE The registration process is initiated on receipt by the school of a completed application form. This form must be signed and dated by one or both parents or guardians. The form will be date stamped on receipt by the school, and is attached as appendix 1 to this policy. Telephone calls or personal school visits concerning enrolment will be facilitated, but are not in themselves enrolment applications.

Date of application, child's date of birth, address and telephone contact number are recorded in the School Record of Applications, and the attached acknowledgement (Appendix 2) together with a copy of this policy is sent to the applicant. The acknowledgement of an application merely confirms that it will be assessed under the criteria outlined, and does not confer any further status on that application.

Entry in the School Record of Applications means that an application will be considered in early March of the relevant enrolment year, and will be evaluated on the basis of the criteria outlined in this policy.

Following this evaluation, the Principal will make a recommendation to the Board, listing proposed enrolments for the forthcoming year. Once an enrolment list is approved by the Board, all applicants will be notified in writing of the outcome, and if refused admission will be notified of their entitlement to appeal under Section 29 of the Education Act 1998.

Please note: Applications for admission to Junior Infant Class must be made at the very latest by the end of February of the year in which it is expected that the child will start school. The Board of Management strongly recommends that applicant children are at least four years of age on or before April 30 of the school commencement year.

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JUNIOR INFANT ENROLMENT CRITERIA If the number of children on the Waiting List exceeds the number of places available, the following prioritising criteria are used: Priority 1.

Criterion Priority is given to brothers and sisters of children already in the school or who have attended the school in the past. If the class is over subscribed on the basis of this criterion, then places will be allocated on the basis of age, starting with the oldest applicant, until all places are allocated.

2.

Families whose primary residence is either (a) in the immediate areas of XXXX Parish, starting closest to the school and radiating outwards from the school within the Parish or (b) in XXXX Parish within a 2 mile distance by road from the school. If the class is oversubscribed within the application of this particular criterion, then the furthest from the school under either (a) or (b) will be eliminated first.

3.

Children of current teaching staff.

4.

Children of parents who are past pupils of the school. If the class is oversubscribed within the application of this particular criterion, then those whose primary residence is furthest from the school will be eliminated first.

5.

If space is still available, class numbers are completed from the Waiting List, which is compiled and ordered according to the date of the original application. The criteria are listed in order of priority when spaces are allocated under criterion 1 and space is still available, then criterion 2 comes into play and so on. This prioritization proceeds until all places have been allocated

Criteria for Enrolment to SI to 6th Classes The following criteria will be applied if there is a surplus of applications for available places in the Senior Infants to 6th classes.

Priority 1.

Criterion Priority is given to brothers and sisters of children already in the school or who have attended the school in the past

2.

Families whose primary residence is either (a) in the immediate areas of XXXX Parish, starting closest to the and radiating outwards from the school within the Parish or (b) in XXXX Parish within a 2 mile distance by road from the school, or who are in the process of moving to either of these areas

3.

Children of current teaching staff.

4.

Children of parents who are past pupils of the school. All children enrolled are expected to comply with and support the school's Code of Behaviour, as well as the school's designated policies on Curriculum, Organisation and Management

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EVALUATION The Board of Management will monitor the implementation of all aspects of the Policy and review and amend the Policy as required, with particular emphasis placed upon:  Effective management placed on application process  Clarity and transparency relating to the process  Applicants informed in good time re the status of their application, particularly in the case of refusal to enrol  Positive Parental feedback

MONITORING PROCEDURES The implementations of this policy will be monitored by the Board of Management at the appropriate time. It will also be referred by the Principal for consideration by the full staff at the same time. The Principal will report to the Board of Management regarding the process of enrolment in December each year and regularly thereafter until enrolment is complete. Where the Principal refuses admission to any applicant, by the authority delegated to him by the Board in line with this policy, any such refusal shall be communicated to the Board at the earliest opportunity.

REVIEW PROCEDURE The policy will be reviewed regularly in the light of experience. It will be reviewed by the full staff and Board of Management every five years. Any staff member, board member, parent, guardian or student who is unhappy with the content or the implementation of any school policy may request a review at any time and such a request will be dealt with as quickly as possible. Next review of this policy will occur before or during the school year XXXX.

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Appendix 5: Health & Safety Statement Insert School Name

School Logo

SAFETY STATEMENT This safety statement is an example only and MUST be reviewed and modified to meet the needs of your school The Board of Management brings to the attention of its staff the following arrangements for safeguarding the safety, health and welfare of those employed and working in the school.

This policy requires the co-operation of all employees. It shall be reviewed annually or more frequently if necessary, in the light of experience, changes in legal requirements and operational changes. A safety audit shall be carried out annually by the Board of Management Safety Officers and a report made to staff. All records of accidents and ill-health will be monitored in order to ensure that any safety measures required can be put in place to minimise the recurrence of such accidents and illhealth.

The Board of Management of Insert School Name wishes to ensure that as far as is reasonably practical:  The design, provision and maintenance of all places in the school shall be safe and without risk to health.  There shall be safe access to and from places of work.  Plant and Machinery may be opened safely in so far as is possible.  Work systems shall be planned, organised, performed and maintained so as to be safe and without risk to health.  Staff shall be instructed and supervised in so far as is reasonably possible so as to ensure the health and safety at work of its employees.  Protective clothing or equivalent shall be provided as is necessary to ensure the safety and health at work of its employees.  Plans for emergencies shall be complied with and revised as necessary.  This statement will be continually revised by the Board of Management as necessity arises, and shall be re-examined by the Board on at least an annual basis.  Employees shall be consulted on matters of health and safety.  Provisions shall be made for the election by the employees of a safety representative.

The Board of Management of Insert School Name recognises that its statutory obligations under legislation extends to employees, students, to any person legitimately conducting school business, and to the public.

The Board of Management of Insert School Name undertakes to ensure that the provisions of the safety, Health and welfare at Work Act 1989 are adhered to:

DUTIES OF EMPLOYEES It is the duty of every employee while at work: a) to take reasonable care for his/her own safety, health and welfare, and that of any person who may be affected by his/her acts or omissions while at work. b) To co-operate with his/her employer and any other person to such extent as will enable his/her employer or the other person to comply with any of the relevant statutory provisions.

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c) To use in such manner so as to provide the protection intended, any suitable appliance, protective clothing, convenience, equipment or thing provided (whether for his/her lone use or for use by him/her in common with others) for securing his/her safety, health or welfare at work. d) To report to the Board of Management without unreasonable delay, any defects in plant, equipment, place or work, or system of work, which might endanger safety, health or welfare of which he/she becomes aware.

No person will intentionally or recklessly interfere with or misuse any appliance, protective clothing, convenience or other means or thing provided in pursuance or any of the relevant statutory provisions or other wise, for securing safety, health or welfare or persons arising out of work activities.

Employees using available facilities and equipment provided should ensure that work practices are performed in the safest manner possible (see section 9 of safety, health and welfare at Work Act 1989).

CONSULTATION AND INFORMATION It is the policy of the Board of Management of Insert School Name to consult with staff in preparation and completion of hazard control forms, to give a copy of the safety statement to all present and future staff, and to convey any additional information or instructions regarding health, safety and welfare at work to all staff as it becomes available. Health, safety and welfare at work will be considered in any future staff training and development plans.

Hazards Hazards shall be divided into two categories. Those which can be rectified will be dealt with as a matter of urgency. Those that cannot will be clearly indicated and appropriate procedures listed beside them.

All hazards shall be eliminated in so far as resources and circumstances allow.

Fire It is the policy of the Board of Management of Insert School Name that: i.

The Board of Management will ensure that an adequate supply of fire extinguishers, suitable for the type of fires likely to occur in each area, is available, identified and regularly serviced by authorised and qualified persons. Each fire extinguisher shall have instructions for its use. ii.

The principal will ensure that fire drills shall take place at least once a term. iii.

Fire alarms shall be clearly marked. (Responsibility of Board of Management Safety Officer) iv.

Signs shall be clearly visible to ensure that visitors are aware of exit doors and routes.(Staff Safety Officer) v.

All doors, corridors, and entries shall be kept clear of obstruction and shall be able to be opened at all times from within the building. Each teacher who has an exit in her classroom must ensure it is kept clear. P.E. hall and main door – Principal will see they are free of obstruction. vi.

A plan of the school shows assembly points outside the school. vii.

Assembly areas are designated outside each building, and the locations specified. viii.

Exit signs shall be clearly marked. ix.

All electrical equipment shall be left unplugged when unattended for lengthy periods and when the building is empty. Teachers are responsible for their own classroom. The secretary/Principal, as appropriate, is responsible for the office. Staff room is every teacher’s responsibility. Cleaner to check when cleaning.

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x. xi. xii. xiii.

Bottled gas shall be stored in a secure place in such a manner as to minimise the danger of explosion in the case of fire.

Principal shall be responsible for fire drills and evacuation procedures.

All recommendations made by a Fire Officer in addition to these provisions shall be implemented.

The following hazards (in so much as can be identified) are considered by the Board of Management to be a source of potential danger and are brought to the attention of all concerned.

1. Wet corridors 2. Climbing frames 3. Gas tanks 4. Trailing leads 5. Typewriters, Computers 6. Guillotine 7. Projectors 8. Fuse Board 9. Electric kettles 10. Boiler house 11. Ladders 12. Excess Gravel on school yard 13. Protruding units and fittings 14. Flat roof of hall and flat roof of school 15. External store to be kept locked 16. Lawnmower 17. Slabs around perimeter of school 18. Garden stores 19. Icy surfaces on a cold day 20. Mats in hall 21. Windows opening out

To minimise these dangers the following safety/ protective measures must be adhered to (see duties of employee pages 1-2 of this document): a) Access to and operation of plant/equipment is restricted to qualified members of the staff, whose job function is that of running, maintaining, cleaning and monitoring particular items of plant in the course of their normal duties. Copies of this Safety Statement will be sent to all contractors prior to contract by the Principal/Board of Management. Any other contractors entering the school must be shown a copy of the schools Safety Statement and shall adhere to its provisions. b) In addition all such plant and machinery is to be used in strict accordance with the manufactures instructions and recommendations. c) Where applicable Board of Management will ensure that members of the staff will have been instructed in the correct use of plant, machinery and equipment. d) All machinery and electrical equipment are fitted with adequate safeguards. e) Precautionary notices, in respect of safety matters are displayed at relevant points. f) Ladders must be used with another person’s assistance. g) Avoid use of glass bottles where possible by pupils. Remove broken glass immediately on discovery h) Board of Management will check that floors are clean, even, non-slip and splinter-proof. i) Principal will check that PE equipment is stacked securely and in positioned so as not to cause a hazard.

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j) Check that all PE and other mats are in good condition. k) An annual routine for inspecting furniture, floors, apparatus, equipment and fittings. Board of Management Safety Officer and Staff Safety Representative. l) Check that wooden beams, benches etc. Are free from splinters and generally sound. m) Check that vaulting horses, beams and benches are stable and do not wobble when in use. n) Check that there are no uneven/broken/cracked paving slabs. Caretaker under Board of Management. o) Will check that roofs, guttering, drain pipes etc as far as can be seen are sound and well maintained. Board of Management Safety Officer. p) Teachers check that manholes are safe. q) Check that all play areas, especially sand pits, are kept clean and free from glass before use. r) Check that outside lighting works and is sufficient. Board of Management. s) Check that all builder’s materials, caretakers’ maintenance equipment, external stores etc are stored securely. Principal and Board of Management Safety Officer. t) Check that refuse is removed from building each day and is carefully stored outside. Caretaker. u) All video display units should have a screen in front of the computer.

Constant Hazards Machinery, Kitchen equipment, Electrical appliances.

It is the policy of the Board of Management of Insert School Name that machinery, kitchen equipment and electrical appliances are to be used only by competent and authorised persons. Such appliances and equipment will be subject to regular maintenance checks.

Electrical Appliances Arrangements will be made for all appliances to be checked on a regular basis at least annually by a competent person (i.e.) maintenance person, the supplier or his agent. Before using any appliance the user should check that:  All safety guards which are a normal part of the appliance are in working order  Power supply cables/leads are in tact and free of cuts or abrasions.  Unplug leads of appliances when not in use.  Suitable undamaged fused plug tops are used and fitted with the correct fuse.  Follow official guidelines issued by the Health and Safety Authority.

Chemicals It is the policy of the Board of Management of Insert School Name that all chemicals, photocopier toner, detergents etc be stored in clearly identifiable containers bearing instructions and precautions for their use and shall be kept in a locked area, and protection provided to be used when handling them. (Secretary/Cleaner/Principal where appropriate).

Drugs And Medication It is the policy of the Board of Management of Insert School Name that all drugs, medications, etc be kept in a secure cabinet, locked at all times and the key kept in a separate and secure place and used only by trained and authorised personnel.

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Welfare To ensure the continued welfare of the staff and children, toilet and cloakroom areas are provided. A Staffroom separate from the work area is provided, where tea and lunch breaks may be taken. Staff must co-operate in maintaining a high standard of hygiene in this area.

A high standard of hygiene must be achieved at all times. Adequate facilities for waste disposal must be available. An adequate supply of hot and cold water, towels and soap and sanitary disposal facilities must be available.

Members of staff and students are reminded: a) A person who is under medical supervision or on prescribed medication and who has been certified fit for work, should notify the school of any known side effect or temporary physical disabilities which could hinder their work performance and which may be a danger to either themselves or their fellow workers. The school will arrange or assign appropriate tasks for the person to carry out in the Interim. b) Staff and students are not allowed to attend the premises or carry out duties whilst under the influence of illicit drugs or alcohol. Any person found breaking this rule will be liable to disciplinary action.

Highly Polished Floors It is the policy of the Board of Management of Insert School Name that every attempt will be made to avoid the creation of slippery surfaces. The washing of floors shall be conducted, as far as is possible, after school hours to eliminate as far as possible, the danger of slipping. Where floors are wet, warning signs regarding wet floors shall be used. Attention is drawn to the possibility of outside floors and surfaces being affected by frost in cold weather, and staff and pupils shall be told to use handrails when going up or down stairs. Step edges shall be fitted with clearly marked edges of a non-slip nature wherever practical.

Smoking It is the policy of the Board of Management of Insert School Name that the school shall be a nonsmoking area to avoid hazard to staff and pupils of passive smoking.

Broken Glass The Board of Management shall minimise the danger arising from broken glass. Staff are asked to report broken glass to the Principal so that it may be immediately removed.

Visual Display Units It is the policy of the Board of Management of Insert School Name that the advice contained in the guidelines on the safe operation of visual display units, issued by the Health and Safety Authority be carefully followed. Any up-to-date information regarding hazards relating to the use of VDU’s will be studied and recommendations and directives implemented.

Infectious Diseases It is the policy of the Board of Management of Insert School Name that all infectious diseases shall be notified and steps taken to ensure the safety of staff and students against all such diseases. The Board of Management will endeavour to minimise the risk by adherence to sound principals of cleanliness, IPPN – BOARD OF MANAGEMENT RESOURCE PACK

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hygiene and disinfection and have provided disposable gloves for use in all First Aid applications, cleaning tasks, etc. Toilets and washrooms shall be provided at all times with an adequate supply of water, soap, towels and a facility for the safe disposal of waste.

First Aid It is the policy of the Board of Management of Insert School Name that a member of staff shall be trained to provide First Aid to staff and pupils.

1. Notices are posted in office detailing:  arrangements for giving first aid,  location of first aid boxes,  procedure of calling ambulances etc….,  telephone numbers of local Doctor, Gardaí, Hospital.

2. All incidents, no matter how trivial and whether to employees or to students or to members of the public must be reported immediately to the person responsible for the hazard identified in the Statement or in the event that the accident/incident occurs in any other place to which that paragraph dealing with hazards does not relate to the Safety Officer. This is necessary to monitor the progress of safety standards and to ensure that the proper medical attention is given where required. An Accident Report File is to be maintained for the recording of all accidents and incidents by the Safety Officer.

INSERT ROLE will see that there will be maintained in the school a properly equipped First Aid Box available to staff at all times containing:  sticking plasters  Anti-histamine for Stings, etc.  Tape  Disinfectant (e.g.) Savlon  Eye lotion (e.g.) Optrex  Antiseptic cream  Cotton Bandage  Cream for First Aid treatment of Burns  Antiseptic Wipes  Scissors  First Aid Chart Disposable gloves must be used at all times in administering First Aid

Access To School In as much as is compatible with the practical layout of the school premises, anyone entering the school premises shall be required to identify themselves to the Principal or the Secretary as relevant before gaining admittance to the school. Any contractor must make direct contact with the Principal before initiating any work on the premises and shall be shown a copy of the safety statement applying to the school and shall agree to its provisions.

While work is in progress, any noise shall be avoided wherever possible during school hours and shall at all times be reduced to the minimum necessary. The contractor and his workmen shall not create any hazard, permanent or temporary, without informing the principal or his nominated agent and shall mark such hazard with warning signs or other suitable protection.

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Collecting Children All parent/guardians/carers in the interest of safety must obey all signs upon entering the school grounds.

Cars are advised to drive slowly on entering school grounds when collecting children.

Those parking outside the school grounds are advised to accompany children to and from the school premises.

Revision of This Safety Statement This statement shall be regularly revised by the Board Of Management of Insert School Name in accordance with experience and the requirements of the Health and Safety Act and the Health and Safety Authority.

Signed on behalf of the Board of Management: Chairman

Date:

Principal

Date

Safety Officer

Date

Nominee of BOM Nominee of BOM

Safety Officer

Date

Policy statement in accordance with the Safety, Health and Welfare at Work Act 1989 Members of the Board of Management: Chairman: xxxxxxxxx Board Members: xxxxxxxxx, xxxxxxxxx, xxxxxxxxx, xxxxxxxxx.

Safety Representative: xxxxxxxxx Staff Nominee: xxxxxxxxxx

Prepared by representatives of the Board of Management, in consultation with parents and teachers in accordance with the safety, Health and Welfare at Work Act 1989.

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Appendix 6: Substance Misuse SUBSTANCE MISUSE POLICY The Substance Use Policy of [Insert School Name] SCOPE OF POLICY This policy applies to students, teachers, auxiliary staff members, users of the school premises, visitors, i.e. every person who enters the building. It is applicable during school-time – including breaks and to ALL school related activities. It applies to the school building and grounds and to any area where a school related activity takes place, e.g. School Tour.

AIMS OF POLICY The aim of the substance use policy of [Insert School Name] is primary prevention. We aim to protect our pupils from the harmful effects of substance misuse and try to prevent them from using tobacco, alcohol, solvents and illegal drugs. We aim to develop in our pupils better self-esteem, through providing a positive school climate and atmosphere and through giving our pupils age appropriate information from educational programmes.

RELATIONSHIP TO SCHOOL’S MISSION, VISION AND AIMS The characteristic spirit of this school has been developed and agreed with our partners in education.

This substance use policy reflects the school policy by:  Drawing together teachers, parents, Board of Management members, our School Completions Programme officer and members of the local community in the committee responsible for formulating the policy, see Appendix 2  Including reference to substance use in the enrolment policy  Including reference to substance use in our Code of Discipline and School Rules

RATIONALE Why is this policy necessary?

The world in which we live presents young people with many challenges, which affect their health and well-being. Exposure to alcohol, tobacco and drugs is part of this reality. Schools need to reflect upon how they might provide for the needs of their student cohort and respond appropriately to what are sometimes sensitive and emotive issues.

The Education Act 1998 provides that schools should promote the social and personal development of students and provide health education for them. The National Drugs Strategy ‘Building on Experience’ is now government policy and it requires schools to have a substance misuse policy in place. The recent report from the National Advisory Committee on Drugs entitled ‘Drug Use Prevention’ (November 2001) underlines the importance of schools developing substance use policies.

The 1999 European School Survey Project on Alcohol and other Drugs (ESPAD) Report highlighted the seriousness of the problem among sixteen year olds in Ireland, as compared to the other 29 ESPAD countries surveyed. Alcohol was identified as being the dominant drug misused in Ireland whilst the use of tobacco and other drugs was above the ESPAD average.

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For the population as a whole, alcohol consumption per capita in Ireland has increased by 41% in the period 1989 to 1999, while the other EU Member States showed either a decrease or a modest increase. Ireland now has the second highest per capita consumption of alcohol in the EU. The school authority in [Insert School Name] has a moral and legal obligation to ensure compliance with the criminal law.

Implementation Procedures Copies of the policy were distributed to Board of Management members for ratification in [Insert Date]. When ratified and amended, copies were given to:  All staff members  Parents’ Association  Committee members  School Community on request

Timeframe This policy in its final draft was ready by [Insert Date]. It was circulated to staff members, parents and Board of Management by [Insert Date]. The first annual review was held on [Insert Date] and procedures will be reviewed annually each [Insert Date].

Monitoring and Review Procedures A record will be kept in school of all substance use incidents. There will be an annual meeting of this Drugs’ Formation Policy Committee to monitor and review procedures to be held in [Insert Date] each year. A copy of this policy will be issued to all staff members and a reminder of its contents will be given at the first staff meeting of each year. A Board of Management member has agreed to take responsibility to monitor procedures annually and ensure they are being adhered to.

POLICY CONTENT Management of Alcohol, Tobacco and Drug Related Incidents The policy committee members believe that young people are most at risk in relation to substance use in [Insert School Name] in recreational areas, on the way to and from school and at out of school related activities supervised by staff members of [Insert School Name].

Incidents relating to alcohol, tobacco and drug use are addressed in the school’s Code of Behaviour and the Enrolment Policy and pupils may be suspended or expelled if involved in any drug related incident.

The school’s shared understanding of a ‘drug related incident’ is:  Any unusual or unbecoming behaviour resulting from intake or use of alcohol, tobacco or illegal drugs  The sale or passing on of any illegal substance,  The possession of alcohol, tobacco or illegal drugs on school grounds or at school related activities  Disposal of drugs or related items (e.g. syringes) found on school property.

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The reporting procedure for such incidents is: Step 1: Witness to drug related incident informs teacher/staff member/Principal Step 2: Principal inform parents/guardians Step 3: Principal informs Chairperson of Board of Management Step 4: Gardaí informed depending on seriousness of incident Step 5: Area Health Board informed for disposal of items Parents will be involved by accepting the school’s Code of Behaviour and Enrolment Policies. They will be informed of an incident involving their own child and will be asked to accept responsibility, cooperate with the school authorities and with the Gardaí if necessary. Parents will be involved in incidents involving another child only if deemed necessary by the school authorities; if parents are aware that another child is involved in drug-related incidents under the scope of this policy they should inform the teacher, Principal or a Board member.

The role of the Board of Management is to:  Ratify this policy  Implement this policy  Monitor and evaluate it  To sponsor/provide training for staff members  Make decisions involving critical incidents  To deal with the media in the event of a critical incident.

This policy puts the following procedures in place to deal with an incident requiring medical intervention:  ‘Universal Precautions’ will be applied; e.g. wearing of proper protective gloves etc., washing and making safe an area after an incident; provision of a yellow bin to dispose of needles or other unsuitable appliances  First Aid training has been given to a staff member who is now qualified and certified to assist with medical emergencies  Copies of all relevant phone numbers are appendixed (see Appendix 1)  A local doctor from a local practice has agreed to respond to a medical emergency in the school  The Board of Management is currently devising a Critical Incident Policy.

The school has established an excellent rapport with the local Garda station and will invite representatives from the local Garda station to speak with senior pupils. Whether or not to inform the Gardaí of minor incidents will be at the discretion of the Principal and the Chairperson of the Board of Management, but they will be involved in any serious substance abuse incidents.

At local level the following support agencies are available to which students involved in substance misuse might be referred:  N.A. (Narcotics Anonymous)  Child Care & Family Support Services  Drug Education Officer  Drug Helpline 1800 341 900  Juvenile Liaison Officer  Community Garda In the event of media interest in relation to a ‘drug related incident’, the matter will be referred to the Board of Management and the Chairperson will issue a prepared statement to the media.

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Management of Persons in the Workplace Under the Influence of Drugs and/or Alcohol The Board of Management shall ensure, so far as is reasonably practicable, that pupils and other persons in the workplace are not exposed to risks to their safety, health or welfare from persons under the influence of drugs and/or alcohol. The term “in the workplace”, in the preceding sentence includes all school related activities taking place under the supervision of a teacher, with the Board s approval, and both within and away from the school premises.

Every school employee shall, while at work, ensure that he or she is not under the influence of an intoxicant as required by Section 13 of the Safety, Health and Welfare at Work Act, 2005.

Should the Principal and/or Deputy Principal have reasonable grounds to believe that a staff member is unfit for work, due to being under the influence of an intoxicant, the Principal and/or Deputy Principal shall ask that person to remove him/herself from the workplace, in the interests of the safety, health and welfare of the employee and others. In the case of employees who are at work under the influence of an intoxicant, disciplinary procedures may be implemented.

Should the Principal and/or Deputy Principal have reasonable grounds to believe that an employee of any contractor is unfit for work, due to being under the influence of an intoxicant, the Principal and/or Deputy Principal shall ask the contractor to remove his/her employee from the workplace. If a member of staff has reasonable grounds to believe any person, other than a staff member or employee of a contractor, is unfit to be on the premises, due to being under the influence of an intoxicant, the staff member shall report his/her belief promptly to the Principal and/or Deputy Principal, who shall ask that person to remove him/herself from the workplace.

If a member of staff has reasonable grounds to believe that a parent or adult collecting a pupil from school or presenting themselves on the premises for another reason is unfit to be on the premises or to take care of the said pupil, the Principal and/or Deputy Principal will be informed and the duty of care will apply to the pupil. All necessary steps will be taken to protect the pupil and safeguard their best interests.

In the event that a staff member or any other person, referred to above, refuses a reasonable request to remove him/herself from the premises, the Principal and/or Deputy Principal may call the Gardaí to forcibly remove the person in question.

The Board of Management acknowledges its responsibility in promoting the welfare at work of teachers. An Employee Assistance Service (telephone: 1800 411 057 or e-mail: eas@vhics.ie) is available to teaching staff. In the event that substance abuse appears to be adversely affecting the performance and/or attendance pattern of any member of the teaching staff, the Board of Management may request such staff member to contact the Employee Assistance Service.

The Board of Management also acknowledges its responsibility in promoting the welfare at work of all other staff members. In the event that substance abuse appears to be adversely affecting the performance and/or attendance pattern of any member of the non teaching staff, the Board of Management may request such staff member to seek counselling or other professional intervention.

All incidents, relating to the presence of persons at school, under the influence of an intoxicant, shall be recorded and reported as soon as possible to the Board of Management.

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The Board of Management shall consider all such reports and decide on the appropriate action to be taken in the circumstances of each particular case.

APPENDIX 1 Important Contact Numbers Drugs Advisory and Treatment Centre Trinity Court, 30/31 Pearse Street, Dublin 2

Drugs/AIDS Services: South Western Area Health Board, Bridge House, Ballyfermot, Dublin 10

01 677 1122

01 620 6400

East Coast Area Health Board, Centenary House, Dun Laoghaire

01 280 3335

Northern Area Health Board, Phibsboro Tower, Dublin 7

01 882 0300

Alcohol Services East Coast Area Health Board: Baggot Street Community Alcohol Treatment Unit

01 660 7838

Substance Misuse Prevention Programme

01 4528017

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Templates

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Appendix 7: Agenda Template Sample Agenda Items A meeting of the Board of Management of ______________________ National School will take place on _________________________ (date) at _____________ (time) in _______________ (venue).

1. Minutes of last meeting Matters Arising 2. Correspondence 3. Finance a. Treasurer’s Report b. Matters arising 4. Principal’s Report a. Child Protection b. Matters Arising c. Bullying 5. Policies a. Under review b. To be reviewed/agreed 6. Specific item A e.g. Building Protection 7. Specific item B e.g. Employment Matter 8. Specific item C e.g. Special Needs’ Issue 9. Any Other Business (not listed on the agenda)

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Appendix 8: Board of Management Minutes With sample Minute Items Venue: Date of Meeting: Minutes taken by: Apologies (initials): Present (initials): Time Meeting Opened: Issue

Closed: Decision/Action

Minutes of previous meeting Matters arising Correspondence

By:

Minutes adopted and signed Quotations for shelter received and noted Letter from Local Authority requesting use of school as Polling station. Permission granted Finance  Treasurer’s Report presented and adopted (Copy attached)  Local heating oil supplies to be surveyed for supply contract Principal’s Report Principal’s Report presented and adopted (Copy attached)  Child Protection issues – none  Parent/Teacher meetings scheduled for November - 16th  Bullying Incident – None SEN Applications for emergency SNA made to NCSE Request to hire hall Agreed with conditions A letter to issue outline conditions Three requests for leave from Leave Policy outlined Teachers A, B & C Two requested granted (A & C) one refused (B) ineligible Three letters to issue to teachers Persistent Vandalism Following discussion , quotations will be sought for CCTV Review of Enrolment Policy Subcommittee to be established to meet on Oct 15th

Chairperson

Traffic Congestion

EE

Christmas Party

Caretaker’s Resignation Parent-Teacher Meetings

Parents’ Association to be asked to survey parents re. issues and solutions BoM to fund staff dinner to acknowledge voluntary commitment to extra curricular activities Resignation accepted. Advertisement to be drafted and placed in local media To take place on 16th, 17th and 18th November.

Timetable to be drawn up in consultation with Principal and issued to parents.

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Chairperson Treasurer

Principal Principal

Chairperson

Chairperson BoM Safety Officer Chairperson, AA, BB, CC

Principal

Chairperson Teacher Representative

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Appendix 9: Principals Report Sample Headings A. ALLEGATIONS OF ABUSE AGAINST MEMBERS OF SCHOOL PERSONNEL State the number of Reports / Cases since the last BoM Meeting in each category – (See 9.5 DES Procedures*) Category a) Report made to Tusla b) Cases where the DLP sought advice from Tusla and the matter was not reported by the DLP based on the advice of Tusla c) Cases where the DLP has not sought any advice from Tusla and has not reported the matter to Tusla d) Cases where the DLP did not report the matter to Tusla in circumstances where Tusla has advised the DLP that it should be reported No cases in a to d above – put an X in the box 

No.

B. CHILD PROTECTION CONCERNS IN RESPECT OF PUPILS IN THE SCHOOL State the number of Reports / Cases since the last BoM Meeting in each category – (See 9.6 DES Procedures*) Category a) Cases where a mandated report was sent by DLP to Tusla following advice from Tusla b) Cases where a member of school personnel has submitted a report to Tusla in circumstances where the DLP has decided that the matter did not warrant reporting c) Cases where the DLP has sought the advice of Tusla and Tusla has advised that the matter should not be reported d) Cases where the DLP has sought the advice of Tusla and Tusla has advised that the matter should be reported but the DLP has not reported the matter in question No cases in a to c above – put an X in the box 

No.

C. CHILD PROTECTION CONCERNS ARISING FROM ALLEGED BULLYING BEHAVIOUR AMONGST PUPILS State the number of Reports / Cases since the last BoM Meeting in each category – (See 9.7 DES Procedures*) Category No. a) Cases where the DLP has reported a concern b) Cases where the DLP has sought Tusla advice as to whether to report a concern No cases in a to b above – put an X in the box  D. SUMMARY DATA State the number of Reports / Cases since the last BoM Meeting in each category - (See 9.8 DES Procedures*) Category No. a) Total reports made to Tusla by DLP  No of those total reports which were mandated  No of those total reports concerning members of school personnel b) No of cases where the DLP has sought the advice of Tusla and, as a result of the advice, no report was made by the DLP  No of those total reports concerning members of school personne c) No of cases where a member of school personnel provided the DLP with a copy of a report submitted by that person to Tusla in relation to a matter that the DLP had considered did not require reporting or did not require reporting as a mandated report  No of those total reports concerning members of school personnel No cases in a to c above – put an X in the box 

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Appendix 10: Employment Related Expenses Claim Form Ainm Na Scoile Anseo Employment Related Expenses Claim Form Ainm Name Seoladh Baile Home Address

PLEASE COMPLETE THIS FORM USING BLOCK CAPITALS Guthán Baile Home Tel PPSN No. Claim Period

Siniú Signature

From To

Dates

PLEASE ATTACHED RELEVANT RECEIPTS OVERLEAF Pre-Approved Car Travel – Details of journey Km Km rates: (to be set by BoM)

Date

Pre-Approved Telephone, Email, Postage

€

Date

Sub TOTAL Pre-Approved Course Fees, Meals, Accommodation etc

€

€

€

Sub TOTAL

Date

Sub TOTAL Pre-Approved Materials, Resources, Equipment purchased on behalf of the school

€

Sub TOTAL Authorised by:

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TOTAL CLAIM

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Staff Contact Details Name

Home No.

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Mobile No.

Email

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Additional Contact Details Name

Home No.

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Mobile No.

Email

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Glossary of Acronyms ASCD ACCS ASTI CDO CPSMA CTYI CAPP CORI CDU DEIS DES DCU EPSEN ESLI ESRI ETS ERC ESAI ECE HEA ISP ICP IATSE IBEC IEP IPLP ILSA INTO IVEA JMB MICE MLPS NAMBSE NAP NCTE NCCAC NCSE NDA NESF NEPS NEWB NPC NQT NUIM NUIG

Association for Supervision and Curriculum Development Association of Community & Comprehensive Schools Association of Secondary Teachers of Ireland Career Development Institute Catholic Primary School Management Association Centre for Talented Youth Ireland Child Abuse Prevention Programme Conference of Religious of Ireland Curriculum Development Unit Delivering Equality of Opportunity in Schools Department of Education & Skills Dublin City University Education for Persons with Special Educational Needs (Act 2004) Early School Leavers Initiative Economic & Social Research Institute Educate Together School Educational Research Centre Educational Studies Association of Ireland Episcopal Commission for Education Higher Education Authority Information Systems Programme International Confederation of Principals Irish Association of Teachers in Special Education Irish Business and Employers Confederation Individual Educational Plan Individual Profile & Learning Programme Irish Learning Support Association Irish National Teachers' Organisation Irish Vocational Education Association Joint Managerial Body (Secondary Schools) Mary Immaculate College of Education Modern Languages in Primary Schools National Association of Boards of Management in Special Education Newly Appointed Principal National Centre for Technology in Education National Council for Curriculum Assessment National Council for Special Education National Disability Authority National Economic & Social Forum National Educational Psychological Service National Educational Welfare Board National Parents Council – Primary Newly Qualified Teacher National University of Ireland, Maynooth National University of Ireland, Galway

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OECD PTMA SESS SENO SNA TC TES VEC

Organisation for Economic Co-operation and Development Primary Teachers’ Mathematics Association Special Education Support Service Special Education Needs Organiser Special Needs Assistant Teaching Council Teacher Education Section (DES) Vocational Education Committee

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