1

Scoil Naomh Pádraig

(Buachailli)

ST. PATRICK’S B.N.S. DONABATE

Handbook for Parents

2

CONTENTS PAGE 1. Forward 3 2. Aims and Objectives 4 3. Management Structure 6 4. Parents’ Council 6 5. Home School Links 7 6. Code of Behaviour 8 7. The Spirit of the Code 9 8. Guiding Principles 9 9. Anti-bullying policy 11 10. Recognition, Rewards, Sanctions 18 10. The School Day 20 11. School Uniform 21 12. Parental Permission 22 13. Curriculum 22 14. Literacy & Numeracy for learning & life 23 14. R.S.E. 24 15. Homework 26 16. Monitoring Progress 26 17. Special Needs 28 18. Medical Matters 29 19. Religion 30 20. Child Protection Policy 31 21. Conclusion – Brian Horan 33 22. Appendix : Policies 34

3

Scoil Naomh Pádraig (Buachailli)

St. Patrick’s Boys’ National School

Portrane Road, Donabate, Co. Dublin. Phone: 8436168 Dear Parents, It is with greatest of pleasure that I welcome you to St. Patrick’s Boys’ National School. I know that your son will be very happy in our school and that from the time he enters to the time he leaves us in sixth class, I guarantee that he will reach his full potential. Our school is a very happy, yet hard working school and this is largely due to the dedication and enthusiasm of the Principal and Staff. I am pleased to say that we have a Staff of the highest professional standard. With its fine modern facilities, comfortable classrooms, good management, capable dedicated Staff and a hard-working Parents’ Council, the future of our school looks very bright indeed. Kind regards, Loirín O’Leary, Chairperson, Board of Management.

4

Aims and Objectives

The aims of Primary Education are: 1. To enable children to live full lives as children 2. To equip them to avail themselves of further education 3. To prepare them to live full and useful lives as adults in

society Our general objectives are to help children to: • Develop a positive awareness of self and sensitivity to others

and a respect for the rights, views and feelings of other people.

• Develop self-discipline and acceptable behaviour. • Develop the capacity to make moral judgements. • Develop spiritually. • Extend their knowledge of and develop an understanding of

Catholic traditions and beliefs and a respect for religious traditions and beliefs of others.

• Communicate clearly and confidently. • Listen attentively and with understanding. • Speak clearly and effectively. • Read fluently and with understanding. • Learn the habit of reading for leisure.

5

• Write fluently and legibly with accurate spelling, syntax and

punctuation. • Locate, extract, record and interpret information from various

sources. • Develop a competence in Irish. • Understand computational skills and apply them accurately

and speedily. • Understand and apply mathematical concepts. • Develop analytic and problem solving skills. • Understand and apply basic scientific ideas. • Extend their knowledge of and generate interest in historical,

geographical, social and natural aspects of their environment and cultural heritage.

• Acquire knowledge of and an interest in the history and

geography of places and times removed from their own. • Develop the skills and knowledge to express themselves

through various aesthetic activities including drama, language movement, music and visual arts.

• Develop agility and physical co-ordination. • Acquire a knowledge and understanding of their bodies and

develop a sense of responsibility for their own health. In pursuing these objectives we recognise that all areas of human development (intellectual, physical, spiritual, social etc.) are inextricably linked.

6

Management Structure

A board of Management is appointed every four years and is composed of representatives of Patron, Parents and Teachers. Constitution of Board of Management (i) Two members appointed by and representative of the

Patron, Archbishop of Dublin. (ii) Two members, parents or legal guardians of children

enrolled in the school (one being a mother, the other a father), elected by the general body of parents of children attending the school;

(iii) The Principal Teacher of the school; (iv) One other teacher on the staff of the school, elected by

vote of the teaching staff. (v) Two others co-opted by the above.

Parent’s Council St. Patrick’s Boys’ School Parents’ Council was set up in October 1994. The Aims and Objectives are:- 1. To promote the educational interests of the children. 2. To promote and foster good relations and co-operation

between home and school.

7

3. To act (on behalf of parents) in an advisory and consultative capacity in relation to the school and to improve communication between parents and teachers.

4. To assist in extra-curricular activities. 5. To offer parents – programmes, information etc. which

might help them fulfil their role as the primary educators of their children.

Membership is open to all parents or guardians of children enrolled in the school. An Annual General Meeting is held in October each year. Election of members to serve on the committee takes place at this meeting. The School Principal or his representative is an ex-officio member of the committee.

Home-School Links We believe that an effective education is based on close co-operation between home and school. We would hope that parents will always feel welcome to the school. Problems and difficulties are always easier to resolve at an early stage so please don’t hesitate to contact us at any time. In order to avoid disturbance to class work and so that a teacher can make arrangements to give you undivided attention, please ask for an appointment. The Principal is available by appointment but it is generally best to meet the class teacher first. For our part, we arrange an annual parent/teacher conference when you can discuss your child’s progress. We will also supply you with an annual written report of your child’s progress. Every effort will be made to keep parents informed

8

as to the school’s activities through occasional meetings either for the entire parent body or for those concerned in a particular way with particular school activities. The Parents’ Council issue regular Newsletters and from time to time the Principal will communicate by letter with all or sections of the parent body. Keep searching the schoolbags for notes! One simple and effective method of communication between individual parents and teachers is the homework journal. Please check and sign this regularly. It is quite sufficient to send an “absence” note via the homework journal. We also communicate with parents by e-mail and text message. Do we have your contact details up to date?

CODE OF BEHAVIOUR

Mission Statement

The aim of St. Patrick's Boy’s National School is to ensure that the individuality of each child is accommodated, acknowledging that each child is unique, while also acknowledging the right of each child to education in a safe and relatively disruption free environment. We recognise that each child has diverse talents and gifts. Our aim is identify, encourage and develop these. St. Patrick's Boy's National School is a Roman Catholic School (which is established in connection with the Minister for Education and Skills) and aims at promoting the full and harmonious development of all aspects of the person of the student: intellectual, physical, cultural, moral and spiritual, including a living relationship with God and other people. The school promotes a philosophy of life inspired by God and the life, death and resurrection of Jesus Christ.

9

The Spirit of the Code

As children of God we will work together in a spirit of mutual love and respect. Children who come to the school expect and deserve to be happy, loved, cared for and protected from harm. In every human endeavour difficulties and conflict arise. All members of the school community should be ready and willing to use respectful ways to resolve difficulties and conflict. Forgiveness is at the heart of the Christian message. Our code of behaviour will require that once difficulties have been resolved that we will be ready to forgive each other and move forward, leaving in the past what belongs in the past. We will of course keep appropriate records of incidents and outcomes but these will be used in a spirit of learning from the past and not in a spirit of retribution. This code was developed through joint consultation with Staff, Students and the Parent body and with reference to all current documentation in this area. Guiding Principles A high standard of behaviour requires a strong sense of community within the school and a high level of cooperation, courtesy and good manners among and between staff, students and parents. This code of behaviour gives priority to promoting, affirming and rewarding good behaviour. The overall responsibility for discipline in the school rests with the principal. Each teacher has responsibility for maintaining discipline within his/her class room, while sharing a common responsibility for good order within the school.

10

Responsibilities of Students Every Student is expected to:

• participate in all school activities to the best of his ability; this includes appreciating and applauding as well as actively performing

• respect the ethos of the school • do his best to learn and to allow others to do likewise • be diligent and work to the best of his ability • treat all other students, staff and visitors with respect • speak in respectful language to everyone he meets in the

course of his day • include other children in their games so that no child will

ever be made to feel left out • attend at school regularly and be punctual each day • prepare well for school in terms of uniform, homework

and requisites • show respect for the property of the school, other

children’s and their own belongings

The following behaviour will not be tolerated:

• physical aggression in any form • engaging in name calling or using nick names which are

hurtful or demeaning. Derogatory terms for groups of people based on race, physical features, address, home or origin are particularly reprehensible

• temper tantrums; the school's response will depend on the age and maturity of the child and may involve seeking the advice of the school's Psychologist

• use of mobile phones • bringing weapons to school, or any other items which are

likely to pose a health and safety risk to students or staff • bullying

11

Anti-Bullying Policy

1. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of St. Patrick’s boys’ National School has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.

2. The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:

• A positive school culture and climate which- o is welcoming of difference and diversity and is

based on inclusivity; o encourages pupils to disclose and discuss

incidents of bullying behaviour in a non-threatening environment; and

o promotes respectful relationships across the school community;

• Effective leadership; • A school-wide approach; • A shared understanding of what bullying is and its

impact; • Implementation of education and prevention

strategies (including awareness raising measures) that- o build empathy, respect and resilience in pupils;

and

12

o explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying. Effective supervision and monitoring of pupils;Supports for staff; Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and On-going evaluation of the effectiveness of the anti-bullying policy.

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

• deliberate exclusion, malicious gossip and other forms of relational bullying,

• cyber-bullying and • identity-based bullying such as homophobic

bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.

Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour. However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message,

13

image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour. Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour. 4. The relevant teacher(s) for investigating and dealing with bullying is (are) as follows: The children’s class teacher, where all are in the same class. Where children from more than one class are involved, the Principal or Deputy Principal will investigate and deal with bullying issues, or may assign a specific teacher to investigate and report. 5. The education and prevention strategies (including strategies specifically aimed at cyber- bullying and identity-based bullying including in particular, homophobic and transphobic bullying) that will be used by the school are as follows:

• Friendship Week • Webwise (See www.webwise.ie) • Stay Safe (www.staysafe.ie) • SALT (Stop, Ask, Listen, Talk – a conflict resolution

programme for children) • Accord (For 5th & 6th class – part of our relationship &

sexuality programme) • Alive O (The religious education programme)

6. The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows:- Investigating and responding to bullying behaviour:- (i) The primary aim for the relevant teacher in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame); (ii) In investigating and dealing with bullying, the teacher will exercise his/her professional judgement to determine whether

14

bullying has occurred and how best the situation might be resolved; (iii) All reports, including anonymous reports of bullying, must be investigated and dealt with by the relevant teacher. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly; (iv) Non-teaching staff such as secretaries, special needs assistants (SNAs), bus escorts, caretakers, cleaners must be encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher; (v) Parents and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible; (vi) It is very important that all involved (including each set of pupils and parents) understand the above approach from the outset; (vii) Teachers should take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents; (viii) Incidents are generally best investigated outside the classroom situation to ensure the privacy of all involved; (ix) All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way; (x) When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner; (xi) If a group is involved, each member should be interviewed individually at first. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked

15

for his/her account of what happened to ensure that everyone in the group is clear about each other’s statements; (xii) Each member of a group should be supported through the possible pressures that they may face them from the other members of the group after interview by the teacher; (xiii) It may also be appropriate or helpful to ask those involved to write down their account of the incident(s); (xiv) In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports for their pupils; (xv) Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the school’s anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupil being bullied; (xvi) It must also be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parents and the school; (xvii) Follow-up meetings with the relevant children involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable. This can have a therapeutic effect; (xviii) In cases where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour has occurred, it must be recorded by the relevant teacher in the recording template at Appendix 1. (xix) In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account:

16

• Whether the bullying behaviour has ceased; • Whether any issues between the parties have been resolved

as far as is practicable; • Whether the relationships between the parties have been

restored as far as is practicable; and • Any feedback received from the parties involved, their

parents or the school Principal or Deputy Principal; (xx) Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the school’s complaints procedures; (xxi) In the event that a parent has exhausted the school's complaints procedures and is still not satisfied, the school must advise the parents of their right to make a complaint to the Ombudsman for Children. Procedures for recording bullying behaviour

i. While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher will use his/her professional judgement in relation to the records to be kept of these reports, the actions taken and any discussions with those involved regarding same;

ii. If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.

iii. (iii) The relevant teacher must use the recording template at Appendix 1 to record the bullying behaviour in the following circumstances:

a) in cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred; and

b) where the school has decided as part of its anti-bullying policy that in certain circumstances bullying behaviour must be recorded and reported

17

immediately to the Principal or Deputy Principal as applicable.

In each of the circumstances at (a) and (b) above, the recording template at Appendix 1 must be completed in full and retained on the school database (Aladdin) and a hard copy provided to the Principal or Deputy Principal as applicable. It should also be noted that the timeline for recording bullying behaviour in the recording template at Appendix 1 does not in any way preclude the relevant teacher from consulting the Principal or Deputy Principal at an earlier stage in relation to a case. 7. The school’s programme of support for working with pupils affected by bullying is as follows :

• Support from Class Teacher. • SALT Programme • Support from whole school/Principal • Referral to NEPS • Referral to HSE

8. Supervision and Monitoring of Pupils The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible. 9. Prevention of Harassment The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

18

10. This policy was adopted by the Board of Management on St. Patrick’s Boys’ National School. 11. This policy has been made available to school personnel, published on the school website and provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested. 12. This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website and provided to the Parents’ Association. A record of the review and its outcome will be made available, if requested, to the patron and the Department.

Recognition and Reward

Good behaviour and genuine effort to work will be rewarded in many ways throughout the school day:

• approval by Teacher – “Good Boy”, - “Well done” • comment on work – • praise to Parents:-verbally or in writing • by gesture – thumbs up, handshake or other means

such as stars, points etc • approval from peers – a clap or similar • praise from another teacher or Principal • recognition from other classes – show your

work/trophy/reward to the class next door • privileges – homework vouchers, “messenger of the

day” • student of the week – formal recognition of good

behaviour and effort – a badge is awarded weekly in

19

each class from 3rd upwards and ‘Students of the Week’ are inscribed in a “Roll of Honour” Sanctions

The following means will be used to show disapproval of unacceptable behaviour:

• Reasoning with the student • Reprimand ((including advice on how to improve) • Temporary separation from peers • Detention during breaks • Prescribing additional work • Referral to the Principal • Communication with Parents:

a) note home from class teacher to be signed and returned b) if not resolved, parents are asked to meet class teacher c) if still not resolved, Principal to be involved

• Time out both formal and informal • Detention after school until 3.15pm – written

parental consent will be required • Suspension • Expulsion

Policy & Procedures relating to suspension and expulsion are available on our website.

20

Conclusion This code of behaviour is written for the adults in the school community. It is the responsibility of both parents/guardians and teachers to ensure that all children understand what is expected of them and why. Teachers will involve the children in discussing what these standards and expectations mean in terms of school and classroom rules. This policy will be enforced within the school and when students are away from the school with a teacher and/or class for any reason. As children mature they will be expected to become more actively involved in drafting and agreeing class contracts and agreements about standards of behaviour in the class and around the school. This policy will be updated and revised as necessary, at least every three years.

Problems We aim to provide the very best possible education for your son. However, problems do arise from time to time, but we would hope to address these problems promptly and fairly. A complaints procedure has been agreed between parents, teachers and management organisations and a copy of this procedure is available on request. According to this agreement, a parent should address a complaint to a teacher first, with a view to resolving the problem. If the difficulty is not resolved the matter should then be raised with the Principal. If the matter cannot be resolved with the Principal, the complaints procedure should then be formally invoked.

The School Day Class starts at 9.15 a.m. and finish at 1.40 p.m. for children in infant classes and at 2.40 p.m. for all others. There are two breaks – one at 10.45 a.m. and the other at 12.30 p.m. The second break includes an indoor lunch period

21

followed by an outdoor play time (weather permitting). A very small snack should also be provided for first break. The school day includes 30 mins of religious instruction usually from 12.00 – 12.30 p.m. In infant classes the day begins with structured play activities which continue until 9.30 a.m. During this time the teacher will work with individual children on reading and writing activities. Children should be in class no later than 9.15 a.m. as these activities are very important. Older classes may begin checking homework and other activities preparing for the day’s work before 9.15 a.m. The school accepts responsibility for the care and safety of children from 8.55 a.m. Please do not allow your child to arrive at school before this time. It is traditional for the school to close at 12.00 noon on the last day of each term i.e. Christmas, Easter and Summer. Children are considered “late” at 9.15 a.m. When it is necessary for school to close early on any other occasion you will be notified in writing as early as possible.

School Uniform A school uniform helps a child to feel that he belongs to a school. It also helps to prevent undesirable competition in clothes, especially among older children. The school uniform consists of: Grey trousers, grey jumper, white shirt and a red tie. Track suit: Navy with red trim and the School Crest.

22

Track suit is worn on P.E. days and is available from Pat O’Farrell School Wear, Portmarnock & Airside, Swords. Tracksuits can be bought directly from the school in June.

Parental Permission

Unless the school hears otherwise we assume we have permission for your son to:

• Have his photograph taken and printed in school newsletter, posted on school website and on occasions in the local paper, with appropriate safeguards for the child’s privacy.

• Take part in school outings and nature walks. • Take part in religion classes/prayer services/church visits • Accept food in school i.e. during Healthy Eating Week, Christmas

Party etc. • To have face painting done i.e. during Sports Day & School events. • Take part in all aspects of S.P.H.E. including Stay Safe Programme

and R.S.E. program Specific permission is sought for:

(i) All interventions by HSE (ii) Accord (R.S.E.) Programme 5th & 6th class.

Curriculum

The Primary School Curriculum is regarded essentially as an integrated entity, involving linguistic, mathematical, and artistic organisation of the child’s knowledge and experience. The following are the main subject areas as approved by the Department of Education. I) Religion 2) Language Irish and English English is the main medium of instruction 3) Mathematics 4) Social, Environmental and Scientific Education (S.E.S.E.) 5) The Arts including Visual Arts, Music & Drama 6) Physical Education 7) Social and Personal and Health Education (S.P.H.E.)

including Relationships and Sexuality Education (R.S.E.) and Stay Safe Programme

8) The curriculum places great emphasis on active hands-on

23

learning with particular focus on local studies. We are fortunate to have a wonderful and varied environment on the school grounds. Our boundary comprises an old hedge/ditch rich in wild life including foxes, hedgehogs, herons and a rich variety of birds, a bee garden and a butterfly garden. Most outdoor lessons are held on the school grounds, with occasional short visits to places of particular interest in the immediate locality. Parental permission for these outings is assumed as part of the child’s participation in the life of the school.

Other Activities which may vary from year to year.

Sport: Gaelic Football, Basketball, Soccer, Athletics,

Hurling. All Students participate in a yearly Sports Day.

Concerts: School concerts are organised from time to time. All children will have an opportunity to take part. Children from 3rd – 6th class take part in our Strings

Project. Students participate in quizzes, art, story, handwriting and many other competitions. Educational School Tours are organised yearly. Various After School Activities are organised from time to time.

Literacy & Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among

Children and Young People 2011 – 2020 What are we doing?

• Jollyphonics – learning to read using a phonic approach • Numberworlds – active hands on problem solving

approach to early mathematics • Peer Tutoring – a programme in senior classes to enhance

fluency for young readers • Careful Assessment – monitoring of progress • Keeping parents fully informed with annual parent/teacher

meetings and annual written reports

24

• Building Bridge of Understanding – a strategy to develop higher-order reading skills in senior classes.

• Early intervention for children who need extra help and support.

Next Steps: • We are evaluating our approach to the teaching of spelling.

Watch this space! • We will be moving our assessments to June in line with

strategy recommendation. • Aggregated assessment results will be presented to Board

of Management and Department of Education & Science annually as required by strategy.

Students participate in quizzes, art, story, handwriting and many other competitions. Educational School Tours are organised yearly. Various After School Activities are organised from time to time.

Relationships and Sexuality Education R.S.E. is taught to all classes from Infants to Sixth class and will continue in post-primary school. The programme aims to contribute to the development of the whole child as a loving and responsible person. Similar topics are treated each year in a manner suited to the age of the child. Topics for pupils from Junior Infants to Second class include: • Expressing opinions and listening to the opinions of others. • The different changes taking place in the children’s bodies as

they grow and develop – getting taller, running faster etc. • Caring for themselves regarding hygiene, exercise and sleep. • Keeping safe, knowing what to do if they get lost. • Recognising and expressing feelings like happiness and

sadness. • Appreciating and understanding family life. • Making and having friends. • Coping with “falling out” with friends.

25

• Making responsible choices appropriate to their age. Topics for pupils from Third to Sixth class include: • Caring for themselves regarding hygiene, exercise and sleep. • Keeping themselves safe. • Changes in their bodies as they mature and develop • How babies are conceived and born. (5th/6th class programme) • Their feelings and the appropriate expression of these

feelings. • Extended family relationships. • Making healthy and responsible decisions. • The nature of friendship. • Handling conflict in friendships. • Evaluating the portrayal of relationships and sexuality in the

media. As in the case of Religion, parents are entitled to withdraw their children from this programme, if they should feel the need. Please feel free to discuss any anxieties with the Principal. Some topics in the R.S.E. programme are both very sensitive and very specific, e.g. body changes during puberty, conception, intercourse, birth. In teaching these areas we will call on trained counsellors – the school programme as presented by Accord. We will require your consent before your child takes part in this programme which takes place in 5th & 6th class. Many other topics of importance and sensitivity lie beyond the scope of our R.S.E. programme, as they are not suited to primary school children in a classroom setting. They are part of the programme at 2nd level schools. Where children raise questions before the class is ready for a class-based lesson on the topic children will be told that the question will be answered later and for now the child should ask Mammy or Daddy.

26

Homework

Homework is, of course, the primary home/school link. Please provide your child with a warm, comfortable and quiet time and place to do homework. In the early years parents will have a large input into homework, listening to reading, encouraging, helping, advising, hearing spellings and tables etc. As your child matures he will take more and more responsibility for this own work and this is to be encouraged. However, take time regularly to check the homework journal, to look over copies and discuss the content of his work. Offer praise where praise is due and exhort your son to greater effort where necessary. If your son regularly has difficulty with homework or seems to be spending too long at work, discuss the matter with his teacher.

Monitoring Progress Assessment of children’s progress is ongoing and continuous. It takes many forms with the emphasis changing as children mature. 1. Informal Assessment:-

Teachers form a professional opinion based on continual observation of a child’s response, work and performance across a broad range of activities and curricular areas. Ultimately all other forms of assessment must be considered in the light of what the teacher observes daily.

2. Criterion Referenced Tests:- These may be formal and informal.

27

They measure how well a child has mastered a particular aspect of the curriculum. An informal criterion referenced test might be as simple as a daily or weekly spelling test. Formal tests refer to tests such as Christmas or Summer tests and may be oral or written. We use both teacher-devised test and commercially devised tests.

3. Standardised Tests:-

These tests compare a child’s performance in a given area (say reading or maths) with the performance of other children of his age. The results are measured in terms like “reading age” or “percentile rank”. The results of standardised tests are used to measure a child’s long term performance, to select appropriate texts and materials for classes and groups and to monitor the over-all performance of the school. They are also a very useful guide in isolating those children who might benefit from a differentiated programme/extra help. Occasionally a child will be found to perform exceedingly well or poorly when compared to others of his age. In these cases we would recommend that the child undergo further educational assessment to ensure that his needs are met.

Results of assessments are confidential to the child’s parents, teachers and Principal. We communicate with parents by annual parent-teacher meetings and annual written reports.

Special Needs School staff includes a dedicated Special Needs Team. The school is supported in its work by a psychologist from N.E.P.S. (National Education Psychologist Service). Where appropriate, a child with special needs may also be supported by a Special Needs Assistant.

28

If you wish to enrol a child who has already been diagnosed with special needs please inform the Principal as early as possible to ensure that all requisite support is in place. We maintain a careful record of pupil’s progress and follow a programme of formal standardised testing in reading and maths. We aim to identify potential learning difficulties before they emerge as failure and to intervene as early as possible. However, some children do experience learning difficulties in spite of this approach and in such cases we recommend that an assessment of the child’s needs be undertaken by the educational psychologist assigned to us by N.E.P.S. Such an assessment takes place in school during normal school hours and involves parents, teachers and pupils meeting with the psychologist.

Behavioural and Emotional Problems Where a parent or teacher is concerned about emotional and behavioural problems they should raise the concern with the Principal who will liaise with both parent and teacher and will refer the child to the Mater Child Guidance Clinic (C.A.M.H) (with parental consent) or the school’s psychologist, if necessary.

Medical Matters

The Eastern Health Boards conducts medical and dental assessments of children at regular intervals throughout their school life, including hearing and sight tests. Immunisations are offered as appropriate. The E.H.B. communicates directly with parents regarding any action considered necessary. Accident & Emergency It is important that parents supply the school with home and

29

work phone numbers and that of a neighbour who would take charge of a child if the child felt sick during the school day. Parents are asked not to send sick children to school. It is not fair to other pupils or staff to allow a child with an infectious illness to come to school. The school does not have facilities for supervision of sick children indoors. As a rule of thumb, if a child is well enough to come to school, he is well enough to play outdoors. In the case of a child with a chronic illness/condition which requires special arrangements, please discuss the matter with the Principal before the child attends/return to school. If a child takes ill during the school day every effort will be made to contact the child’s parents or substitute as nominated by parents. However, in a serious emergency the child may be either taken directly to a local doctor or by ambulance to Temple St. Hospital/or other hospital as ambulance team decide. School staff will not administer medicine. Arrangements should be made for routine medicines to be administered outside school hours. In the case of children who use inhalers, these should be given to the school authorities. They will be clearly labelled and retained for the child’s use under adult supervision. It is essential that any child who requires the use of an inhaler be properly trained in its use. Children are strictly forbidden to bring any form of medicine to school with them. Again, if a child has a severe medical condition which requires special arrangements parents should discuss the matter of the Principal before the child attends or returns to school.

Religion Religious Education is taught to all classes as part of the Primary Education Curriculum. We follow the Alive-O Programme which aims to foster faith.

30

Faith is defined as “a personal act – the free response of the human person to the initiative of God who reveals himself.” The programme seeks to provide resources to help teachers, parents and priests to provide a context wherein children have the opportunity to become aware of God’s invitation to hear God’s word and to explore how best they can respond in their own lives. We encourage your active participation in the faith development of your children. Preparation for the sacraments First Penance & First Holy Communion The children, in the course of this year’s programme prepare to celebrate, for the first time, the forgiveness of God in the Sacrament of Penance and to receive the risen Jesus as the Bread of Life in First Holy Communion. The boys from second class make their First Confession in March and First Holy Communion is usually held in May. Confirmation The aim of the sixth class Religious Education programme is communication. The children are helped to reflect upon and explore their experience of speaking and listening, calling and responding. We help them to come to a deeper understanding of the Church as “the people of God”, that each person has a role in the Church and that the work of the Church can be best achieved when each one plays their part. Preparation for the Sacrament 1) Enrolment/Commitment Ceremony – October/November 2) Service of Light – Shortly before Confirmation Ceremony 3) Celebration of the Sacrament of Confirmation – is usually between Feb and May. Children are prepared to receive the sacraments at home, in

31

school and by taking an active part in parish life. Preparation for First Penance and First Holy Communion beings in 1st class and continues to the end of 2nd. Similarly, preparation for Confirmation is a two year programme that begins in 5th class. Confirmation is conferred in the 2nd half of 6th class.

Child Protection Policy for Boards of Management Child Protection at St. Patrick’s BNS School

The Board of Management recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, practices and activities. Accordingly, in accordance with the requirements of the Department of Education and Skills’ Child Protection Procedures for Primary and Post-Primary Schools, the Board of Management of St. Patrick’s Boys’ National School has agreed the following child protection policy: The Board of Management has adopted and will implement fully and without modification the Department’s Child Protection Procedures for Primary and Post-Primary schools as part of this overall child protection policy. The Designated Liaison Person (DLP) is : Brian Horan The Deputy Designated Liaison Person (Deputy DLP) is: Joan Fogarty. In it’s policies, practices and activities, St. Patrick’s Boys’ National School will adhere to the following principles of best practice in child protection and welfare: The school will: Recognise that the protection and welfare of children is of paramount importance, regardless of all other considerations. Fully co-operate with the relevant statutory authorities in relation to child protection and welfare matters. Adopt safe practices to minimise the possibility of harm or accidents happening to children.

32

Adopt safe practices to protect workers from the necessity to take unnecessary risks that may leave themselves open to accusations of abuse or neglect. Develop a practice of openness with parents and encourage parental involvement in the education of their children; and Fully respect confidentiality requirements in dealing with child protection matters. The school will also adhere to the above principles in relation to any adult pupil with a special vulnerability. The Board has ensured that the necessary school Policies relevant to Child Protection are in place, i.e. Code of Behaviour/Anti-Bullying Policy, Stay Safe Programme, Child Protection Policy 30th Nov 2005, amended 21st Oct 2011. This policy is available to school personnel and the Parents’ Association and is readily accessible to parents on request and on our schools website. A copy of this policy will be made available to the Department and the patron if requested. This policy will be reviewed by the Board of Management once in every school year. Signed: Loirin O’Leary, Chairperson

Brian Horan, D. L.P. Joan Fogarty DeputyD.L.P.

Conclusion I am happy to present this Parents’ Handbook. I hope you will find it helpful and useful. It contains some basic information about our school, what you can expect from us and what we expect from you. When your son comes to school first he is taking his first tentative steps out of the security of his family into the wide

33

world. We aim to provide a warm and sheltering environment to encourage him to grow in knowledge and confidence so that eight years later he will be ready to take his next onward steps with hope and enthusiasm. It is our firm belief that parents and teachers must work together in harmony to achieve this aim. I feel sure that this Handbook will be an important contribution to that harmony. I look forward in confidence to your help and support in providing the best possible education for our boys. Brian Horan. Príomhoide.

Policies The following policies are available for your information. Please ask.

34

1. Enrolment Policy 2. Code of Behaviour (including anti-bullying policy) 3. Safety Statement 4. Our Parent’s Handbook i. Our Aims & Objectives ii Management Structure iii Parents’ Council iii Home School Links iv Code of Behaviour v Code of Discipline vi Recognition, Rewards, Sanctions vii The School Day viii School Uniform ix Curriculum x Relationships and Sexuality Education xi Homework xii Assessment xiii Special Needs xiv Medical Matters xv Religion Programme xvi Some Post-Primary Schools 5. Complaints Procedure 6. Substance Abuse Policy 7. Child Protection Policy (Page 31)

The D.L.P. (Designated Liaison Person) is Brian Horan Child Protection concerns should be reported to D.L.P. Deputy D.L.P. is Joan Fogarty (Deputy Principal)