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ST. MARY'S ACADEMY, CARLOW CODE OF CONDUCT

Draft Document 22nd May 2000
Policy and Rationale
The purpose of the school's Code of Conduct is to give positive and practical guidelines to promote good behaviour and practice. It seeks to guide the implementation of the schools Mission Statement in the daily school activities. The Code of Conduct encourages the development of self-discipline, respect for all and a positive attitude to the school community.

Respect for Other Persons
The Code of Conduct promotes respect for other persons in the school community. It does this in the following rules:

Students must at all times show respect to all members of staff
Students must at all times show respect to each other. Behaviour that affects the well-being of other students, such as bullying (mental or physical), or fighting, or behaviour which disrupts the work of other students, is not acceptable.
Students should at all times show respect to visitors to the school.
Respect for Property
The Code of Conduct promotes respect for property. It does this in the following rules:

Students must at all times take good care of their own property, the property of others and school property.
Students are not allowed to touch blinds, open or close windows, or move desks unless given permission to do so from a member of staff.
Respect for the School Community
The Code of Conduct promotes respect for the school community. It does this in the following rules:

Attendance Full attendance is expected at all times. In the event of absence, a note must be written by the parent/guardian in the student's journal explaining the absence. The student must give this to his class teacher on his return to school.

Punctuality
· Students must be punctual at all times. School starts at 8.55am. and 2.00pm.

Appearance
A neat and tidy appearance promotes a positive public image for the school. Therefore

Students must always wear full school uniform. If a student is not wearing the full uniform he must present a note signed by his parent / guardian in his journal to the Deputy Principal before, or immediately after, registration.
Caps and earrings cannot be worn in the school building.
Student hairstyles must conform to the requirements of the school community. Students will be informed of these requirements. The requirements will be periodically reviewed.
Behaviour within the school and in the vicinity of the school
Every student must have his journal, textbooks and all materials required for class.
Students must complete all homework given to them by their teachers to the best of their ability.
Students should walk in an orderly manner at all times, keeping to the left hand side of corridors and stairs. Students should line up in an orderly manner outside the classroom until admitted by the teacher.
When students come into class they should sit down.
Between classes students must get permission to leave the classroom from the incoming teacher.
No student is allowed to leave the school without permission from the Principal or Deputy Principal. A written request to leave the school for an appointment etc. should be made by the parent/guardian in the student's journal. A student who has been granted permission to leave by the Principal or Deputy Principal must sign out in the office before leaving and sign in on his return
At the 10.55am. break, students may not leave the school grounds, i.e. they cannot go onto the road or into the primary school yard.
At 10.55 am. on wet days students may remain in the school building.
Smoking is strictly prohibited.
Chewing gum. is strictly prohibited.
Food and drink may only be consumed in designated areas and only at break times.
Students may not. bring lasers or personal stereos into the school.
Mobile phones if brought to school must be switched off at all times during the school day.
Students should at all times be well behaved in the vicinity of the school. They should not congregate outside the school, on the school wall or on the walls of private houses adjacent to the school. They should show consideration to other road users outside the school.
Supply and/ or abuse of illegal substances is strictly prohibited

Appendix to Code of Conduct

Sanctions:

Sanctions are necessary to support the Code of Conduct. We view them as corrective supports rather than punishment: the purpose is to promote positive behaviour and a safe atmosphere in the school community, based on the principle of respect for all.

The subject teacher may apply from a range of sanctions, including verbal reprimand, standing for a limited time, extra work, a note home in the student's Journal, other contact with home or Referral to the Year Head, Deputy Principal or Principal.

The Year Head may apply from the same range of sanctions, and may also apply Detention outside of normal school hours.

Suspension may be applied, where deemed necessary, by the Deputy Principal or Principal. The purpose is to give time for reflection on serious misbehaviour and to emphasise the need for positive behaviour. All suspensions are reported to the Board of Management. The Deputy Principal or Principal may also temporarily remove a student from class to provide time and opportunity to bring about improved behaviour.

In the event of a student being in serious or continuous breach of the Code of Conduct, the Board of Management may deem it necessary to exclude a student from the school.

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Anti-Bullying Policy- Student Guidelines

1. What is Bullying?

Bullying is deliberately hurtful behaviour, which is repeated over time, eg, name-calling, hitting, theft, and spreading rumours. Encouraging others to be involved in this type of behaviour is also bullying.

2. Who can help to prevent bullying?

Everyone who is part of the school community can help prevent bullying. This includes students, teachers, parents, caretakers, secretary and other staff who may be working in the school from time to time.

3. What steps can I take if I feel I'm being bullied or if I think another student is a target?

(a) Tell someone who can support you and is in a position to do something about it, eg, your class teacher, any other teacher, your parents/ guardian, brother/sister or any adult you can are comfortable talking to.

(b) Be aware that you may not be the only student who is being bullied so by reporting the incident you may also be helping others

(c) Be assured that any report you make will be taken extremely seriously and will be investigated in a sensitive way to ensure your situation improves as a result.

Above all: Don't suffer in Silence

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Anti-Bullying Policy
1. Definition of Bullying
Bullying is defined as deliberately hurtful behaviour, repeated over a period of time, where it is difficult for those being bullied to defend themselves. This deliberate behaviour may cause the target of the abuse to suffer physical or emotional distress and can be carried out by an individual or a group. The three main types of bullying are: · physical (hitting, kicking, spitting, theft) · verbal (name calling, racist remarks, ridicule, sarcasm) · indirect (spreading rumours, excluding someone from social groups). Encouraging other people to engage in any of these types of behaviour is also bullying, even if you do not directly do any of them yourself. In fact, in some ways it is even worse because it affects the people you persuade to do these things as well as the victim. Similarly, sitting idly by while bullying of another student takes place is also unacceptable. Inform someone who is in a position to intervene and stop this behaviour, eg., a teacher or your parents etc.

2. Background
The aim of the anti-bullying policy is to ensure that pupils learn in a supportive, caring and safe environment without fear of being bullied. The policy involves all members of a school community including the Board of Management, pupils, parents, teachers, and non-teaching staff. Bullying is anti-social behaviour and affects everyone; it is unacceptable and will not be tolerated. Classrooms in our school are teacher-based. This means that students, in general, will not be in classrooms without a teacher. CCTV monitors all the corridors. This reduces the possibilities for bullying but there will always be a need for vigilance and an anti-bullying programme.

3. Programme to Prevent Bullying
Everybody has a role to play in preventing and eliminating bullying from the school. Prevention of bullying can be achieved by raising awareness of the dangers and consequences of bullying among all members of the school community and by minimising the opportunities for bullying to take place.

(a) Role of the Pupil

You, the pupil in St. Mary's Academy, must accept that 'telling is o.k.'We know that you may be reluctant to inform adults about the behaviour of fellow pupils, out of a sense of loyalty, but the message that it is essential to report bullying must be clearly understood by the whole school community. Don't suffer in silence and don't allow another student in your school to suffer either. You are encouraged to approach a member of staff if you are being bullied or if you are aware that another student is being targeted. You should understand that:

· the report will be taken seriously

· it will be investigated and appropriate action taken

· if you feel unable to make the issue public, information will be recorded, signed by you and the person to whom the report is made and kept on file should bullying persist

· counselling and support is available

Pupils will receive the following guidelines from class teachers at the beginning of each school year and at intervals throughout the year:

· Care for each other and report any incidents of unkind behaviour or verbal abuse to any adult in the school.

· Support the pupil who is the recipient of hurtful behaviour. BE A GOOD FRIEND. Remember it could be you.

· Think before you say unkind words and be aware of how your behaviour may be viewed by others.

· Never touch another pupil in an aggressive manner. Do not leave other pupils out of social activity. Make an effort to involve everyone whenever possible.

(b) The role of the staff

The Class Teacher and Year Head

· Organise regular assemblies, with bullying on the agenda

· Note changes in friendship groups.

· Observe closely the socialisation of new pupils.

· Check on patterns of attendance and lateness, and sickness in school.

· Liaise with parents if suspicious

The Subject Teacher

· Note instances of withdrawn personality.

· Be suspicious of a sudden drop in achievement.

· Be careful of unintended outcomes when choosing groups or when partner work is involved.

· Take time out to discuss bullying if the issue arises in your class, directly or indirectly

· Talk to the class teacher or year head if you suspect anything unusual

· Be aware of the importance of being punctual to lessons and never leaving the classroom unsupervised

Personnel on Supervision Duty

· Patrol areas which are not directly observable.

· Note the occurrence of isolated pupils.

· Observe inappropriate behaviour of pupils in the playground.

· Bring any unusual occurrences to the attention of the year head, principal or deputy principal

The Principal, Deputy Principal and Year Head

· Act immediately on parents' suspicions and investigate all matters even if they appear to be trivial.

· Make a 'Report Book' available in a designated place and have one person in charge of monitoring the book. This person is the Deputy Principal (or the Principal if the DP is unavailable)

· Record all incidents reported by teachers, parents, and pupils.

· Arrange support for both victims and bullies, in consultation with the school counsellor and the parents.

· Discuss with staff suitable sanctions where necessary.

· Raise awareness through the curriculum, eg SPHE, RE etc.

· Give opportunities for pupils to discuss the ideas by setting aside a class period for the class teacher and his/ her class.

· Improve links with parents and the community through meetings and other activities

· Peer Support and buddy schemes, eg Meitheal and Student Representative Council

(c) The role of the Parents

To safeguard your child and his friends you, the parents, are asked to report suspected instances of bullying if

: · your son is a victim.

· a friend of your son is a victim.

· your son is involved in bullying.

All information will, of course, be treated with the utmost discretion so that nobody will feel compromised by passing it on. For legal reasons confidentiality cannot be guaranteed - where the student is likely to harm, or be harmed by, another student

4. Implementation of the Policy (Dealing with incidences of Bullying)

A key defining feature of the implementation of schools' policies on bullying should be an emphasis on visibility and communication. It is only by ensuring continually that pupils, parents and staff are all aware of the policy that this issue can be kept alive. It is therefore considered imperative that posters, questionnaires, newsletter inserts and other high profile reminders are in place in our school.

A Practical Approach :

· Be alert to obvious threats to a students' safety or wellbeing in the corridors, classrooms , yard etc.

· Intervene immediately if an individual is insecure as a result of the behaviour of others and process the culprits through the existing code of conduct.

· If a student reports an incident to a member of staff which stems from contact with individuals in their classroom he may, if he wishes, go to the study hall while the isssue is being investigated.

· It may be necessary to contact the parents/guardians of the student who has reported the incident and arrange to meet them with a view to coming up with a solution which is workable for all concerned.

· The parents/guardians of the perpetrator will be asked to attend with their son so that they can be brought up to date with the situation by the principal, deputy principal and the yearhead.

· Depending on the severity and frequency of the incident(s), the principal and deputy principal would decide whether or not the bullying incident could be adequately dealt with under the Code of Conduct. They may decide that it is necessary to bring the issue to the board of management in order to decide upon what the school could have to offer such a student, keeping in mind the good if the entire school community.

In summary, the following disciplinary steps may be taken once a complaint has been substantiated:

o Official warnings to cease offending

o Parents contacted

o Suspension

o Board of Management

o Expulsion, in the event of the bully continuing to offend

We recognise that many incidents of bullying take place in secret and that for whatever reason the victim may choose not to report it. We acknowledge therefore the need to tackle the issue in the classroom situation. This will be done as part of our SPHE Programme with the help of a resource pack entitled " Bullying , A Complete Approach".This programme will be ongoing and will serve as a constant reminder to all of

a) the need to report even what they consider to be the most minor incident immediately.

b) the absolute commitment of all staff to dealing with the bully/bullies immediately and in a decisive manner.

The vast majority of students in our school community respect the rights of others to an education in a safe environment. We intend by working with that majority and encouraging them to work to ensure a safe environment for all. We also hope to help the minority to realise that they can empower themselves more effectively by respecting the rights of others. In addition we need to leave them in no doubt that there is no room in this community for someone who is not prepared to reform his ways. Pupils who have been bullied will be supported by:

· offering an immediate opportunity to discuss the experience with the Year Head, Deputy Principal, Principal or member of staff of their choice

· reassuring the pupil, using the support systems in the school (Class Teacher, Year Head, Care Team, Counsellor) and offering continuous support in attempting to restore self-esteem and confidence.

Pupils who have bullied will be helped by:

· discussing what happened

· discovering why the pupil became involved

· establishing the wrong doing and need to change

· informing parents or guardians to help change the attitude of the pupil.

Within the curriculum the school will raise the awareness of the nature of bullying through inclusion in SPHE, talks by class teacher in class, at assemblies and by individual teachers in their own subject areas as appropriate, in an attempt to eradicate such behaviour.

5. Monitoring, Evaluation and Review
The school will review this policy annually and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the school.

 

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Home-School Liaison Policy

Home-School Liaison

Policy

The HSL scheme is a proactive strategy that is targeted at families of pupils who are at risk of not reaching their potential in the education system. The scheme is concerned with establishing partnership and collaboration between parents and teachers in the interests of the child's learning.

The thrust of the scheme is preventative rather than curative. The scheme aims to:

Ø promote the fostering of self-help and independence
Ø encourage parents to become more involved in their children's education
Ø facilitate the school to gain a better understanding of the child's situation
Ø increase the parents' awareness of the school's role in the education of their child

It is the school's policy to develop the HSL system in the coming school year.

Strategy

The HSL officer will become involved in contacting a pupil's home if:

Ø requested by the principal or
Ø requested at the year heads' meeting by the deputy principal or a year head

Requests may arise when parents have failed to make contact with the school, signature of parent is required or if a new student arrives in the school.

When an issue is raised, the HSL officer contacts the home to arrange a meeting. This meeting may take place in the school or a home visitation may be more convenient for the parents. The issue is discussed in the context of the student's needs and the school's requirements. The solution to the problem may involve other school personnel.

Reports are kept of all visits but confidentiality is assured. The principal is informed of all pending visits and receives a report back from each one. If the request for intervention emanated from a year heads' meeting, a report will be given at that forum.

The HSL officer will be available at meetings organised for parents of first year students to explain the functions of the office.

All parents of students who have just started school, other than first years, should be contacted by the HSL officer to address any issues that may have arisen since the child's arrival in school.

The HSL officer's focus is primarily on the relevant adults in the child's life. The class teacher and year head continues to work with the child.

Evaluation

Measures such as retention in school, improved attendance and feedback from parents and teachers may be used to evaluate the programme in general, but there are many interacting factors in the life of the child that can make short-term evaluation difficult.

Future Plans

• The school plans to seek approval from the Department of Education and Science for an allowance to extend the HSL scheme, so that a greater number of families is reached in the school year.
• A room with a 'non-school feel', similar to an oratory, is required in the school. This would be a more suitable environment in which to meet parents and would also be an appropriate place to take/send a child who was in need of time-out.

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Bereavement Policy

 

Crisis Response/Bereavement Policy

Response Team: Principal, deputy principal, year heads, guidance counsellor(s), home-school liaison and the chaplain

TRAUMA RESPONSE PLAN

The first step is to establish the facts and then meet the Response Team to consider the following issues:

• Informing students and staff, contacting parents, visiting the home of the bereaved – Principal, Year Head, Class Tutor
• Organising a school assembly
• Alerting outside agencies such as Counsellors, Samaritans, etc., if appropriate
• Agreeing a common statement with regard to the crisis
• Assigning tasks within the group

 

1. Informing the various parties

All those needing information will receive it as soon as is practicable. A common statement is agreed when informing students and others as this will help to reduce the spread of rumour. Attempt to alert and inform staff in the first instance. If at all possible, the students will be told at the same time in no larger than normal class size. The statement will be communicated in a sensitive manner, giving the facts, highlighting any supports available and indicating the actions that are planned.

2. Liasing with the Press

One person only will be nominated to act as a liaison. In preparing a press statement thought will be given to the following suggestions:

• Priority to be given to the sensitivities and needs of those affected directly by the crisis
• The non-release of names addresses and telephone numbers
• Rely on facts and avoid speculation
• Agree with the press a time for briefings if this is necessary in an ongoing situation, nominating the location of the briefings

Others to be informed: When possible, the chairperson of the Board of Management will be informed and a decision on whether an emergency meeting of the Board is necessary will be taken.

It may be appropriate to inform the school’s insurance company and other concerned agencies.

 

3. Short-term Action

The action that is needed in the short-term will obviously be very dependent on the nature of the crisis. Actions will come under a number of headings:

• Students
• Staff
• Parents

 

STUDENTS

The Principal will inform the student body at the earliest possible opportunity, beginning with the deceased student’s class or classes. If possible, the Class Teacher or another appropriate person such as the Guidance Counsellor or Chaplain will accompany the Principal and remain with the class after his/her departure. He/she will also explain the routine for the day and the following days and the arrangements which will be available for students to see the Guidance Counsellor, Chaplain and other support services.

The school will put in place a support system for students. Such a system will again involve those staff who are willing and able to offer support, together with outside professionals where required, time and resources to carry out their role, a method of supporting each other, and a review of their effectiveness.

Contact with home in the initial stages of a crisis will be encouraged. Parents need to be able to contact the school if they have information that will help the school in any way in caring for their child.

The involvement of students in any funeral or other services will be discussed. At all times the rights of the deceased family to privacy will be respected.

The students may wish to organise some service or ritual within the confines of the school. They will be consulted as to the nature of such a service. Such an event may be of great benefit to staff and parents.

Attention will be given to the possible signs of distress being exhibited by students. In noticing possible signs, it is important to say that these are not necessarily indicative of stress in relation to a trauma. Rather they are merely prompts to staff as they “watch out” for the students in their care. Such signs will be related to uncharacteristic behaviour, for example, being unusually quiet. Students will be asked their “permission” regarding discussing their feelings and reactions to a crisis. Freedom to be upset is important for anyone responding to a trauma.

Constant reminders will be given in relation to the supports that are available within the school.

We will focus on the friends of a bereaved student, as they can be the best source of support. Often the bereaved student may not wish to speak to an adult and may rely heavily on friends. These close friends may need support as they attempt to find ways to be of help.

STAFF:

Many staff, following a trauma, may need to air their feelings and reactions. It may be helpful to consider a number of options such as: staff meeting, inviting in professional help, a staff prayer service, a simple confidential questionnaire to determine the needs of the staff.

Care will be taken of those staff directly involved with the trauma to ensure they receive support, are not overworked, and have time to de-brief.

Staff who feel for whatever reason, that they are unable to be involved in the school’s direct response to the trauma will be able to opt out readily.

The guidance counsellor, chaplain and other members of the Pastoral Team will be the key resource in the short and medium term response.

PARENTS:

The school will have some role to play in supporting parents concerned with a trauma. This will vary depending on the nature of the crisis and the resources available to the school.

The school will nominate contact people for parents to liase with, particularly in regard to monitoring the progress of their children.

Parents may be involved in a school liturgy following a tragedy.

 

4. Funeral Services:

The appropriate form of representation will be discussed with the bereaved family.

Students will be prepared by the school ahead of the funeral.

 

Representatives of the school will visit the home of the bereaved. If students request to visit the home, their parents and the bereaved family will be consulted to check that this is appropriate.

 

5. Medium and Long-term Action:

 

Students returning to school after a major accident or bereavement cannot be easily categorised in terms of their needs. The Pastoral Team will be a useful resource in seeking to support each student appropriately. Care will be taken to monitor their relationships with peers and teachers; falling behind in academic and other work; involvement in extra-curricular activities.

 

A special day of reflection/retreat may benefit the class affected by a tragedy and this will be organised if deemed appropriate by qualified personnel.

 

The school holds an annual remembrance, ‘In November We Remember’ for all those connected to the school community who have died. Students, staff and parents are encouraged to record the names of those they would like remembered.

 

6. Review:

All procedures will be checked and reviewed in the light of experience.

 

 

PRINCIPAL’S CHECKLIST/ITEMS FOR CONSIDERATION

 

The following is a checklist of things to consider on the morning of a tragedy. They are not written in order of what must come first etc. It is important for a Principal to take time to plan what he/she must do and what is appropriate to say to all concerned.

 

• Take time to let the news sink in.
• Call a meeting of the Pastoral Team, include Year Head and Tutor of deceased student (see notes on same).
• Put together as much factual information as possible.
• Inform staff what has happened.
• Discuss school routine for the first day with the staff.
• Identify particular students who may need to be told individually, e.g. close friends, relatives etc.
• Inform the pupils that a student has tragically died and explain that this is something everyone will find difficult to cope with. Explain school routine for the day and support and back-up for the students.
• Contact Local Health Board Crisis Service.
• Make contact with the family of the deceased.
• Meet with key staff who can offer student support and decide on the format for this.
• Decide on any other arrangements which need to be made on the first day, e.g. prayers for the student and his/her family.
• Check in with staff in the staff room during the day and keep abreast of what is happening in the school.
• Be aware of any particular teachers who may be particularly distressed, e.g. teachers who are recently bereaved themselves or who have had prior experience of suicide in their family.
• Encourage staff to come to you during the day and let you know how things are going.
• Find out details of the funeral etc. and communicate this to staff and students.
• Make contact with the bereaved family.
• At the end of the first day review events with staff and make plans for the following day.
• Make staff aware of students who are particularly vulnerable and what supports will be available to them.
• If there is a likelihood of interest from the media discuss a strategy to deal with any such requests.

 

Long Term:

In-service for Form Teachers and staff to help them explore death, dying and grief with students.

 

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Special Needs Education
Policy

 

St. Mary’s Academy CBS, Carlow.

Special Needs Policy

 

 

1. Introduction

 

Mission Statement

 

To create a Christian, caring community of learning in which each member

• Is encouraged to recognise and develop his/her talents and abilities to the full
• Is respected as a unique human being and
• Enjoys a sense of confidence and belonging

 

Our policy in relation to students with special needs is underpinned by our Mission Statement and our ethos. This document outlines the additional educational supports available at St. Mary’s Academy CBS for students with special needs and/or learning difficulties. It is also formulated in the context of the relevant legislation:

 

1998 Education Act

2000 Equal Status Act

2000 Education (Welfare Act)

• Education for Persons with Special Educational Needs Act
• Persons with Disabilities Act

 

2. Other School Policies

 

This policy should be read in conjunction with other school policies available at www.cbscarlow.net/policy , especially our Enrolment Policy.

 

3 Definition

 

The Special Education Review Committee Report 1993 defined students with special educational needs as including:

 

those whose disabilities and/or circumstances prevent or hinder them from benefiting adequately from the education which is normally provided for pupils of the same age, or for whom the education which is generally provided in the ordinary classroom is not sufficiently challenging. ( p. 18)

 

We will use this definition.

 

4. Key Objective of Policy

 

The broad educational objective for students with special needs in St. Mary’s Academy CBS is the same as those for all other students – to maximise potential academically and socially.

 

5. Access for All

 

The installation of a lift, a wheelchair-accessible bathroom and ramps in 2005 has made most parts of the school accessible to all students. The balcony area of the gym, housing the Music Room and the Breakfast/ Lunch room is an exception. The BOM hopes that the agreed Schedule of Accommodation for the school will address this issue.

 

6. Information for Parents prior to Enrolment.

 

The school maintains regular contact with the feeder schools through contact by the principal, the Career Guidance & Counselling department and the Learning Support Coordinator.

 

An Open Night is held each year for parents and pupils from 5 th and 6 th classes in the primary schools. Each family receives written documentation in relation to our policies and an oral presentation by the principal outlines the procedures in the school to address the special needs that some students have.

 

Parents are required to inform the school of any special educational needs or medical needs and to forward psychological/medical reports when making an application for a place in the school.

 

An Assessment day is held in February/March each year in every second-level school in Carlow town for incoming students. The results are used to assess and identify particular needs of students.

 

In September 2008 the school plans to introduce a new online Assessment procedure to track student progress on an ongoing basis and we hope that this system will enhance the support provided to students.

 

 

7. The Learning Support/ Resource Department

 

 The department is coordinated by a qualified Learning Support teacher. Members are drawn from every subject department to ensure support can be deployed in each subject area. 

 

Special Needs Assistants (SNAs) hold the required educational qualifications and the school provides an outline of their duties. The SNA is an important member of the support staff for children with special needs.

 

The SNA supports students and teachers within the classroom by providing

• Mobility for those with physical disabilities
• Assistance with organisation and task completion, for those who may have a learning or behavioural difficulty
• Assistance with feeding, toileting and recreation
• Guidance during free play situation for those with mobility problems.

 

The SNA may also play a part in some of the other forms of learning support within the school.

 

8. The Curriculum

 

It is school policy that all students, including students with special needs, should have access to the broad and balanced curriculum provided in the school. Students with special needs may require more flexibility of choice. 

 

9. In-school support

 

Support is currently provided to small groups, which contain both learning support students and students with special educational needs in one group. This additional support is organised by the Learning Support Department.

 

Support is delivered to students on the basis of withdrawal where the students are exempt from Irish or do not take a modern language. Team-teaching will be investigated for the 2008/09 school year.

 

10. Reasonable Accommodation in State Examinations

 

The Learning Support Department, in conjunction with the Guidance & Counselling Department, applies for Reasonable Accommodations in State Examinations for students with learning difficulties or special educational needs each year in consultation with the parents, the child and the school’s designated NEPS psychologist.

 

11. External Agencies:

  

The Learning Support Department/ Guidance & Counselling Department is in regular contact with the NEPS Psychologist whose support is almost exclusively aimed at students with special needs.

 

The Psychologist supports these students:

• In the application for resources
• In the application for Reasonable Accommodation in state examinations
• By offering advice to students and parents as well as to teachers
• By counselling students
• By carrying out Psychological Assessments, free of charge.

 

Parents may choose to have their child privately assessed.

  

Other agencies the school has dealings with, in relation to students with special needs are:

 

• Special Educational Needs Organiser (SENO)
• Traveller Liaison Officer
• Various HSE personnel

 

 

12. Individualised Planning

 

The Education for Persons with Special Needs Act 2004 requires that each child diagnosed with special needs should have an Individual Education Plan (IEP) drawn up to meet the individual’s needs.

 

An IEP is the written description of the programme tailored to fit a child’s unique educational needs. It describes the special educational and related services specifically designed to meet the needs of a child with special educational needs.

The programme is developed at one or more IEP meetings involving the LS coordinator and the resource teacher(s) deployed to meet the child’s needs, in conjunction with the student’s family. Its provisions are detailed in writing in an individualised IEP, which will be available in the school. Effective intervention depends on the co-operation between teachers, students and parents and often the involvement of other professionals and outside agencies.

 

13. Evaluation

 

The evaluation of educational provision is a complex process but will involve measuring success in basic literacy and numeracy. The state examinations are widely used in schools as a blunt measurement of achievement. The success of students with special needs in school in state examination is highly valued, especially by the students themselves and by their parents. Teacher observation, class test and house examination are important regular forms of evaluation for students with special needs. Attendance and participation levels are also good indicators of success.

 

14. Parents: Communication and Participation

 

An objective of the Education for Persons with Disabilities Bill is “to ensure that parents have a central role in all important decisions concerning the education for their children.” The school fully supports and welcomes this. It is essential that teachers inform and involve parents when additional support is being provided.   

 

15. Grievance Procedure

 

Parents / Students who are concerned and who wish to discuss or make suggestions about any aspect of educational provision should approach the relevant teacher, class tutor, year head or learning support / resource coordinator. If necessary, an issue can be dealt with by the Principal, Deputy Principal or Board of Management.

  

16. Additional Resource

 

Clearly, the additional support outlined above is dependent on additional resources. Most of these additional resources are granted annually and it is school policy to seek a more permanent arrangement, e.g. (ex-quota Resource Post)

 

17. Conclusion

 

It is important to re-emphasise the principal objective of the additional education support outlined in this document, namely, to enable students with special needs to access, participate in and benefit from the education normallyprovided in the school to the fullest extent possible.

 

 

 

 

 

 

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Health and Safety Policy
The school will ensure good health and safety practices in all aspects of school life.

Strategies
· All specialist subjects (Science, Materials Technology, Home Economics, Technical Graphics, Physical Education, and Construction Studies) have health and safety guidelines?as outlined in the appendix 1.

· The Fire Officer organises emergency drill procedures each year. See appendix 2

· All fire fighting equipment (hose reels, fire extinguishers' , fire blankets) will he checked annually and serviced by a specialist contractor.

· Teachers will observe their role in classroom management, corridor/ yard and study hall supervision.

· Fire alarm system and fire doors are checked twice annually by a contractor. Evaluation

· An accident report book is made available where all accidents are recorded.

· The Fire Officer writes an evaluation of each fire drill.

· A specialist contractor visits the school once a year to cheek all fire righting equipment.

Future Plans
· A policy or guidelines should be developed to outline staff responsibilities regarding extra-curricular activities (games, bus outings, tours etc.)

· The relevant postholder should assess the need, if any, for stress management, bullying in the workplace and arrange inservice accordingly.

· The role of the Safety Officer should be considered and defined. If necessary the role should be allocated as a post or part of a post of responsibility.

APPENDIX A
Safety in the Kitchen
1. The kitchen is out of bounds at all times except for class.

2. No electrical equipment used unless the teacher is present.

3. Knives and all sharp instruments are stored in the appropriate place i.e. cutlery drawer.

4. Students well instructed in the use of all equipment e.g. cookers, appliances.

5. Use of rubber gloves when using cleaning agents.

6. All spills are mopped up immediately

7. First Aid box available.

8. Fire extinguisher and fire blanket.

9. Extractor fan(s) in the kitchen.

Safety in the Gym
1. The gym is locked so that pupils cannot enter without a supervisor.

2. All pupils must have correct footgear and sportswear before taking part in any sporting activity.

Safety in the Science Lab
1 Labs always locked when not in use - Rooms G4 and F4

2. Chemicals stored in special area which is locked. This area only accessible to teachers.

3. Experiments involving dangers chemicals carried out m fume cupboard.

4. Goggles used during all chemistry experiments.

5. During experiments the following rules apply: (a) pupils work in small groups (b) there is no movement around the, lab (c) pupils not allowed to use dangerous chemicals (d) pupils always well supervised during experiments (e) pupils well instructed in various pieces of apparatus eg. Bunsen burners, glassware etc.

6. Chemicals which have been prohibited for use in schools have been disposed of properly

7. Chemical symbols on display in labs.

8. List of safety instructions displayed in prominent position in labs

9. Fire extinguishers and fire blankets available in each lab.

10. First Aid box accessible.

Safety in the Technology/Woodwork Room
1 Students will be instructed in the safe use of all tools and equipment

2 Improper use of tools and equipment is strictly prohibited.

3. Students may not take tools or equipment from the store room without the teacher's permission.

4. Students may not use tools or equipment without the teachers permission.

5. Students using power equipment will be instructed to wear goggles. All such equipment is fitted with guards and safety switcher.

6. When not in use Room G8 will be locked at all times.

APPENDIX B
Evacuation
An evacuation procedure has been prepared and is provided to each employee. Evacuation drills will take place at least 4 times a year. Employees are reminded to familiarise themselves with the procedures so that a fast and effective evacuation of the premises can be completed in the event of an emergency.

EMERGENCY DRILL PROCEDURES -STAFF & STUDENTS
On hearing the fire alarm

· Subject teachers should stand at the door to ensure that the proper evacuation sequence is observed.

· The class should leave in an orderly and quiet manner.

· All books and bags to be left in the classroom

· Classroom doors are to be closed - not locked.

· Any student not in the classroom at the time of the alarm should go immediately to the assembly area.

All students should assemble based on their subject class. Each subject teacher should report any student missing to the school Fire Officer Teachers who are free will seek to ensure that exit routes are unimpaired and that there is free movement through the exit doors and that the study hall has been evacuated.

EVACUATION EXITS

Ground Floor:

Rooms G4, G1, G2, G5, G6, Study Hall TO MAIN EXIT

Rooms G7, G8, G9 TO SECOND DOOR EXIT

First Floor:

Rooms F1, F2, F3, F4, F6 TO THE MAIN EXIT

Rooms F9, F8, F7, F5, F10 TO SECOND DOOR EXIT

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Relationships and Sexuality Education

Policy Statement on Social, Personal, Health Education and Relationships and Sexuality Education.

St. Mary's Academy CBS Carlow is an all Boys Catholic Secondary School under the trusteeship of the Christian Brothers.

School Philosophy

St. Mary's Academy CBS Carlow aims to create a Christian, caring community of learning, in which each member:

· is encouraged to recognise and develop his/her talents and abilities to the full.
· is respected as a unique human being, and enjoys a sense of confidence and belonging.

Through the Social, Personal and Health Education (SPHE) programme the school aims to support the personal development, health and well-being of our students and our staff, and help them create and maintain supportive relationships.

The Aims of SPHE

· To enable the students to develop skills for self-fulfilment and living in communities.
· To promote self-esteem and self-confidence.
· To enable the students to develop a framework for responsible decision-making.
· To provide opportunities for reflection and discussion.
· To promote physical mental and emotional health and well-being.

SPHE is made up of ten modules. These modules are revisited each year as the students mature and their needs and abilities change. The emphasis will be on building skills understanding attitudes and values important in all these areas.

Ten Modules in SPHE

· Belonging and Integrating
· Self-Management
· Communication Skills
· Physical Health
· Friendship
· Relationship and Sexuality (RSE)
· Emotional Health
· Influences and Decisions
· Substance Use
· Personal Safety

SPHE will be allocated one class period per week for all Junior Cycle students. The Relationships and Sexuality Education (RSE) module is located in the overall framework of SPHE. Senior Cycle students will receive RSE through their Religion programme.

Through RSE the school, aims to provide opportunities for students to learn about relationships and sexuality in ways that help them to think and act in a moral, caring and responsible way.

The Aims of RSE

· To help young people to understand and develop friendships and relationships.
· To promote an understanding of sexuality.
· To promote a positive attitude to one's own sexuality and in ones relationship with others.
· To promote knowledge of and respect for human reproduction.
· To enable young people to develop attitudes and values towards their sexuality in a moral, spiritual and social framework.

RSE Programme Content

Teachers will use materials deemed suitable and appropriate for students needs and in accordance with the school ethos.
The content of the RSE Programme is described under three themes. These themes are neither sequential nor discrete; they merge and overlap with each other.

1. Human Growth and Development
This theme consists of an age appropriate understanding of the biology and psychology of the human life cycle. This is accompanied by a rationale for responsible behaviour in relationships and sexuality activity.

2. Human Sexuality
Sexuality is an integral part of the human personality and has biological, psychological, cultural, social and spiritual dimensions. The theme offers opportunities to develop a holistic understanding of sexuality as contributing to the development of personal well being, enhancing personal and family relationships and ultimately contributing to the well being of society.

3. Human Relationships
This theme focuses on the importance of relationships for health and well-being. It examines how one relates to self and others, stressing the importance of self-esteem as a basis for worthwhile friendships and relationships. It addresses issues such as communication, influence, intimacy, sexual attraction and sexual expression in relationships consistent with personal and moral integrity.

What the school currently provides
There are aspects of the SPHE/ RSE programme addressed in other subject areas such as Religion, Science, CSPE and PE. The programme is also supported informally through the student mentoring system (Meitheal), Home School Liaison, Care Team, Guidance Counsellor and Psychologist. The school encourages a holistic approach to the development of each pupil and each year head, class teacher and subject teacher endeavours to achieve this approach. The strong tradition of extra curricular activities also contributes to the personal development of students.

Guidelines for the management and organisation of SPHE in the school
· To allow for the effective delivery and planning of the programme, a post holder will be act as co-ordinator.

· In organising the learning environment the teacher will be careful to create an atmosphere which respects the privacy of each individual student and treats all students with due sensitivity and care. Active learning methods will be used to ensure that students actively participate in their own learning.

· Contemporary topics and issues, which may emerge in this class will be dealt with at a level appropriate to the age and stage of the student and within a moral framework.

· Parents have the primary responsibility for the teaching of sexuality to their children and RSE is a support to the family in this.

· Parents are welcome to view the programme content by appointment with the principal.

· Visiting speakers on SPHE / RSE topics will be given a copy of the school SPHE / RSE policy and must speak within the spirit of the policy. Teachers will be present at all times when a guest speaker is visiting the class and parents will be informed beforehand of the content of the talk.

Training and resources
Within budgetary constraints, all resources needed in terms of time, finance and personnel, will be made available to develop and support the SPHE programme in the school. Teacher training is seen as an essential element in delivering the programme. The objectives of this training are to enhance the personal development of teachers and to enable them to acquire the knowledge, understanding and skills necessary to teach the programme. The programme will be supported by the SPHE support service and the schools team within the Health Promotion Service of the South- Eastern Health Board.
The resource materials for SPHE are as follows:
· North Western Health Board SPHE Programme.

· On My Own Two Feet Substance Abuse Prevention Programme. Department of Education and Science, Department of Health and Children, Mater Dei Counselling Service (1994).

· Resource Materials for Relationships and Sexuality Education, Junior Cycle, Department of Education and Science (1998).

· Teachers on occasions may use other materials deemed suitable and appropriate for student needs and in accordance with school ethos.

Evaluation
The SPHE policy will be reviewed and evaluated on an ongoing basis.

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Religious Education Policy

Section One

SCOPE of the Policy

As a Christian Brother/Edmund Rice Catholic School, this Religious Education Policy will impact on the whole school community. The scope will reach:

Board of Management
To approve the policy and ensure its implementation

Principal and Deputy Principal
To support the procedures of the policy and ensure its effective implementation

School Staff
As teachers in a Christian Brother school the whole staff embraces and safeguards the ethos of the school and supports the cross-curricular nature of Religious Education

Teachers of Religious Education
To implement and review the policy
To ensure a high standard and effective delivery of Religious Education

Chaplain
To assist in the faith development of all students

Pastoral Care Personnel (Class Tutors / Guidance Counsellor)
To monitor the effects of the policy and to provide support and guidance to the students

Parents / Guardians
To support the RE Programme in the school and facilitate the faith formation of their children

Students
To participate in the RE programme and to cultivate an openness to other religious traditions

SCHOOL MISSION STATEMENT OF ST. MARY'S ACADEMY

To create a Christian, caring community of learning, in which each member
" Is encouraged to recognise and develop his / her talents and abilities to the full;
" Is respected as a unique human being; and
" Enjoys a sense of confidence and belonging.

VISION of a Christian Brother/Edmund Rice School

Inspired by the vision of Edmund Rice, the Christian Brother school:

" Seeks to live by Gospel values;
" Recognises the dignity of each individual;
" Has a special concern for the poor and under-privileged;
" Is challenged to develop a curriculum which promotes the harmonious growth of the whole person;
" Contributes to the building up of the local community;
" Works for peace and justice in society.

It is our policy to make students aware of the special contribution of the Christian Brothers to the work of Christ in the world. While St. Mary's Academy is a Catholic school, we welcome students of all religious backgrounds.
Ref: Religious & Educational Philosophy Statement of the Christian Brothers.

Aims of Religious Education

" To contribute to the religious development of our students.
" To develop care for the weak, co-operation between pupils, justice and fair play towards all, respect for truth, a passion for the environment and a love for learning.
" To provide opportunities to deepen sacramental awareness.
" To encourage our students to ask and seek answers to important questions.

RATIONALE for the Policy

As a Christian Brother/Edmund Rice school we are committed to the importance of formal religious and moral education. This policy allows us the opportunity to reflect on, explore and articulate what it means to be a Christian Brother/Edmund Rice school. It is our hope and privilege to harness the religious development of our students and to provide opportunities for them to know their God. We strive to be faithful to the founding intention of Edmund Rice and the implications of what it means to be a Catholic school in this Edmund Rice tradition in third millennium Ireland.

GOALS or objectives of the Policy

" To ensure the status of RE in the school.
" To promote the religious and overall development of the students.
" To appreciate the richness of religious traditions and to provide a framework to encounter these traditions.
" To lead to a greater degree of clarity in respect of aims, procedures and roles for RE in the school.

Section Two

CONTENT of the Policy

Staffing
Curriculum and Resources
Staff Support and Development
Faith Formation and the Liturgical Year
Outreach Programmes
Parental and Parish Involvement
Inclusion

Staffing

We consider Religious Education to be an integral part of our school ethos and school community.
Each class group has three RE periods per week.

RE Team

Louise Williamson
Pat Ahern
Brighid Hennessy
Aideen Cleary
Laura Walshe
Tara Fitzharris

Subject departments, including an RE department, exist in the school and formal meetings take place three times per year, at which the syllabus provision is planned and reviewed. Schedules of work for each year group are devised. The Junior Cycle students follow the DES syllabus for the state examinations while the Senior Cycle students follow a plan devised by the RE team, based on the non-exam senior syllabus.

A team, comprising B. Hennessy, L. Williamson and P. Ahern, coordinates the subject department.

Fr. Ger Ahern is the school chaplain. He meets each class on a formal basis once per year. He provides the opportunity for the school community to have the sacramental experience through:
" The start-of-year school mass
" The Christmas service
" The Sixth Year graduation mass

The school hopes that the campaign to secure a full-time chaplaincy service for secondary schools will be successful as there is an urgent need for the service.

All new teaching personnel in our school go through a formal induction programme with the deputy principal.

Curriculum and Resources

The school is a member of 'An Tobar', an RE resource at the Marino Institute of Education. A member of An Tobar works with the RE teachers, by request and the template for this policy was provided by An Tobar. Sr. Anne Holton, diocesan advisor, is also available to the school to provide advice and assistance.

Each class group in the school studies RE for three periods per week. All students are expected to follow the RE programmes in the school. The timetabling of RE at Senior Cycle allows for flexible delivery of the curriculum and team modular teaching.

The RE teacher will write a report on each student's progress on the school reports sent home to parents. Whole school liturgical celebrations will be evaluated at staff meetings. All staff will evaluate the degree to which we promote the Christian Brothers' ethos in our procedures and Code of Conduct.

Junior Cycle Programme

The JC students take the DES examination and follow the prescribed syllabus.
The text books used are Exploring Faith and The Bible. The programme headings are contained in appendix I.

TYO Programme

TYO students give practical expression to the ethos and philosophy of the Christian Brothers by doing voluntary work in the community, working with children, adults and the elderly. 'Faith in Action' is the theme of RE in Transition Year. Work experience provides the basis for their entries in the Edmund Rice Awards Programme and the Social Innovators project.
No formal text book is used.

Senior Cycle Programme

The Senior RE programme is outlined in appendix II.

Teachers in Senior RE choose the appropriate time and content required to explore each of these areas, taking into account the needs and abilities of the students. This also determines whether the topic is covered in Fifth Year or Sixth Year.

Staff Support and Development

The school management provides support for the delivery of the RE Curriculum in the following ways:

" RE teachers allowed to attend all relevant inservice
" An annual budget, similar to other subjects, is provided
" The school is a member of An Tobar, a support service provided by the Christian Brothers
" Time is allocated for policy formation, curriculum planning and the planning of liturgy
" Time is allocated for meetings with the diocesan advisor
" Staff is involved in all school services and masses
" Staff play leading roles in whole-school liturgy

There is whole-school support, as well as support from the Carlow community, for the school's involvement in the Immersion Programme. This involves a group of staff and students working in India for two weeks. About €24,000 is required every three/ four years to fund the programme and community-wide support is freely given. Similar support is required to provide opportunities for our students to become involved in the Social Innovators and Edmund Rice Awards scheme.

Faith Formation and the Liturgical Year

The Liturgical seasons are marked in the school in the following ways:

" Advent - wreath
" In November we Remember - book available to note names of departed friends
" Christmas - Crib, tree, Carol Service
" May- Altar

The beginning of each academic year is marked by a Mass, celebrated in the school gym by the chaplain. Similarly, the Christmas Service takes place in the gym. All staff and students attend.
The Sixth Year graduation mass takes place in May and involves staff, students and their families.

The arrangements for these three celebrations are made at staff meetings. All staff members are invited to participate. An overall coordinator is required, possibly a role for a full-time chaplain.

Expression of aspects of the Religious Ethos could be achieved in the following ways:

" Saying the Edmund Rice or other prayer at the beginning of meetings of staff, parent council, student council and BOM meetings
" Presence of May altar
" Crucifix in each classroom and office area
" Staff retreat/ reflection time/ pilgrimage
" Observance of Holydays of Obligation by closing the school

The school has developed a policy to deal with sudden/ unexpected death of a member of the school community.

Outreach Programmes

The school's involvement in a wide range of outreach programmes ensures Religious Education is experiential through faith in action. These programmes include:

" Immersion Programme - Calcutta
" Social Innovators - working with marginalised people and people with special needs
" Involvement in Edmund Rice Awards programme
" Annual Concern Fast - teacher and students
" Peace & Justice group - raising awareness of Justice & Peace issues and fundraising
" Action Programmes in CSPE - raising awareness of others in society who have specific needs
" Meitheal
" Horizon Programme - embracing the challenge of diversity

All of these programmes involve staff, students and their families. The work of the various groups is evident around the school and receives widespread coverage in the local media and school newsletters.

Parental and Parish Involvement

Information on all school policies is available on the school's website and is also published in enrolment documentation presented to parents on Open Night. Guest speakers from the community are frequently used. Information on RE programmes is given at meetings of parents and parent-teacher meetings. Policy development in the school involves parents, students and staff. The school has strong links with St. Patrick's College. The school chaplain is a member of the parish team, providing a strong school - parish link.

Inclusion

All students are expected to attend school services and this is made clear to families prior to enrolment. The faith background of each student is respected and the school will facilitate visits from pastors of these faiths, at RE time, to meet the students from these religious backgrounds.
Each student, regardless of religious background, is encouraged in his religious and moral development. This is done through exploration of the themes listed in the course outlines, to encourage respect and recognition for different faith backgrounds of students.

Section Three

Success Criteria

Monitoring and Review of Policy
The RE policy will be monitored and reviewed, as follows:

" The policy development group (Louise Williamson, Pat Ahern, Michael Roberts and Leo Hogan) will monitor the policy for the first year
" The RE department will monitor policy implementation
" Good communication between the RE Department and school management
" Discussion at staff meetings
" BOM policy development sub-committee

Timeframe

Apart from the usual on-going informal monitoring that would occur with every area of policy, formal monitoring would be appropriate at least twice in the first year and at least once during each subsequent year.

This policy will come into effect on September 1st 2006.

It will be reviewed after one year.

Appendix I

The Junior Cycle Course

1. The Individual and the Community
Sharing
" Cooperation
" Roles
" Communication
" Community Breakdown
" Vision
" Commitment
" Leadership
" Service

2. Communities of Faith
" Belief/ Faith
" Religions
" Inspiring Vision
" Founder
" Sacred Text
" Revelation
" Roman Catholic Church
o Preaching
o Ministry
o Service
o Mission
o Vocation
o Religious commitment

3. Other Faith Communities
" Protestant Communities
o Denomination
o Authority
o Religious Conflict
o Sectarianism
o Tolerance

" Ecumenism
" Interfaith Dialogue

4. Background to the New Testament
Political/ Social/ Geographical/ Historical exploration of Roman Empire and Holy Land
Messianic expectation

5. The Four Gospels
" Sources
" Evidence
" Oral & Written Tradition
" Evangelist
" Synoptic

6. Kingdom of God
" Parable
" Discipleship
" Miracle
" Table Fellowship
" Passover/ Conflict with Authority
" Memorial Eucharistic sacrifice
" Resurrection
" New Creation, Christ/ Messiah

7. Living the Kingdom
" Spirit
o Mission
o Pentecost
o Vocation
o Missionary
" People of God

8. The Origins of Judaism & The World of Judaism
and/ or
The Origins of Islam & The World of Islam
(Taking into account the faith background of students)

9. Questioning Faith
" Mystery- Awe, Wonder
" Revelation

10. Changing Faith
Religious Practice in last 100 years in Ireland
Worship/ Belief/ Prayers
Personal Faith

11. Faith in the World
" Secularism
" Agnosticism
" Atheism
" Humanism
" Materialism
" Creation
" Fundamentalism
" Search for Meaning
" Stages of Faith - Childhood Faith/ Mature Faith

12. Celebrating Faith
Christian Calendar - Times and Actions of Significance

13. Sacred Presence
" Places of significance
" Celebration/ Ritual/ Icon
" Worship as a response to Mystery

14. Sacred Symbols
" Sign and Symbol
" Sacrament

15. Prayers
" Personal/ Communal prayer
" Petition
" Praise and Thanksgiving
" Penitence
" Meditation
" Contemplation

16. Morality
" Relationships
" Society
" Choice
" Action and Consequence
" Freedom
" Conscience
" Decision-making
" Moral Vision
" Integrity

17. Developing Morality
" Moral Growth
" Laws/ Constitution
" Tradition
" Authority
" Respect/ Truth/ Peace. Justice/ Stewardship
" Sin/ Forgiveness/ Reconciliation

Appendix II
The Leaving Certificate Course

1. Morality
" Human Rights
" Life is Sacred, Abortion, Cloning
" War
" Suicide, Euthanasia
" Drug/ Alcohol Abuse
" The environment
" Cults

2. Prayer
" Reflection
" Tradition
" Meditation
" Contemplation
" Mystic Tradition
" Ritual/ sacrament

3. Search for Meaning
" Key Questions
" Development of Philosophy
" Plato, Aristotle
" Christian Philosophers
" Religious Symbols

4. Response
" Early religious behaviour
" The Sacred in contemporary culture

5. Concepts of God
" In Judaism
" In Islam
" In Christianity
" Traditional & Contemporary images of God
" Religion as a source of communal values

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Dignity At Work Charter and Anti-Bullying Policy

(as required under Safety, Health and Welfare at Work Act 1989)

The purpose of this document is to ensure that the Board of Management of St. Mary's Academy is compliant with current legislation in relation to the Health and Safety Requirements under Section 6(i) of the 1989 Act as follows:

It shall be the duty of every employer to ensure, so far as is reasonably practicable, the safety, health and welfare at work of all his employees.

Section 6(i) Safety, Health and Welfare at Work Act, 1989

A copy of this document will be issued to each staff member of St. Mary's Academy. It is the responsibility of all staff members to ensure that they familiarise themselves with the contents of the document.

A copy of the Dignity at Work Charter will be displayed in the school premises in order for management, staff, visitors and the general public to view.

In the unlikely event of a complaint in relation to bullying in the workplace in St. Mary's, the procedures contained within will be followed.

Objectives of Dignity at Work Charter

• To create and maintain a positive working environment in St. Mary's Academy where the right of each individual to dignity at work is recognised and protected.
• To ensure that all are aware of and committed to the principles set out in this Charter.

Dignity At Work Charter

A core employment value is the commitment to ensuring that individual employees are guaranteed a working environment where each is treated with dignity both by management and colleagues.

This approach places positive emphasis on the importance of each individual and on the contribution made by each to the success of the workplace. It aims to provide working conditions which encourage each employee to feel a sense of belonging, of having a positive contribution to make to the overall environment of the school. The creation and maintenance of a positive working environment are a high priority and each employee also has an important role to play in this regard.

With the right not be bullied or undervalued in any way comes a corresponding obligation on all employees to ensure that their own attitudes and behaviour are such as to contribute in a positive way to the general ethic of professional commitment and competence in St. Mary's Academy. This, together with a positive, sincere attitude to the school and one's role within it, is seen as the most effective way to ensure one's own esteem in the eyes of fellow workers. There are a number of areas where employees might enhance their own standing among the school community in general and these should be reviewed at intervals at staff meetings. Areas where care and attention are likely to prove particularly beneficial include:

• punctuality, general organisation and classroom management
• firm and consistent adherence to procedures agreed at staff meetings
• manner, tone - and even volume! - used in addressing students
• avoidance of excessive familiarity with students
• ensuring confidentiality between colleagues
• non-interference in matters - disciplinary or pastoral - being handled by a colleague

Introduction

The Board of Management of St. Mary's Academy Carlow is committed to providing all its employees with an environment free from any form of bullying. This commitment is expressed in the School Charter.

The purpose of this document is to outline the Board's policy and procedures in relation to workplace bullying.
A complaint of workplace bullying may, following due procedure, result in disciplinary action.
In approving this policy, the Board has agreed that:

• it be brought to the attention of all staff
• all staff are expected to co-operate in its implementation

Objectives of the Policy

The objective of the Board policy is to prevent bullying in the workplace and to contribute to a supportive environment for all staff.
The policy guarantees that all complaints will be taken seriously and investigated promptly, and that all parties involved will be treated with respect.
Staff will be protected from victimisation or discrimination for assisting in an investigation. The Board will not tolerate victimisation as a result of a member of staff raising a complaint. It will treat any such behaviour as bullying in itself and may take disciplinary action as required.

What Constitutes 'Unacceptable Behaviour'/ Workplace Bullying?

Unacceptable behaviour and bullying can manifest as various types of behaviour, including behaviour which may:

• Humiliate
• Intimidate
• Verbally abuse
• Victimise
• Intrude through unreasonable attention (stalking etc.)
• Assign unreasonable duties to an individual
• Give impossible deadlines or impossible tasks

The above list is representative only. These are types of inappropriate behaviour that undermine an individual's right to dignity at work and can constitute bullying.

What can I do to ensure that workplace bullying does not occur in St. Mary's Academy?

• Be familiar with and accept responsibility for the Board of Management's Policy and how it works.
• Through the way I approach my work and my working relationships, make every effort to contribute in a positive - and concrete - way to developing good personal relations with fellow-employees.

What can individual employees do to stop people bullying?

• Tell somebody - an appointed contact person, the ASTI Steward, the Deputy Principal or the Principal.

What if the alleged perpetrator is proven to be the victim as a result of investigation?

Where there is a total conflict of evidence between the complainant and the accused, a detailed investigation will be necessary. The Board of Management/Agent appointed by the Board, investigating the complaint should talk to any witnesses in order to try to ascertain the truthfulness of the alleged incident. In reality, there will often be no witnesses and the investigator will be presented with two conflicting accounts. In such a case, the matter rests on the balance of probabilities and this in turn, depends on the credibility that can be ascribed to either party. It is not simple.
In such an instance, it is important to pay attention to both the detail of the evidence and the consistency of the account presented by each party. If the complainant's evidence is consistent and detailed and the alleged perpetrator's evidence is vague about matters that could reasonably be expected to be recalled, then the alleged perpetrator's testimony is less compelling.

Another relevant factor is whether the person alleging bullying mentioned the problem to colleagues at the time. Although it may be difficult (if not impossible) to establish the factual details of the complaint, it may be possible to establish behaviour that in the Board of Management's view is unacceptable.

Will an employee who complains be protected against intimidation?

The Board of Management of St. Mary's Academy will protect employees against intimidation, victimisation or discrimination for filing a complaint or assisting in an investigation. That is to say, any employee found to be retaliating against a colleague/employee for complaining about bullying (or for assisting in an investigation of such behaviour) may be subject to disciplinary action by the Board.

Guidelines for the implementation of the School's Anti-bullying Policy

There are two stages for dealing with cases of alleged bullying:

Stage One: Informal and

Stage 2 Formal.

The designated contact people can advise at both stages. If you decide to follow Stage One and the problem persists, the complaint can then be dealt with under Stage Two.

Sometimes individuals may be unaware of the negative effects of their behaviour on other adults in the workplace. Such individuals may simply need to be told. Thus, at times, incidents of bullying can be handled effectively in an informal way under Stage One. If an incident occurs that is offensive, it may be sufficient to explain clearly to the offender that the behaviour is unacceptable. If the circumstances are too difficult or embarrassing for an individual, support may be sought from another colleague, a contact person, A.S.T.I. representative, Principal or Deputy Principal.

The Procedure for dealing with bullying in the workplace

Stage One:

Employees should be advised that, if possible, they should attempt to resolve the problem informally in the first instance. It may be possible and sufficient for the employee concerned to explain clearly to the offending person that the behaviour is not welcome, is offensive and that it interferes with the right to freedom from bullying in the workplace.

If it is too difficult or embarrassing for an individual feeling bullied to do this, an alternative approach would be for an initial approach to be made through a contact person (as suggested above).

The role of the contact person is to listen and support a target. A contact person does not advise a target. The contact person should ensure the target knows about the school's anti-bullying policy.

It is very important for the complainant of bullying/harassment to keep notes, detailing times and dates of incidents of bullying/ harassment and request eyewitnesses, if any, to note them also. This helps in the verification of claims and furthermore helps to prevent false accusations

Attempts will be made to resolve the matter informally, if appropriate. The Board of Management will provide for counselling and support services, if necessary.

If it is not possible to resolve the matter informally, Stage Two will follow, introducing a formal complaints procedure which incorporates the following steps:

Stage Two:

Staff members subjected to bullying/ harassment shall make a formal complaint to the Principal who will be responsible on behalf of the Board of Management for investigating such complaints and recommending action.

Ultimate disciplinary action as at (d) below is the responsibility of the Board of Management. Disciplinary action should take account of contractual arrangements applying in given situations. Prior to the commencement of Stage Two of the investigation, the alleged perpetrator of unacceptable behaviour will be given a copy of the formal written complaint and advised that an investigation will ensue which may lead to disciplinary action. Depending on the severity of the alleged bullying/harassment, the alleged offender may be suspended with pay pending the investigation. Both the complainant and the alleged perpetrator will be advised of their right to be accompanied and/or represented by their Union Representative or a colleague.

Steps:

1. A written report should be made by the complainant and signed by the complainant.
2. The complaint will be investigated with minimum delay as confidentially as possible by two individuals, at least one of whom shall be of the same gender as the complainant, if so requested. Due respect shall be had for the rights of the complainant and of the alleged perpetrator.
3. Both parties may be accompanied/represented at all interviews/meetings held and these shall be recorded.
4. Where a complaint is substantiated, the extent and nature of the bullying/ harassment will determine the form of the disciplinary action to be taken. These actions may include a verbal warning, a written warning, suspension from duties with or without pay, suspension from full duties with or without pay or dismissal.
5. Where the transfer of one of the parties involved is deemed to be appropriate, the person who has been bullied/ harassed shall not be transferred unless they so request.
6. Where an employee is victimised as a result of invoking or participating in any aspect of the complaints procedure, including acting as a witness for another employee, such behaviour will itself be subject to disciplinary action, as outlined above
7. No record of any complaint will be registered on an employee's file unless the formal procedure outlined above has been invoked.
8. It is the opinion of the school that issues of bullying/harassment are best dealt with within the school. However, no aspect of this Policy affects any employee's individual legal rights to take their complaint outside the school.
9. Where staff members do not find it appropriate or possible to report to the Principal as above (e.g. if complaint relates to alleged behaviour by principal) they may report to the Deputy-Principal and/or the Chairperson, Board of Management. Same procedures will be followed, with responsibility resting with the Board of Management.

Investigations of any complaint will be handled with sensitivity and with due respect to the rights of both the complainant and the alleged offender. The normal grievance procedure or existing practice will be the mechanism for resolving such complaints. It is understood that all complaints will be investigated with the minimum of delay consistent with fairness to both parties.

If it is found that the perpetrator's behaviour had been misinterpreted and he/she was genuinely unaware of the effect of actions, further procedures may not be necessary as the investigation may come to an end. However, the ongoing relationship between both individuals should be monitored over at least a number of months.

Where there has been a conflict of evidence, it may be difficult, if not impossible, to establish as fact the full details of the complaint. However, it may be possible to establish that behaviour has occurred which, in the Board of Management's view, is unacceptable.

This document is a requirement under Health and Safety Legislation, Section 6 and future Codes of Practice as may be introduced under the Health and Safety Legislation, Employment Equality Act and Industrial Relations Act.

The policy is subject to periodic review.

Board of Management,
St. Mary's Academy, Carlow.

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Substance Abuse Policy at St. Mary's Academy CBS, Carlow
Master policy is available in the school.

The world in which we live presents young people with many challenges that affect their health and well-being. Exposure to alcohol, tobacco and drugs is part of this reality. This policy attempts to clarify our approach to handling any Abuse Incident that may arise in the school. In any Abuse Incident the School will seek to strike a balance between the welfare of the student(s) involved and the welfare of the school community and the reputation of the school.

Contents

I. School Policy
II. Programmes for Drug Education
III. Management & Investigation Procedure for an Abuse Incident
IV. General Guidelines

I School Policy:

This School does not accept the possession, use of, or supply of Banned or Prohibited Substance(s) or of Drug Paraphernalia either in the School, during school breaks or lunchtime, or on School trips or during any School related activity by any student(s) of the School.

II Programmes for Alcohol, Tobacco, Volatile Substances and Drug Education

The School will provide educational programmes for its students and to adequately inform pupils of the risks arising for them and for others from the abuse of such substances. The School will adequately inform the student(s) of this Policy and the consequences for any student of offending the School Policy in this area.

III The School's Management & Investigation Procedure for an Abuse Incident

(1) If there is an immediate danger to students or the school community, the School reserves the right to take whatever action is deemed appropriate to remove the danger, pending a further and complete investigation
(2) An Abuse Incident Report Form will be completed;

(3) The School will fully investigate & assess any Abuse Incident, taking as much time as may be deemed necessary & appropriate to the completion of any such investigation;

(4) The School will take immediate possession of any "Banned or Prohibited Substances" or any "drug paraphernalia" found in connection with the incident(s). Where the School is to part with possession of the said items at (4) it will firstly take (& maintain) a record of all the items that came in to its possession;

(5) The School will immediately seek a statement or explanation from the student(s) or staff concerned, and will carefully record same. The views of all or any other person concerned with or having knowledge of the Abuse Incident(s) will be recorded.

(6) At all stages of the investigation a written record should be kept, including the outcome of the investigation, any decisions taken and the reasons for same, any penalties or disciplinary procedures imposed at the conclusion of same, and finally, in the event of an Appeal the entire management of that Appeal and the outcome of same

(7) The School will, at its own discretion, in an appropriate case, liaise with any appropriate outside authorities, such as relevant officers of the local Gardai or Health Board, and may seek their advice or assistance as the School deems appropriate and necessary in the circumstances of the specific Abuse Incident(s) being dealt with;

(8) If the circumstances merit ( & the investigation is continuing), the School will then put the full particulars of the Abuse Incident(s) to the student(s) concerned, and to their parents;

(9) Copies of all Records deemed relevant only to the position of the student will be made available to that student(s) and his parent(s) at the appropriate stage, at the discretion of the School, but in time to permit the student a reasonable and just opportunity to make his own reply to the matters at issue, and any representations he would wish to make or have made on his own behalf;

(10) The School will then allow the student(s) concerned, and their parents reasonable & sufficient time to permit a response to the matters at issue, but otherwise matters shall be dealt with in a reasonably expeditious and efficient manner. The School will take in to account any response so made, and if such should arise and require to be taken in to account, any relevant extraneous considerations or mitigating circumstances that it may be appropriate to take in to account in the specific case;

(11) The School shall shortly thereafter, inform the student(s) and the(ir) Parent(s) of its findings, and their reasons for same, and if the School deems that the student(s) have been guilty of, or has been involved or implicated in an Abuse Incident, it shall indicate the penalty or sanction(s) that it intends to impose in the circumstances;

(12) The Board of Management, as the circumstances of the matter may merit, may implement disciplinary actions or sanctions, including, but not limited to, any of the following:

• An oral warning
• A written warning
• A "3 day Suspension"
• A Suspension of more than 3 days
• Other discipline action short of expulsion
• Expulsion

Sanctions up to and including expulsion may be invoked in an appropriate case. Where expulsion arises the Board of Management will notify the Education Welfare Officer and will otherwise comply with the provisions of the Education Welfare Act, 2000

(13) If the School considers that the Abuse Incident(s) to be of sufficient gravity, then it may again at its sole discretion, postpone the question of penalty or sanction(s), if it considers it appropriate to do so in order to take account of any mitigating circumstances or representations that it may deem it appropriate to receive and take account of prior to imposing any penalty or sanction(s) in the specific case.

IV General Guidelines

(1) Notifying and communicating with the Parents & Students

If the School has reason to believe that student(s) have been involved in an Abuse Incident, the School will immediately notify the parent(s), and especially where there is concern about the health or welfare of the student(s) concerned will share all relevant information the School has available to it, that may be of assistance to the Parents or may be necessary for them in order to attend to the health and welfare of their child.

(2) Confidentiality when Managing an Abuse Incident

The School recognizes that it is important, in so far as is possible in the circumstances that only a limited number of people are involved in managing and investigating any Abuse Incident(s). The School's policy here is only to involve those properly concerned with the management and investigation of the Incident(s) in question.

The student(s) and their parents acknowledge that, again in an appropriate case, the School may be obliged under Statute or Regulations or Departmental Guidelines to notify other persons concerning either Abuse Incident(s) or the outcome of any investigations concerning same, such as for example an Education Welfare Officer under the terms of the Education Welfare Act 2000, or a Juvenile Liaison Officer under the provisions of the Children's Act 2001.

This policy has been developed by a committee consisting of members of the Parent Council, the Board of Management, the Student Council and the school Staff.

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St. Mary's Academy CBS School Charter

The School Promises the Parent/ Guardian

• To foster an atmosphere of order and purposefulness in which your son will be encouraged to learn and develop
• To encourage good attendance and punctuality and to record this for future reference
• To set and correct homework regularly and, through the use of the Student Journal, enable you to monitor and encourage his homework and progress
• To encourage high standards of dress and appearance through the wearing of full school uniform
• To care for your son through the school's Pastoral Care system
• To welcome you into the school by appointment and to offer you regular opportunities to discuss the work and progress of your son
• To provide a wide range of activities and educational experiences for your son, including preparing him for the state examinations
• To encourage high standards of behaviour by your son at all times
• To keep you regularly informed about school activities through the school newsletter
• To provide for the development of the staff so that they continue to offer quality teaching

Signed: _________________________ Principal

Date: _____________

The Parent Promises the School

• To support my son in his learning and development; to take personal interest in his work and development
• To regularly check his Student Journal
• To support and encourage him to do all his homework to the best of his ability
• To encourage my son's attendance and punctuality; to provide notification to the school (in the Student Journal) whenever illness or other circumstances prevent his attendance
• To acquire a full uniform for my son and ensure he attends school properly attired
• To ensure my son has all the necessary books and equipment and that he brings these to school as required
• To attend Parent-Teacher Meetings and other meetings as required by the school authorities to discuss my son's progress
• To encourage my son to take part in a range of activities and educational opportunities offered by the school
• To encourage high standards of behaviour at ball times
• To read and note the important dates and contents of the school newsletters

Signed: ____________________ Parent/ Guardian

Date: _______________

The Student Promises the School and the Parent

• To work to the best of my ability
• To record all homework in my Student Journal and to attempt all homework to the best of my ability
• To attend every day and on time, except where illness or other legitimate circumstance prevents, in which case I will bring a note from home in my journal
• To wear full uniform every day
• To bring all necessary equipment, PE gear and books to class
• To respect my fellow students and their property
• To discuss my work with my teachers and parents and to listen to their advice
• To involve myself in the educational experiences and activities provided by the school
• To behave well, both in and out of school
• To do what I am asked by all staff
• To listen respectfully to teachers and other students
• To take home all messages and newsletters from school and show them to my parents
• To avoid taking part in bullying and tell an adult if I know it is happening
• To avoid the use of any illegal substances and to inform the school authorities if I am aware of their use in school or their use by fellow students

Signed: ___________________________ Student

Date: _________________

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Smoke-Free Workplace Policy

Rationale:
Exposure to second-hand smoke/Environmental Tobacco Smoke (ETS) also known as passive smoking is a cause of disease, including lung cancer and heart disease, in third parties. Neither the simple separation of smokers and non-smokers within the same airspace nor the provision of ventilation can eliminate exposure to ETS and the consequent health effects of such exposure. This policy has been developed to protect all employees, service users, customers and visitors from exposure to ETS, to ensure compliance with legal obligations and to ensure a safe working environment.

Policy
It is the policy of St. Mary's Academy CBS, Carlow that all of its workplaces are smoke-free and that all employees have a right to work in a smoke-free environment.
Smoking is prohibited within the entire school boundary with no exceptions. This policy applies to all employees, consultants, contractors, customers and visitors. In the school context this also applies to students and parents.

Implementation
Overall responsibility for policy implementation rests with the Board of Management. All staff have an obligation to adhere to, and facilitate the implementation of this policy. The person in charge (Principal) shall inform all existing employees, consultants and contractors of the policy and their role in the implementation and monitoring of the policy. All new and prospective employees, consultants and contractors shall be given a copy of the policy on recruitment/induction by the Principal. Students and parents will be informed of this policy.

Infringements
Infringements by staff will be dealt with under local disciplinary procedures. Infringements by customers, clients etc., will be dealt with in accordance with the procedure set out below. Employees, consultants, contractors, customers and visitors who contravene legislation prohibiting smoking in the workplace are also liable to a criminal prosecution with an associated fine.

Procedure if a person smokes in contravention of Section 47 of the Public Health (Tobacco) Acts that prohibits smoking in the workplace

1. Draw the person's attention to the "No Smoking" signs and advise that they are committing an offence by smoking on the premises.

2. Advise the person that it is also an offence for the Board of Management to permit anyone to smoke in contravention of the law.

3. Advise the person that the school has a smoke-free policy to ensure a safe working environment for employees and students.

4. If the person continues to smoke advise that they are in breach of school rules and that disciplinary sanctions will have to be implemented.

5. Violation of the smoke free policy will invoke disciplinary procedures. Action will be in line with the procedures used for violation of any other health and safety procedure in the school.

6. Violation of the smoke free policy by non-school personnel (e.g. visitors, contractors, suppliers) should be dealt with in accordance with the DES Circular 18/99 Guidelines on Violence in Schools.

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Pastoral Care Policy

St. Mary's Academy CBS is a Christian, caring community of learning. We value all aspects of a young person's development and seek to offer advice, help and sensitive care to the students.

Thus the school will always aspire to:

• Act in the best interests of the student
• Endeavour to understand, cherish, support and respect its students
• Encourage and challenge all students to respect themselves and the opportunities the school provides
• Provide a structured pastoral care programme to help meet the needs of all students and monitor the progress of each student across the whole curriculum
• Emphasise a focus on collaboration between the school and the home with a view to addressing issues of concern about the students

(A) Strategy

The Whole School strategy to develop Pastoral Care in St. Mary's is very strong. The following roles form parts of the strategies that are already in place in the school and are subject to regular review:

1. Principal
The principal has overall responsibility for the fair and consistent administration of the Code of Conduct and the pastoral systems and ensuring procedures are in place in the school to encourage, support and affirm both staff and students. He/ she ensures that the necessary support structures are in place to implement an effective Pastoral Care policy.

2. Deputy Principal
The DP has overall responsibility for the discipline of students. He/she will develop and monitor the school's policy on discipline and pastoral care. The DP will prepare an orientation package for all new staff in the school, making them aware of the school's policies in these areas. He/she records students' attendances and, in conjunction with the Attendance Officer and the Home-School Liaison officer, will implement adequate follow-up procedures on students whose attendance at school is poor. The discipline and welfare of students will be monitored on a weekly basis at a meeting of the DP and the Year Heads.

3. Year Heads
Year Heads familiarise themselves with all students in their year groups, including relevant background information such as medical needs, learning needs etc. They will also meet parents at year-group meetings, parent-teacher meetings and by appointment. Year heads encourage students to take responsibility for their own actions and to be independent. They spend a lot of time advising and counselling students in their care, as well as following up on referrals from classroom teachers.

4. Class Teachers
The Class Teacher is a voluntary role. Class Teachers meet their individual classes every morning at 8.55 am for registration. At registration a roll is taken and sent to the DP, absence notes from parents are checked and school uniform is monitored. This registration period also provides a mechanism for the development of a good student-class teacher relationship. In this way the Class Teacher becomes the most important link in the Pastoral Care system. The class teacher works closely with the year head of the group.

5. Subject Teacher
Apart from the obvious role of imparting knowledge of a particular subject, the subject teacher is encouraged to develop a good working relationship with the students and a caring environment in the classroom. It is crucial that the attitude displayed by the subject teacher is consistent with the school's Pastoral Care policy. Subject teachers also record attendance and check their records with the Absence List distributed each morning by the DP.
6. Programme Coordinator
The programme coordinator is responsible for promoting, coordinating and monitoring the Transition Year (TY) students and the students taking the Leaving Certificate Vocational Programme (LCVP). He/she also looks after the discipline and pastoral needs of the students in TY. These students are encouraged to be innovative and participate fully in the spirit of these programmes. The coordinator meets the parents of all Third Years at an annual meeting to provide advice and assistance to them in making choices with their children in relation to senior cycle.
7. Guidance Counsellor
The Guidance Counsellor, as well as providing advice on careers to all students, coordinates many of the support structures in the school. He/she plays a major role in assessing the academic ability of all new students to the school, monitoring special educational needs and helping to arrange assistance for these students. He/she is available to meet students during the school week and advise and support class teachers, year heads, the DP and the principal.
8. Pastoral Care Team
This team consists of a group of teachers, whose members vary from year to year, who each take responsibility for a number of students and provide support for them during the school year. The form of support varies from chatting with those who need someone to talk to, encouraging better attendance and participation in school to trying to retain a student who is in danger of dropping out altogether. Subject teachers or year heads identify the 'at risk'students in need of support and give the names to team members. The Care Team members meet regularly to discuss progress.

9. Homework Club
A teacher will be timetabled (subject to sanction) every week to help students who are having difficulty with homework.

10. SPHE
All students in Junior Cycle and Transition Year have a Social Personal and Health Education (SPHE) class. This class supports the personal development, health and well-being of young people and helps them to create and maintain supportive relationships.

11. Home-School Liaison
The role of the HSL teacher is to keep channels of communication open between the home and the school. The intervention of the HSL teacher becomes necessary when parents fail to respond to communication from the school or if parents have a genuine reason for failing to attend the school to resolve a matter relating to their child. This teacher also contacts parents of new students, apart from First Years, who arrive in school during the school year to establish if there have been any difficulties in the settling-in process.

12. Special Needs Education
Students with special educational needs are identified at enrolment by the enrolment form, a letter to parents seeking information and by visits to the primary schools by the principal and the guidance counsellor. All incoming students sit an assessment test and the results of this assessment are discussed with the student's primary school teacher. The Special Needs teacher in the school will work with these students in small groups. The Department of Education and Science may grant resource hours to students and other subject teachers will be involved.

13. Attendance Officer
The Attendance Officer, in conjunction with the DP, notifies parents of students whose attendance is a cause for concern.

(B) Integration

The integration of these various strategies is important to prevent unnecessary overlapping of limited resources and to attempt to meet the pastoral needs of all students. There is a need to introduce these interventions at the beginning of each school year to ensure each staff member is aware of them and knows how to go about placing a student with a particular need. There is also a need to review each strategy at staff meetings on a regular basis.

(C) Evaluation

Evaluation of our Pastoral Care system is based on:

• Feedback from staff, students and parents
• General atmosphere around the school
• Enrolment
• Retention of students enrolled
• Attendance records of students

(D) Future Plans

• To effect better integration and coordination of roles of those involved in the Pastoral Care system
• To try to arrange greater liaison between Year Heads and their Class Teachers by allocating time to meet
• To provide inservice to staff on issues relating to Pastoral Care
• To provide opportunities for those involved in the Pastoral Care system to review and evaluate their respective roles

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Student Leadership

Policy
o To promote an awareness among students of the need for and practice of good leadership in school
o To develop their leadership skills in order to allow them fulfil their roles as leaders both in school and in the broader community.
Strategy
1. To have a Student Council

Functions of S.C
· To represent the views of the student body to the school management. This would involve talking and listening to the student body, considering their views and concerns and discussing these with school management.
· To promote good communications within the school community as a shared responsibility. The Student Council can contribute to this process by keeping a student council notice board or by organising a regular newsletter.
· To assist with or organise fund raising events for charity both within the school and involving the wider community.

Composition of S.C.
2 x 1st year
2 x 2nd year
2 x 3rd year
1 x Transition year
2 X 5th year
3 x 6th year
Election
· Students interested in running for S.C. collect a proposal form from the coordinating teacher.
· A completed proposal form requires the signatures of one proposer and five seconders from within the year group
· The candidate then returns the completed form to the coordinating teacher.
· Students with a poor discipline record as indicated by two or more referral forms on behaviour are precluded from putting themselves forward for nomination as candidates.
· Class teachers are involved in informing students of the rules and procedures of the election and in promoting the concept of the S.C.
· Ballot papers and a register of electors are then prepared under the instruction of the coordinating teacher whose responsibility it is to operate the election.

Training
The school will provide training for the S.C. shortly after the election. This will be organised by the coordinating teacher who will research and select a suitable course and venue.
Evaluation
The coordinating teacher will report to the Principal as required and to the staff at a staff meeting on the activities of the S.C. The chairman of the S.C. may be required to address the Staff/Board of Management.

Future Development
· As a priority, formulate a written charter that will govern the goals, ambitions and work of the Student Council in this school.
· Investigate opportunities for leadership training in the local area.

2. To have a Meitheal Group.
Role of Meitheal Group
· To help first year students integrate into their new school through different organised activities during the year.
Procedure
· Fifth Year students will be invited each year to apply for a place. in the Meitheal group.
· A student from the present Meitheal group will speak to the Fifth year R.E. classes about the experience and training involved.
· Based on interview, ten students will be selected and trained.
· The coordinating teacher will monitor their work through the year.
· The Meitheal group will work with the First Year Yearhead in the delivery of the integration programme at the beginning of the school year.
Evaluation
The coordinating teacher will report to the Principal as required and to the staff at a staff meeting on the activities of the Meitheal team. Future Development Investigate the development of a formal integration programme for first years.

3. To operate An Gaisce and Edmund Rice Awards' schemes in Transition Year.

The Transition Year coordinator will initiate and promote these schemes and give an annual report to the staff at a staff meeting.
Future Development
Investigate all opportunities for leadership award/promotion suitable for the Transition Year Programme.
Future development of Student Leadership Policy
Investigate how the organisation and workings of the Debs' committee could be incorporated in the strategies of leadership development.

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Crisis Response Policy

Response Team: Principal, deputy principal, year heads, guidance counsellor(s), home-school liaison and the chaplain

TRAUMA RESPONSE PLAN

The first step is to establish the facts and then meet the Response Team to consider the following issues:

Informing students and staff, contacting parents, visiting the home of the bereaved – Principal, Year Head, Class Tutor
Organising a school assembly
Alerting outside agencies such as Counsellors, Samaritans, etc., if appropriate
Agreeing a common statement with regard to the crisis
Assigning tasks within the group

Informing the various parties

All those needing information will receive it as soon as is practicable. A common statement is agreed when informing students and others as this will help to reduce the spread of rumour. Attempt to alert and inform staff in the first instance. If at all possible, the students will be told at the same time in no larger than normal class size. The statement will be communicated in a sensitive manner, giving the facts, highlighting any supports available and indicating the actions that are planned.

Liasing with the Press

One person only will be nominated to act as a liaison. In preparing a press statement thought will be given to the following suggestions:

Priority to be given to the sensitivities and needs of those affected directly by the crisis
The non-release of names addresses and telephone numbers
Rely on facts and avoid speculation
Agree with the press a time for briefings if this is necessary in an ongoing situation, nominating the location of the briefings

Others to be informed: When possible, the chairperson of the Board of Management will be informed and a decision on whether an emergency meeting of the Board is necessary will be taken.

It may be appropriate to inform the school’s insurance company and other concerned agencies.

3. Short-term Action

The action that is needed in the short-term will obviously be very dependent on the nature of the crisis. Actions will come under a number of headings:

Students
Staff
Parents

STUDENTS
The Principal will inform the student body at the earliest possible opportunity, beginning with the deceased student’s class or classes. If possible, the Class Teacher or another appropriate person such as the Guidance Counsellor or Chaplain will accompany the Principal and remain with the class after his/her departure. He/she will also explain the routine for the day and the following days and the arrangements which will be available for students to see the Guidance Counsellor, Chaplain and other support services.

The school will put in place a support system for students. Such a system will again involve those staff who are willing and able to offer support, together with outside professionals where required, time and resources to carry out their role, a method of supporting each other, and a review of their effectiveness.

Contact with home in the initial stages of a crisis will be encouraged. Parents need to be able to contact the school if they have information that will help the school in any way in caring for their child.

The involvement of students in any funeral or other services will be discussed. At all times the rights of the deceased family to privacy will be respected.

The students may wish to organise some service or ritual within the confines of the school. They will be consulted as to the nature of such a service. Such an event may be of great benefit to staff and parents.

Attention will be given to the possible signs of distress being exhibited by students. In noticing possible signs, it is important to say that these are not necessarily indicative of stress in relation to a trauma. Rather they are merely prompts to staff as they “watch out” for the students in their care. Such signs will be related to uncharacteristic behaviour, for example, being unusually quiet. Students will be asked their “permission” regarding discussing their feelings and reactions to a crisis. Freedom to be upset is important for anyone responding to a trauma.

Constant reminders will be given in relation to the supports that are available within the school.
We will focus on the friends of a bereaved student, as they can be the best source of support. Often the bereaved student may not wish to speak to an adult and may rely heavily on friends. These close friends may need support as they attempt to find ways to be of help.

STAFF:
Many staff, following a trauma, may need to air their feelings and reactions. It may be helpful to consider a number of options such as: staff meeting, inviting in professional help, a staff prayer service, a simple confidential questionnaire to determine the needs of the staff.
Care will be taken of those staff directly involved with the trauma to ensure they receive support, are not overworked, and have time to de-brief.
Staff who feel for whatever reason, that they are unable to be involved in the school’s direct response to the trauma will be able to opt out readily.
The guidance counsellor, chaplain and other members of the Pastoral Team will be the key resource in the short and medium term response.
PARENTS:
The school will have some role to play in supporting parents concerned with a trauma. This will vary depending on the nature of the crisis and the resources available to the school.
The school will nominate contact people for parents to liase with, particularly in regard to monitoring the progress of their children.
Parents may be involved in a school liturgy following a tragedy.

4. Funeral Services:
The appropriate form of representation will be discussed with the bereaved family.
Students will be prepared by the school ahead of the funeral.

Representatives of the school will visit the home of the bereaved. If students request to visit the home, their parents and the bereaved family will be consulted to check that this is appropriate.

5. Medium and Long-term Action:

Students returning to school after a major accident or bereavement cannot be easily categorised in terms of their needs. The Pastoral Team will be a useful resource in seeking to support each student appropriately. Care will be taken to monitor their relationships with peers and teachers; falling behind in academic and other work; involvement in extra-curricular activities.

A special day of reflection/retreat may benefit the class affected by a tragedy and this will be organised if deemed appropriate by qualified personnel.

The school holds an annual remembrance, ‘In November We Remember’ for all those connected to the school community who have died. Students, staff and parents are encouraged to record the names of those they would like remembered.

6. Review:
All procedures will be checked and reviewed in the light of experience.

PRINCIPAL’S CHECKLIST/ITEMS FOR CONSIDERATION

The following is a checklist of things to consider on the morning of a tragedy. They are not written in order of what must come first etc. It is important for a Principal to take time to plan what he/she must do and what is appropriate to say to all concerned.

Take time to let the news sink in.
Call a meeting of the Pastoral Team, include Year Head and Tutor of deceased student (see notes on same).
Put together as much factual information as possible.
Inform staff what has happened.
Discuss school routine for the first day with the staff.
Identify particular students who may need to be told individually, e.g. close friends, relatives etc.
Inform the pupils that a student has tragically died and explain that this is something everyone will find difficult to cope with. Explain school routine for the day and support and back-up for the students.
Contact Local Health Board Crisis Service.
Make contact with the family of the deceased.
Meet with key staff who can offer student support and decide on the format for this.
Decide on any other arrangements which need to be made on the first day, e.g. prayers for the student and his/her family.
Check in with staff in the staff room during the day and keep abreast of what is happening in the school.
Be aware of any particular teachers who may be particularly distressed, e.g. teachers who are recently bereaved themselves or who have had prior experience of suicide in their family.
Encourage staff to come to you during the day and let you know how things are going.
Find out details of the funeral etc. and communicate this to staff and students.
Make contact with the bereaved family.
At the end of the first day review events with staff and make plans for the following day.
Make staff aware of students who are particularly vulnerable and what supports will be available to them.
If there is a likelihood of interest from the media discuss a strategy to deal with any such requests.

Long Term:
In-service for Form Teachers and staff to help them explore death, dying and grief with students.

 

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Policy on Vetting of School Personnel
at St. Mary’s Academy CBS

Introduction

All applicants for employment in the school, whether in a paid or a voluntary capacity, will be asked to complete a job application form appropriate to the post. Applicants will also be asked to confirm in writing their agreement to be vetted for the post and their acceptance of the school’s policy on satisfactory vetting as a requirement for appointment to the post should they be chosen as the preferred candidate.

Rationale

In the context of the school’s Mission Statement and of its commitment to the care and protection of its students and of all who work in the school, the Board of Management has adopted the policy set out hereunder to govern its application of garda vetting as part of its recruitment practice.

The policy has been framed in compliance with:
DES circular letter 0094/2006
The Child Protection Guidelines for Post Primary Schools (DES 2004)
The Data Protection Acts 1988 and 2003
Employment Equality Acts 1998 and 2004
Equal Status Act 2000
Industrial Relations Act 1990
The Garda Central Vetting Unit’s Code of Practice

Goals

To ensure that the school is a safe and secure environment
To ensure that vetting of school personnel is carried out:
o to the highest standards of good practice
o in compliance with all legal and ethical obligations
o in an open, transparent and just manner
o with an assurance to applicants for vetting that the highest standards of confidentiality are observed.

The Policy

In phase one, all new staff being recruited from 1st September 2006 or later who have not been employed in a recognised primary, or post-primary school, in a Youthreach, VTOS, Junior Education or Traveller Training Centre in this state at any time since 1st September 2003 must be vetted now (circular 0094/2006). All new staff means all personnel working in a full-time, part-time, voluntary or student capacity who will have unsupervised access to children and vulnerable adults (para 2.3 of 0094/2006).

The extension of vetting to other school personnel will be notified to school management in due course.
At the completion of the selection process, when the preferred candidate has been selected, the candidate must complete a Garda Vetting Application Form.
All offers of employment will be in writing and will be “subject to satisfactory vetting”.
Failure to complete the Garda Vetting Application Form will disqualify the candidate and no offer of employment will be made to him or her.

The provision of inaccurate information on the Garda Vetting Application Form, such as an inaccurate date of birth or address, may disqualify.
(Note that in this jurisdiction there is no such thing as a “spent” conviction)
The attached schedule sets out those offences or categories of offences which will disqualify candidates.
It also sets out other offences or categories of offences which may disqualify. In deciding whether a particular conviction renders a candidate unsuitable for appointment, the school will have regard to:
• the nature of the offence and its possible relevance to the post;
• the age of the offence (offences many years in the past may be less relevant than more recent offences);
• the frequency of the offence (a series of offences will give more cause for concern than an isolated minor conviction).
• Offences which are not sexual or violent in nature or drug related offences of a minor nature committed before the age of 18 will be judged in the light of the age of the applicant at the time of the offence.
• Where the vetting process discloses pending prosecutions or unsuccessful prosecutions, such prosecutions will be assessed in the light of the nature, age and frequency of the alleged offence(s) and of the age of the candidate at the time of the alleged offences.

Roles and Responsibilities

The Principal will be designated as the Line Manager and will be responsible for the implementation of this policy
The Principal/Line Manager will conduct the process on behalf of the school in conjunction with the Joint Managerial Body (JMB) and, through the JMB, with the Garda Central Vetting Unit (GCVU).
The Principal should meet the applicant in person and in privacy. The applicant will be informed of the nature of the disclosure and will be given an opportunity to respond to it. The Principal may wish to be accompanied to this meeting by the Chairperson of the Board or the Manager. In such an instance the applicant should be informed that the Chairperson or Manager will be present and the applicant should also be afforded the option of being accompanied to the meeting.

The Principal/Line Manager should be authorised to determine if the outcome of the vetting of a candidate has been satisfactory or not, the determination being made in accordance with the school’s policy on vetting. Should the Principal/ Line Manager deem it necessary, he/she may consult the Chairperson of the Board of Management /Manager before reaching a decision.
The only circumstance in which a disclosure of convictions or prosecutions would be made known to the Board of Management would be where the applicant consents that they be consulted.
Where the applicant applies to the school for a copy of the garda vetting disclosure document, a copy will be given to him/her.
The Eight Rules of Data Protection will be strictly observed by the school.

Implementation

This policy will be effective from the date of adoption by the Board of Management. The school’s Vetting Policy will be made available to candidates for employment, paid or unpaid.
It will be included on the school’s Job Application Form(s), such that the candidate’s signature on that form confirms that he/she is aware of the school’s policy on vetting and accepts the school’s policy that satisfactory vetting is an essential requirement for appointment to a post in the school. The form should authorise the Principal/Line Manager to receive disclosure of the outcome of garda vetting and to have regard to it in determining if the candidate may be appointed to the post.

Policy Review

This policy will be reviewed as necessary and particularly to comply with any relevant legislative changes.

Policy adopted by the Board of Management

Signed: ______________________________
Chairperson, Board of Management

Date: ________________________________

 

Schedule of offences or categories of offences which may or will disqualify candidates

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SUSPENSION AND EXCLUSION POLICY

Introduction

Through its Code of Conduct- and in line with the Mission Statement- St. Mary’s Academy CBS aims to create a calm and ordered atmosphere in a caring and supportive working environment based on respect for self and respect for others. In cases where pupils fail to observe the Code of Conduct it is necessary, for the good of the school community as a whole, to impose sanctions on such pupils including suspension or exclusion where warranted.

This policy outlines the school’s approach to suspension and exclusion and has been formulated taking due consideration of the rights and responsibilities inherent in the Education Act 1998, Education Welfare Act 2000, Equal Status Act 2000 and the principles of fairness and natural justice.

Suspension Principles

In certain cases of unacceptable behaviour it will be in the best interests of the school community and/or the pupil involved to remove the pupil from the school for a period of time. Under the Articles of Management for Secondary Schools the Principal has the authority to suspend a pupil from attending school for a period up to and including 3 days. Suspensions beyond 3 days are the responsibility of the Board of Management.

The Principal/Board of Management will exercise this authority in a fair and non-discriminatory manner having regard to his responsibility to the whole school community and to the principles of natural justice.

The primary purpose of suspension is one of corrective support rather than punishing pupils for misbehaviour. It is the intention of the school that suspension allows pupils the time, under the supervision of their parent/guardians to reflect on their unacceptable behaviour; accept responsibility for the behaviour that led to the suspension and to change their future behaviour to meet the expectations of the school.

In general there are two sets of circumstances under which suspension will be imposed:

• Serious breaches of the Code of Conduct that indicate that the pupil should be removed from the school. In cases where health and safety could be a risk it may be necessary to suspend a student with immediate effect pending an investigation and the following of due procedures.
• Repeated less serious breaches of the Code of Behaviour that have not been rectified by disciplinary measures short of suspension. In such cases formal written warning detailing the unacceptable behaviour will have been submitted to parents/guardians along with an explanation of what is required of the pupil.

Serious breaches of the Code of Conduct include, but are not limited to:

 

• Endangering the safety or health of any member of the school community
• Bullying (as outlined in the school’s Anti-Bullying policy)
• Disrespect or defiance towards or harassment or intimidation of a member of staff
• Possession, use or supply of prohibited substances (outlined in policy on Substance Abuse) in the school, on school trips, or in the course of any school-related activity.
• Deliberate vandalism to school property or the property of a member of the school community.
• Interference with or persistent disruption of teaching and learning.
• Refusal to obey clear and reasonable instructions of staff members on a repeated basis
• Smoking anywhere inside the school grounds.
• Chewing gum – due to the damage it causes to clothing and other property
• The use of obscene, abusive, or otherwise inappropriate language.
• Stealing, fighting or the possession of offensive weapons. In addition to being serious breaches that incur suspension, these are criminal offences that will be reported to the appropriate authorities.
• Tarnishing the good name and reputation of the school.
• Truancy and leaving school without permission
• Non-compliance with the school’s policy on uniform, jewellery and hair

 

Less serious breaches of the Code of Behaviour include, but are not limited to:

• Failure to complete assigned homework
• Such classroom disruption as inattention, talking without permission, passing notes, and failure to have the books and equipment required for class.
• Inappropriate use of mobile phones in school

 

Suspension Procedure

In the event that the Principal exercises his/her authority to suspend a pupil for a fixed duration, the following procedure will be used:

• The pupil will be informed of the precise grounds that gave rise to a potential suspension and will be given an opportunity to respond before a suspension decision is formalised
• The parents/guardians of the pupil will be informed in writing of the situation and invited to come to the school for a meeting, if there is any dispute of the facts
• In cases where the suspension is to take effect immediately, such as in the interests of health and safety, parents/guardians will be informed by telephone, with written follow up
• Pupils will not be sent home during a school day unless collected by a parent/guardian or some other suitable arrangement is made. All suspension decisions will include a formal letter of notification that will include, at least:

 

• Notice of the suspension
• Effective date of the suspension
• Duration of the suspension
• Reasons for the suspension

 

Where appropriate, this letter may also include some or all of the following

• Expectations of the pupil while on suspension
• Reference to the importance of parental assistance in resolving the matter causing suspension.
• A statement that the pupil is under the care and responsibility of parent/guardians while suspended.
• A statement that the Education Welfare Board has been informed of the suspension.
• Information of the appeal rights and procedures regarding the suspension.
• Requirements to be met for the pupil’s return to school.

 

Suspension Removal

As the principles of natural justice demand that there should be available a right of appeal to a higher authority, a pupil or his parents/guardians may appeal the Principal’s decision to suspend to the Board of Management. Such an appeal must be made in writing to the chairman of the Board of Management, stating the grounds on which the appeal is being made. However, the school may insist that the pupil remain at home while the appeal proceeds. In the event that an appeal is successful, the suspension will be lifted and if the suspension has already been served, it will be expunged from the pupil’s record.

 

An appeal of a suspension decision may also be made under Section 29 of the Education

Act where a student has been suspended for 20 days or more. Information regarding this right of appeal will be provided with formal notification of the suspension, if applicable.

Beyond success in such appeals, a suspension may be rescinded in the following circumstances:

 

• New circumstances come to light after the suspension has been applied that would have mitigated the sanction had they been known beforehand.
• Other mitigating factors consistent with the application of the Principles of Natural Justice.

 

Suspension Completion

Upon completion of a suspension, the following procedures may apply for the formal reintroduction of the pupil into the school.

• Parents may be requested to attend with the pupil upon his return to school.
• A written or verbal apology may be required for the pupil for his misbehaviour.
• The pupil may be required to enter into a contract of good behaviour or other conditions that may be specified before returning to school.

Exclusion Principles

Exclusion is the ultimate sanction imposed by the school on a pupil and as such, will only be exercised by the Board of Management in relation to cases of extreme indiscipline. In cases where the Principal judges that a pupil’s actions are such that exclusion should be considered, the Principal will refer the matter to the Board of Management. Given the severity of the potential sanction, the school, in accordance with the principles of Natural

Justice, will investigate extreme indiscipline cases thoroughly in advance of any hearing that could result in exclusion:

In general, there are two sets of circumstances in which exclusion may be considered to be appropriate by the school:

• Cases where the in-discipline of a pupil is so pervasive that teaching and learning become extremely difficult. Such cases include but are not limited to:

 

• The pupil being so disruptive that he is seriously preventing other pupils from learning.
• The pupil being uncontrollable and not amenable to any form of school discipline or authority.
• Parents/Guardians being unable or refusing to exercise their responsibility for the pupil.
• The pupil being a danger to himself or to others.
• When guarantees of reasonable behaviour following repeated suspensions are not forthcoming or not being met.
• The pupil’s conduct acting as a source of serious bad example and having an adverse influence on other pupils in the school.

 

• First time offences of a very serious nature. Such cases include but are not limited to:
• Serious assault.
• Trafficking/ using drugs during the school day, including lunch breaks
• Serious burglary or theft causing major damage to school property
• Gross insubordination to the Principal or other staff members.
• Brandishing of an offence weapon.

 

 

In the interest of ensuring a fair and even-handed system for the imposition of exclusion, the Board of Management may, among other things, take account of the following factors in determining exclusion:

 

• The age and state of health of the pupil
• The pupil’s previous record of behaviour at the school
• Any mitigating circumstances unique to the pupil that might reasonably be taken into account in connection with the behaviour leading to the suspension.
• The degree to which parental, peer, or other pressure might have contributed to the behaviour.
• The severity of the behaviour, its frequency, and the likelihood of recurrence.
• The extent to which the behaviour impaired or will impair the normal functioning of the pupil and others in the school community.
• The degree to which the behaviour was a breach of the Code of Conduct
• Whether the incident leading to the suspension was the result of the pupil acting alone or as part of a group
• The degree to which the pupil recognises and accepts that his behaviour was unacceptable and is prepared to exhibit genuine contrition and commit to acceptable behaviour in the future

 

Exclusion Procedure

 

 

Except in exceptional circumstances, exclusion will only be resorted to after the Principal has:

 

 

 

• Ensured that all discipline options under the Code of Conduct have been applied and documented.
• Ensured that all appropriate support personnel have been involved
• Ensured all other procedures, referrals, supports have been exhausted
• Ensured that discussion has occurred with the pupil and parents/guardians regarding specific misbehaviour that the school considers unacceptable and that may lead to permanent exclusion
• Provided formal verbal and written warnings at appropriate times dealing with such behaviours and provided clear expectations of what was required of the pupil in the future
• Recorded all action taken and copied all correspondence
• Informed the parents/guardians of his/ her intention to recommend exclusion to the Board of Management.
• Invited the parents/guardians to the Board of Management hearing.
• Invited to parents/guardians to make a written submission in advance of the Board Meeting
• Provided in advance the parents/guardians with a full, written description of the allegations against the pupil and the case being made at the Board, together with copies of all documentation, statements, and other materials supporting that case.
• Made a formal recommendation to the Board with full supporting documentation following these actions by the Principal, exclusion will still only occur after the Board of Management has:

 

• Heard the Principal’s case against the pupil, which should be made in the presence of the parents/guardians
• Heard the response of the parents/guardians
• Examined all the documentation
• Considered the pupil’s record in the school
• Ensured that the Principal is not present for the Board’s decision on the matter and discussed the case in detail
• Considered all the commitments made in the Code of Conduct and made a final decision to exclude.
• Communicated the decision to exclude to the parents/guardians formally by registered letter
• Informed the Education Welfare Officer under Section 24 (1) of the Education Welfare Act 2000.

 

 

The formal letter of notification will include:

 

• Notice of the exclusion
• Effective date of the exclusion
• Reasons for the exclusion
• A statement that the Education Welfare Board has been informed of the exclusion.
• A statement that the pupil is under the care and responsibility of the parents/guardians for the period of 20 days required by the Education Welfare Officer to examine alternative provisions for the education of the pupil.
• Information and documentation on Appeal rights.

 

 

Exclusion Appeals

 

Parents/guardians have the right to appeal a decision of the Board of Management to exclude a student to the Minister for Education or to an authority delegated for such appeals by the Minister under Section 29 of the Education Act 1998.

Permanent exclusion may be appealed by a parent/guardian, by a student (over 18 years), or by the National Education Welfare Board. Any such appeal must be lodged within 42 calendar days of the decision of the Board of Management.

 

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Acceptable Use Policy for Internet

 

INTRODUCTION
The Internet links thousands of computer networks around the world, giving St. Mary’s Academy CBS students access to a wide variety of computer and information resources. In general, electronic traffic passes freely in a trusting atmosphere with a minimum of constraints.

 

The school does not have control of the information on the Internet. Some sites accessible via the Internet may contain material that is inappropriate for educational use in a school’s setting. We do not condone the use of such materials and do not permit usage of such materials in the school environment.

 

St. Mary’s Academy CBS specifically denies any responsibility for the accuracy or quality of information obtained through its Internet accounts.

 

School's strategy

The school will employ a number of strategies in order to maximise learning opportunities and reduce risks associated with the Internet. These strategies are as follows.

• Internet sessions will always be supervised by a teacher
• Access will be allowed only to approved educational sites
• The school reserves the right to regularly monitor and archive pupils Internet usage
• Virus protection software will be used and updated on a regular basis
• Students will not visit Internet sites that contain obscene, illegal, hateful or otherwise objectionable materials
• Students will not send or receive any material, by email, that is illegal, obscene, defamatory, or that is intended to annoy or intimidate another person
• Students will not reveal their own or other people's personal details, such as addresses or telephone numbers or pictures.
• Students will not arrange to meet someone outside school via school email.
• Students are not permitted to have access to chat rooms or discussion forums
• Face to face meetings with someone organised via Internet chat will be forbidden

 

Student Guidelines

Any action by a student that is determined by their classroom teacher or a system administrator to constitute an inappropriate use of the Internet at St. Mary’s Academy CBS or to improperly restrict or inhibit others from using and enjoying the Internet is a violation of the AUP.

Transmission of material, information or software in violation of any school policy, or law is prohibited and is a breach of the AUP.

Violating the Acceptable Use Policy may result in:

• restricted network access,
• loss of network access,
• disciplinary or legal action including, but not limited to, criminal prosecution under appropriate laws.

 

In order to ensure smooth system operations, the System Administrator has the authority to monitor all accounts. Every effort will be made to maintain privacy and security in this process.

 

Similar guidelines apply to all members of the school community that use the Internet.

 

Ratified by the Board of Management in September 2003

 

The Guidance Plan

 

Mission / Value Statement

An effective School Guidance Plan helps to build a Christian, caring community. Each person is respected as an individual with similarities and differences to others. We endeavour to provide a safe environment at St. Mary’s Academy where the needs of students are identified and every effort is made by staff and by the school to meet these needs.

Everybody has talents and skills and we assist students in identifying these and making effective use of them. Each student in the school is encouraged to fulfil his potential. We recognise that our student population comes from a variety of religious and cultural backgrounds and every effort is made to give them a sense of belonging in the school. The holistic development of each child in our care is of the utmost importance. We will endeavour to create an enjoyable environment where students and staff are proud to be associated with our school.

 

Mission Statement

To create a Christian, caring community of learning in which each member

• Is encouraged to recognise and develop his/her talents and abilities to the full
• Is respected as a unique human being and
• Enjoys a sense of confidence and belonging
  

 

The mission statement for guidance reflects the values of the school and underpins the development of school policy in the guidance counselling functions. It seeks to emphasise the educational and religious ethos that permeates all aspects of the Christian Brothers community of schools.

Our School

Our school is an all-boys voluntary secondary day school with a current enrolment of 510 students. The school dates back to 1859 but is on its present site since 1962. The first lay principal was appointed in 1986. The enrolment is a mix of rural and urban children from different socio-economic backgrounds with a wide range of academic abilities. About 5% of the students are non-nationals and we have six children from the travelling community. There are 27 permanent teaching staff with a further 6 teachers working in a part-time or temporary capacity. About 75% of students go on to further education and the others go straight to the workplace.

 

Formulating the Plan

A questionnaire was devised and distributed to the staff, the students and their parents to establish the importance, from the various perspectives, of different aspects of guidance offered in the school. The guidance counsellor in the school availed of inservice offered by the School Development Planning Initiative (SDPI) over the course of the year and this inservice will be offered over the coming year to develop the plan. A group of six teachers has been working on this draft for the past year.

The questionnaires provided very useful feedback in relation to aspects of guidance offered by the school and made it possible to compile a ‘custom and practice’ list.

Custom & Practice

Guidance offered to Incoming First Years

Aims

To make transition from Primary to Secondary school as easy and stress free as possible, to help students in their choice of schools and to get as much background information as is necessary and appropriate.

Strategies

1. The Principal and G.C. visit all schools in the catchment area in November prior to the Open Evening to make students aware of what St. Mary’s Academy has to offer and to invite them to attend our Open Evening
2. Open Night: Open to all Fifth and Sixth class students and their parents to give prospective students and their parents the opportunity to see the school and the facilities available, to meet with the teachers and students and to get all the information they need to help them decide which secondary school best meets their needs.
3. Assessment Day in March, following enrolment, to test the potential of incoming First years, to identify those needing resource hours and to identify those needing Special Education.

Procedure:

• Decide in consultation with other members of staff, and the staff of the primary schools, the most appropriate tests to be used
• Plan the day, from venues to personnel required
• Make sure students are at ease and understand all instructions.
• Ensure consistency in relation to administration and marking of the tests

G.C. visits schools to discuss results of assessments with primary teacher and gets background information on incoming students

1. Information Night in May for Parents of Incoming students.

This meeting is organised to give parents of enrolled pupils more detailed information on the school i.e. Code of Conduct, Student Charter, Uniform, Books, Pastoral Care structures etc, and provide an opportunity for parents to ask questions

1. Induction Programme

The First Years attend for a half-day on the first day of the new academic year. Emphasis is on settling in, getting to know their way around the school and meeting their teachers briefly. Efforts are made to help students mix, get to know each other and especially to integrate students coming on their own from smaller schools who do not know anyone. The Meitheal Team works with the students in their first few weeks in school to help 1 st Years to settle in. The Year Head and class teachers play a very important role. Class teachers take extra time with their classes during the first week to help them in every way.

 

(B) Students Making Appointments with Guidance Counsellor

In order to avoid misunderstandings it is good practice to give students Appointment Cards when they have a planned appointment with G.C.

Students can request appointments after class or at designated times like 8.50am or 1.50pm . The student’s name, date and time of appointment are clearly written on the card. Students should show the card to their teacher and ask permission to leave class. After interview the G.C. will sign and give time of the end of interview. On return to class, the students will show this to their teacher.

There will of course be times when students will request a crisis meeting, where this procedure will not apply

(C) Work Experience

Work Experience is an integral and most important part of Career Planning. The purpose is to give the students an opportunity to get hands-on experience on one of the careers that they are seriously considering.

Serious planning should go into organizing work experience months in advance. The G.C. should explain in class the purpose and aims of the Work Experience. The students must consider carefully where they can acquire the most relevant experience. The G.C. will help and advice them of suitable employers in the area. Students must contact the employers themselves and organize the placement. A letter from the school explaining the Insurance cover must be sent to all employers.

Subject teachers are asked to monitor 3 or 4 students each and select these students from the list available in the staff room. Before the students go on work experience, the teachers should discuss the location and get a contact number of employers. They will arrange for students to deliver the Thank You letter and Reference sheet, if they are not in a position to visit the employers during the placement week. It is most important that teachers visit if at all possible, or to at least make contact with each employer during the placement

Debriefing and evaluating is most important. Students must present a written report/journal of approximately 200 words when they return to school describing their experiences.

 

(D) Mock Interviews

Objective: To prepare students for the real interviews, help them to gain confidence.

All Leaving Cert students have the opportunity to do Mock Interviews, and are encouraged to do so. The Parent Council assist in organizing interviewers and in providing refreshments when finished.

Students decide on which Career/Course they wish to be interviewed for e.g. Engineering, Garda, Army, Teaching etc. They must submit a typed C.V. in advance.

The G.C. in cooperation with Parent Council, and possibly the Rotary Club, organizes the interview panels. A timetable for the interviews is drawn up.

Format: Students are interviewed for 12-15 minutes on the career of their choice. They then leave the room while the interviewers assess their performance. They are then recalled where they are given feedback on their performances and positive hints on how they might improve for their next interview. Sometimes a written report is given.

 

(E) Open Days

Purpose: Open days are an integral part of the Careers Research. They give the students the opportunity to view the college campus and facilities and to get first hand information on the courses of interest to them. Students need to be selective in the Open Days they attend to avoid time wasting and avoid missing classes.

Preparation is most important in order to get maximum benefit from the Open Day. Students need to be focused on what careers they are interested in and the relevant college courses available. Students are advised to study college prospectus in advance and prepare a number of questions. Students are asked to write a short essay of approx 200 words giving reasons why they wish to attend and showing questions they have prepared. This essay must be returned signed by parent/guardian giving permission to attend.

Students must wear full school uniform and obey the Code of Conduct while on such trips. The G.C. will organize transport where appropriate.

On their return students should write a report on their visit, talks they attended, what they learned, and answers to their questions.

 

(F) Information Night for Parents on Career Options

In March each year a meeting is organised for parents of 3 rd Years and TYO to familiarise them on the subject options and curricular programmes available to their sons. The guidance counsellor and the coordinators of TYO and LCVP provide input. Simultaneously, the options are discussed with the students during school time.

 

(G) Summary of Other Areas of Custom & Practice

 

First Years

Year Head and Guidance Counsellor will interview all First Years after 6 – 8 weeks and identify needs, offer advice on subject choice after sampling optional subjects. (Suggestion – worked well in 1 st Year 04/05).

All students needing resource hours or “at-risk” would hopefully be identified.

 

Second Years

Year head arranges assemblies or other means of regular contact with students to offer advice on discipline and coping with school.

Information and advice would also be offered on subject levels, dropping to Ordinary or Foundation levels etc.

Third Years

The following areas of general guidance would be dealt with in 3 rd Year:

• Study Skills and Exam Technique
• Career Interest Inventory
• Differential Aptitude Tests
• Information and advice on subject levels, dropping to Ordinary or Foundation levels
• Subject Choice: Input from Guidance Counsellor to Students

Subject Teachers

Information Night for Parents

Information on T.Y.O. and L.C.V.P.

 

Transition Year

Research

Interest Inventory

Projects

Work Experience

Preparation for Subject Choice

Outreach Social Programme

 

Fifth Years

Study Skills

Year Head & Class teacher

Levels: Higher V. Ordinary

R.E. programme Social/guidance skills

Emphasis on Research

Interest Inventory

Projects

Use of Internet

QualifaX

Work Experience

Meet individually

Open Days ( UCD, I.T. Carlow )

 

Sixth Years

 

Year Head & Class teacher

 

Levels: Higher V. Ordinary

 

R.E. programme Social/guidance skills

 

 

Careers :

Meet individually

Programme: How to plan, Interest Inventory, Aptitude tests, etc

CAO application system

UCAS applications

Open Days

Job Applications

Interviews

Mock Interviews

Organise Career Information Nights ( CAO & CAS)

Attend Open Days

PLC courses

Talk to Parents re Options, Third Level, CAO etc.

 

All Students

 

Individual Counselling

Referrals to Psychologist

Pastoral Care: Class teachers/all teachers

Parent teacher meetings

Meeting of parents (invitation) by Principal, D-Principal,Teachers

Care Team

 

Guidance and Vocational Preparation

In accordance with the Education Act (1998), schools are required to ensure that students have access to appropriate guidance with the consequence that guidance is an integral part of the school’s curricular activities. Vocational preparation involves planning and organising work-place learning. Schools need to make provision based on work simulating learning experiences relevant to the personal and social, educational and career learning objectives of the school guidance programme. Such experiences include work experience, work shadowing, visits to the work place, training centres and higher education institutes etc.

The following curricular programmes address guidance:

• SPHE
• CSPE
• RSE
• TYO
• LCVP
• LCA

 

Evaluation of Guidance

 

Positive Aspects

• Transition Year students must do three periods a week of community work. This is very well organised.
• The focus of the Transition Year Programme is on developing life skills, rather than academic development. A recent inspection by the DES validated this core principle of TYO.
• Subject choice for senior cycle is well organised, but increased numbers going into 5 th Year is putting pressure on existing system – how can limits be imposed based on existing resources? The guidance counsellor organises a seminar for prospective senior students at which teachers of the various subjects give a short presentation outlining the content of the subject, the aptitude required and the career options available from studying the subject. A booklet summarising all the information will be given to the students for discussion with the families (suggestion for future). The GC also gives a presentation to parents.
• The optional programmes, such as Transition Year and Leaving Certificate Vocational Programme, are explained to students and their parents by the guidance counsellor and the programme coordinators.
• Meaningful study skills seminars are organised for all 3 rd and 6 th Year students.
• Mock interviews for 6 th Years work well, as shown by feedback but a higher level of participation would be desirable
• Most of the GC’s time is spent with senior students, particularly 6 th Years
• Work experience, organised by the GC, seems to be a positive experience for all student.

 

Areas for Improvement

• SPHE requires greater coordination
• CSPE, SPHE/RSE classes are still 25+ students and it very difficult to teach the subject effectively to classes with big numbers
• There are no guidance classes for 1 st and 2 nd year students apart from SPHE and CSPE.
• Study skills programmes for 1 st and 2 nd year students would be beneficial
• The school needs to examine the introduction of a reduced curriculum for students who are unable to cope with the full load at JC

Guidance Policy

The aim of our guidance policy is to provide students with skills to help them to develop and to foster in students a spirit of responsibility and caring for others and to provide them with the skills for life-long learning.

We are committed to providing access for all students in personal/ social, educational and vocational guidance. We will provide as many curricular programmes as our resources will allow and tailor them to the needs of our students. Students with special needs will be identified as early as possible and group guidance sessions will be available for them.

Guidance Policy

All students will have access to individual or group counselling, on request or by referral. Counselling will focus on the domains of educational, personal/ social and career growth and development. Our service will try to balance prevention (developmental) counselling and intervention counselling. Counselling is most effective when integrated into a school climate, which encourages respect, trust, caring consideration and support for all- a climate that we believe exists in our school and is underpinned by the ethos and philosophy of the Christian Brothers, our trustees. Special consideration must be given to students with special needs or different cultural backgrounds.

The GC endeavours to meet anticipated developmental needs before they occur and present proactive programmes in groups. The GC is an advocate for the child and he/ she will provide a caring environment for young people in crisis.

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