Policies

Our Policies

ADMISSION
RELIGIOUS EDUCATION
HOMEWORK
RECEPTION AND DISMISSAL
UNIFORM
CODE OF BEHAVIOUR
CHILD SAFEGUARDING STATEMENT AND RISK ASSESSMENT
HEALTHY LUNCH POLICY
ANTI-BULLYING POLICY

1. Introduction
This Admission Policy complies with the requirements of the Education Act 1998, the Education (Admission to Schools) Act 2018 and the Equal Status Act 2000. In drafting this policy, the Board of Management of the school has consulted with school staff, the school patron and with parents of children attending the school.

The policy was approved by the school patron on 22 July 2020. It was ratified by the Board of Management at a meeting held on 26 August 2020. It is published on the school’s website and will be made available in hardcopy, on request, to any person who requests it.

The relevant dates and timelines for Ballyboughal National School’s admission process are set out in the school’s annual admission notice which is published annually on the school’s website at least one week before the commencement of the admission process for the school year concerned.
This policy must be read in conjunction with the annual admission notice for the school year concerned.
The application form for admission is published on the school’s website and will be made available in hardcopy on request to any person who requests it.

2. Characteristic spirit and general objectives of the school

Ballyboughal National School is a co-educational primary school with a Catholic ethos under the patronage of the Catholic Archbishop of Dublin

“Catholic Ethos” in the context of a Catholic primary school means the ethos and characteristic spirit of the Roman Catholic Church, which aims at promoting:

the full and harmonious development of all aspects of the person of the pupil, including the intellectual, physical, cultural, moral and spiritual aspects; and
a living relationship with God and with other people; and
a philosophy of life inspired by belief in God and in the life, death and resurrection of Jesus; and
the formation of the pupils in the Catholic faith,

and which school provides religious education for the pupils in accordance with the doctrines, practices and traditions of the Roman Catholic Church, and/or such ethos and/or characteristic spirit as may be determined or interpreted from time to time by the Irish Episcopal Conference.
In accordance with S.15 (2) (b) of the Education Act, 1998 the Board of Management of Ballyboughal National School shall uphold, and be accountable to the patron for so upholding, the characteristic spirit of the school as determined by the cultural, educational, moral, religious, social, linguistic and spiritual values and traditions which inform and are characteristic of the objectives and conduct of the school.
The Board of Management and staff of Ballyboughal National School strive to provide a well-ordered, caring, happy learning environment where the intellectual, physical, cultural, moral and spiritual needs of the pupils are identified and addressed.
The school is committed to enabling children of all levels of ability to reach their full potential and aims to provide an inclusive environment that allows the children full access to all areas of learning. We welcome the support and involvement of parents in the work of the school.
Déanaimid sár-iarracht labhairt na Gaeilge a chur chun cinn sa scoil seo.
In Ballyboughal NS we believe that young children learn best in an atmosphere that is positive, welcoming and secure. Every member of the school community is valued and treated with respect. Our motto “Mol an oige agus tiocfaidh si” is at the heart of our philosophy.

3. Admission Statement
Ballyboughal National School will not discriminate in its admission of a student to the school on any of the following:

the gender ground of the student or the applicant in respect of the student concerned,
the civil status ground of the student or the applicant in respect of the student concerned,
the family status ground of the student or the applicant in respect of the student concerned,
the sexual orientation ground of the student or the applicant in respect of the student concerned,
the religion ground of the student or the applicant in respect of the student concerned,
the disability ground of the student or the applicant in respect of the student concerned,
the ground of race of the student or the applicant in respect of the student concerned,
the Traveller community ground of the student or the applicant in respect of the student concerned, or
the ground that the student or the applicant in respect of the student concerned has special educational needs

As per section 61 (3) of the Education Act 1998, ‘civil status ground’, ‘disability ground’, ‘discriminate’, ‘family status ground’, ‘gender ground’, ‘ground of race’, ‘religion ground’, ‘sexual orientation ground’ and ‘Traveller community ground’ shall be construed in accordance with section 3 of the Equal Status Act 2000.

Ballyboughal National School will cooperate with the National Council for Special Education in the performance by the Council of its functions under the Education for Persons with Special Educational Needs Act 2004 relating to the provision of education to children with special educational needs, including in particular by the provision and operation of a special class or classes when requested to do so by the Council.

Ballyboughal National School will comply with any direction served on the patron or the board, as the case may be, under Section 37A and any direction served on the board under Section 67 (4B) of the Education Act.

Ballyboughal National School is a school whose objective is to provide education in an environment which promotes certain religious values and does not discriminate where it refuses to admit as a student a person who is not Catholic and it is proved that the refusal is essential to maintain the ethos of the school.

4. Categories of Special Educational Needs catered for in the school/special class
Special Education Teaching is provided under the terms of the policies and guidelines issued by the Department of Education and Skills and in accordance with the staffing and resources allocated to the school.

5. Admission of Students
This school shall admit each student seeking admission except where –

the school is oversubscribed (please see section 6 below for further details)

a parent of a student, when required by the principal in accordance with section 23(4) of the Education (Welfare) Act 2000, fails to confirm in writing that the code of behaviour of the school is acceptable to him or her and that he or she shall make all reasonable efforts to ensure compliance with such code by the student

Ballyboughal National School is a Catholic school and may refuse to admit as a pupil a person who is not Catholic and it is proved that the refusal is essential to maintain the ethos of the school.

6. Oversubscription
In the event that the school is oversubscribed, the school will, when deciding on applications for admission, apply the following selection criteria in the order listed below to those applications that are received within the timeline for receipt of applications as set out in the school’s annual admission notice:

Sisters and brothers of pupils of the school (past and present) and children living within the parish boundary.
Children of current staff, including ancillary staff.
Children living in adjacent parishes, in areas traditionally served by the school.
Other children living outside the parish boundary.

In the event that there are two or more students tied for a place or places in any of the selection criteria categories above (the number of applicants exceeds the number of remaining places), the following arrangements will apply:

The Board of Management may choose to implement a cut-off age for all categories in the event that the number of applicants exceeds the number of places available. If there are more applicants within any category than there are available places, priority will be given to children within the particular category in order of age, starting with the oldest. In the event of two or more students being tied for a place, the oldest student will be given priority. If two applicants have the same date of birth, then a lottery will apply with an independent person present.The Board of Management will hold an enrolment meeting in January of each year. Following this meeting, the Board of Management will assess the applications and communicate their decision to parents within twenty-one days.

7. What will not be considered or taken into account
In accordance with section 62(7) (e) of the Education Act, the school will not consider or take into account any of the following in deciding on applications for admission or when placing a student on a waiting list for admission to the school:

a student’s prior attendance at a pre-school or pre-school service;

the payment of fees or contributions (howsoever described) to the school;

a student’s academic ability, skills or aptitude;

the occupation, financial status, academic ability, skills or aptitude of a student’s parents;

a requirement that a student, or his or her parents, attend an interview, open day or other meeting as a condition of admission;

a student’s connection to the school by virtue of a member of his or her family, attending or having previously attended the school; other than siblings of a student attending or having attended the school as per Enrolment Criteria.

the date and time on which an application for admission was received by the school,

This is subject to the application being received at any time during the period specified for receiving applications set out in the annual admission notice of the school for the school year concerned.
This is also subject to the school making offers based on existing waiting lists (up until 31st January 2025 only).

8. Decisions on applications
All decisions on applications for admission to Ballyboughal National School will be based on the following:

Our school’s admission policy
The school’s annual admission notice
The information provided by the applicant in the school’s official application form received during the period specified in our annual admission notice for receiving applications

Please see section 14 below in relation to applications received outside of the admissions period and section 15 below in relation to applications for places in years other than the intake group.

Selection criteria that are not included in our school admission policy will not be used to make a decision on an application for a place in our school.

9. Notifying applicants of decisions
Applicants will be informed in writing as to the decision of the school, within the timeline outlined in the annual admissions notice.

If a student is not offered a place in our school, the reasons why they were not offered a place will be communicated in writing to the applicant, including, where applicable, details of the student’s ranking against the selection criteria and details of the student’s place on the waiting list for the school year concerned.

Applicants will be informed of the right to seek a review/right of appeal of the school’s decision (see section 18 below for further details).

10. Acceptance of an offer of a place by an applicant
In accepting an offer of admission from Ballyboughal National School, you must indicate--

(i) whether or not you have accepted an offer of admission for another school or schools. If you have accepted such an offer, you must also provide details of the offer or offers concerned and

(ii) whether or not you have applied for and awaiting confirmation of an offer of admission from another school or schools, and if so, you must provide details of the other school or schools concerned.

11. Circumstances in which offers may not be made or may be withdrawn
An offer of admission may not be made or may be withdrawn by Ballyboughal NS where--

it is established that information contained in the application is false or misleading.
an applicant fails to confirm acceptance of an offer of admission on or before the date set out in the annual admission notice of the school.
the parent of a pupil, when required by the principal in accordance with section 23(4) of the Education (Welfare) Act 2000, fails to confirm in writing that the Code of Behaviour of the school is acceptable to him or her and that he or she shall make all reasonable efforts to ensure compliance with such code by the pupil; or
an applicant has failed to comply with the requirements of ‘acceptance of an offer’ as set out in section 10 above.

12. Sharing of Data with other schools
Applicants should be aware that section 66(6) of the Education (Admission to Schools) Act 2018 allows for the sharing of certain information between schools in order to facilitate the efficient admission of pupils.
Section 66(6) allows a school to provide a patron or another board of management with a list of the pupils in relation to whom--

(i) an application for admission to the school has been received,

(ii) an offer of admission to the school has been made, or

(iii) an offer of admission to the school has been accepted.

The list may include any or all of the following:

(i) the date on which an application for admission was received by the school;

(ii) the date on which an offer of admission was made by the school;

(iii) the date on which an offer of admission was accepted by an applicant;

(iv) a pupil’s personal details including his or her name, address, date of birth and personal public service number (within the meaning of section 262 of the Social Welfare Consolidation Act 2005).

13. Waiting list in the event of oversubscription
In the event of there being more applications to the school year concerned than places available, a waiting list of pupils whose applications for admission to Ballyboughal National School were unsuccessful due to the school being oversubscribed will be compiled and will remain valid for the school year in which admission is being sought.

Placement on the waiting list of Ballyboughal National School is in the order of priority assigned to the pupils’ applications after the school has applied the selection criteria in accordance with this admission policy.

Applicants whose applications are received after the closing date, outlined in the Annual Admission Notice, will be placed at the end of the waiting list in order of the date of receipt of the application.

Offers of any subsequent places that become available for and during the school year in relation to which admission is being sought will be made to those students on the waiting list, in accordance with the order of priority in relation to which the pupils have been placed on the list.

14. Late Applications
All applications for admission received after the closing date as outlined in the annual admission notice will be considered and decided upon in accordance with our school’s admissions policy, the Education Admissions to School Act 2018 and any regulations made under that Act.

Late applicants will be notified of the decision in respect of their application no later than three weeks after the date on which the school received the application. Late applicants will be offered a place if there is a place available. In the event that there is no place available, the name of the applicant will be added to the waiting list as set out in Section 13.

15. Procedures for admission of students to other years and during the school year

Parents/guardians wishing to enrol their child(ren) in Ballyboughal National School to classes other than Junior Infants at or after the commencement of the school year should complete the Admissions Application Form available on the school website www.ballyboughalns.ie, contact the Principal by email at [email protected] or write to the Principal at the school address.

Pupils newly resident in the parish may be enrolled at any time during the school year and will be accepted if and only if there are places in the relevant classes. Should places be oversubscribed at any time, e.g .start of new school year, the enrolment criteria used at junior infant enrolment will be applied.

16. Declaration in relation to the non-charging of fees
This rule applies to all schools.

The Board of Management of Ballyboughal National School or any persons acting on its behalf will not charge fees for or seek payment or contributions (howsoever described) as a condition of-

an application for admission of a pupil to the school, or
the admission or continued enrolment of a pupil in the school.

17. Arrangements regarding students not attending religious instruction
This section must be completed by schools that provide religious instruction to students.

The following are the school’s arrangements for pupils, where the parents have requested that the pupil attends the school without attending religious instruction in the school. These arrangements will not result in a reduction in the school day of such pupils:

A written request should be made to the Principal of the school. A meeting will then be arranged with the parent(s)/guardian(s) of the pupil, to discuss how the request may be accommodated by the school.

18. Reviews/appeals
Review of decisions by the Board of Management
The parent(s)/guardian(s) of a child whose application for a place in the school is unsuccessful may request the Board of Management to review the decision to refuse admission. Such requests must be made in accordance with Section 29C of the Education Act 1998.
The timeline within which such a review must be requested and the other requirements applicable to such reviews are set out in the procedures determined by the Minister under section 29B of the Education Act 1998 which are published on the website of the Department of Education and Skills.
The Board of Management will conduct such reviews in accordance with the requirements of the procedures determined under Section 29B and with section 29C of the Education Act 1998.
Note: Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the Board of Management prior to making an appeal under section 29 of the Education Act 1998.
Where an applicant has been refused admission due to a reason other than the school being oversubscribed, the applicant may request a review of that decision by the Board of Management prior to making an appeal under section 29 of the Education Act 1998.

Right of appeal
Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission.
An appeal may be made under Section 29 (1) (c) (i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed.
An appeal may be made under Section 29 (1) (c) (ii) of the Education Act 1998 where the refusal to admit was due a reason other than the school being oversubscribed.
Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. (see Review of decisions by the Board of Management)
Where an applicant has been refused admission due to a reason other than the school being oversubscribed, the applicant may request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. (see Review of decisions by the Board of Management)
Appeals under Section 29 of the Education Act 1998 will be considered and determined by an independent appeals committee appointed by the Minister for Education and Skills.
The timeline within which such an appeal must be made and the other requirements applicable to such appeals are set out in the procedures determined by the Minister under section 29B of the Education Act 1998 which are published on the website of the Department of Education and Skills.
Ratification and Review
The Admissions Policy of Ballyboughal National School was drawn up in consultation with the staff and parents. It was approved by Dr. Diarmuid Martin, Catholic Archbishop of Dublin on 22 July 2020 and then ratified by the Board of Management on 26 August 2020. It will be reviewed, under the direction of the Catholic Archdiocese of Dublin, when required by the Department of Education and Skills.
The Admissions Policy of Ballyboughal National School was reviewed, following consultation with staff and parents, and amended in accordance with the requirements of the Department of Education at a meeting of the Board of Management held on 24th January 2023.

Signed:                       Brigid Manton                  Chairperson                24 January 2023
Maeve O’Doherty            Principal                      24 January 2023

Introductory Statement

Ballyboughal National School is a Catholic school under the patronage of the Catholic Archbishop of Dublin. The school models and promotes a philosophy of life inspired by belief in God and in the life of Jesus Christ and the saints.

It provides religious education for the pupils in accordance with the doctrines, practices and traditions of the Catholic Church and promotes the formation of the pupils in the Catholic faith.

Rationale

This policy was drawn up in response to an invitation from the Catholic Schools Partnership to reflect on the life, ethos and characteristic spirit of a Catholic school and in response to requests from teachers and parents for a clear statement of our role as a Catholic school. It was agreed that we would update our mission statement so that it would be clearly rooted in the mission of Christ.

The policy was drawn up in accordance with the Suggested Guidelines towards the Formulation of Religious Education Policy for Catholic Primary Schools. The Board of Management, teachers, parents and the parish priest were involved in the development of this policy.

Aim

The aim of the Religious Education Policy is to foster and deepen the children’s faith in the context of the school community, the parish and the family. We endeavour to promote the true value and dignity of each person in the school and to grow and work together as a learning community having a living relationship with God and with other people.

Religious Education Programme

The Board of Management and the teachers have adopted the Alive-O Catechetical Programme approved and recommended by the Irish Hierarchy for use in Catholic Schools. The programme incorporates the recommended approach to Religious Education for the reception of the sacraments of Penance, Holy Communion and Confirmation. The programme is studied each day for one half-hour. A Christian ethos however permeates the school day and the life of the school.

Whole School Dimension

The Schedule for Catholic Schools and the Mission Statement of Ballyboughal National School are on display in the foyer. Religious emblems are on display in the foyer and throughout the school, including crucifixes, statues, Bibles and candles. Meaningful pictures and artworks are on display throughout the school building. Each day commences with group prayer. Each classroom has a Sacred Space. The major Catholic feasts are celebrated. They are marked with the aid of signs and symbols displayed throughout the school.

Advent – the Advent wreath
Christmas – crib
Feast of St. Brigid – traditional crosses
Feast of St. Patrick – depiction of story and shamrock
Lent – symbols of repentance and ashes
Easter – symbols of the new life of resurrection, the empty tomb
Pentecost – artistic depiction of the coming of the Holy Spirit
All Saints feast day in November

Highlights of the church year are embraced and celebrated, including Advent, Christmas, Lent, Holy Week and Easter. Liturgical celebrations are held on some occasions, e.g. the opening and closing of the school year, blessing and distribution of Holy Ashes. Prayer services are held for Catholic Schools Week, to mark events in the church year and at times of trauma. Pupils in senior classes are invited to receive the sacrament of Confession during Advent and Lent. The pupils of the school, along with their parents, join in the celebration of First Penance and Communion, and Confirmation. Catholic Schools’ Week is celebrated each year. Other liturgical celebrations may be held in co-operation with the parish. Pupils in senior classes attend Mass in Ballyboughal church occasionally. Pupils in junior classes visit Ballyboughal Church for a short prayer occasionally.

The Catholic education offered in Ballyboughal N.S. is conducted in collaboration with the children’s parents and the local parish of Damastown, Naul and Ballyboughal. We see our role as being supportive of the role of parents and parish.

Subject to the terms of the Enrolment Policy, we enrol pupils of other faiths or no faith in the school and respect their beliefs and practices in accordance with the school ethos of inclusion. Consultation with parents of these pupils may take place on enrolment. Each child is welcome to attend and benefit from the Catholic religious education programme. If parents have difficulty with this, the Principal shall meet with them to see if an accommodation can be reached within the classroom. Parents are welcome to view the religious education programme taught. Sensitivity is always shown when parents of pupils do not allow them to participate in liturgical celebrations. Parents will be consulted on such occasions. The school cannot, however, undertake to educate children of other faiths in their own faith, nor can it provide supervision during the religious education period apart from the class.

Spiritual Formation of Teachers

The spiritual nourishment of teachers is understood by the Board of Management to be an integral part of the religious education programme undertaken by the school. The school is a safe and caring environment for its employees and supports are provided for individual members of staff to foster their deeper development.

Teaching Methodologies Used to Achieve Aims

Study of the Alive – O Teacher’s Guide
Story, drama and role play
Visual arts
Interactive learning
Prayer experiences
Sacramental and non-sacramental liturgies
Questions and answers helping children to use their own words
Regular hymn singing at choir practice

Resources

Each class teacher has an Alive-O kit including a Teachers’ Manual, posters and CDs. Each class has a set of Alive-O textbooks for use by the pupils. Pupils have Alive-O workbooks for use at school and at home. Other resources including bibles, children’s bibles, prayers books, lives of the saints, posters and CDs are available when required. Resources supplied by the Archdiocese of Dublin or by Catholic agencies such as Trocaire are circulated to the teachers.

Preparation for the Sacraments

Children in Second Class, who have been baptised in the Catholic Church, make their First Penance and First Holy Communion in Ballyboughal Church each year. They are thoroughly prepared in all aspects of the sacraments by their class teacher, under the direction of and in consultation with the principal, in keeping with the Catholic ethos of the school. Parents of children preparing for First Holy Communion are invited to participate in the Do This In Memory programme facilitated by the parish priest, with the assistance of volunteer parents. A meeting is held in the school to outline the programme.

Children in Fifth and Sixth Class, who have been baptised in the Catholic Church, celebrate the Sacrament of Confirmation on alternate years. They are thoroughly prepared in all aspects of the sacrament by their class teachers, under the direction of and in consultation with the principal, in keeping with the Catholic ethos of the school. Parents of children preparing for Confirmation are invited to participate in You Shall Be My Witnesses programme facilitated by the parish priest, with the assistance of volunteer parents. A meeting is held in the school to outline the programme.
The liturgy for the celebration of the sacraments is prepared by the principal, in consultation with the parish priest and with the relevant class teachers. Pupils are invited to participate in the liturgy by praying, by singing and by undertaking tasks during the liturgy.

Pupils of other faiths or no faith are welcome to join their classmates in the preparation for the sacraments which takes place during the school year. They are also welcome, along with their parents if they wish to attend, at the celebration of the sacraments. Parents who do not wish their children to be involved in the preparation for, or the celebration of, the sacraments should discuss these matters with the principal.

Success Criteria

We will know this policy is successful in our school if:

There is an acknowledged sense of God, faith, prayer and worship within the school community
There is an ordered community where respect for all is evident at all times
There is an outward – looking care for the less fortunate in society
There is evidence of parental interest in the religious education programme
There are recognisable links between parish/home/school
Children can speak confidently of their faith
All school planning and policy development is clearly linked to and inspired by the school’s mission statement.

Responsibility for Implementing This Policy

The Board of Management is responsible for facilitating the smooth implementation of the policy in consultation with the Principal, staff and diocesan advisors.

The principal takes an active role in encouraging the whole-school aspects of the programme and monitoring progress throughout the school. She liaises with the parish in the organisation and celebration of school and parish events. She timetables faith development and religious education for staff and board meetings.

The teachers:

Inform themselves through studying the Alive – O teacher’s manual
Deliver and teach the Alive – O programme appropriate to their class
Cooperate with the parish priest and the diocesan advisors
Avail of in-service support provided
Actively support the spirit and ethos of the school

The parents co-operate and support the school in its effort, especially at times of sacramental preparation and at other school events to which they are invited. They are also asked to help with religious education homework and to read the parts of the Alive-O programme that are intended for them.

Ratification and Implementation

A draft of this policy was circulated to all teachers and members of the Board of Management early in 2015. Copies were also made available to parents on request. The parish priest, Rev. Denis Delaney, was also asked for his views. Some amendments were made following discussion at staff meetings.

The Religious Education Policy of Ballyboughal National School was agreed by the staff at a meeting held on 10th March 2015. It was ratified by the Board of Management at a meeting held on 20th May 2015. This policy will be implemented from 1st June 2015 and reviewed on a regular basis.

Signed: Maeve O’Doherty Date: 20/05/2015
Principal

Signed: Martin Hughes Date: 20/05/2015
Chairperson

Homework Policy
Introductory Statement
The staff of Ballyboughal National School prepared a Homework Policy which was agreed at a meeting held on 5th December 2008. It was approved by the Board of Management at a meeting held on 20th January 2009. At the beginning of the 2015/16 school year it was proposed by parents and teachers that the Homework Policy be reviewed and updated. The policy was discussed and some amendments were suggested at a meeting held on 20th October 2015. A revised policy was drafted by the principal and agreed by the staff at a meeting held on 8th December 2015. It was then circulated to the parents and feedback was invited. Copies of the draft policy were given to members of the Board of Management. It was discussed by the Board and agreed at a meeting held on 11th April 2016.

Rationale
Homework establishes a link between home and school and strengthens the home-school partnership. Homework allows parents to be more involved in their child's formal learning. Homework reinforces work already done in school. Homework helps to develop independent study habits which are necessary for lifelong learning and in preparation for secondary school.

Types of homework
Homework is usually a mix of oral and written work. There should be a balance between reading, learning and written tasks. At times project work may be included as part of homework. Rote learning, e.g. tables, is an important part of homework, often neglected by children.

Procedures

Homework should be an integral part of the subject being taught and teachers must prepare and explain what is to be done.
Homework assigned should be written in a homework journal, with the exception of junior and senior infants. This journal serves as a means of communication between parents and teacher. It is desirable that parents sign homework journals on completion of work.
As a general rule homework is not given at weekends or during holiday periods.
If homework has been neglected during the week, it may be assigned at weekends.
Extra homework may be assigned in accordance with the school’s Code of Behaviour.
Sometimes a homework-free night may be given by a teacher or by the principal to mark an event or special occasion in the school. Occasionally a homework pass for one subject may be given to a pupil as a reward.

If assigned homework is not attempted or completed teachers may insist that it is completed during school breaks.
If the teacher is not satisfied with the standard of the homework presented, the child may be asked to re-do it.
Classwork which has not been completed does not form part of a child’s homework.
Individual arrangements may be made by teachers for children with special educational needs and / or learning difficulties. These arrangements will be discussed with parents.

Time spent on homework
Time spent on homework is influenced by many factors:

Pupil's age
Pupil's ability to listen and learn in class
Pupil's level of concentration
Suitability of learning environment – level of distraction, interruption etc.
Time of evening at which homework is undertaken.

Suggested time and content

Junior Infants: colouring work, writing patterns, letter / number formation, letter sounds, sight vocabulary, simple readers (final term) R.E. workbook. 10 minutes
Senior Infants: sight vocabulary, number work, letter formation, reading, R.E. workbook. 10 minutes
First class: reading, tables, maths, spelling, written activity (2-4 sentences). 20 minutes
Second class: reading (English and Gaeilge) spelling, Maths, tables, one written exercise (4-6 sentences) or handwriting practice, prayers. 20-30 minutes.
Third class: reading, (English and Gaeilge) spelling, litriu, tables, Maths, two written exercises, prayers. 30-40 minutes
Fourth class: reading, (English and Gaeilge) spelling, litriu, tables, Maths, two / three written exercises, prayers. 40-50 minutes
Fifth and Sixth class: reading, (English and Gaeilge) spelling, litriu, tables, Maths, three / four written exercises, prayers. 50-60 minutes.

Guidelines for parents

Establish a set routine for children doing homework
Provide a quiet place free from distraction
Supervise homework, check and sign on completion
Help or encourage but do not do homework for your child.

Periodically teachers may ask parents to note in the journal the time taken by pupils to complete homework. If a child is taking too long to complete homework while working in a sustained manner, parents should write a note in the journal explaining the difficulty or arrange to meet the class teacher to discuss/resolve the issue. Parents may sign off homework after they consider that a reasonable effort has been made to complete it.

If there are any family reasons which prevent a child completing homework satisfactorily, the parent should write a note in the homework journal.

It is suggested that senior children should rotate the order in which they do their work, ensuring that favourite subjects are not always completed first and less favoured / more difficult subjects left until last when the child is tired or time has elapsed.

Should a child experience persistent difficulties, the parent should contact the class teacher to discuss the child’s homework.

Ratification and Reviews
This policy was agreed by the teaching staff at a meeting held on 8th December 2015. It was ratified by the Board of Management at a meeting held on 11th April 2016.

This policy will be reviewed from time to time according to the needs of the school

Signed:
Maeve O’Doherty
Principal

Brigid Manton
Chairperson B.O.M.

Introduction
The Reception and Dismissal of Pupils Policy of Ballyboughal National School was agreed by the staff and ratified by the Board of Management in 2009. In 2015 the principal, in consultation with the staff decided to review and update this policy. A revised draft was prepared. It was discussed by the staff at a meeting held on the 26th January 2016. It was then made available to parents as part of a consultative process. Further revisions were made to the draft policy at a meeting of the staff held on 23rd February 2016. It was then circulated to the members of the Board of Management. It was discussed at a meeting of the Board of Management held on 11th April 2016, when this updated version of the policy was amended and agreed.

Admission Procedures
School opens at 8.50am. Children who are in the yard prior to this time are not the responsibility of any staff member. Children who are in the front yard prior to 8.50am should wait in line.

For safety reasons, children must walk in the yard.
Children who cycle to school must dismount at the gate and walk their bicycles to the bike rack
Football is not allowed in the front yard.

When the bell rings at 8.50am children are collected from their lines by the class teacher.

Children from Junior Infants, Senior Infants and 1st class enter the school through the southern door.
Other classes enter through the northern door.
Children in the prefab use the pedestrian gate.

This may change from year to year depending on the make-up of classes.
.
On rainy days, pupils are permitted to enter the foyer before 8.50.

Children from junior classes should line up in the P.E. hall.
Pupils in other classes should wait quietly in the foyer until their class teachers collect them.
They are supervised by the principal or by the most senior teacher in the building until the bell rings.

Dismissal Procedures
Junior and Senior Infants are dismissed at 1.30pm and are escorted to the front yard by class teachers. Parents wait for pupils inside the gate. On wet days parents collecting infants are invited to enter the foyer.

Children will be allowed to leave the line by the teacher when the person collecting them is present.
If there is a change in the person designated to collect your infant child please inform the teacher.
If there are ''pooling'' arrangements (e.g. one parent collecting one week in three for three families) please notify the class teacher in advance.

Pupils in other classes are dismissed at 2.30pm and are escorted to the front yard by class teachers. Parents are requested to wait for pupils inside the gate.

Pupils are expected to leave the school building and grounds in an orderly fashion.
Cyclists must walk with their bicycles to the school gate and be mindful of other children who are walking outside on footpaths.
Children travelling by bus must walk carefully to the bus.

Children may be dismissed at 12.00 noon when there is an early staff meeting or on the last day of term. The same dismissal procedures will apply on these days.

Roles and Responsibilities
The Board of Management is responsible for health and safety in the school. The principal is responsible for the day-to-day implementation of the procedures outlined in this policy.
The class teachers are responsible for collecting their classes promptly at 8.50 and dismissing them in an orderly way at 1.30 or 2.30, as appropriate.

Ratification and Review
This policy was agreed by the staff at a meeting held on 23rd February 2016. It was ratified by the Board of Management at a meeting held on 11th April 2016.

Signed:
Maeve O’Doherty
Principal

Brigid Manton
Chairperson B.O.M.

School Uniform Policy
Ballyboughal National School

The school policy on the wearing of uniforms and tracksuits was agreed by the staff and the parents a number of years ago. During the school year 2012/13 the Principal consulted with the Parents Association and then a survey of the parents was carried out. It was decided that the previously agreed policy would remain in place.

School Uniform

BOYS: Grey trousers, wine jumper
            White shirt or polo shirt
Black shoes

GIRLS:            Grey skirt, pinafore or trousers
            Wine jumper or cardigan
            White shirt or polo shirt
            Black shoes

School Tracksuit

BOYS & GIRLS:         Grey tracksuit with school crest
                                    White polo shirt
                                    Runners

Pupils are required to wear their school uniforms on three days each week. They will wear their school tracksuit only on the days they have P.E. lessons. Each class teacher will inform the children [or parents/guardians of pupils in junior classes] of when they will have P.E.

This policy was agreed by the staff on 12/06/2013

This policy was ratified by the Board of Management on 15/10/2013

Signed: Maeve O’Doherty                               Martin Hughes
            Principal                                              Chairperson, BOM

Rationale
The school has a central role in the children's social and moral development just as it does in their academic development.
In school we must work towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. It follows that acceptable standards of behaviour are those that reflect these principles.

Aims of the Code

To create a positive learning environment that encourages and reinforces good behaviour
To facilitate the education and development of every child
To foster a sense of responsibility and self-discipline in pupils
To support good behaviour patterns based on consideration and respect for the rights of others
To enable teachers to teach without disruption
To encourage consistency of response to both positive and negative behaviour
To ensure that the school's expectations and strategies are widely known and understood.
To encourage the involvement of both home and school in the implementation of this policy

Responsibility of Adults

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

As adults we should aim to:

Create a positive climate with realistic expectations
Promote, through example, honesty and courtesy
Provide a caring and effective learning environment
Encourage relationships based on kindness, respect and understanding of the needs of others
Ensure fair treatment for all regardless of age, gender, race, ability and disability
Show appreciation of the efforts and contribution of all
To discourage physical aggression and encourage ‘Kind Hands, Kind Words, Kind Feet’.

School Rules

Pupils must wear full uniform. School tracksuits must be worn on P.E. days only.
Pupils must have all books, copies, pens, pencils and other required materials.
Pupils are expected to complete assigned homework. (See separate homework policy)
Pupils must keep the school and its grounds clean, tidy and litter free.
Pupils must not leave the school grounds for any reason without permission.
Pupils will respect their own property, the property of other children and all school property.
Pupils must walk in all areas of the school and enter and exit the building in an orderly fashion.
Pupils are expected to be polite and courteous to others at all times.

Class Rules

At the beginning of each academic year, the class teacher will draft a list of class rules with the children. These reflect and support the school rules, but are presented in a way that is accessible to the children. Class rules should be kept to a minimum and are devised with regard for the health, safety and welfare of all members of the school community. Rules will be applied in a fair and consistent manner, with due regard to the age of the pupils. Where difficulties arise, parents will be contacted at an early stage.

Pupils must obey all teachers’ instructions.
Pupils must raise their hands for attention.
Pupils must await teacher permission before contributing orally in class.
Pupils must sit properly on their chairs and at their desks.
Pupils must respect the right of others to work without interruption.
Pupils must keep their books and belongings neat and tidy.
Pupils will eat and drink only at designated break times or at the teacher’s discretion.
Pupils will complete work on time and to the best of their ability.

Playground rules

When the bell rings at the start of playtime, pupils must line up and walk to the yard in an orderly fashion.
Pupils must observe the play area boundaries.
Instructions of the teacher(s) on supervisory duty must be obeyed.
Pupils must play with due care – rough play and/or behavior endangering self or others is forbidden.
Pupils must ask permission of the teacher on duty to re-enter the school building to use toilet facilities.
When the bell to signal the end of playtime rings, pupils will line up and wait to be collected by the class teacher.
Pupils who have a ball in the yard must hold it in their hands while in the line.

At times, usually due to poor weather, classes are required to remain indoors during their breaks. Pupils must remain seated in their places until otherwise agreed with their teacher. Games and/or activities will be decided by the class teacher and a rota may be drawn up. Pupils must obey the instructions of the teacher(s) on supervisory duty.

School trips

The expectations regarding standards of behaviour and obedience to rules also apply while outside the school on trips, at matches or other school-related activities.

Incentives to promote Good Behaviour

Part of the vision of Ballyboughal National School is to help children achieve their personal best. Children will be encouraged, praised and listened to. Praise is earned by the maintenance of good standards as well as by particularly noteworthy personal achievements.
The following are some samples of how praise might be given;

A quiet word or gesture to show approval
A comment in a pupil’s exercise book
A visit to another member of staff or to the Principal for commendation
A word of praise in front of a group or class
A system of merit marks or stickers
Delegating some special responsibility or privilege
A mention to parent, written or verbal communication
Pupil of the week awards

Unacceptable Behaviour

Three levels of misbehaviour are recognised: Minor, Serious and Gross. All everyday instances of a minor nature are dealt with by the class teacher or the teacher on supervisory duty. In cases of repeated serious misbehaviour or single instances of gross misbehaviour, parents will be involved at an early stage and invited to meet the teacher and/or the Principal to discuss their child’s behaviour. Incidents of serious or gross misbehaviour will be recorded in the school log book.

Examples of serious misbehaviour:

Aggressive, threatening or violent behaviour

Hurtful behaviour (including bullying, harassment, discrimination and victimisation)
Dangerous behaviour (including throwing items in the classroom)
Continuous or sustained / consistent interruptions which interfere with teaching and learning
Disrespectful behaviour (including the use of foul and/or abusive language)
Damage to property
Theft

Examples of gross misbehaviour:

Assault on a teacher or pupil
Serious damage to property
Serious theft

Sanctions
The use of sanctions or consequences should be characterised by certain features:

It must be clear why the sanction is being applied
It must be made clear what changes in behaviour are required to avoid future sanctions
There should be a clear distinction between minor and major offences
It should be the behaviour rather than the person that is the focus

The following steps may be taken when the children behave inappropriately. They are listed in order of severity. The list is by no means exhaustive. Teachers may put in place alternative measures bearing in mind the features by which sanctions should be characterised. The aim of any sanction is to prevent the behaviour occurring again and, if necessary, to help the pupils devise strategies for this:

Reasoning with pupil
Verbal reprimand, including advice on how to improve
Temporary separation from peers within class and/or temporary removal to another class
Prescribing extra work/ writing out the story of what happened
Homework on Friday
Loss of privileges
Detention during break(s) or after school
Communication with parents
Referral to Principal
Principal communicating with parents
Exclusion (Suspension or Expulsion) from school in accordance with Rule 130 of the Rules for National Schools as amended by circular and Education Welfare Act 2000.

Suspension and Expulsion

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

For gross misbehaviour or repeated instances of serious misbehaviour, suspension may be considered. Parents concerned will be invited to come to the school to discuss their child’s case.

Where there are repeated instances of serious misbehaviour, the Chairperson of the Board of Management will be informed and the parents will be requested to attend at the school to meet the Chairperson and the Principal. Prior to suspension, where possible, the Principal may review the case in consultation with teachers and other members of the school community involved, with due regard to records of previous misbehaviours, their pattern and context, sanctions and other interventions used and their outcomes and any relevant medical information. In the case of gross misbehaviour, where it is necessary to ensure that order and discipline are maintained and to secure the safety of the pupils, the Board may authorise the Chairperson or Principal to sanction an immediate suspension for a period not exceeding three school days, pending a discussion of the matter with the parents. Suspension will be in accordance with the Rules for National Schools and the Education Welfare Act 2000.

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

Removal of Suspension (Reinstatement)
Following or during a period of suspension, the parent/s may apply to have the pupil reinstated to the school. The parent/s must give a satisfactory undertaking that a suspended pupil will behave in accordance with the school Code of Behaviour and the Principal must be satisfied that the pupil’s reinstatement will not constitute a risk to the pupil’s own safety or that of the other pupils or staff. The Principal will facilitate the preparation of a behaviour plan for the pupil if required and will re-admit the pupil formally to the class.

Children with Special Needs

All children are required to comply with the Code of Behaviour. However the school recognises that children with special needs may require assistance in understanding certain rules. Specialised behaviour plans may be put in place by the class teacher, learning support / resource teacher and the Principal in consultation with the parents. Cognitive development will be taken into account at all times.

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

Role of Parents

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

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

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

Parents should be encouraged to talk in confidence to teachers about any significant developments in a child’s life, in the past or present, which may affect the child’s behaviour.
The following methods are to be used at all levels within the school:

Informal parent/teacher meetings and formal parent/teacher meetings
Through children’s homework journals.
Letters/notes from school to home and from home to school

The Code of Behaviour of Ballyboughal N.S was drawn up by the Principal and Staff, in consultation with the Parents Association and the Board of Management. It will be reviewed periodically.

This policy was agreed by the teaching staff on 25/09/2013.
This policy was ratified by the Board of Management on 15/10/2013

Signed
Principal:      Maeve O’Doherty
Chairperson: Martin Hughes

Child Safeguarding Statement of Ballyboughal N.S.

Ballyboughal National School is a primary school providing primary education to pupils from Junior Infants to Sixth Class.
In accordance with the requirements of the Children First Act 2015, Children First: National Guidance for the Protection and Welfare of Children 2017, the Addendum to Children First (2019), the Child Protection Procedures for Primary and Post Primary Schools 2017 and Tusla Guidance on the preparation of Child Safeguarding Statements, the Board of Management of [insert school name] has agreed the Child Safeguarding Statement set out in this document.

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

The Designated Liaison Person (DLP) is Maeve O’Doherty

The Deputy Designated Liaison Person (Deputy DLP) is Philomena Manson

The Board of Management recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, procedures, practices and activities. In its policies, procedures, practices and activities, the 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 comply with its statutory obligations under the Children First Act 2015 and other relevant legislation relating to the protection and welfare of children;
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 and 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 following procedures/measures are in place:

In relation to any member of staff who is the subject of any investigation (howsoever described) in respect of any act, omission or circumstance in respect of a child attending the school, the school adheres to the relevant procedures set out in Chapter 7 of the Child Protection Procedures for Primary and Post-Primary Schools 2017 and to the relevant agreed disciplinary procedures for school staff which are published on the DE website.

In relation to the selection or recruitment of staff and their suitability to work with children, the school adheres to the statutory vetting requirements of the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 and to the wider duty of care guidance set out in relevant Garda vetting and recruitment circulars published by the Department of Education and available on the DE website.

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

Has provided each member of staff with a copy of the school’s Child Safeguarding Statement
Ensures all new staff are provided with a copy of the school’s Child Safeguarding Statement
Encourages staff to avail of relevant training
Encourages Board of Management members to avail of relevant training
The Board of Management maintains records of all staff and Board member training

In relation to reporting of child protection concerns to Tusla, all school personnel are required to adhere to the procedures set out in the Child Protection Procedures for Primary and Post-Primary Schools 2017, including in the case of registered teachers, those in relation to mandated reporting under the Children First Act 2015.

In this school the Board has appointed the abovenamed DLP as the “relevant person” (as defined in the Children First Act 2015) to be the first point of contact in respect of the schools child safeguarding statement.

All registered teachers employed by the school are mandated persons under the Children First Act 2015.

In accordance with the Children First Act 2015 and the Addendum to Children First (2019), the Board has carried out an assessment of any potential for harm to a child while attending the school or participating in school activities. A written assessment setting out the areas of risk identified and the school’s procedures for managing those risks is attached as an appendix to these procedures.

The various procedures referred to in this Statement can be accessed via the school’s website, the DES website or will be made available on request by the school.

Note: The above is not intended as an exhaustive list. Individual Boards of Management shall also include in this section such other procedures/measures that are of relevance to the school in question.

This statement has been published on the school’s website and has been provided to all members of school personnel, the Parents’ Association (if any) and the patron. It is readily accessible to parents and guardians on request. A copy of this Statement will be made available to Tusla and the Department if requested.

This updated Child Safeguarding Statement was adopted by the Board of Management on the 7th March 2022. It will be reviewed annually or as soon as practicable after there has been a material change in any matter to which this statement refers.

The Child Safeguarding Statement and the Risk Assessment of Ballyboughal N.S. were reviewed at a meeting of the Board of Management on 4th May 2022.

Signed: Brigid Manton                                                       Signed: Maeve O’Doherty
Chairperson of Board of Management                              Principal/Secretary to the Board of Management

Date:    4th May 2022                                                         Date:    4th May 2022

Written Assessment of Risk of Ballyboughal National SchoolIn accordance with section 11 of the Children First Act 2015 and with the requirement of Chapter 8 of the Child Protection Procedures for Primary and Post-Primary Schools 2017, the following is the Written Risk Assessment of Ballyboughal National School.

List of school activities

Daily arrival and dismissal of pupils
Recreation breaks for pupils
Classroom teaching
Group teaching
One-to-one teaching
Outdoor teaching activities
Use of off-site facilities for school activities
Sporting activities
School outings
Use of toilets in the school
Care of children with special educational needs
Care of pupils with specific vulnerabilities
Intimate care, when needed
Management of challenging behaviour amongst pupils
Administration of First Aid
Administration of Medication
Curricular provision in respect of SPHE
Prevention of and dealing with bullying amongst pupils
Recruitment of school personnel
Training of school personnel in Child Protection matters
Use of external personnel to supplement the curriculum
Use of external personnel to support extra-curricular activities
Volunteers/parents involvement in school activities
Participation by pupils in religious ceremonies external to the school
Visitors to the school
Contractors in the school
Use of Information and Communication Technology by pupils in the school
Use of video/photography/other media to record school events
Use of school premises by other organisation during the school day
Use of school premises by other organisations after the school day
Application of sanctions under the school’s Code of Behaviour
Students participating in work experience in the school
Student teachers undertaking placement in the school

The school has identified the following risk of harm in respect of its activities -

Risk of harm not being recognised by school personnel
Risk of harm not being reported properly and promptly by school personnel
Risk of child being harmed in the school by a member of school personnel
Risk of child being harmed in the school by another child
Risk of child being harmed in the school by volunteer or visitor to the school
Risk of child being harmed by a member of staff of other organisation or other person while c participating in out-of-school activities
Risk of child being harmed by a member of staff or other adult using social media inappropriately
Risk of harm due to bullying of child
Risk of harm due to inadequate supervision of children
Risk of harm due to inadequate Code of Behaviour
Risk of harm due to inappropriate relationship/communications between child and another
child or adult
Risk of harm due to children inappropriately accessing/using computers, social media and other devices while at school
Risk of harm to children with SEN or particular vulnerabilities
Risk of harm during one-to-one teaching

The school has the following procedures in place to address the risks of harm identified in this assessment -

All school personnel are provided with a copy of the school’s Child Safeguarding Statement.
The Child Protection Procedures for Primary and Post-Primary Schools 2017 are made available to all school personnel.
School personnel are required to adhere to the Child Protection Procedures for Primary and Post-Primary Schools 2017 and all registered teaching staff are required to adhere to the Children First Act 2015.
The school implements in full the SPHE curriculum.
The school implements in full the Stay Safe Programme.
The school has an Anti-Bullying Policy which fully adheres to the Department’s Anti-Bullying Procedures for Primary and Post-Primary Schools.
The school has a Supervision Policy to ensure appropriate supervision of children during assembly, dismissal and breaks and in respect of specific areas such as toilets.
The school has in place clear procedures in respect of school outings.
The school adheres to the requirements of the Garda vetting legislation and relevant DES circulars in relation to recruitment and Garda vetting.
The school complies with the agreed disciplinary procedures for teaching staff.
The School has a Special Educational Needs Policy.
The school has procedures in place to deal with issues of intimate care, when required.
The school has procedures in place for the administration of medicine to pupils.
The school has procedures in place for the administration of First Aid.
The school has in place a Code of Behaviour for pupils.
The school has in place procedures for the usage of ICT by pupils.
The school has in place a Mobile Phone Policy.
The school has in place a Critical Incident Management Plan.
The school has in place procedures for the use of external sports coaches and for the use of external persons to supplement delivery of the curriculum.
The school has in place procedures in respect of student teacher placements and work experience placements.
The school has in place clear procedures for one-to-one teaching activities.

The school has provided each member of school staff with a copy of the school’s Child Safeguarding Statement.
The school ensures all new staff members are provided with a copy of the school’s Child Safeguarding Statement.
The school encourages staff to avail of relevant training and maintains records of all staff training.
The school encourages members of the Board of Management to avail of relevant training.

Important Note: It should be noted that risk in the context of this risk assessment is the risk of
“harm” as defined in the Children First Act 2015 and not general health and safety risk. The definition
of harm is set out in Chapter 4 of the Child Protection Procedures for Primary and Post- Primary
Schools 2017

In undertaking this risk assessment, the Board of Management has endeavoured to identify as far as possible the risks of harm that are relevant to this school and to ensure that adequate procedures are in place to manage all risks identified. While it is not possible to foresee and remove all risk of harm, the school has in place the procedures listed in this risk assessment to manage and reduce risk to the greatest possible extent.
This risk assessment was completed by the Board of Management on 20th March 2018. It shall be reviewed as part of the school’s annual review of its Child Safeguarding Statement. The most recent review was carried out on 4th May 2022.

Signed: Brigid Manton Date: 4th May 2022

Chairperson, Board of Management

Signed: Maeve O’Doherty Date: 4th May 2022

Principal/Secretary to the Board of Management

Healthy Lunch Policy

Introductory Statement:

A Healthy Eating Policy was drawn up by the staff and parents of Ballyboughal National School and it was ratified by the Board of Management on 5th May 2009. This policy was in operation until the school-year 2014/15. Following requests from teachers and parents, it was agreed that the policy would be reviewed and updated.

Aims:

To assist in promoting a healthy lifestyle among the pupils
To enable the pupils to appreciate the importance of good nutrition
To encourage the pupils to make wise food choices
To link with the SPHE programme in the school

Process of Review:
The existing policy was discussed by the teachers at meetings held in November and December 2014 and suggestions for changes were made. It was also discussed by the Parents Association which established a sub-committee to assist in this review. A survey was issued to all parents. The results were collated and forwarded to the principal. The sub-committee also researched the promotion of healthy eating for children. It was agreed that:

A nutritionist would be invited to speak to the parents, the teachers and children as part of this review.
Fruity Fridays would be re-introduced, with the assistance of the Parents Association.
A Healthy Eating Week would be held to launch the revised policy.
The implementation of the revised policy would be monitored on an ongoing basis.

Rationale:
Lunch is an important meal for children and should provide one-third of their daily allowance of nutrients along with dietary fibre, while low in fat, salt and sugar. Healthy eating is part of the SPHE curriculum in the primary school. Research suggests that a nutritious lunch not only enhances the child’s health but also allows the child to take full advantage of the education provided by improving attention and concentration.

SUGGESTIONS FOR HEALTHY LUNCHES BASED ON THE FOOD PYRAMID

A healthy lunch includes food items from the first four shelves of the food pyramid. Healthy drinks include water, milk, unsweetened or low-sugar fruit juice and yogurt drinks.

Items which are recommended every day
Shelf One: Sandwiches, bread rolls, pitta bread, wraps, scones, crackers, pasta

Shelf Two: Fresh fruit, dried fruit, raw vegetables, salad

Shelf Three: Milk, cheese, yogurt

Shelf Four: Meat, chicken, fish, eggs

Items which can be eaten occasionally
Plain biscuit, plain fairy cake, pancake, plain cereal bar

Items which are not allowed at school
Crisps, popcorn, salted nuts, chewing gum, lollipops, sweets, fizzy drinks, energy drinks, chocolate bars, chocolate spread and chocolate coated products

One treat, e.g. fun-size bar, is allowed on a Friday

Treats are allowed on specified days during the school-year, e.g. last day of term, school trip, and celebration of school-related event. Teachers will notify their pupils, or the parents of younger pupils, in advance of these days.

Additional Notes:
Parents should inform the school if their child is on a special diet or has a food allergy. It is particularly important to notify the school of nut allergies.

Pupils are allowed to drink water during the school day, at times designated by their teachers. Other drinks may only be consumed at break and lunch time.

Set yogurt is easier for younger children to manage.

Children should never bring glass bottles to school.

Implementation and monitoring:
This policy was launched during Healthy Eating Week 19-23 January 2015. Niamh Arthurs, nutritionist, spoke to the parents and the pupils about healthy eating. Teachers and parents were encouraged to speak to the children about nutrition and healthy food choices.

Fruity Fridays resumed in February 2015, with the assistance of parents.

Events such as Healthy Eating Week or poster competitions will be held from time to time to remind the pupils about this policy.

The school will become involved in national campaigns, such as Food Dudes, when available.

The SPHE curriculum in the school will help to reinforce the importance of healthy lunches.

Parents and guardians will be reminded about the Healthy Lunch Policy each year and their co-operation will be sought.

Ratification:
Copies of the draft revised policy were issued to teachers, parents and members of the Board of Management for their comments before the policy was finalised. Pupils in senior classes were also asked for their views.

This policy was ratified by the Board of Management on 20th May 2015. It will be reviewed periodically.

Signed: Maeve O’Doherty
Principal

Signed: Martin Hughes
Chairman, Board of Management

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 Ballyboughal 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) A positive school culture and climate which

is welcoming of difference and diversity and is based on inclusivity;
encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
promotes respectful relationships across the school community;

(b) Effective leadership
(c) A school-wide approach
(d) A shared understanding of what bullying is and its impact
(e) Implementation of education and prevention strategies (including awareness raising measures) that-

build empathy, respect and resilience in pupils; and
explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying;
effective supervision and monitoring of pupils;

(f) Effective supervision and monitoring of pupils
(g) Supports for staff
(h) Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
(i) On-going evaluation of the effectiveness of the anti-bullying policy.

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

deliberate exclusion, malicious gossip and other forms of relational bullying,
cyber-bullying and
identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.

Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour.
However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.
Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.
Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.

4. The relevant teachers for investigating and dealing with bullying in this school are as follows:
Principal
Deputy Principal
All class teachers and all Special Education teachers

5. The education and prevention strategies (including strategies specifically aimed at cyber-
bullying, homophobic and transphobic bullying) that will be used by the school are as follows

School-wide approach

A school-wide approach to the fostering of respect for all members of the school

community.

The fostering and enhancing of the self-esteem of all our pupils through both curricular and extracurricular activities. Pupils will be provided with opportunities to develop a positive sense of self-worth through formal and informal interactions.
Whole staff professional development on bullying to ensure that all staff develops an awareness of what bullying is, how it impacts on pupils’ lives and the need to respond to it-prevention and intervention.
Supervision and monitoring of classrooms, corridors, school grounds, school tours and extra- curricular activities. Non-teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers.
Development and promotion of an Anti-Bullying code for the school-to be included in student journals and displayed publicly in classrooms and in common areas of the school.
The school’s anti-bullying policy is discussed with pupils and all parent(s)/guardian(s) are given a copy as part of the Code of Behaviour of the school.
Ensuring that pupils know who to tell and how to tell, e.g.:

Direct approach to teacher at an appropriate time, for example after class.
Hand note up with homework.
Anti-bully / Niggle box or Friendship Box
Get a parent(s)/guardian(s) or friend to tell on your behalf.
Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.

Identifying clear protocols to encourage parent(s)/guardian(s) to approach the school if they suspect that their child is being bullied. (The protocol should be developed in consultation with parents.)
The development of an Acceptable Use Policy in the school to include the necessary steps to ensure that the access to technology within the school is strictly monitored, as is the pupils’ use of mobile phones.
The full implementation of the SPHE and CSPE curricula and the RSE and Stay Safe Programmes.
The following school policies, practices and activities are particularly relevant to bullying: Child Protection Policy, Code of Behaviour, Acceptable Use Policy and Supervision of pupils.

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.

6.8.9. Procedures for Investigating and Dealing with Bullying

The primary aim in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame);

The school’s procedures must be consistent with the following approach.
Every effort will be made to ensure that all involved (including pupils, parent(s)/guardian(s)) understand this approach from the outset.

Reporting bullying behaviour

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

Investigating and dealing with incidents: Style of approach

In investigating and dealing with bullying, the relevant teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;
Parent(s)/guardian(s) and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible;
Teachers should take a calm, unemotional problem-solving approach.
Where possible incidents should be investigated outside the classroom situation to ensure the privacy of all involved;
All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way;
When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner;
If a group is involved, each member should be interviewed individually at first. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about each other’s statements;
Each member of a group should be supported through the possible pressures that may face them from the other members of the group after the interview by the teacher;

It may also be appropriate or helpful to ask those involved to write down their account of the incident(s)

In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parent(s)/guardian(s) of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parent(s)/guardian(s) an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports provided to the pupils;
Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to 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;
It must also be made clear to all involved (each set of pupils and parent(s)/guardian(s)) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parent(s)/guardian(s) and the school;

Follow up and recording

In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account:

- 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;
-Any feedback received from the parties involved, their parent(s)/guardian(s)s or the school Principal or Deputy Principal

Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable.
Where a parent(s)/guardian(s) is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parent(s)/guardian(s) must be referred, as appropriate, to the school’s complaints procedures.
In the event that a parent(s)/guardian(s) has exhausted the school's complaints procedures and is still not satisfied, the school must advise the parent(s)/guardian(s) of their right to make a complaint to the Ombudsman for Children.

Recording of bullying behaviour

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

The school’s procedures for noting and reporting bullying behaviour are as follows:

Informal- pre-determination that bullying has occurred

All staff must keep a written record of any incidents witnessed by them or notified to them. All incidents must be reported to the relevant teacher.
While all reports, including anonymous reports of bullying, must be investigated and dealt with by the relevant teacher, the relevant teacher must keep a written record of the reports, the actions taken and any discussions with those involved regarding same
The relevant teacher must inform the principal of all incidents being investigated.

Formal Stage 1-determination that bullying has occurred

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

Formal Stage 2-Appendix 3 (From DES Procedures)
The relevant teacher must use the recording template at Appendix 3 to record the bullying behaviour 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.

When the recording template is used, it must be retained by the relevant teacher in question and a copy maintained by the principal.

7. The school’s programme of support for working with pupils affected by bullying is as follows :

In-school supports and opportunities will be provided for the pupils affected by bullying to participate in activities designed to raise their self-esteem, to develop friendships and social skills and build resilience

If pupils require counselling or further supports the school will endeavour to liaise with the appropriate agencies to organise same. This may be for the pupil affected by bullying or involved in the bullying behaviour.
Pupils should understand that there are no innocent bystanders and that all incidents of bullying behaviour must be reported to a teacher.

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

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

10. This policy was adopted by the Board of Management on 17/06/2014

11. This policy has been made available to school personnel, published on the school website (or is readily accessible to parents and pupils on request) 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 (or where none exists, be otherwise readily accessible to parents and pupils on request) and provided to the Parents’ Association (where one exists). A record of the review and its outcome will be made available, if requested, to the patron and the Department. The most recent review of the Anti-Bullying Policy was carried out at a meeting of the Board of Management held on 6th March 2023.

Signed:                 Brigid Manton                                                                              Signed: Maeve O’Doherty
                                (Chairperson, Board of Management)                                    (Principal)

Date:    06/03/2023 Date: 06/03/2023

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