Board of Management - Resource Pack

Board of Management

RESOURCE PACK Goals Goals

Budget

Policy

Budget

Policy

Management

Management

Accounts Accounts

SCHOOL SCHOOL GOVERNANCE GOVERNANCE

Report Report

Leadership

Leadership

Agenda Principal

Agenda Minutes

Principal

Minutes Procedures

Procedures

TABLE OF CONTENTS FOREWORD ......................................................................................................................iii 1.

A GUIDE TO BEST PRACTICE ...............................................................................1

1 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.

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

1.14.

TRAINING & INFORMATION ...........................................................................................6

2.

ROLE DESCRIPTORS ............................................................................................7

2 2.1.

2.2.

2.3.

2.4.

2.5.

2.6.

2.7.

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

3.

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

4.

IPPN QUALITY SERVICES ...................................................................................16 EDUCATIONPOSTS.IE ................................................................................................17 TEXTAPARENT..........................................................................................................17 CJ FALLON .............................................................................................................18 ALLIANZ .................................................................................................................19 EMS COPIERS .......................................................................................................21

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TABLE OF CONTENTS APPENDICES....................................................................................................................23 APPENDIX 1 – SAMPLE CHILD PROTECTION POLICY ..................................................................24 APPENDIX 2 – SAMPLE CODE OF BEHAVIOUR POLICY ...............................................................34 APPENDIX 3 – SAMPLE ENROLMENT POLICY .............................................................................39 APPENDIX 4 – SAMPLE ANTI BULLYING POLICY.........................................................................46 APPENDIX 5 - SAMPLE HEALTH & SAFETY POLICY ....................................................................48 APPENDIX 6 – SAMPLE SUBSTANCE MISUSE POLICY .................................................................55 APPENDIX 7 –BOM AGENDA TEMPLATE WITH SAMPLE AGENDA ITEMS .........................................62 APPENDIX 8 –BOM MINUTES TEMPLATE WITH SAMPLE MINUTE ITEMS..........................................63 APPENDIX 9 – PRINCIPAL’S REPORT TEMPLATE WITH SAMPLE HEADINGS ......................................64 APPENDIX 10 – EMPLOYMENT RELATED EXPENSE FORM WITH SAMPLE LISTINGS...........................65 APPENDIX 11 – ESSENTIAL TELEPHONE NUMBERS .....................................................................66 APPENDIX 12 – STAFF AND ADDITIONAL CONTACT DETAILS ........................................................68 APPENDIX 13 – GLOSSARY OF ACRONYMS ..............................................................................70

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FOREWORD

Foreword 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: I role descriptors for the individual board member roles I templates for BoM agenda, minutes, principal’s report and expense claim form I samples of the school policies that are required by law I 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 Seán Cottrell & Gerry Murphy Director

President

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A Guide to

Best Practice

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BOARDS OF MANAGEMENT 2011 – A GUIDE TO BEST PRACTICE

Boards of Management 2011

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.

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: I the board acts as one unit in terms of its function in addressing the business of the school I 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.

1.1.

BOARD MEMBERS

Each member should I uphold and support the ethos, culture and traditions of the school I be aware of his/her collective and individual responsibilities I have a specific role/function in the management of the school I 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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BOARDS OF MANAGEMENT 2011 – A GUIDE TO BEST PRACTICE 1.2. CONFIDENTIALITY It is essential that confidentiality is respected, and this includes I respecting the sensitivity and privacy of individuals within the school community I maintaining strict confidentiality on all discussions of the board and its sub-committees, other than information specifically agreed as ‘open information’ I 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.

1.3. COMMUNICATION The board should I get to know all staff of the school, including teaching and non-teaching staff I be introduced to members of the Parent Association I ensure that representative(s) of the board attend important school events I maintain courteous and positive relationships with staff, parents and children I 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.

1.4. BOARD PLANNING Planning should include: I long term and short-term goals.

I schedule of dates for the year’s meetings, circulated at the end of the school year (June) for the following year (September-June) I plan, including specific and realistic objectives, agreed at the first meeting each school year.

This plan should include: G

G

G G G

specific policies to be formulated/reviewed, prioritising mandatory policies (e.g. health/safety, child protection, enrolment, behaviour) 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.

1.5. BOARD MEETINGS Meetings should I be convened at least twice each school term I 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.

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BOARDS OF MANAGEMENT 2011 – A GUIDE TO BEST PRACTICE 1.6. PARTICIPATION All members should I contribute to the business of the board, at meetings and between meetings I participate, as necessary, in the work of sub-committees and/or working groups to progress specific areas of work I act as chairperson, or secretary, to a sub-committee when required.

1.7.

ROLES & RESPONSIBILITIES

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

1.8.

CHAIRPERSON

The Chairperson should I conduct the business of the board efficiently by G planning effectively for board meetings G ensuring that agenda, minutes and relevant documentation have been circulated G agreeing a time-allocation for agenda items at the beginning of each meeting G inviting all members to participate in discussions and decision making G ensuring a fair balance in participation at meetings, and between meetings G prompting the establishment of sub-committees, or working groups, to progress the business of the board between meetings G ensuring that appropriate reporting mechanisms are in place for officers of the board, or for sub-committees and working-groups G ensuring that decisions are communicated, and upheld I progress the business of the board efficiently between meetings by G communicating frequently with the principal and treasurer G reporting to the meeting on issues progressed, and/or decisions taken between meetings by officers of the board and the principal I attend training opportunities offered for chairpersons.

1.9.

DECISION MAKING

Decisions should I be by consensus. Ensure that the sense of common purpose prevails for the good of all children I 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 I be recorded by the person nominated to record decisions at the meeting I be included in the minutes

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BOARDS OF MANAGEMENT 2011 – A GUIDE TO BEST PRACTICE I

avoid voting as a mechanism G voting, while appearing democratic, can be divisive G voting, if taken and the vote is tied, should allow the chairperson the right of a second, casting vote.

1.10. AGENDA The agenda for each meeting should: I be prepared and agreed by the chairperson and principal I be circulated at least one week before the date of the meeting I be accompanied by minutes of the last meeting, and relevant documentation (matters of confidentiality may restrict this practice) I be focused on issues affecting the school I have as specific agenda items G the agreement of the minutes G correspondence G G G

a principal’s report a treasurer’s report/financial statement a report from sub-committees, or working groups, where appropriate.

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

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BOARDS OF MANAGEMENT 2011 – A GUIDE TO BEST PRACTICE 1.12. FINANCE The Education Act (1998) requires Boards of Management to I prepare an annual financial report I have the accounts certified by an independent accountant I 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

1.13. PARENTS The Education Act (1998) requires Boards of Management to assist parents in the formation of a Parent Association. The National Parents’ Council I can assist and advise on setting up a Parent Associations I 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.

1.14. TRAINING & INFORMATION Boards of Management should I avail of training offered to the board, or to officers of the board I 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: I The Education Act (1998) I Boards of Management of National Schools: Constitution of Rules and Rules of Procedure 2011

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Role Descriptors

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BOARDS OF MANAGEMENT 2011 – ROLE DESCRIPTORS

2.

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 I I I I I I I

I

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 I include providing leadership to the overall school community I managing the school, staff and pupils on a day-to-day basis I addressing all educational issues affecting the quality of teaching and learning I acting as secretary to the board of management including: G setting the Agenda for meetings in consultation with the Chairperson issuing notice of meeting and agenda to Board members G 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.

G 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 G transmitting Board decisions to relevant parties and following up appropriately G 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 G dealing with correspondence G liaising with Chairperson between meetings on matters of significance G Providing professional advice and guidance to the members of the board as required.

G 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 G

I I I I I

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acting on recruitment/employment issues for all school staff preparing an annual budget in consultation with the chairperson and treasurer being familiar with all online banking and credit card arrangements acting as data entry controller for the DES OLCS (Online Claims System).

IPPN 2011

BOARDS OF MANAGEMENT 2011 – ROLE DESCRIPTORS 2.3 TREASURER Whose responsibilities include I preparing an annual budget in consultation with the chairperson and principal I presenting that budget to the board for approval I reporting at each meeting on the management accounts and outlining budget comparisons I liaising with the principal/deputy principal/school secretary regarding invoices and lodgements I preparing management accounts using software I preparing accounts for the annual returns I arranging for the annual certification of accounts I liaising with the bank in regard to school accounts I being familiar with all online banking and credit card arrangements.

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

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

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

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

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Frequently

Asked Questions

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FAQs

Frequently

Asked Questions Boards of management 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.

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FAQs 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.

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: CONSTITUTION OF BOARDS and RULES OF PROCEDURE 2011

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IPPN Quality Services

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IPPN

IPPN Quality Services <=>Quality Savings As the professional body for school leaders, IPPN has spent the past several years researching and developing tailor-made services with suitable commercial partners in areas where they feel greater savings are achievable for Primary schools. These services are not to be mistaken with the current wave of ‘commercialism in schools’ which is not supported by IPPN. Instead our aim is to provide quality services tailored to the specific needs of Primary schools, thereby generating regular savings enabling you as Principal to invest in areas which currently have little or no allocated budget.

To date we have numerous tailor-made services in our growing portfolio of benefits to members.

Each of these services has endured rigorous testing to ensure their long term viability, overall competitiveness and ability to deliver a quality service to our members. A number of these services have been available to schools for over five years now and the response has been very positive; with members indicating exceptional value and service when compared to their old providers.

We attribute this success to the fact that we know our members’ needs and have ensured that our partners have dedicated customer service teams in place with a real understanding of their customers – our schools.

IPPN is not a commercial entity and you would be forgiven for asking why we are attempting to create such services! The answer is this: IPPN’s goal is to promote initial and continuing professional and personal development of Primary School Principals. Our service partners’ collective aim is to support IPPN and our key objectives, by guaranteeing a monetary contribution to IPPN to help us achieve our goals. Every school that signs up to one of these services, results in a contribution being made to IPPN by the service provider. The more schools that sign up, the better it is for the school and for IPPN, and therefore, for primary school Principals across Ireland.

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COST SAVING MEASURES FOR YOUR SCHOOL

EducationPosts.ie Since its inception in 2000 EducationPosts.ie has proven highly effective and has become the number one method for advertising vacancies in Irish schools; by enabling schools to advertise vacancies for free without the necessity to advertise in newspapers.

Based on the number of adverts posted to EducationPosts.ie in 2010 and 2011; this service from IPPN has saved Primary Schools €2,356,063 Based on these prices; each time your school needs to advertise a teaching vacancy, IPPN is saving you a minimum of €365!

In addition, the TextaSub service is also a free service; saving schools money and time involved in sourcing substitute teachers.

This services was designed and developed by Principals to meet the needs of Principals, teachers and schools.

Textaparent.ie TextaParent.ie: More than 2,000 schools are using TextaParent.ie on a regular basis to stay in contact with their parents and wider school community. It has proven invaluable not just for staying in touch with reminders but particularly at times when school has been affected by the unexpected –bad weather, emergency closure etc. This cost effective service saves schools money by cutting down on resources for producing notes, phone bills and valuable administration time.

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CJ FALLON

New

developments for CJ Fallon online

CJ Fallon, Ireland’s leading educational publisher, now leads the online marketplace too. Our revamped website has many new features, including MyCJFallon, a new personalised web space for all teachers which provides easy access to all of our digital resources, in one place. Teachers can now: I

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Search, filter and browse over 1,700 digital resources (including eBooks, posters, interactive games, animations, video and audio) Add ‘favourites’ to their own personal user profile, for ease of future use in class Launch or download resources for classroom display or personal use

The facility is being added to all the time so please visit www.cjfallon.ie regularly.

In another exciting development, we have partnered with Microsoft Azure to deliver eBooks (online versions of our textbooks) via the cloud to Irish schoolchildren, teachers and parents… a first for Ireland.

The new platform comprises 3 key elements: 1. CJ Fallon eReader – a downloadable ‘app’ that works on any PC, Mac or Apple iOS device and provides access to the entire CJ Fallon back catalogue of titles as eBooks 2. Licence Manager – enabling individuals, schools or groups of schools to acquire and distribute licences to individual students or classes and track usage to specific devices 3. Digital Repository – containing over 1500 individual digital resources, ready for distribution via the cloud The eReader is available free of charge and can be used to ‘unlock’ specific titles for usage based on a flexible licencing model. Schools are given direct access to the Licence Manager to enable them to target specific resources at individual users or class groups.

CJ Fallon – preparing the future

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ALLIANZ

Allianz

the leading school insurer Allianz as leading school insurer in the country have served the insurance needs of schools throughout Ireland for many decades. Our current school protection policy together with our Pupil Personal Accident policy (30% discount available on-line) ensures that your school has the most comprehensive protection available in the market.

Your school will avail of the following benefits when they insure with Allianz: I I

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The most comprehensive School insurance cover on the market at very competitive premiums.

A specialist local representative, based in your area, who upon request, can visit your school, offer advice and solve any insurance related queries you may have A dedicated Specialist Education team to take care of you and all your insurance needs.

A Risk Management team who constantly review weather and claims trends in order to provide the best advice to protect your school.

A Comprehensive Risk management guide for Safety and Security in schools. This contains advice on everything from general insurance queries, health & Safety Advice, advice on Safety Statements - detailing how you can compile them yourself - and much more.

A very experienced and efficient claims team, on hand to provide advice and guidance during difficult times.

A dedicated education website with information on the Allianz Pupil Personal Accident and School Protection policies. It also contains our back catalogue of Allianz School Journals, our Guide to Insurance, Safety and Security in the school and other helpful resources such as claim forms.

Bi-monthly School Insurance Journal to keep you up to date with new legislation and provide useful and relevant advice and information.

PUPIL PERSONAL ACCIDENT INSURANCE We offer a Pupil Personal Accident Policy at extremely competitive prices. Having a Pupil Personal Accident Policy financially protects parents against medical & dental expenses following an accident involving their child and reduces the possibility of legal action being taken against the School and it's Board of Management.

Uniquely, Allianz do not limit the time in which follow on claims can be made. For example, if a claim is made by a pupil for dental expenses when he/she is 5 yrs old, they may have follow on costs for years to come as a result. Our Pupil Personal Accident Policy will continue to pay these dental expenses until the need for care has ceased. Other insurers put a time limit after which these insured expenses cannot be claimed.

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ALLIANZ PROTECTING YOUR SCHOOL FROM WEATHER DAMAGE The biggest Property Damage issue facing schools at the moment is damage caused by freeze and frost. To assist you in this regard we have produced two booklets containing expert advice to enable you to protect your school buildings.

1. Last year we issued a guide to "protecting your school from Fire and Weather related losses".

This contained helpful advice and general steps to be taken to protect your property before and during these events.

2. This year we issued a brochure to schools, dealing specifically with freeze losses including burst pipes, water tanks etc. The brochure details seven areas problem areas and the most cost effective steps that should be taken to ensure your school building is protected. This advice was compiled in consultation with a mechanical engineer following surveys of Schools in Ireland this year.

If you have any queries in respect of any aspect of your school insurance Policy or general insurance issues please contact our specialist Education team on 01-6133966 or your local Allianz Representative (details below).

Shane Mooney – West

Martin Sinnott - South East

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087 – 9190428 shane.mooney@allianz.ie

087-6862329 martin.sinnott@allianz.ie

Mairead Mullins - North West I 087 – 2485065 mairead.mullins@allianz.ie

Neil Tobin – South I 087-2528018 neil.tobin@allianz.ie

Noel O'Loughlin – South West

Alan Black – Dublin / North East

087 – 2588943 noelo'loughlin@allianz.ie

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087-9938227 alan.black@allianz.ie

EMS COPIERS

EMS Copiers Printing for your School As the largest supplier of copiers to the Education Sector EMS Copiers understand the enormous pressures on Boards of Management.

We appreciate that you need reliable and durable equipment alongside prompt and efficient service and we believe we are ideally positioned to provide this. We have a nationwide network of service technicians which means that we can take care of you wherever you are!

We acknowledge the immense financial pressures borne by the sector at present, and understand that pricing to schools and colleges needs to reflect this.

For example we offer payment plan options that would allow you to acquire up to date equipment whilst making best use of your cash resources.

We also have an on-going series of special offers, with systems designed to meet every need and budget.

Should you have an immediate requirement or wish us to review your current arrangements please do not hesitate to contact us â&#x20AC;&#x201C; any member school who contacts EMS quoting the reference IPPN/BOM will receive an additional 10% discount on our sale prices from now until Easter 2012.

Contact: sales@emscopiers.ie or 1890 770 770.

Log on to www.emscopiers.ie

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Mandatory

Policies

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CHILD PROTECTION POLICY

Insert School Name

Insert School Logo

APPENDIX 1 - CHILD PROTECTION POLICY INSERT DATE OF ISSUE INTRODUCTION This policy document has been drawn up by staff, parents and Board of Management of [insert school name] in response to recent changes in legislation. The policy takes account of the provisions of the following legislation: The Education Act 1998 The Education Welfare Act 2000 The Protection of Persons Reporting Child Abuse Act 1993 Education for Persons with Special Educational Needs Act 2004 Safety, Health at Work Act, 2005 In all instances of suspicion or allegations of abuse or neglect, the following guidelines will be referenced Children First (Department of Health & Children , 1999) Child Protection Guidelines and Procedures (Department of Education and Science, 2001)

AIMS OF POLICY The aims of the Child Protection Policy are to: I Put in place clear procedures for dealing with and reporting suspected/alleged cases of child neglect or abuse I Endeavour to safeguard the well being of the child and intervene when necessary to protect their rights I Help school personnel recognise the signs of neglect or abuse I Provide a safe environment for our school community

DEFINITION OF ABUSE Child abuse can be categorised into four different types: I I I I

Neglect Emotional abuse Physical abuse Sexual Abuse

DEFINITION OF NEGLECT Neglect can be defined in terms of an omission, where the child suffers significant harm or impairment of development by being deprived of food, clothing, warmth, hygiene, intellectual stimulation, supervision and safety, attachment to and affection from adults (3.2.Children First)

DEFINITION OF EMOTIONAL ABUSE Emotional Abuse is normally to be found in the relationship between a caregiver and a child rather than in specific events or patterns of events. It occurs when a childâ&#x20AC;&#x2122;s needs for affection, approval, 24 of 72

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CHILD PROTECTION POLICY

Insert School Name

Insert School Logo

consistency and security are not met. Unless other forms of abuse are present, it is rarely manifested in terms of physical signs or symptoms (3.3 Children First)

DEFINITION OF SEXUAL ABUSE Sexual abuse occurs when a child is used by another person for his/her gratification or sexual arousal (3.5 Children First) More details of each type of abuse is contained in Appendix 1, p.125, Children First)

GUIDELINES FOR RECOGNISING THE SIGNS OF ABUSE (3.9. Children First) The recognition of abuse normally runs along three stages: 1 Considering the possibility â&#x20AC;&#x201C; if a child appears to have suffered an inexplicable and suspicious injury, seems distressed without obvious reason, display usual behaviour problems or appears fearful in the company of parents/carers 2

Observing signs of abuse a cluster of pattern of signs is the most reliable indicator of abuse.

Children may make direct or indirect disclosures, which should always be taken seriously. Less obvious disclosures may be gently explored with a child, without direct questioning (which may be more usefully be carried by the Health Board or Garda). Play situations such as drawing or story telling may reveal significant information which could be considered in relation to the childâ&#x20AC;&#x2122;s social and family context, and it is important to always be open to alternative explanations.

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Recording of Information it is important to establish the grounds for concern, by obtaining as much information as possible. Observations should be recorded and should include dates, times, names, locations context and any information which could be considered relevant or which might facilitate further assessment/investigation.

HANDLING DISCLOSURES FROM CHILDREN (2.4 DES Child Protection Guidelines and Procedures) An abused child is likely to be under severe emotional stress and staff members may be the only adult whom the child is prepared to trust. Great care should be taken not to damage that trust.

When information is offered in confidence, the member of staff will need tact and sensitivity in responding to the disclosure. The member of staff will need to reassure the child and retains his/her trust while explaining the need for action and the possible consequence, which will necessarily involve other adults being informed. It is important to tell the child that everything possible will be done to protect and support him/her, but not to make promises that cannot be kept e.g. promising not to tell anyone else. While the basis for concern must be established as comprehensively as possible, the following advice is offered to school personnel to whom a child makes a disclosure of abuse.

I Listen to the child I Do not ask leading questions nor make suggestions to the child I Offer reassurance but do not make promises I Do not stop a child recalling significant events I Do not react I Explain that further help may have to be sought I Record the discussion accurately and retain the record.( see staff reporting from) This written information ( pink reporting form)should be given to and retained by the DLP

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DESIGNATED LIAISON PERSONS (DLP) (2.2 DES Child Protection Guidelines and Procedures) All Boards of Management must designate a senior member of staff to have specific responsibility for child protection. This person will be the Designated Liaison Person for the school in dealing with the Health Boards, Garda Siochana and other parties in connection with allegations of abuse. Those other parties should be advised that they should conduct all matters pertaining to the processing or investigations of alleged child abuse through the Designated Liaison Person (DLP).

Where the Designated Liaison Person is unavailable for whatever reason, arrangements should be in place for another nominated member of staff to assume his/her responsibility..i.e. the Deputy Designated Liaison Person.

The INSERT TEACHER’S ROLE, INSERT THE TEACHER’S NAME, will act as DLP following ratification by the Board of Management. The Deputy Liaison Person is INSERT THE TEACHER’S NAME. The DLP has specific responsibility for child protection and will represent the school in all dealings with Health Boards, Garda Siochana and other parties, in connection with allegations of abuse.

ACTION TO BE TAKEN BY THE DESIGNATED LIAISON PERSON (3.2 DES Child Protection Guidelines and Procedures) If the school employee and the Designated Liaison Person are satisfied that there are reasonable grounds for the suspicion or allegation the DLP should report the matter to the relevant Health Board immediately. It may be useful to note: 1

A report should be made to the Health Board in person by phone and writing. Each Health Board has a social worker who is available during certain hours to meet with, or talk on the telephone, to persons wishing to report child protection concerns.

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It is generally most helpful if persons wishing to report child abuse concerns make personal contact with the duty social worker. This will facilitate the social worker in gathering as much information as possible about the child and his parent/carers.

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In the event of an emergency, or the non availability of health board staff, the report should be made to the Garda. This may be done at any Garda Station.

It is recommended that all reports should include as much as possible of the information sought in the Standard Reporting Form. Since all information requested may not be available to the person making the report, the form should be completed as comprehensively as possible. When such a report is being made to the health board, the Chairperson of the Board of Management should be informed.

In the case where the school personnel have concerns about a child, but are not sure whether to report the matter to the appropriate health board, they should seek appropriate advise. To do so, the DLP should consult the appropriate health board staff. In consulting the appropriate health board staff, the DLP would have to give identifying details as are required when a report is being made. If the health board advises that a referral should be made, the DLP should act on that advice.

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In following the discussion outlined, the DLP decides that the concerns of the school employee should not be referred to the relevant Health Board, the school employee should be given a clear statement, in writing, as to the reason why the action is not being taken. The school employee should be advised that, if he/she remains concerned about the situation, he/she is free to consult with or report to the health. Again, the standard reporting form (see template) of these guidelines should be used. Any such report would be covered by the Protection for Persons Reporting Child Abuse Act, 1998.

CONFIDENTIALITY (1.2 DES Child Protection Guidelines and Procedures) All information regarding concerns of possible child abuse should be only shared on a need to know basis, in the interest of the child. The test is whether or not the person has any legitimate involvement or role in dealing with the issue Giving information to those who need to have that information for the protection of the child who may have been or has been abused, is not a breach of confidentiality.

The DLP who is submitting a report to the Health Aboard or Garda Siochana should inform a parent/guardian, unless doing so is likely to endanger the child or place that child at further risk. A decision not to inform a parent/guardian should be briefly recorded together with the reason for not doing so.

In emergency situations, where the health board cannot be contacted, and the child appears at immediate and serious risk, an Garda Siochana should be contacted immediately.

Under no circumstances should a child be left in a dangerous situation pending health board intervention.

PROTECTION FOR PERSONS REPORTING CHILD ABUSE (1.3 DES Child Protection Guidelines and Procedures: 2.4 Children First) The protection for persons Reporting Child Abuse Act 1998, provides immunity from civil liability to any person who reports suspicions of child abuse reasonably and in good faith to designated officers of Health Boards, or any member of an Garda Siochana. This means that even if a reported suspicion of child abuse proves unfounded, a plaintiff who took an action would have to prove that the reporter had not acted reasonably and in good faith making the report.

The Act provides significant protection for employees who report child abuse. These protections cover all employees and all forms of discrimination up to and including dismissal.

The Protection for Persons Reporting Child Abuse Act, 1998 came into operation on 23rd January 1999. It main provisions are: 1 The provision of immunity from civil liability to any person who reports child abuse reasonably and in good faith to designated officers of Health Board or any member of the Garda Siochana 2

The provision of significant protections for employees who report child abuse. These protections cover all employees and all forms of discrimination up to and including dismissal.

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The creation of a new offence of false reporting of child abuse where a person makes a report of child abuse to the appropriate authorities knowing that statement to be false. This is a new criminal offence designed to protect innocent persons from malicious reports.

QUALIFIED PRIVILEGE (1.4.DES Child Protection Guidelines and Procedures) While the legal protection outlined above only applies to reports made to the appropriate authorities (i,e, Health Boards and an Garda Siochana), Common Law qualified privilege continues to apply as heretofore. Consequently, should a Board of Management member or school personnel furnish information with regard to suspicions of child abuse to the DLP or Chairperson of the Board of Management, such communication would be regarded under common law as having qualified privilege.

Qualified privilege arises where the person making the communication has a duty to do so, or a right, or interest to protect the child and where the communication is made to a person with a similar duty, right or interest. The person making the report, acting in loco parentis, would be expected to act in the child’s best interests and in making the report would be regarded as acting in such a manner.

Privilege can be displaced only where it can be established that the person making the report acted maliciously.

Furthermore, those reporting a child’s disclosure are not regarded as making an allegation as a matter of charge, but simply carrying out of their duty in good faith. They are not accusing or bringing a charge.

Freedom of Information Act 1997 1 DES Guidelines 2 Children First Reports made to Health Boards may be subject to provisions of Freedom of Information Act 1997, which enables members of public to obtain access to personal information relating to them which is in the possession of public bodies. However, the Act also provides that public bodies may refuse access to information obtained by them in confidence.

PREVENTION OF CHILD ABUSE THROUGH CURRICULAR PROVISION THESE ARE EXAMPLES _ PLEASE INSERT THOSE RELEVANT TO YOUR SCHOOL The following programmes are already in place in the school I Social Personal and Health Education (SPHE), Stay Safe, Alive – O, Walk Tall I Self esteem enhancement programmes/activities – circle time, Lucky to be Me Programme, Healthy Lifestyle Week, Art Therapy, morning club, after school club, summer clubs I Parental involvement; parents are made aware of programmes taught in school at induction meetings and information seminars on related topics. Parents also get feedback throughout the course of programmes e.g. Stay Safe and RSE worksheet completed in collaboration with parents.

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Information meetings for parents using guest speakers from outside agencies.

Whole school climate and ethos child friendly, supportive environment, display children’s work/creativity, assemblies, adults modelling good behaviour, celebrating achievements, acknowledging effort and success.

Visiting drama groups presenting related topics – Team Theatre

STAFF TRAINING Staff development and in service. The DLP will inform staff of current practices and relevant in service training courses; staff in – service in school on related topics.

EXISTING SCHOOL POLICIES The following school policies which compliment the Child Protection Policy are already in place in the school: I Substance Misuse Policy I I I I

Code of Behaviour and Anti Bullying Policy Health & Safety Statement Mission Statement Healthy Lunch Policy

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APPENDIX 2 - CODE OF BEHAVIOUR The school has a central role in the children’s social and moral development just as it does in their academic development. In seeking to define acceptable standards of behaviour it is acknowledged that these are goals to be worked towards rather than expectations that are either fulfilled or not.

The children bring to school a wide variety of behaviour. As a community environment, in school we must work towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. It follows that acceptable standards of behaviour are those that reflect these principles.

Children need limits set for them in order to feel secure and develop the skills for co-operation.

Therefore any rules will be age appropriate, with clear agreed consequences.

Parents can co-operate with the school by encouraging their children to understand the need for school rules, by visiting the school and by talking to the members of staff.

A code of behaviour is established to ensure that the individuality of each child is accommodated while at the same time acknowledging the right of each child to education in a relatively disruption free environment.

AIMS OF THE CODE I I I I

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To create a positive learning environment that encourages and reinforces good behaviour To promote self-esteem and positive relationships To encourage consistency of response to both positive and negative behaviour To foster a sense of responsibility and self-discipline in pupils and to support good behaviour patterns based on consideration and respect for the rights of others To facilitate the education and development of every child To foster caring attitudes to one another and to the environment To enable teachers to teach without disruption To ensure that the school’s expectations and strategies are widely known and understood through the parent’s handbook, availability of policies and an ethos of open communication To encourage the involvement of both home and school in the implementation of this policy

RESPONSIBILITY OF ADULTS The adults encountered by the children at school have an important responsibility to model high standards of behaviour, both in their dealings with the children and with each other, as their example has an important influence on the children.

As adults we should aim to: I I I

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Create a positive climate with realistic expectations Promote, through example, honesty and courtesy Provide a caring and effective learning environment

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Encourage relationships based on kindness, respect and understanding of the needs of others Ensure fair treatment for all regardless of age, gender, race, ability and disability Show appreciation of the efforts and contribution of all To discourage physical aggression and encourage ‘Kind Hands, Kind Words, Kind Feet’. A Code of Conduct for staff and volunteers ensures that the rights of the children are upheld.

SCHOOL RULES I I I I I I I I I I I

Respect for self and others Respect for other’s property Respect other students and their learning Kindness and willingness to help others Follow instructions from staff immediately Walk quietly in the school building Courtesy and good manners Readiness to use respectful ways of resolving difficulties and conflict Ask permission to leave the classroom Do your best in class Take responsibility for your own work

These can be summed up as 6 main rules; I Respect/ Be nice I Do your best I Be tidy I Be Safe I Walk I Listen

CLASS RULES At the beginning of each academic year, the class teacher will draft a list of class rules with the children. These reflect and support the school rules, but are presented in a way that is accessible to the children. Class rules should be kept to a minimum and are devised with regard for the health, safety and welfare of all members of the school community. They should where possible emphasise positive behaviour (e.g. ‘Walk’ and not ‘Don’t run’). Rules will be applied in a fair and consistent manner, with due regard to the age of the pupils and to individual difference. Where difficulties arise, parents will be contacted at an early stage.

INCENTIVES Part of the vision of [Insert School Name] is to help children achieve their personal best academically, intellectually and socially. We recognise that there are many different forms of intelligence and that similarly children use a variety of approaches to solve problems. Reward systems which are based on academic merit or particular extrinsic goals continuously apply to only a limited number of children and undermine the individuality of children. All children deserve encouragement to attain their own best. Children will be encouraged, praised and listened to at

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all times by adults in the school. Praise is earned by the maintenance of good standards as well as by particularly noteworthy personal achievements. Rates of praise for behaviour should be as high as for work.

The following are some samples of how praise might be given; I A quiet word or gesture to show approval I A comment in a pupilâ&#x20AC;&#x2122;s exercise book I A visit to another member of Staff or to the Principal for commendation I A word of praise in front of a group or class I A system of merit marks or stickers I I

Delegating some special responsibility or privilege A mention to parent, written or verbal communication.

Unacceptable Behaviour Three levels of misbehaviour are recognised: Minor, Serious and Gross. All everyday instances of a minor nature are dealt with by the class teacher. In cases of repeated serious misbehaviour or single instances of gross misbehaviour, parents will be involved at an early stage and invited to meet the teacher and/or the Principal to discuss their childâ&#x20AC;&#x2122;s behaviour.

Examples of serious misbehaviour: I Behaviour that is hurtful (including bullying, harassment, discrimination and victimisation) I Behaviour that interferes with teaching and learning I Threats or physical hurt to another person I Damage to property I Theft Examples of gross misbehaviour: Assault on a teacher or pupil I Serious theft I Serious damage to property I

Sanctions The use of sanctions or consequences should be characterised by certain features; I It must be clear why the sanction is being applied I The consequence must relate as closely as possible to the behaviour I It must be made clear what changes in behaviour are required to avoid future sanctions I Group punishment should be avoided as it breeds resentment I There should be a clear distinction between minor and major offences I It should be the behaviour rather than the person that is the focus The following steps will be taken when the children behave inappropriately. They are listed in order of severity with one being for a minor misbehaviour and ten being for serious or gross misbehaviour.

The list is by no means exhaustive. Teachers may put in place alternative measures bearing in mind the features by which sanctions should be characterised. The aim of any sanction is to

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prevent the behaviour occurring again and if necessary to help the pupils devise strategies for this; 1 Reasoning with pupil 2 Verbal reprimand including advice on how to improve 3 Temporary separation from peers within class and/or temporary removal to another class 4 Prescribing extra work/ writing out the story of what happened 5 Loss of privileges 6 Detention during break 7 Communication with parents 8 Referral to Principal 9 Principal communicating with parents 10 Exclusion (Suspension or Expulsion) from school (in accordance with Rule 130 of the Rules for National Schools as amended by circular and Education Welfare Act 2000) However sanctions should relate as closely as possible to the behaviour. Therefore a child, who does not do his work in class or has not completed his homework, may be detained at break time to finish the work.

Pupils will not be deprived of engagement in a Curricular Area, except on the grounds of health & safety.

SUSPENSION AND EXPULSION Before serious sanctions such as detention, suspension or expulsion are used, the normal channels of communication between school and parents will be utilised. Where it is proposed to detain a pupil after school hours, the parents or guardians will be notified. Communication with parents may be verbal or by letter depending on the circumstances.

For gross misbehaviour or repeated instances of serious misbehaviour suspension may be considered. Parents concerned will be invited to come to the school to discuss their childâ&#x20AC;&#x2122;s case.

Aggressive, threatening or violent behaviour towards a teacher or pupil will be regarded as serious or gross misbehaviour.

Where there are repeated instances of serious misbehaviour, the Chairperson of the Board of Management will be informed and the parents will be requested in writing to attend at the school to meet the Chairperson and the principal. If the parents do not give an undertaking that the pupil will behave in an acceptable manner in the future the pupil may be suspended for a period. Prior to suspension, where possible, the Principal may review the case in consultation with teachers and other members of the school community involved, with due regard to records of previous misbehaviours, their pattern and context, sanctions and other interventions used and their outcomes and any relevant medical information. Suspension will be in accordance with the Rules for National Schools and the Education Welfare Act 2000.

In the case of gross misbehaviour, where it is necessary to ensure that order and discipline are maintained and to secure the safety of the pupils, the Board may authorise the Chairperson or Principal to sanction an immediate suspension for a period not exceeding three school days, pending a discussion of the matter with the parents.

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Expulsion may be considered in an extreme case, in accordance with the Rule for National Schools and the Education Welfare Act 2000. Before suspending or expelling a pupil, the Board shall notify the Local Welfare Education Officer in writing in accordance with Section 24 of the Education Welfare Act.

REMOVAL OF SUSPENSION (REINSTATEMENT) Following or during a period of suspension, the parent/s may apply to have the pupil reinstated to the school. The parent/s must give a satisfactory undertaking that a suspended pupil will behave in accordance with the school code and the Principal must be satisfied that the pupil’s reinstatement will not constitute a risk to the pupil’s own safety or that of the other pupils or staff.

The Principal will facilitate the preparation of a behaviour plan for the pupil if required and will readmit the pupil formally to the class.

CHILDREN WITH SPECIAL NEEDS All children are required to comply with the code of behaviour. However the school recognises that children with special needs may require assistance in understanding certain rules. Specialised behaviour plans will be put in place in consultation with parents and the class teacher, learning support/ resource teacher, and or Principal will work closely with home to ensure that optimal support is given. Cognitive development will be taken into account at all times. Professional advice from psychological assessments will be invaluable.

The children in the class or school may be taught strategies to assist a pupil with special needs adhere to the rules and thus provide peer support. This will be done in a supportive and safe way, acknowledging and respecting the difference in all individuals.

METHODS OF COMMUNICATING WITH PARENTS Communicating with parents is central to maintaining a positive approach to dealing with children.

Parents and teachers should develop a joint strategy to address specific difficulties, in addition to sharing a broader philosophy which can be implemented at home and in school.

A high level of co-operation and open communication is seen as an important factor encouraging positive behaviour in the school. Structures and channels designed to maintain a high level of communication among staff and between staff, pupils and parents have been established and are being reviewed regularly.

Parents should be encouraged to talk in confidence to teachers about any significant developments in a child’s life, in the past or present, which may affect the child’s behaviour.

The following methods are to be used at all levels within the school: I Informal parent/teacher meetings and Formal parent/teacher meetings I Through children’s homework journal (infants do not have a homework journal-check bags) I Letters/notes from school to home and from home to school I School notice board I Monthly newsletter

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APPENDIX 3 - 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, 1 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 Science 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 xxx a.m. and finishes at xxx p.m. Infant Classes finish at xxx p.m.

RATIONALE This policy aims to ensure that the appropriate procedures are in place to enable the school I 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 I 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 I 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”.

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

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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 than 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, access 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 I To inform parents about the school, its programmes, activities, and procedures I To enable applications for admission to the school to be handled in an open, transparent manner I To put in place criteria under which applications shall be considered I To ensure that these criteria are informed by our Ethos, our Mission Statement & current legislation I 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. It will make every effort to secure those resources – where the resources cannot be secured the school may refuse admission. 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 I To ensure that a policy is in place and that it is reviewed I To appraise this policy with regard to its suitability and the effectiveness of its implementations and to make recommendations for improvement where appropriate.

I To decide on appeals by parents or students with respect to any decision(s) made by the Principal/Board.

I 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 I To monitor its implementation and to ensure that it is reviewed by the review date I To implement the policy and to support other teaching staff in their implementation of the policy I To apply for and acquire such resources as are available in accordance with government policies I To ensure, within the constraints of available resources, that alternative programmes are devised where necessary and practicable to meet the needs of students I To appraise the policy with regard to its suitability and the effectiveness of its implementation and to make recommendations for improvement where appropriate I To ensure a register of all students attending the school is established and maintained I 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 I Prior to registering a child, to provide the parents of an applicant with a copy of the schoolâ&#x20AC;&#x2122;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 I To provide, on request, to any parent of a child registered in the school with a copy of the Code of Behaviour I 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 I

Role of Teaching staff To co-operate with the implementation of this policy I 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 I To bring concerns about Special Needs curricular matters and information to the attention of the Principal, Deputy Principal, Special Needs Teacher I

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To keep parents informed through the regular Parent / Teacher Meetings and School Reports and by meeting parents from time to time as required.

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

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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 schoolâ&#x20AC;&#x2122;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 XXXX 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.

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 XXX 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: I Integration of children from Autistic Unit to Mainstream Classes I Health & Safety Concerns regarding Staff and Children I Available classroom space I Multi-grade classes I Educational needs of the children I Presence of children with special needs I Department of Education & Science class size directives I Appropriate Supports and Resources are available I Time of school year

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PROCEDURES â&#x20AC;&#x201C; APPLICATION, ENROLMENT CRITERIA & DECISION / APPEALS I I I

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

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 childâ&#x20AC;&#x2122;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 I I I I

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

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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.

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

Criterion

1

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 Community area, starting closest to the school and radiating outwards from the school within the Community area or (b) in XXXX Community area 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

If space is still available; class numbers are completed from the Waiting List. This list 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.

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

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

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ENROLMENT POLICY

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All children enrolled in this school shall comply with and support the schoolâ&#x20AC;&#x2122;s Code of Behaviour, Health & Safety, Child Protection, Anti-Bullying and Substance Misuse Policies; as well as the schoolâ&#x20AC;&#x2122;s other designated policies on Curriculum, Organisation & Management.

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 I Effective management placed on application process I Clarity and transparency relating to the process I Applicants informed in good time re the status of their application, particularly in the case of refusal to enrol I

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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ANTI BULLYING POLICY

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APPENDIX 4 - ANTI BULLYING POLICY This anti-bullying policy operates in conjunction with the Code of Behaviour, which is used to address isolated instances of anti-social behaviour.

The school has a central role in the children’s’ social moral development just as it does in their academic development. In school, we work towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. The individuality of each child needs to be accommodated while at the same time acknowledging the right of every child to education in a disruption free environment.

Bullying is defined as repeated aggression, whether verbal, psychological or physical, conducted by an individual or group against others. Examples of bullying include physical aggression, damage to property, intimidation, isolation, name-calling, taunting or ‘slagging’. Child to child bullying, teacher to child, intra staff bullying, parent to staff and parent to child bullying (including a child other than their own) are examples of the areas where bullying may occur. Isolated instances of aggressive behaviour, which would be dealt with under the Code of Behaviour, would not be described as bullying. However when the behaviour is systematic and ongoing, it is bullying.

The school acknowledges that there are three parties involved in bullying – those who bully, those who are bullied and those who witness the bullying. Staff and teachers bear this in mind when dealing with bullying incidences and try to support and work with all parties involved.

Aims of the Policy I I I

I

I I

To foster a school ethos of mutual and self-respect To raise awareness of bullying as a form of unacceptable behaviour To outline, promote and raise awareness of preventative approaches that can be used in response to reported incidences of bullying To develop a programme of support for those affected by bullying behaviour and for those involved in bullying behaviour To outline procedures for noting and reporting instances of bullying behaviour To outline procedures for investigating and dealing with incidents of bullying behaviour

CHILD TO CHILD BULLYING Stage One Unless the incident is of a very serious nature, it will be dealt with by the classroom teacher who will talk to the children involved. Teachers respect the need to support the esteem of each party involved in an incident. When a teacher becomes aware that a child is regularly involved in incidents he/she will start a record of such incidents. The purpose of this record is: I To aid memory by recording details of the incident I For clarity in assessment of the situation I For planning and intervention Prior to a record of incidences being kept, parent(s) will be informed.

Should the action taken at this stage prove not to have resolved the issue, the staff will proceed to stage two.

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Stage Two The Principal will arrange to meet with the parents of the child who is seen to be bullying and separately with the parents of the victim of bullying. The children themselves may be required to attend part or all of these meetings. The child who is bullying will be placed on report. This means that the child’s behaviour in all areas is monitored during the day. The child has three meetings with his/her teacher and together they decide on what is to be written for that part of the day. All positive behaviour, progress on work etc will be noted. At the end of the day, the teacher writes his/her own comment. The purpose of this report to focus as much as possible on the positive qualities and efforts of the child, and to motivate the child to move away from negative behaviour. The child should be able to see that parents and school are working together in his/her interest, so the co-operation of the parents is essential.

Initially a review of the reports will be carried out on a weekly basis, in a meeting with the Principal, teacher, parents and child. If progress is being made, longer intervals between meetings may be decided upon. The child who is the victim of bullying will also meet with the Principal and his/her parents. The aim of such a meeting(s) will be to address emotional needs and devise strategies for the child to deal with the bullying. This may involve reinforcing the programme being covered in class, or other strategies.

Stage 3 It is the duty of the school to provide a safe environment for all the children. Should the above interventions fail and the bullying continue, a programme of appropriate sanctions may be implemented by the Principal in consultation with the parents and Board of Management. Sanctions implemented aim to encourage positive behaviour and support the esteem of the child. These sanctions may include a period of suspension during which there will be ongoing consultation with the parents to decide on appropriate action(s) to be taken in the best interests of the child. Suspension for any period of time will be reported in writing by the Principal to the Chair of the Board of Management.

BULLYING BY ADULTS In the case of intra-staff bullying, INSERT SCHOOL NAME will adopt the procedures outlined in Section C (c2) of the INTO booklet: ‘Working Together: Procedures and Policies for Positive Staff Relations’. A copy of this document is available for free download on the INTO website.

In the case of Teacher – Child bullying, a complaint should in the first instance be raised with the teacher in question by the parent/guardian of the child if possible and then if necessary referred to the Principal. Where it has not been possible to agree a framework for resolution, the matter should be referred in writing by both parties to the Board of Management for investigation.

In the case of Parent – Teacher bullying, the Principal should be informed in the first instance, and if deemed necessary the Board of Management should subsequently be informed in writing.

In the case of Parent/Visitor to the school – Child bullying, the complaint should be referred in the first instance to the child’s class teacher and subsequently to the Principal if unresolved.

In the case of Principal – Parent/ Child bullying, the matter should be raised with the Principal if possible, or referred to the Chairperson of the Board of Management.

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HEALTH & SAFETY POLICY

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APPENDIX 5 - 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 ill-health.

The Board of Management of Insert School Name wishes to ensure that as far as is reasonably practical: I The design, provision and maintenance of all places in the school shall be safe and without risk to health.

I There shall be safe access to and from places of work.

I Plant and Machinery may be opened safely in so far as is possible.

I Work systems shall be planned, organised, performed and maintained so as to be safe and without risk to health.

I 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.

I

I I

I I

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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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.

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 â&#x20AC;&#x201C; 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

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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 teacherâ&#x20AC;&#x2122;s responsibility. Cleaner to check when cleaning.

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.

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Precautionary notices, in respect of safety matters are displayed at relevant points.

Ladders must be used with another person’s assistance.

Avoid use of glass bottles where possible by pupils. Remove broken glass immediately on discovery Board of Management will check that floors are clean, even, non-slip and splinter-proof.

Principal will check that PE equipment is stacked securely and in positioned so as not to cause a hazard.

Check that all PE and other mats are in good condition.

An annual routine for inspecting furniture, floors, apparatus, equipment and fittings. Board of Management Safety Officer and Staff Safety Representative.

Check that wooden beams, benches etc. Are free from splinters and generally sound.

Check that vaulting horses, beams and benches are stable and do not wobble when in use.

Check that there are no uneven/broken/cracked paving slabs. Caretaker under Board of Management.

Will check that roofs, guttering, drain pipes etc as far as can be seen are sound and well maintained. Board of Management Safety Officer.

Teachers check that manholes are safe.

Check that all play areas, especially sand pits, are kept clean and free from glass before use.

Check that outside lighting works and is sufficient. Board of Management.

Check that all builder’s materials, caretakers’ maintenance equipment, external stores etc are stored securely. Principal and Board of Management Safety Officer.

Check that refuse is removed from building each day and is carefully stored outside.

Caretaker.

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: I All safety guards which are a normal part of the appliance are in working order I Power supply cables/leads are in tact and free of cuts or abrasions.

I Unplug leads of appliances when not in use.

I Suitable undamaged fused plug tops are used and fitted with the correct fuse.

I 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

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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.

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. a 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

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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, 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: I I I I

2

arrangements for giving first aid, location of first aid boxes, procedure of calling ambulances etc…., telephone numbers of local Doctor, Gardaí, Hospital.

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: I sticking plasters I Anti-histamine for Stings, etc.

I Tape I Disinfectant (e.g.) Savlon I Eye lotion (e.g.) Optrex I Antiseptic cream I Cotton Bandage I Cream for First Aid treatment of Burns I Antiseptic Wipes I Scissors I First Aid Chart Disposable gloves must be used at all times in administering First Aid

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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.

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 Safety Officer:____________________ Date:________Nominee of staff 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 Act at Work Act 1989

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APPENDIX 6 - 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: I 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 I Including reference to substance use in the enrolment policy I 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

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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.

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: I All staff members I Parents’ Association I I

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: I Any unusual or unbecoming behaviour resulting from intake or use of alcohol, tobacco or illegal drugs

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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.

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, co-operate 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: I Ratify this policy I Implement this policy I Monitor and evaluate it I To sponsor/provide training for staff members I Make decisions involving critical incidents I 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: I ‘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 I First Aid training has been given to a staff member who is now qualified and certified to assist with medical emergencies I Copies of all relevant phone numbers are appendixed (see Appendix 1) I A local doctor from a local practice has agreed to respond to a medical emergency in the school I 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.

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SUBSTANCE MISUSE POLICY

Insert School Name

Insert School Logo

At local level the following support agencies are available to which students involved in substance misuse might be referred: I N.A. (Narcotics Anonymous) I Child Care & Family Support Services I Drug Education Officer I Drug Helpline 1800 341 900 I Juvenile Liaison Officer I 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.

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.

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SUBSTANCE MISUSE POLICY

Insert School Name

Insert School Logo

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.

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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TEMPLATES

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).

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1.

Minutes of last meeting Matters arising

2.

Correspondence

3.

Finance a. Treasurer’s Report a. Matters arising

4.

Principal’s Report a. Child Protection b. Matters arising

5.

Policies a. Under review b. To be reviewed/agreed

6.

Specific Item A e.g. Building Project

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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TEMPLATES

with sample Minute Items

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PRINCIPAL’S REPORT SAMPLE HEADINGS PUPILS - Number on Roll - Class Organisation - Projected Numbers - implications - Attendance

CHILD PROTECTION

All issues and actions are to be recorded in the Meeting Minutes

- Number of reports to HSE / Gardaí - Actions

STAFFING - Class Allocation - Post of Responsibility - New Appointments - Resignation/Retirements -

CURRICULUM - Specific Projects - Education Visits - School Planning - New Development i.e. Revised Curriculum -

SEN - Applications for Resources - Training for SNAs

EXTRA CURRICULAR ACTIVITIES - Plays/Concerts - Games -

PARENTAL INVOLVEMENT - Parents Council - Parent/Teacher Meetings - Activities Organised by Parents -

BUILDINGS - Repairs - Improvements - Furniture - Equipment - Resources Required -

HEALTH AND SAFETY - Doctors/Nurse/Dentist - Fire Drill -

SPECIAL ITEMS - President - School & Áras - Requests for Leave/Career Breaks etc.

- Celebrations - Sacramental Preparations -

FUTURE EVENTS - Tours - School Reports -

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ESSENTIAL TELEPHONE NUMBERS DEPARTMENT OF EDUCATION AND SKILLS www.education.ie E: info@education.gov.ie or E: minister@education.gov.ie Marlborough Street, Dublin1 01-8896400 Cornamaddy, Athlone, Co Westmeath 090-6483600 Portlaoise Rd, Tullamore, Co Offaly 057-9324300 General Information 01-8896400 Statistics 01-8892403/01-8892047 School Governance (Replaced Primary Admin Dept.) 090-6483720/3737 Grants, Capitation & Auxillary 090-6483971/4275 Teacher Education 090-6484227/4228 Primary Substitute Teachers 090-6483600 Retired Teachers 090-6483783 Ancillary Staff 090-6484136 Ancillary Grants 090-6484136 Special Needs Assistant 090-6484136 Primary Teacher Appointments 090-6483600 Primary Teacher Qualifications 090-6483735 DEIS Primary Schools/Social Inclusion 090-6483774 Early School Leaving Initiatives/School Completion Program 090-6483764 Primary Special Schools 090-6484187/4166 School Transport 057-9325466 Inspectorate - Cork 021-4906011 Inspectorate - Dublin 01-8896553 Inspectorate - Galway 01-8896553 Inspectorate - Limerick 061-430004 Inspectorate - Sligo 071-9143218 Planning and Building Unit 057-9324300 Primary Payments 090-6483678 Special Education 090-6483762/6483839

EDUCATION AGENCIES Child Abuse Prevention Programme 01-6206347 www.staysafe.ie staysafe@indigo.ie Department of Health & Children 01-6354000 www.dohc.ie E: info@health.gov.ie Department of Social Protection 1890 66 22 44 www.welfare.ie Educational Research Centre 01-8373789 www.erc.ie E: info@erc.ie The Equality Authority 1890 245 545 www.equality.ie E: info@equality.ie Garda Office for Children & Youth Affairs 01-6663831 www.garda.ie E: childrenandyouthaffairs@garda.ie Léargas 01-8731411 www.leargas.ie E: education@leargas.ie National Council for Special Education 046-9486400 www.ncse.ie National Centre for Technology in Education 01-7008200 www.ncte.ie E: info@ncte.ie National Council for Curriculum & Assessment 01-6617177 www.ncca.ie E: info@ncca.ie National Educational Psychological Service 01-8892700 E: neps@neps.gov.ie National Education Welfare Board 01 8738700 www.newb.ie E: info@newb.ie Ombudsman for Children 01 8656800 www.oco.ie E: oco@oco.ie Road Safety Authority 096 25000 www.rsa.ie E: info@rsa.ie Special Education Support Service 1850 200 884 www.sess.ie E: info@sess.ie School Completion Programme (now part of NEWB) 01-8738633 mary.mangan@newb.ie Substance Misuse Prevention Programme 01 4528017 www.walktall.ie E: walktall@eircom.net Teaching Council 1890 224 224 / 01 651 7900 www.teachingcouncil.ie E: info@teachingcouncil.ie OTHER SUPPORT SERVICES ABC Anti Bullying Research and Resource Unit www.abc.tcd.ie E: lmcguire@tcd.ie Association of Primary Teaching Sisters srmarycollins@eircom.net Brainwave (The Irish Epilepsy Assoc.) www.epilepsy.ie E: info@epilepsy.ie

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01-8962573/8963488 01-8727351 01-4557500

Central Remedial Clinic 01-8542200 www.crc.ie E: info@crc.ie An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta 01-6340831 www.cogg.ie E: eolas@cogg.ie Dyslexia Association of Ireland 01-6790276 www.dyslexia.ie E: info@dyslexia.ie Enable Ireland 01-8727155 www.enableireland.ie E: communications@enableireland.ie Foras na Gaeilge 1850 325 325/01 6398400 www.gaeilge.ie E: eolas@forasnagaeilge.ie Gaelscoileanna 01-8535195 www.gaelscoileanna.ie E: oifig@gaelscoileanna.ie HADD Family Support Group (Hyperactive/Attention Deficit Disorder) 01-8748349 www.hadd.ie info@hadd.ie Irish Association of Speech & Language Therapists 085 7068707 www.iaslt.ie E: info@iaslt.ie Irish Association of Teachers in Special Education 01-8842031 www.iatse.ie E: info@iatse.ie Irish Deaf Society 01-8601878 www.deaf.ie E: info@irishdeafsociety.ie Irish Learning Support Association 01-8576400/8047700 www.ilsa.ie E: info@ilsa.ie Irish National Teachers’ Organisation 1850 708 708/01-8047700 www.into.ie E: info@into.ie Irish Primary Principals’ Network 1890 21 22 23 www.ippn.ie E: advice@ippn.ie Irish Society For Prevention of Cruelty to Children 01-6767960 www.ispcc.ie Irish Stammering Association 01-8724405 www.stammeringireland.ie E: mail@stammeringireland.ie National Association for Victims of Bullying 057 9331590 National Parent Council (Primary) 01-8874034 www.npc.ie E: info@npc.ie Home School Community Liaison Scheme 01-4528000 www.dwec.ie/programmes E: info@dwec.ie Rainbows Ireland 01-4734175 www.rainbowsireland.com E: ask@rainbowsireland.com The Centre For Talented Youth 01-7005634 www.dcu.ie/ctyi E: ctyi@dcu.ie Catholic Institute For Deaf People 01 8300522 www.cidp.ie E: info@cidp.ie Safefood 021 2304100 www.safefood.eu E: info@safefood.eu

MANAGEMENT BODIES An Foras Pátrúnachta 01-8057740/45 www.foras.ie E: eolas@foras.ie Catholic Primary School Management Association 1850 407 200/01 6292462 www.cpsma.ie E: info@cpsma.ie Church of Ireland Board of Education 01-4978422 www.ireland.anglican.org E: boe@rcbdub.org Educate Together 01-4292500 www.educatetogether.ie E: info@educatetogether.ie National Association of Boards of 045-533753 Management in Special Education www.nabmse.org E: info@nambse.org Muslim Association of Ireland 01-2080000 www.islamireland.ie County Dublin VEC 01-4529600 www.codubvec.ie E: info@codubvec.ie

COLLEGES OF EDUCATION Church of Ireland College of Education 01-4970033 www.cice.ie E: info@cice.ie Coláiste Mhuire Marino Institute of Education 01-8057700 www.mie.ie E: info@mie.ie Froebel College 01-2888520 www.froebel.ie E: seamie.oneill@froebel.ie Hibernia College 01-6610168 www.hiberniacollege.net E: academicaffairs@hiberniacollege.net Mary Immaculate College 061-204300 www.mic.ul.ie E: admissions@mic.ul.ie St Patrick’s College of Education 01-8842000 www.spd.dcu.ie E: info@spd.dcu.ie

ESSENTIAL TELEPHONE NUMBERS EMERGENCY CONTACTS Emergency Services Local Garda Station Community Garda Local Hospital Local Clinic Local Doctor School Doctor School Nurse Public Health Nurse Public Heath Doctor School Dentist Director of Community Care ICT Support Telecom Broadband Electrician Plumber Solicitor Insurance Representative Electricity Fuel Supplier SUPPORT SERVICES School Inspector Education Welfare Officer School Psychologist Education Support Centre Special Education Needs Officer Irish Primary Principalsâ&#x20AC;&#x2122; Network - Helpline for Confidential Advice and Support in Crisis Situations 1890 21 22 23 - General Professional Queries

advice@ippn.ie

KEY SCHOOL PERSONNEL Principal

Tel No.

Mob No.

Deputy Principal

Tel No.

Mob No.

Secretary

Tel No.

Mob No.

Caretaker

Tel No.

Mob No.

Chairperson BoM

Tel No.

Mob No.

Chairperson PA

Tel No.

Mob No.

Chaplain(s)

Tel No.

Mob No.

DEPARTMENT OF EDUCATION & SKILLS (DES) Primary Payments

T: 090 6483678

E: primary_payments@education.gov.ie

Primary Teachers

T: 090 6483600

E: primaryallocations@education.gov.ie

Special Education Needs

T: 090 6483762/3839

E: lsrt@education.gov.ie

Special Needs Assistant

T: 090 6481436

E: sna_pay@education.gov.ie

Grants

T: 090 6483600

E: centralfunds@education.gov.ie BOARD OF M ANAGEMENT RESOURCE PACK

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STAFF CONTACT DETAILS Name

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Home No.

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Mobile No.

Email

ADDITIONAL CONTACT DETAILS Supplier Name

Contact Name

Telephone No.

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GLOSSARY OF ACRONYMS ASCD

Association for Supervision and Curriculum Development

ACCS

Association of Community & Comprehensive Schools

ASTI

Association of Secondary Teachers of Ireland

CDI

Career Development Institute

CPSMA

Catholic Primary School Management Association

CTYI

Centre for Talented Youth Ireland

CAPP

Child Abuse Prevention Programme

CORI

Conference of Religious of Ireland

CDU

Curriculum Development Unit

DEIS

Delivering Equality of Opportunity in Schools

DES

Department of Education & Skills

DCU

Dublin City University

EPSEN

Education for Persons with Special Educational Needs (Act 2004)

ESLI

Early School Leavers Initiative

ESRI

Economic & Social Research Institute

ETS

Educate Together School

ERC

Educational Research Centre

ESAI

Educational Studies Association of Ireland

ECE

Episcopal Commission for Education

HEA

Higher Education Authority

ISP

Information Systems Programme

ICP

International Confederation of Principals

IATSE

Irish Association of Teachers in Special Education

IBEC

Irish Business and Employers Confederation

IEP

Individual Educational Plan

IPLP

Individual Profile & Learning Programme

ILSA

Irish Learning Support Association

INTO

Irish National Teachers' Organisation

IVEA

Irish Vocational Education Association

JMB

Joint Managerial Body (Secondary Schools)

MICE

Mary Immaculate College of Education

MLPS

Modern Languages in Primary Schools

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GLOSSARY OF ACRONYMS NABMSE

National Association of Boards of Management in Special Education

NAP

Newly Appointed Principal

NCTE

National Centre for Technology in Education

NCCA

National Council for Curriculum Assessment

NCSE

National Council for Special Education

NDA

National Disability Authority

NESF

National Economic & Social Forum

NEPS

National Educational Psychological Service

NEWB

National Educational Welfare Board

NPC-P

National Parents Council - Primary

NQT

Newly Qualified Teacher

NUIM

National University of Ireland, Maynooth

NUIG

National University of Ireland, Galway

OECD

Organisation for Economic Co-operation and Development

PTMA

Primary Teachersâ&#x20AC;&#x2122; Mathematics Association

SESS

Special Education Support Service

SENO

Special Education Needs Organiser

SNA

Special Needs Assistant

TC

Teaching Council

TES

Teacher Education Section (DES)

VEC

Vocational Education Committee

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TacaĂ­ocht, Misneach & Spreagadh Supporting School Leadership

IPPN Support Office Glounthaune Co. Cork 1890 21 22 23 info@ippn.ie