School Policies

The Board of Management have completed several key School Policies. these are available for download by clicking the links below;

Child Protection Policy

Wednesday, 26 May 2010 08:35

Introductory statement

The management of Maynooth Educate Together N.S. have developed and agreed this policy in line with current recommendations and guidelines relating to child abuse prevention and child protection guidelines i.e. Children First Guidelines as issued by the Department of Health and Children and the Child Protection Guidelines and Procedures issued by the Department of Education and Science.

It is incumbent of all staff to familiarise themselves with these two documents.

School philosophy and ethos

Children enrolled in Maynooth Educate Together N.S. will be supported in reaching their full potential: mentally, physically, spiritually, emotionally and socially. This support will be differentiated in an atmosphere and environment in which children feel safe, valued and secure and in which respect for self and others is the norm.

Our school operates under the direct patronage of Educate Together. The four underlying principals of our ethos are:

Co-educational
Child-centered
Multi-denominational
Democratically run

Aims of the policy

This policy aims to ensure and support:

safe, trusting, responsive and caring environment;
provision of a personal safety skills education which specifically addresses abuse prevention for all children in the school;
development of awareness and responsibility in the area of child protection amongst the whole school community;
existence and application of procedures for good practice to protect all children and staff;
that all staff members are aware of and familiar with the Children First and the DES Guidelines and Procedures in relation to reporting concerns and /or disclosures of child abuse;
provision of on-going training in this and related areas for all school staff.

Definitions

Child abuse can be categorised into five different types: emotional abuse, physical abuse, neglect, verbal abuse and sexual abuse.

Emotional Abuse is normally to be found in the relationship between caregiver and a child rather than in a specific event or pattern of events. It occurs when a child’s needs for affection, approval, consistency and security are not met. Emotional abuse can be manifested in terms of the child’s behavioural, cognitive, affective or physical functioning.

Neglect can be defined in terms of an omission, where the child suffers significant harm or impairment of development by being deprived of food, clothing, warmth, hygiene, intellectual stimulation, supervision and safety, attachment to and affection from adults, medical care. Neglect generally becomes apparent in different ways over a period of time rather than at one specific moment.

Physical abuse is any form of non-accidental injury or injury which results from wilful or neglectful failure to protect a child.

Sexual abuse occurs when a child is used by another person for his/her gratification or sexual arousal or for that of others.

Verbal Abuse is the use of words to cause harm to the child being spoken to. Verbal abuse may consist of shouting, insulting, intimidating, threatening, shaming, demeaning or derogatory language directed at a child. Verbal abuse by any adult towards a child/children in Maynooth Educate Together N.S is unacceptable behaviour.

Designated Liaison Person: The Board of Management has appointed Elaine Phelan as Designated Liaison Person [DLP] and Marie Hand as Deputy DLP. The role of the DLP is to liaise with all relevant agencies, whether in seeking advice, reporting or in follow up consultations.

Prevention

The Stay Safe programme is the primary resource to provide education for children on abuse prevention. The programme is taught as part of the schools SPHE curriculum under the strand unit Safety and Protection. The formal lessons will be taught in their entirety every second year in accordance with the SPHE two-year cycle plan.

Principles and Procedures

Dealing with a disclosure/suspicion from a third party

Teachers who suspect child abuse should report their concerns to the DLP at the first instance and carefully record their observations over a period of time.

Disclosures of child abuse from a third party will be reported to the DLP. If a third party starts to tell a teacher about an alleged child abuse incident the teacher will ask them to speak to the DLP. If the person does not inform the DLP the teacher will do so.

Where a child discloses alleged abuse to a staff member, the person receiving that information should listen carefully and supportively. Great care must be taken not to abuse the child’s trust. This should not be a formal interview.

Listen to the child
Do not ask leading questions or make suggestions to the child
Offer reassurance but do not make promises
Do not stop a child recalling significant events
Do not over-react
Confidentiality should be assured. Explain that further help may have to be sought.
Record the discussion accurately noting
- What, where and when;
- Descriptions and possible sketches of physical injuries;
- Explanations of injuries using direct quotations if appropriate;
- Sign and date the record;
- Retain the record securely.

Whether cases of abuse are suspected or confirmed, confidentiality will be respected. The information on individual cases will be restricted to the teachers immediately involved with the child and will be on a need to know basis.

The DLP will record the incident. It is not the function of the teacher or the DLP to investigate the issue.

If the suspected abuser is the DLP, then the suspicion and any records will be passed on to the Chairperson, who will proceed as per guidelines.

The Chairperson of the Board of Management will be informed of the disclosure.

Informal contact with the designated person in the Health Board will be made, seeking advice as to whether a referral should be made. The DLP will be explicit that s/he is requesting advice and not making a report. It is not necessary at this stage for the DLP to disclose his/her name or the name of the school.

The advice given by the Health Board must be acted upon.

If the advice is not to refer, the DLP will record this advice as the reason for non-referral. The Chairperson of the Board of Management will be informed.

If the advice from the Health Board is to refer the case, the DLP will do so. However, prior to referring, the DLP will inform the parent of her intention to refer, unless this course of action is injurious to the child.

Following referral and the completion of the standard form, the school will have no further part to play in the investigation.

If a case conference is required, the DLP will be invited to attend.

All records will be held in a central securely locked location.

In the event of an emergency or non-availability of HSE staff, a report should be made directly to the Gardai.

Allegations against an employee

Procedures followed are similar to those of a disclosure.

Employee is made aware of the allegation against him/her
Employee will be given the opportunity to respond to the allegations in writing and at a meeting of the Board of Management
BOM meeting to review the allegation, giving due consideration to any advice given by Health Board/Gardai.
The BOM will consider placing the employee on administrative leave, with full pay, pending the outcome of investigations by the Health Board/Gardai.
On conclusion of any investigation the BOM will determine the employment status of the employee.

Organisational implications

Supervision

School supervision policy and routines will be followed by all staff to ensure that there is comprehensive supervision of children at all breaks and at assembly and dispersal times. Children will not leave the school yard or engage with adults outside of the school yard.

Behaviour

Children are to be encouraged at all times to play co-operatively, and inappropriate behaviour will be addressed under our Positive behaviour policy. If an incident occurs which we consider to be of a sexualised nature we will notify the DLP who will record it and respond to it appropriately.

Visitors

Teachers on yard duty will be aware of visitors entering the school yard and will ascertain their intentions. Visitors will be supervised in the discharge of their business. All school entrance/exit doors are locked after the children enter the school. Visitors cannot enter the school without using the bell and giving a reason for entry.

Visitors/guest speakers should never be left alone with pupils. The school (principal/teachers) has a responsibility to check out the credentials of the visitor/guest speaker and to ensure that the material in use by guests is appropriate.

Toilets

It is school policy that only one child is permitted to enter the toilet at any one time. Children who need to use the toilet during yard time must seek the permission of the teacher on the yard. During yard time the toilet closest to the exit door will be used. A playground helper or SNA will supervise the visit to the toilet.

Clean underwear and suitable clothing will be kept in the school so that if a pupil has a toileting accident they will in the first instance be offered fresh clothing into which they can change. If the pupil for whatever reason cannot clean or change themselves and the parents/guardians cannot be contacted, the child will be assisted by members of staff familiar to the child. In all such situations two members of staff should be present.

A record of all such incidents will be kept and principal and parents will be notified.

Children with specific toileting/intimate care needs

If any child in our school requires intimate care the procedures involved with such care will be agreed in consultation with the pupil, their parents/guardians and other personnel involved in the care of the pupil. This is in keeping with best practice, keeps the best interests of the child to the fore and maintains the child’s dignity. Such procedures, when agreed, will be communicated to all parties involved and recorded.

Attendance

We will monitor non-attendance in correlation with signs of neglect/physical/emotional abuse.

Children travelling in staff cars

In rare instances where a staff car must be used to transport a child, children will never be taken alone.

School trips/tours

School staff accompanying children on school trips/tours (including after school sporting events) will deliver a duty of care commensurate with the trip/tour. The higher the risk factor the higher the number of teachers/responsible adults involved. All transportation hired/provided must provide safe transportation and a functioning seatbelt for every child/adult.

One to one teaching

Parents will be made aware when one to one teaching is in the best interests of the child. Written consent is required for all one to one teaching. Where possible, children in Learning Support/Resource will be taught in small groups. The door to the room will be left open if a teacher is alone with a child. No member of school staff will ever be alone with a child where a room door is closed.

Internet use

Parental consent will be sought for general use of children’s photographs on displays. Children’s family names and details will not be used on displays. Separate parental consent will be sought to name individual children. Otherwise we refer to classes e.g. ’Junior Infants’. The school will ensure that broadband usage is filtered by NCTE.

Induction of teachers and ancillary staff

The DLP will be responsible for informing all new teachers and ancillary staff of the Child Protection Guidelines and Procedures, DES 2001 and Children First Guidelines 1999. The DLP will give a copy of the Child Protection Guidelines and Procedures, Chapters 3 & 4 and Appendix 1 of the Children First and this Child Protection Policy to new staff. All new teachers will be expected to teach the designated SPHE objectives for their class.

Curricular implications

The Stay Safe Programme will be taught in Senior Infants, First Class, Third Class and Fifth Class.

The SPHE programme and the RSE programme will be supported by the Walk Tall programme and the RSE Programme.

Our Learn Together Programme will also enhance the children’s learning regarding Personal Safety.

Implementation

These procedures will be implemented following ratification by the Board of Management.

Plan for reviewing the policy

This policy will be reviewed and evaluated regularly and any training needs arising from implementing the policy will be addressed.

Approved by the Board of Management: 23rd February 2010

Attachments:
METNS_ChildProtectionPolicy_FinalMarch2010.pdf	[METNS Child Protection Policy 2010]	114 Kb

Positive Behaviour Policy

Thursday, 14 January 2010 23:34

Maynooth Educate Together National School

Positive Behaviour Policy

The broad aim of the Positive Behaviour Policy is to ensure that the individuality of each child is accommodated while acknowledging the right of each child to an education in an environment conducive to learning. It is directed towards adopting a positive approach to the question of behaviour in our school. This means that there is greater emphasis on rewards rather than sanctions or punishments.

This policy is also adopted to promote a positive and safe working environment for all staff, including a positive and safe classroom environment for teachers.

This Positive Behaviour Policy applies while in the school as well as on school trips and any school-linked activities.

Content

Introduction 2

Expectations for students, staff and parents/guardians 2

Expectations for students 3

Expectations for staff 3

Expectations for parents/guardians 3

School rules 3

Classroom 3

Yard 4

Reward system 4

Unacceptable behaviour and its consequences 5

Minor misbehaviour 5

Serious misbehaviour 5

Gross misbehaviour 6

Suspension 6

Expulsion 6

Repeated serious and gross misbehaviour 7

Persistent misbehaviour 7

Persistent serious or gross misbehaviour 7

Methods of communicating with parents/guardians 8

Raising a concern/bringing a complaint about a behaviour matter 9

Notifying the school about absence from school 9

Plan for reviewing the policy 9

Appendix 1 - Letter to parents/guardians if a child is absent from school for more than 15 days 10

Certificate of Co-Operation with the Positive Behaviour Policy 11

Introduction

In order to fulfil the main aims of primary education an atmosphere conducive to learning must be maintained. This is best achieved by maintaining a discipline appropriate to the development of satisfactory attitudes and habits by the children.

Children who have no limits set for them are generally not happy children. They feel insecure and do not develop much self control, and they realise intuitively that parents/guardians or teachers who do not enforce any rules are less caring than those who do. Therefore children must understand what they can and cannot do. There should be as few rules as possible, with clear agreed consequences when rules are breached. Rules work best when they are appropriate to the child’s age and within their capacity to follow without much strain.

We need to establish a code of behaviour to ensure that the individuality of each child is accommodated while at the same time acknowledging the right of each child to education in a relatively disruption free environment. It is very important that children understand that they have rights. It is essential that they understand that with these rights come responsibilities. Every effort is made by every member of staff to adopt a positive approach to the question of behaviour in the school. The school recognises the variety of differences that exist between children and the need to accommodate these differences wherever it is possible within the confines of the classroom situation.

This policy follows recommendations set in the relevant Guidelines issued by the National Educational Welfare Board (Developing a Code of Behaviour: Guidelines for Schools, 2008). It was devised in consultation with the teaching staff in our school and was submitted to the Board of Management. It will be reviewed as part of the School Development Planning Process.

Expectations for students, staff and parents/guardians

We believe that a high standard of behaviour requires a strong sense of community within the school. A high level of cooperation among members of staff is necessary. Equally necessary is a high level of cooperation among staff, pupils and parents/guardians. It is hoped that all pupils, parents/guardians and staff will share a sense of responsibility about good conduct within the school, and that where someone witnesses inappropriate behaviour, that that person will try to rectify the situation and not walk away from it. It is one of the aims of the school to produce responsible students so we hope that they will learn from the environment that they see around them.

Behaviour should reflect values such as:

respect for self and others
kindness and willingness to help others
courtesy and good manners
fairness
readiness to use respectful ways of resolving difficulties and conflict

Mutually respectful relationships balance warmth and empathy with objectivity, professional detachment, fairness and consistency.

Expectations for students

The school expects commitment from students to their own learning and to that of their peers. This commitment includes:

attending school regularly and punctually
doing their best in class
taking responsibility for their work
keeping the rules
forgiveness
helping to create a safe, positive environment
respecting staff
respecting other students and their learning
participation in school activities

Class teachers and specialist personnel should check that standards and rules are communicated in a way that is appropriate to the abilities of all pupils, including pupils with special educational needs.

Expectations for staff

The concept of promoting positive behaviour should be based upon an empowering approach, which nurtures a culture of self-discipline among children, rather than behaviour which is tailored to please adults. An atmosphere of co-operation and mutual respect should be created as part of the philosophy of the school. All adults throughout their interactions with children should use communication strategies which foster co-operation, respect, tolerance and encouragement.

The overall responsibility for discipline within the school rests with the principal. However each teacher has responsibility for the maintenance of discipline within their own class. They will:

· Endeavour to match the curriculum to the abilities, aptitudes and needs of the child.

· Ensure that there is a high level of supervision at all times

· Implement the reward/sanction scheme in a fair and consistent manner

· Keep a written record of all incidents of serious or gross misconduct, sanctions implemented and the outcome.

Expectations for parents/guardians

Parents/guardians play a crucial role in shaping attitudes in their children which produce good behaviour in school. Parents/guardians can cooperate with the school by encouraging their children to abide by the school rules, encouraging punctuality and regular attendance, by visiting the school, by talking to the members of staff and by ensuring that homework is allotted due time and effort.

School rules

Classroom

Golden Rules have been drawn up for each class which are based on the rules below. The aim is to decide on a code which enables all to learn well and get on well together. These rules will be displayed in each classroom.

Golden Rules will encourage politeness, kindness, honesty, gentleness sharing, listening, etc.

Juniors:

· Do your best

· Be fair

· Be safe

· Look after people in school

· Look after things in school

Seniors:

· Put your best effort into your work

· Be fair and honest with classmates and teachers

· Play and work safely

· Respect people in our school community

· Respect property in our school community

Yard

The Golden Rules incorporate the principles of respect for others. Sharing and caring apply to yard rules. Children will be encouraged to play and to ensure that no child is excluded. Children are encouraged to remember the Golden Rules at line up time on re-entering the yard. Jostling and overtaking is not acceptable.

· We always play safely – no rough play

· We always ask permission to leave the yard

· We obey the whistle

Withdrawal under supervision or time out will apply to any violations.

Reward system

Reward systems which are based on academic merit or particular extrinsic goals continuously apply to only a limited number of children and undermine the individuality of children. All children deserve encouragement to attain their best. Rewards should be given for effort and not only for achievement. An approach which utilizes encouragement rather than praise should be developed.

· Children will be encouraged, praised and listened to at all times by adults in the school

· Parents/guardians will hear good news on a regular basis about their child via the incentive systems. These include the following strategies: responsibility badges, sharing work with an audience, displaying work, verbal comments to parents/guardians, inviting parents/guardians to see work, stickers awarded by adults for behaviour and work, certificates, etc.

Unacceptable behaviour and its consequences

Where a student’s behaviour disrupts the teaching and learning of other students, school authorities have to weigh the needs of that student with the needs of other students and staff. Even minor breaches of the rules can be disruptive, particularly if they are persistent.

Maynooth ETNS will use problem-solving approach when dealing with inappropriate and unacceptable behaviour.

Sanctions will be applied in order to bring about a change in behaviour by:

• helping students to learn that their behaviour is unacceptable

• helping them to recognise the effect of their actions and behaviour on others

• helping students (in ways appropriate to their age and development) to understand that they have choices about their own behaviour and that all choices have consequences

• helping them to learn to take responsibility for their behaviour.

Applying sanctions will also reinforce the boundaries set out in the rules and signal to other students and to staff that their wellbeing is being protected.

In instances of more serious breaches of school standards, sanctions may be needed to prevent serious disruption of teaching and learning, and keep the student, or other students or adults, safe.

Sanctions should be used in a respectful way that helps students to understand the consequences of their behaviour and to take responsibility for changing that behaviour. Sanctions should also be appropriate and the duty of care to the student always needs to be maintained.

The school and classroom practices that support good learning behaviour are valid for all students, including those with identified special educational needs. Sanctions may be needed to help a student with special educational needs to learn about appropriate behaviour and skills, as in the case of any student. However, teachers should take particular care that they help the student with special needs to understand clearly the purpose of the sanction and the reason why their behaviour is unacceptable.

Minor misbehaviour

All everyday instances of a minor nature are dealt with by the class teacher. In cases of repeated serious misbehaviour or single instances of gross misbehaviour parents/guardians will be involved at an early stage and invited to meet the teacher and/or the principal to discuss their child’s behaviour.

Serious misbehaviour

Examples of serious misbehaviour:

· Bullying (including alienation and intimidation)

· Racism

· Verbal /physical abuse of adults or children

· Theft

· Damage to property

· Any behaviour which poses risk of injury to the pupil or others

· Any other misbehaviour which continuously interferes with teaching and learning process.

Only in cases of repeated serious misbehaviour and failure to improve after meeting(s) between parents/guardians, teacher and principal will temporary suspension be considered. Suspension will be in accordance with the terms of Rule 130(5) of the Rules for National Schools.

The Board of Management will adopt policies to deal with bullying, harassment and sexual harassment.

Gross misbehaviour

Examples of gross misbehaviour:

· Assault on a teacher or pupil or any staff member or visitor to the school

· Serious theft

· Serious damage to property

Suspension

Examples of grounds for suspension:

• the student’s behaviour has had a seriously detrimental effect on the education of other students

• the student’s continued presence in the school at this time constitutes a threat to safety

• the student is responsible for serious damage to property.

After other interventions are tried and reasons why these have not worked are reviewed, the decision to suspend a student can be made.

A single incident of gross misconduct may be grounds for suspension.

Expulsion

Examples of grounds for expulsion:

· the student’s behaviour is a persistent cause of significant disruption to the learning of others or to the teaching process

· the student’s continued presence in the school constitutes a real and significant threat to safety

· the student is responsible for serious damage to property.

Expulsion will only be considered when the Board of Management have tried a series of other interventions and believes all possibilities for changing the student’s behaviour have been exhausted.

There may be exceptional circumstances where the Board of Management forms the opinion that a student should be expelled for a first offence (for instance, a serious threat of violence against another student or member of staff, actual violence or physical assault, supplying illegal drugs to other students).

Repeated serious and gross misbehaviour

It is recognised that serious/gross misbehaviour is often the result of a child being emotionally disturbed. In these cases every effort will be made to have an emotionally disturbed child referred for psychological assessment. Where there is a need for a child to be assessed in relation to specific behavioural problems, the school should endeavour to raise concerns with parents/guardians sensitively and to give families as much support as possible.

Persistent misbehaviour

Sanctions to deal with persistent minor misbehaviour are as follows:

CLASSROOM	YARD/PLAYGROUND
Step 1: Verbal reprimand or warning	Step 1: Time-out for 5 minutes
Step 2: Child persists with misbehaviour = Yellow card, child moved within classroom	Step 2: Child persists = Name recorded in incident report book
Step 3: Child persists with misbehaviour = Red Card – child moved to another classroom	Step 3: Child persists = parents/guardians informed, Principal meets with parents/guardians and pupil
Step 4: Child persists with misbehaviour = Parents/guardians informed by note or in homework journal
Step 5: Principal reprimands pupil, Principal meets with teachers, parents/guardians and pupil

· When serious misbehaviour occurs, Step 3 and 4 may be implemented immediately

· When gross misbehaviour occurs, Step 5 may be implemented immediately

Persistent serious or gross misbehaviour

The following steps will be taken when serious or gross misbehaviour is persistent. These steps are in accordance with the Department of Education & Science guidelines and Rule 130 of the Rules for national Schools:

· Communication by Principal with parents/guardians – verbal or in writing

· Meeting between Principal and parents/guardians

· Chairperson of Board of Management is informed

· Parents/guardians will be requested in writing to attend school to meet the Chairperson and the Principal

· If parents/guardians do not give an undertaking that the pupil will behave in an acceptable manner in the future, the pupil will be suspended for a temporary period

· In the case of gross misbehaviour the Board authorizes the Chairperson or Principal to sanction an immediate suspension, pending a discussion of the matter with the parents/guardians. The maximum initial period of suspension is three school days

· The Board of Management can authorize a further period of exclusion up to a maximum of 10 school days to allow for consultation with the pupils or pupils parents/guardians

· In exceptional circumstances, the Board of Management will authorize a further period of exclusion in order to enable the matter to be reviewed

· Every effort will be made to have an emotionally disturbed child referred for psychological assessment without delay. Help will be sought from support services within the wider community, e.g. Community Care Services.

· When expulsion is considered, the following steps will be taken:

o A detailed investigation carried out under the direction of the Principal.

o A recommendation to the Board of Management by the Principal.

o Consideration by the Board of Management of the Principal’s recommendation, and the holding of a hearing.

o Board of Management deliberations and actions following the hearing.

o Consultations arranged by the Educational Welfare Officer.

o Confirmation of the decision to expel.

· The decision to expel will take effect 20 days after the National Education Welfare Board has received notification in writing

· Where the school has expelled a pupil and all appeals processes both internal and external have been exhausted, the student’s expulsion will be reported on the student absence report form.

Methods of communicating with parents/guardians

Communicating with parents/guardians is central to maintaining a positive approach to dealing with children. Parents/guardians and teachers should develop a joint strategy to address specific difficulties, in addition to sharing a broader philosophy which can be implemented at home and in school

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

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

The following methods are to be used at all levels within the school:

· Informal parent/teacher meetings

· Formal parent/teacher meetings

· Through children’s homework journal (1st-6th class)

· Letters/notes from school to home and from home to school

· School notice board

Raising a concern/bringing a complaint about a behaviour matter

Any parent/guardian who has concerns about a behaviour matter should bring this concern to the attention of the school principal. The school principal will then in turn bring this to the attention of the class teacher. Together they will investigate the matter and report back to the parent/guardian. All behaviour matters will be dealt with in compliance with this Positive Behaviour Policy.

Notifying the school about absence from school

Regular attendance at school is important for a child's progress. Children must not be absent from school unless they are ill or for some unavoidable reason. Parents/guardians are encouraged to inform the school on the first day of the child’s absence, by text message, phone call or email. A note of explanation should always follow a child's absence on the first day of their return to school. The note should be given to the class teacher and will be kept on record in the Roll Book.

A standard letter (see Appendix 1) will be sent to parents/guardians if a child is absent from school for more than 15 days. This letter will remind them, that the school are obliged to report any child that is absent for 20 days or more to the National Education Welfare Board.

If there are repeated instances of absenteeism following the letter, the Principal will meet with the Parents/Guardians in relation to the matter.

Plan for reviewing the policy

This Positive Behaviour Policy will be reviewed and evaluated regularly and any training needs arising from implementing such a policy will be addressed.

Approved by the Board of Management:

Date:

Signature:

Appendix 1 - Letter to parents/guardians if a child is absent from school for more than 15 days

Dear Parents/Guardians,

Regular attendance at school is important for your child's progress. Children must not be absent from school unless they are ill or for some unavoidable reason.

I am writing to inform you that your child has missed _________ school days in the school year 2008/2009.

The school is legally required to report any child who is absent for 20 days or more to the National Education Welfare Board.

If your child has recorded a large number of days due to medical reasons, a Medical Certificate should be furnished to the school. A copy will be kept on file.

Yours Sincerely,

Marie Hand,

Principal

Certificate of Co-Operation
with the Positive Behaviour Policy

The safety and wellbeing of all children attending our school is of the utmost importance to us. With this in mind, a Positive Behaviour Policy has been put in place and ratified by the Board of Management.

We request that parents/guardians read the policy carefully with their child/children and discuss the contents. Please sign the following undertaking and return this form to the school by:

Date: ____________________

I confirm that I have read this policy with my child:

Child’s name: __________________________________________________

We have discussed the contents together and we agree to uphold this policy during the coming year.

Signed by Parent/Guardian:

Name (please type): ___________________________________________

Signature: ___________________________________________________

Date: _____________________

Please keep the policy document safely at home for future reference.

Anti-Bullying Policy

Tuesday, 29 December 2009 22:46

Policy Statement

Every child has a right to pass safely through childhood and to an education free from fear and intimidation.

Objectives

The Maynooth Educate Together National School (METNS) will endeavour to keep the anti-bullying policy alive through an active process of consultation whereby all the constituted groups within the school community will be consulted prior to any proposed change in the school policy. The teaching staff will have the responsibility for the preparation of any amendments to the policy on bullying.
The Board of Management through the Principal of the METNS will have the responsibility for the implementation of this policy.
This policy will be given to all parents/guardians in the school as a matter for public record. It will be displayed on the school website and will be available through the school office.
Given the different perspectives on bullying which may exist within the school community, as far as practicable, the METNS will maintain an “open door” approach to the reporting of bullying. Any comments on the anti-bulling policy from any representative group within the school community will be considered by the Board of Management. The METNS will endeavour to create a supportive ethos which will break down the culture of secrecy and create a telling school.
The METNS will endeavour to provide a multi-level approach to counter bullying.
The METNS undertakes to inform all who use the school of its anti-bullying policy.

Rationale

It is accepted that Parents/guardians are expected to cooperate with staff on bullying issues and that the staff acts in good faith when dealing with bullying behaviour.
Bullying is generally intentional and directed and the victim experiences a degree of intimidation due to this behaviour. It is everyone's responsibility to report incidents of bullying to the school authorities.
The METNS accepts that those employed in the METNS are obliged to act on any reported incident(s) of bullying.
The METNS accepts that bullying may focus on the more vulnerable members of school and society, who are perceived as being different in some respects; this may include being physically, culturally, emotionally or academically different from other pupils.
The METNS recognises that there are different forms of bullying and that individuals may fall into different categories of bullies and victims. Different approaches may be required in dealing with these categories. Similarly, METNS accepts that a variety of bullying behaviours exist and that different approaches may be employed to deal with these.
The METNS is aware that there are different forms of aggression which do not necessarily constitute bullying but will be dealt with under the Positive Behaviour Policy.
The METNS recognises that children with Special Educational Needs may have a greater involvement in bullying as bully and/or victim. Special measures, which may not be described in this policy, may be required to deal with these children.

Role of the Board of Management

To ensure the policy is in keeping with the ethos of the school.
To approve the policy.
To ensure policy is reviewed as required and at regular intervals.
To support the Principal and staff in implementing the policy.
To support training of staff in the area of anti-bullying.
To ensure all parents/guardians joining the school receive a copy of the Anti-Bullying Policy.
To provide the physical infrastructure to make school environment a more child-friendly place
Role of Parents/Guardians.
Parents/guardians will be supplied with our Anti-Bullying Policy and will be invited to report any suspicions to the class teacher or principal.
The genuine concern of teachers for the child should be accepted. Any information regarding the involvement of the child in bullying will be communicated to the parent. Parents/guardians are asked to accept this information in good faith.
Parents/guardians will be invited to devise and implement, with the class teacher, a plan of action regarding the involvement of their child in bullying. The plan would relate to action that would be taken by both the teacher and the parent.
Parents/guardians are asked that when in the presence of their child, they will fully support any policy decisions relating to behaviour, discipline and bullying about which they have previously been consulted. If they need to question decisions, this will be done privately with the class teacher.
Parents/guardians should acknowledge the unique role that both they and the teachers hold.
Parents/guardians should acknowledge the different relationships which both they and teachers have with the child.
Parents/guardians are asked to respect the need for confidentiality in all discussions re incidents of bullying.

Role of Teachers

Teachers should acknowledge and respect the unique role that both they and parents/guardians hold.
Teachers should acknowledge the different relationships which both they and parents/guardians have with the child.
Teachers must respect the need for confidentiality when they are dealing with parents/guardians or children who are involved in bullying, not withstanding the professional obligations of the teacher.
Teachers should acknowledge the importance of the parent – teacher partnership; they will particularly recognise the needs of those parents/guardians whose children are involved in bullying.
Teachers should acknowledge the right of all children to a fair hearing.

Role of Children

All children will be encouraged to respect the rights of others.
By-standers will be encouraged to report any instances of bullying that they may be aware of.
Children should tell their class teacher and parents/guardians if they feel that they are being bullied.
Children should find private time and report instances of bullying to their class teacher.
Children should stay within sight of staff during break times.

Our Anti-Bullying Measures as Part of the Curriculum

The school identifies aspects of the curriculum through which positive and lasting influences can be exerted towards forming pupil's attitudes and values.

Stay safe
Our ethics programme
SPHE
English
Poems by the children about bullying
Story – short story/novels cover this topic
Oral work – broached informally through discussion on current affairs/news items
Drama – role-play, how we deal with it
Video on the subject
Circle time – discussions
Role of leader in class
Issues in school, class, local areas
Form part of class rules
By use of posters
Social stories

Our school policy will also consider sexual harassment; anti-bullying, racial bullying, adult-child and adult-adult bullying, bullying in the workplace, bullying of or by children with special educational needs.

Our school policy recognises that it is not bullying when a teacher has made a fair and just comment on a student's work or, after investigating an alleged wrong-doing in accordance with school procedures, finds it necessary to discipline a child in accordance with the discipline policy of the school.

Physical Aggression

It includes pushing, shoving, punching, slapping, pinching, kicking, poking and tripping people up. It may also take the form of severe physical assault.
Damage to Property

Personal property can be of focus of attention for the bully, this may result in damage to clothing, school books and other learning material or interference with a pupil's bicycle, skateboard etc.

Extortion

Demands for money may be made, often accompanied by threats. Victims’ lunches or after school money may be taken. Victims may also be forced into theft of property for delivery to the bully.

Intimidation

This is based on the use of very aggressive body language with the voice being used as a weapon.

Abusive Telephone Calls

The abusive anonymous telephone call is a form of verbal intimidation or bullying.

Isolation

A certain person is deliberately isolated, excluded or ignored by some, or all, of the class group. The person engaged in bullying behaviour usually initiates this practice. It may be accompanied by writing insulting remarks about the victim on blackboards or in public places, by passing around notes about or drawings of the victim or by whispering insults about them loud enough to be heard.

Name Calling

Persistent name-calling directed at the same individual(s), which hurts, insults or humiliates, should be regarded as a form of bullying behaviour.

Slagging

This behaviour usually refers to the good-natured banter, which goes on a part of the normal social interchange between people. However, when this slagging extends to very personal remarks aimed again and again at the one individual about appearance, clothing, personal hygiene or involves references of any uncomplimentary nature to members of one's family, particularly if couched in sexual innuendo, then it assumes the form of bullying. It may take the form of suggestive remarks about a pupil's sexual orientation.

Bullying by Text

“Bebo Bullying”

e.g. bullying on social network sites as Facebook, Bebo, Myspace, Twitter, instant messaging.

Sexual Harassment among School Children

The distinction between sexual harassment and general unacceptable behaviour is not clear and the invisibility of sexual harassment will continue unless children can name it and challenge it directly. Examples of sexual harassment include: inappropriate touching, use of derogatory names, insults or sexist jokes.

Homophobic bullying

Racial Harassment/Bullying

Examples include physical assault because of colour, ethnicity or nationality; use of derogatory names, insults or racist jokes; incitement of others to behave in a racist way.

Possible Signs of Bullying

Be unwilling to go to school
Be frightened of walking to and from school
Change of route to school
Deterioration in school performance
Damge to personal belongings
Change in mood of individual eg. May become withdrawn and may develop a stammer or display loss of confidence
Become distressed and stop eating
Phantom illness
Requests for money
Have nightmares
Individual may refuse to say what is wrong
Individual may give improbable excuses
Self-harm

Before coming to school it is advised that parents/guardians consider any factors at home which may have coincided with the onset of behavioural difficulties. Parents/Guardians Should Assess If their child may be a bully. Possible indicators include:

Child may be sullen
May have violent outbursts
May not be able to account for money or possessions
May be acting differently

Parents/guardians should consider the following questions before coming to school:

Who is your child bullying?
What does your child do to this person?
When does it happen?
Where does it happen?
How long has it being going on?
How did you get to know of it?
Has anyone reported it to the school?
Why do you feel that he or she is involved?
Is your child witnessing bullying behaviour at home or in the community?

Parents/guardians should record full details and inform the school.

If their children may be a victim
Possible indicators include:
May be reluctant to go to school. This is not to be confused with school phobia.
May be unable to explain why some of his/her belongings are missing or damaged.
Change in behaviour – quiet or withdrawn.

Parents/guardians should consider the following questions before coming to school:

What happened to your child?
How often?
Who is responsible?
When did the bullying take place?
Where did the bullying take place?
Did your child report this?
To whom was it reported?
Who told you (parent/guardian) about this bullying?
What are the signs that something is wrong?
Is your child anxious about anything else?

Parents/guardians should record full details and inform the school.

Dealing with Bullying
On Approach to the School
All incidents of alleged bullying behaviour reported will be investigated and recorded. The contact person in the school (usually the class teacher) will:
Attend to the safety needs of the victim
Acknowledge what the person says
Listen actively and record factual information
Will use the incident reporting form
Follow agreed procedures

Procedures for Notifying and Reporting Incidents

Minor incidents should be noted by the class teacher and dated in Behaviour Book. If a member of staff notices a pattern of what he or she perceives to be bullying in the yard, they should inform the class teacher or Principal.
When the class moves on, the succeeding teacher should be informed (via the Behaviour Book) of any problems that existed.
If parents/guardians have concerns about the child being bullied they should inform the class teacher.
Reports of bullying either from parents/guardians or a staff member should be recorded. The teacher should investigate. If the teacher suspects that bullying occured, the Principal/Deputy Principal should be informed.
Parents/guardians of those involved should be notified and given an opportunity to discuss the matter by the teacher. It should be made clear that children reporting incidents of bullying are acting responsibly and their reports will be recorded.
Behaviour Book will begin in Junior Infants and stay with each class as they move up through the school to 6th class.

Principles for Investigating and Dealing with Bullying

Calm, unemotional, problem-solving approach.
Incidents are best investigated at times when the rest of the class are not present eg. Break time or after school.
Teachers should speak separately to the children involved.
Members of a gang should be met separately and as a group.
Children are given the opportunity to relate their own version of the event.
Parents/guardians should be informed where it has been determined that bullying has occured.
Follow-up communication with the child/parents/guardians of the bullied child to check that no further difficulties have arisen and note meeting in the Behaviour Book.

Investigation/Reporting of Alleged Bullying

The contact person will:

Interview with the bullied pupil
Arrange a meeting for all those involved (ie. Victim bully)
Define the problem

Strategies for Managing the Bully

While the school will endeavour to offer support and assistance to the perpetrator, the person who is bullying must accept such behaviour will not be accepted. At the initial meeting with the bully, the teacher will:

Define the problem
Decide on a course of action
Involve him/herself in designing a programme to change this behaviour.
The child will participate in determining reasonable sanctions which will be used if he/she continues to bully.
Parents/guardians do not necessarily have to be involved at this stage. The teacher involved will file a copy of this programme signed by the child concerned and parent, if deemed necessary.

If the bullying persists and involves the same individuals or if the bully bullies other individuals, METNS will contact the parents/guardians and request that they visit the school and inform them about the persistent pattern of bullying. In extreme cases, in consultation with the parents/guardians, a behavioural contract will be drawn up.
If there is serious or persistent bullying, the Board of Management will decide on whether to suspend or expel the bully concerned. This is covered under the rule for National School No. 130 as included in Circular 20/90 and in the School’s Positive Behaviour Policy.

Dealing with “Bully Gangs”

The “No Blame Approach” may be employed for dealing with “Bully Gangs”.
The victims will be met separately, the victims will be given an account of what happened.
Every member of the “gang” will be interviewed and they will write down what happened.
It will be agreed with every member of the gang separately what is expected of him/her and discussed how he/she has broken school guidelines.
The “gang” will be interviewed as a group. As a group, each member will state what happened. It will be necessary to ensure that everyone is clear about what has happened.
Strategies will be decided which involve children in solving the problem eg. Method of shared concern no blame approach.
False excuses or redefinition of incident will not be accepted.

Dealing with the Victim

Every effort will be made to re-inforce the self-esteem of the victim. It may be necessary to find out what type of victim the pupil is. Is he/she a classic victim, a colluding victim, a provocative victim? The victim will be encouraged to find ways in which they can improve the situation. If the victim is a provocative victim, then he/she needs to realise that their own behaviour is contributing to the bullying behaviour.

Guidance for Victims

The school curriculum can be employed specifically in this area e.g. drama, role play, Stay Safe Programme, Walk Tall Programme, videos, circle time. If it is the view of the Principal that the child would benefit from professional counselling, the school will communicate this view to the parents.
New Children to the School

Given that a new child to the school might be more vulnerable to bullying or has a history of involvement in bullying, the school may:

Require parents/guardians to forward all documentation, regarding their previous placement.
Contact the previous school or institution attended by the child (with parental consent).
With parental consent, contact any other body that may have had an involvement with the child in question.

Children with Special Educational Needs

All teachers and parents/guardians need to be aware that children with special educational needs (which include children with learning, behavioural and emotional difficulties) tend to have greater involvement in bullying. The child with special educational needs may have a heightened sensitivity and may over-react to certain situations. These situations will be addressed according to the Special Educational Needs Programme or Individual Educational Programme of the children concerned. In so far is appropriate for the individual child, policy procedures will be adhered to.

Adult Bullying/Harassment

The procedure set out below may be initiated in relation to any of the following circumstances, which may occur in the workplace or otherwise in the course of employment.

Adult bullying
Sexual harassment or
Harassment on other specified discriminatory grounds which could in the circumstances be regarded as offensive, humiliating or intimidating.

Any such behaviour is not acceptable within the school. A complaint of sexual harassment of bullying may result in disciplinary action. Where a complaint of sexual harassment or bullying is not upheld, no action shall be taken against the complainant provided the allegation was made in good faith. If the complaint was brought maliciously, it should be treated as misconduct and the disciplinary procedure invoked.

It is also open to any member who considers that he/she is being discriminated against, to contact his/her CEC District Representative or INTO Head Office with a view to referring a complaint to the Director of Equality Investigations or Labour Court, as the case may be.

For the purposes of the procedures outlined in this document, the METNS adopts the definition of bullying set out by the Health and Safety Authority which is:

“Bullying in the workplace is repeated aggression, verbal, psychological or physical, conducted by an individual or group against another person or persons. Bullying is where aggression or cruelty, viciousness, intimidation or a need to humiliate, dominate the relationships. Isolated incidents of aggressive behaviour, while to be condemned, should not be described as bullying. In the workplace environment there can be conflicts and interpersonal difficulties. Many of these are legitimate industrial relations difficulties which should be dealt with through the appropriate industrial relations channels. Only aggressive behaviour which is systematic and ongoing should be regarded as bullying.”

Adult bullying can take many forms which usually include:

intimidation or harassment
aggression
verbal abuse
humiliation
undermining
dominance or abuse of power
different or unfavourable treatment
exclusion or isolation

Key features of adult bullying are that the behaviour is generally:

persistent and/or systematic
unwanted
subtle
non-physical

The exercise of legitimate management functions, in a reasonable and fair manner, does not constitute bullying.

Bullying/Harassment Procedures

Preamble

The procedure outlined below is designed to address adult bullyiing, sexual harassment or other harassment arising in the workplace or otherwise in the course of employment, in a fair and effective manner. In implementing the procedure, it is recommended that emphasis should be placed on assuring the party who considers that he/she is being bullied/harassed that his/her complaint is acknowledged, that the matter will be investigated effectively and sensitively and in accordance with due process.

Equally, where it is found that bullying or harassment has occured, the emphasis, firstly, is to ensure that the offending behaviour immediately cease and secondly, to help the offending party acknowledge that his/her behaviour is unacceptable and that steps must be taken to address the matter constructively thereby avoiding any recurrence.

It is important to ensure that resolution is achieved at the earliest opportunity. Further, it may be appropriate for the victim or the offended to attend counselling or obtain such other help as may be required.

Stage 1: Address the Matter

The party (party A) who considers that he/she is being bullied, sexually harassed or harassed on other specified discriminatory grounds, should decide to address the matter. However, in light of the potential effects of bullying or harassment on an individual, including loss of confidence, extreme upset, anxiety or fear, a party may initially decide to seek INTO counselling, in order to consider the most appropriate application of the procedures, in the circumstances.
Party A should keep a record of the pattern of behaviour or instances where he/she considers that bullying/harassment has occured. The record should contain details such as dates, times, persons present, details of what was said or what occured.

Stage 2: Informally Address the Problem

The party who considers that he/she is being bullied, sexually harassed or harassed on other discriminatory grounds (Part A), should request a meeting with the other party (B), in order to discuss matters. The following should apply:

where necessary, the meeting may be facilitated by a third party, generally a teaching colleague;
party A should clearly outline his/her difficulties and should clearly object to the bullying/harassment and request that it stop
it is important that party A bear in mind, that the other member of staff may not be aware that his/her behaviour is causing difficulty;
both parties should seek to resolve their differences and establish a pattern of interaction exclusive of any forms of bullying/harassment;
Party B may respond to party A at that meeting or if requested, should be given an opportunity to consider his/her response, in which case the meeting may be adjourned. Party B should respond to a constructive manner;
the resolution, as appropriate, may include any of the following eg. A commitment to cease the particular behaviour, modify the behaviour, plan to eliminate situations where the parties would be in conflict or monitoring.

Alternatively, it may emerge as a result of the discussions between the parties, that there may have been a degree of misunderstanding in relation to certain behaviours and the resolution may make provision for compromise or appropriate explanation or acknowledgement.

If there is no satisfactory indication of resolution between the parties, party A should refer the complaint to stage 3, ie formal procedures.

Stage 3: Principal Teachear or Chairperson of the Board of Management

Stage 3 provides a mechanism for the principal teacher to intervene and resolve the matter. However, if the principal teacher is one of parties, the chairperson of the board of management should then be involved, in an individual capacity, in order to achieve resolution. In circumstances where the chairperson may also be involved at Stage 2, another member of the board may be designated to intervene.
Party A should advise party B that he/she is proceeding with Stage 3.
Party A should state his/her complaint in writing and request the principal teacher (or chairperson of the board of management, as the case may be) to investigate the matter.
The principal teacher (or chairperson of the board of management, as the case may be) should:

obtain background details including details of what occurred at the previous stage
consider the patterns of behaviour and the timescale
hear the parties and seek to resolve the matter
act in a fair and impartial manner and deal with the matter sensitively, having regard to the nature of the problem and the principles of the process
exercise judgement and make decisions which he/she considers necessary to resolve matters

The outcome of the discussions should be noted by the parties

The matter should be dealt with confidentially
Where resolution has not been possible and particularly where there is a likelihood of the offending behaviour continuing, either party or the principal teacher (or the chairperson of the board of management as the case may be), should refer the matter to the board of management in accordance with Stage 4.

Stage 4: Board of Management

It is open to any of the parties or the principal teacher (or chairperson of the board of management, as the case may be) to refer the matter to the board of management for investigation. The referral should be in writing and dated and should include a copy of the written complaint.
The board of management should consider the issues and investigate the matter.
The board may enquire into the background of the difficulties including obtaining details on the sequence of initiatives taken at previous stages
The board or the chairperson of the board may meet teachers individually or collectively and may also request written submissions from the parties, having regard also to the principles of due process
The board may request the principal teacher to furnish a written submission
The board may afford the parties an opportunity to present their case orally at a board meeting, in each other's presence
Following oral presentations the board of management may designate the chairperson to meet with the parties again, separately or jointly, if further clarification is required or to work towards resolution
The board of management may convene a number of meetings in order to achieve resolution
The board of management shall act in a fair and impartial manner in order to achieve resolution and shall deal with the matter sensitively, having regard to the nature of the problem.

Having considered all matters, the board of mangement should reach a view on the matter not later than 20 school days after receipt of the written request/referral.
Where the board of management finds that bullying/harassment has not occured, both parties should be informed accordingly. No action shall be taken against the complainant provided the allegation was made in good faith. If the complaint was brought maliciously, it should be treated as misconduct and appropriate action taken.
Where the board of management finds that bullying/harassment has occured, the board should deal with the matter appropriately and effectively.

This may include:

the issuing of a clear warning that bullying/harassment is not acceptable in the school workplace and that it will not be tolerated
a demand that all forms of bullying/harassment cease and that acceptable patterns of interaction be established between the parties
an instruction to the offending party that he/she apologise / express regret or give an assurance that the bullying/harassment behaviour will cease
seeking a commitment to attend counselling or the welfare service
more serious disciplinary sanctions as may be commensurate and appropriate, such as:
- oral warning
- written reprimand
- written warning
- final written warning
- suspension
- dismissal

As part of the resolution, the board of management should monitor the situation and should put systems in place to ensure that it is kept informed that resolutions are being implemented. The board of management should keep matters under review.

Plan for reviewing the policy

This Policy will be reviewed and evaluated regularly and any training needs arising from implementing such a policy will be addressed.

Approved by the Board of Management:
Date: 6th October 2009

Complaints Procedure

Wednesday, 22 April 2009 10:39

Important note: Revised procedures for processing complaints by Parents will be prescribed for all schools under Section 28 of the Education Act 1998. When available, the revised procedures will be sent to each school and will replace the procedures printed here. Please ensure that the correct and up to date Procedures are used. At the time of going to print these procedures are still the only agreed procedures.

Introduction

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

i. on matters of professional competence and which are to be referred to the Department of Education;

ii. frivolous or vexatious complaints and complaints which do not impinge on the work of a teacher in a school;

iii. complaints in which either party has recourse to law or to another existing procedure. Unwritten complaints not in the above categories may be processed informally as set out in Stage 1 of this procedure.

Stage 1

1.1 A parent/guardian who wishes to make a complaint should, unless there are local arrangements to the contrary, approach the class teacher with a view to resolving the complaint.

1.2 Where the parent/guardian is unable to resolve the complaint with the class teacher she/he should approach the principal teacher with a view to resolving it.

1.3 If the complaint is still unresolved the parent/ guardian should raise the matter with the chairperson of the board of management with a view to resolving it.

Stage 2

2.1 If the complaint is still unresolved and the parent/guardian wishes to pursue the matter further she/he should lodge the complaint in writing with the chairperson of the board of management.

2.2 The chairperson should bring the precise nature of the written complaint to the notice of the teacher and seek to resolve the matter between the parties within 5 days of receipt of the written complaint.

Stage 3

3.1 If the complaint is not resolved informally, the chairperson should, subject to the general authorisation of the Board and except in those cases where the chairperson deems the particular authorisation of the Board to be required:

(a) supply the teacher with a copy of the written complaint; and

(b) arrange a meeting with the teacher and, where applicable, the principal teacher with a view to resolving the complaint. Such a meeting should take place within 10 days of receipt of the written complaint.

Stage 4

4.1 If the complaint is still not resolved the chairperson should make a formal report to the Board within 10 days of the meeting referred to in 3.2 (b).

4.2 If the Board considers that the complaint is not substantiated the teacher and the complainant should be so informed within 3 days of the Board meeting.

4.3 If the Board considers that the complaint is substantiated or that it warrants further investigation it proceeds as follows:

(a) The teacher should be informed that the investigation is proceeding to the next stage;

(b) The teacher should be supplied with a copy of any written evidence in support of the complaint;

(d) The teacher should be afforded an opportunity to make a presentation of case to the Board. The teacher would be entitled to be accompanied and assisted by a friend at any such meeting;

(e) The Board may arrange a meeting with the complainant if it considers such to be required. The complainant would be entitled to be accompanied and assisted by a friend at any such meeting;

(f) The meeting of the board of management referred to in (d) and (e) will take place within 10 days of the meeting referred to in 3.1 (b).

Stage 5

5.1 When the Board has completed its investigation, the chairperson should convey the decision of the Board in writing to the teacher and the complainant within 5 days of the meeting of the Board.

5.2 The decision of the Board shall be final.

5.3 This Complaints Procedure shall be reviewed after three years;

5.4 CPSMA or INTO may withdraw from this agreement having given the other party 3 months’ notice of intention to do so.

In this agreement ‘days’ means school days.

Cf. Section 29 of Education Act

Garda Vetting Policy

Wednesday, 22 April 2009 10:38

Vetting Policy for Maynooth Educate Together National School

Garda Vetting for non-teaching staff and all volunteers who are in unsupervised contact with children in a school context.

Rationale

It is the intention that all members of the school community who have unsupervised access to children have undergone the Garda Vetting process, and will be re-vetted on a regular basis.

This school will use Garda Vetting as part of a wider process to ensure the protection and safety of all members of the school community.

The process of Garda Vetting is carried out by the Garda Central Vetting Unit (GCVU). The function of the GCVU is to provide details of ‘all prosecutions, successful or not, pending or completed, and/or convictions’ in respect of an applicant to a registered organisation.

Goals

The goal of this policy is to ensure that the school is a safe and secure environment for children, staff and the school community.

The Policy

All offers of employment to non-teaching staff and volunteers are “subject to satisfactory vetting by the Garda Central Vetting Unit”.

Failure to complete the Garda Vetting form will automatically disqualify the candidate. The provision of inaccurate information on the Garda Vetting Application form, such as an inaccurate date of birth or address, may also disqualify.

Candidates will be able to challenge the information provided by the GCVU especially to avoid errors or cases of mistaken identity. In such cases, re-vetting will take place.

All returned GV forms will be handled in strictest confidence.

Completed Forms will only be retained by the school in the event of a successful appointment and will be appropriately sealed and retained in a secure location.

In all decisions, it is recognised that the school will take as its first priority its responsibility to the protection of children attending school activities.

Policy Review

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

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