School management and parents must cooperate, from the earliest possible time, to establish the special educational needs of the student and the resources required to meet those needs and the submission of a well researched request to the Department of Education & Skills’s Special Education Needs Organiser (SENO) seeking the allocation of appropriate resources.  Parents are encouraged to contact the school well in advance of the admissions process should they feel that their son has special education needs as considerable delays have been experienced by schools in receiving a response from the Department of Education & Skills to a request for special resources.

In making provision for special educational need students the following information is required.

Has the student had access to any of the following resources?:

1.         Special needs assistant or classroom assistant.

2.         Special class

3.         Help, for specific needs, from any resource teacher

4.         Assistance with behavioural modification.

5.         Psychological assessment. Report to be provided.

6.         Any additional resources to help with their special needs

7.         Help in areas including, visual impairment, hearing impairment, general learning disability or emotional disturbance.

8.         Any resource in relation to travel or mobility etc.

If an expert report is provided, it should include a workable strategy for addressing the needs, allowing for the resources available.

The Board of Management, having gathered all relevant information and professional documentation, assesses how the needs of the special needs students can be met.

Final confirmation of a place may, in exceptional cases, have to be withheld until the Department of Education and Skills confirms that the necessary resources are to be allocated.

In exceptional cases, even with additional resources provided by the Department of Education & Skills, the school may not be able to provide an appropriate education due to the nature of a particular student’s special educational needs.

Transfer of a student from another school

The school will make every reasonable effort to facilitate a boy seeking a transfer to our school.  The Board of Management will decide on applications for admission to any other year other than First Year by applying the following criteria:

All relevant information having been made available from the applicant’s previous school, the Board will decide whether or not a transfer:

1.         Is possible given class sizes and availability of places.

2.         Is in agreement with the school’s Admission Policy.

3.         Is in the best interest of the boy.

4.         Is in the best interest of the school.

5.         Is of educational benefit to the student.

It may be necessary for a consultation with the Educational Welfare Officer to take place.

Where a student is considered for a place, the decision will be taken by the Board of Management in consultation with the student’s parents/guardians, his former school and the Education Welfare Officer whether such a place may be offered immediately, or whether it would be better to wait until the beginning of the next academic year. A decision will normally issue within 21 working days of the application.

Enrolment Procedure

Parents/guardians of applicants in categories (i) to (ix) are offered a place prior to the 3^rd Monday in October of 5^th class. The place has to be confirmed within 21 working days by payment of a deposit of €1,000 and providing evidence of age, evidence of willingness to accept the school ethos, evidence of acceptance of the school code of behaviour and filling in the application form and questionnaire.

In the case of applicants from category (x) above the parents/guardians have to return the Application Form for admission to First Year on or after the 3^rd Monday in October of 5^th class.  As soon as is practicable, but not later than 21 days, after a parent has provided the relevant information, the Board of Management shall make a decision in respect of the application concerned and inform the parents in writing thereof, Education Welfare Act (section 19, (3)). Parents confirm the place within 21 working days by payment of a deposit of €1,000 and proving evidence of age, evidence of willingness to accept the school ethos, evidence of acceptance of the school code of behaviour and filling in the application form and questionnaire. In the case of students with special education needs, the Board, having received the relevant information, will make a decision and inform the parents in writing of this decision as per the terms outlined in an earlier part of this policy.

There will be an Assessment Test in December of 6^th Class, which all incoming First Year students must sit.  Failure to sit for this test will result in the forfeiture of the place in the school.   This test is used to assess attainment levels in order to best cater for students according to their needs.  It takes place many months after the enrolment process has been completed and consequently has no bearing on a decision to enroll a student or not.

There is an Information Evening for all incoming students and their parents/guardians in the Spring.  This is a vital part of our enrolment process.  Parents/guardians are strongly encouraged to attend this meeting.

On completion of the enrolment process a request will be made for all relevant information to be made available from the student’s previous school, including such matters as attendance record, behaviour issues, special education needs etc. This will assist the school in making appropriate education provision for each student.

Parents will be presented with the following when they are applying for an application form :

1.         Admissions Policy & Code of Behaviour

2.         Edmund Rice Schools Trust Charter

Parents are advised to check the school website for other information.

The Board of Management reserves the right to refuse an application for admission in exceptional circumstances.  Such an exceptional case could include the following:

1.         The student has special needs such that, even with additional resources available from the Department of Education and Skills, the school cannot meet such needs and/or provide the student with an appropriate education or

2.         In the opinion of the Board of Management, the student poses an unacceptable risk to other students, to school staff or to school property.

Introduction

The following policy was developed through a collaborative approach involving an Anti-Bullying Committee, the Principal, the Staff, the Parent Council, the Student Council and the Board of Management.

It was ratified by the Board of Management on _______________

Scope of policy

It is a whole school policy, which addresses issues related to bullying of students. The policy applies to the staff and the wider school community in terms of implementation.

When dealing with staff to staff relations, other policies and legislation, such as Dignity in the Workplace and The Employment Equality Acts 1998 and 2004 apply.

When will the policy apply?

The policy will apply -

• During school time.
• On official school outings/trips/tours.
• During all extra-curricular activities.

Note: This policy recognises that the school is not responsible for monitoring/investigation/resolving bullying incidents, which occur outside of the times outlined above. It is the parent(s)/guardian(s) who is/are responsible.

Rationale

The school’s principle is ‘Respect for oneself and respect for others’. Bullying undermines this principle and therefore a policy to deal with bullying is essential.

The policy is also consistent with the Department of Education and Science Guidelines for Countering Bullying in Primary and Post-Primary Schools (1993) as outlined below.

“Bullying behaviour, by its very nature, undermines and dilutes the quality of education and imposes psychological damage. As such, it is an issue which must be positively and firmly addressed through a range of school-based measures and strategies through which all members of the school community are enabled to act effectively in dealing with this behaviour.”

Relationship to Characteristic Spirit of the School.

The CBC Monkstown Anti-Bullying Policy is informed by the five key elements of the Edmund Rice Schools Trust Charter, all relevant school policies, (Child Protection Guidelines, Internet Acceptable Use Policy, Suspension and Expulsion Policy etc.) and the school’s Mission Statement.

Mission Statement

To provide a Catholic Education for boys in a caring Christian atmosphere in the pursuit of all round character development and academic excellence.

Definition of Bullying

The CBC Monkstown definition of bullying is as follows –

Bullying is repeated destructive, aggressive behaviour, which can be verbal, psychological or physical, conducted by an individual or a group of individuals.

The Department of Education definition is –

Bullying is repeated aggression conducted by an individual or a group against others – such aggressive behaviour may be verbal, psychological or physical (Department of Education and Science, Guidelines on countering bullying behaviour in Primary and Post Primary schools).

Types of Bullying

Bullying takes many forms and is also subject to change. Bullying may be physical, verbal, cyber and psychological.

Examples of types of possible bullying which may occur are listed below.

General

• Physical aggression such as pushing, shoving, tripping
• Damage to personal property, e.g. tearing shirt pockets, interfering with lockers, books, taking bags etc.
• Any use of words/pictures /materials to intimidate, e.g. graffiti on furniture/in toilets
• Extortion of money, food etc.
• Invasion of personal space
• Harassment based on any of the nine grounds in the equality legislation. The nine grounds are gender, marital status, family status, age, disability, sexual orientation, race, religion and membership of the Traveller Community.
• Slagging. This is regarded as bullying when it descends to very personal, frequently repeated, remarks about appearance, clothing, personal hygiene or members of one’s family.
• Cyber
• Silent/abusive phone calls
• Abusive emails/texts/website comments/blogs
• Misuse of camera phones
• Homophobic
• Spreading rumours about a person’s sexual orientation, perceived or otherwise.
• Name calling etc.
• Racial
• Negative comments about colour, nationality, religion, social class etc.
• Relational
• Spreading rumours
• Intimidation which includes -
• Mockery e.g. of work in class/appearance/physical characteristics etc.
• Ostracising another person from group, group activities or games.
• Threats, demands or coercion to fight.
• Using any type of equipment to cause fear in another person.
• Name calling, which hurts, insults or humiliates
• Sexual
• Any unwelcome physical contact, sexual comments, graffiti, gestures or harassment.

Note -This list is not exhaustive.

Aims and Objectives.

1. To raise awareness of bullying behaviour.
2. To create a school ethos where bullying is not tolerated.
3. To recognise that we all have a responsibility to promote this ethos.
4. To put in place procedures for reporting and recording incidents of bullying.
5. To establish procedures for investigating and resolving bullying.
6. To acknowledge that students who bully and students who are affected by bullying may need support and to provide appropriate support.

Actions to Prevent Bullying Behaviour.

1. Display the Anti-Bullying Charter throughout the school and in the student journal.
2. Increase awareness of staff, students, parents and the wider school community, through the annual Anti-Bullying Week.
3. Teach the Cool School Lessons.
4. Raise awareness of Bullying in class, particularly in S.P.H.E., R.E. and C.S.P.E. and through the pastoral care and the class tutors.
5. Carry out regular questionnaires and surveys in class. (Ref booklet ‘Investigating and Resolving Bullying in School’).
6. Respond to and act upon information gathered through the questionnaires and surveys.
7. Sustain and continually develop the anti-bullying ethos of the school.
8. Involve the student council and prefects.
9. Encourage all members of staff to play an active role in monitoring behaviour during and in between classes.
10. Ensure that teachers are vigilant during supervision at break and lunchtime as they have a vital role to play in discouraging bullying through timely intervention.
11. Encourage bystanders to intervene in positive ways.
12. Introduce Zero Tolerance on name calling.

Procedures for Investigating and Resolving Bullying

1. In order to obtain information on bullying in the school, quick and confidential questionnaires will be used. This will happen during tutor class, at regular intervals during the school year. Below is an example.

Name: ____________________________ Class: ________________

Would you like to talk to someone about bullying? Yes____ No_____

Based on the questionnaires, the tutor will arrange to talk to any student who replied yes.

1. If further investigation of a particular class is required, this will be done through a Class Observation Form according to the booklet ‘Investigating and Resolving Bullying in School’, pg.15 (Appendix 1)
2. To gain an understanding about class group dynamics, a Sociogram may be used in classes where issues of bullying have arisen and have given cause for concern. The class tutor in accordance with the guidelines in the booklet ‘Investigating and Resolving Bullying in School’ pg.9-13 would implement this. (Appendix 2)

The result of the above will help to monitor the effectiveness of the school’s anti-bullying measures.

Staff Reporting Incidents and Suspicions of Bullying.

N.B. All members of staff, while at work, have a duty to report and not ignore any incident, which constitutes bullying or potentially bullying behaviour.

• If an incident is noticed, which may potentially constitute bullying; a note will be placed in the Tutor’s pigeonhole. (Appendix 3) These are available from the school office. The Tutor will decide, through consultation with the reporting Member of Staff and/or the Year Head, the best course of action to take.
• If a member of staff witnesses an incident, which s/he feels can be easily resolved, then s/he may, there and then, challenge the behaviour as unacceptable. Sometimes this may be all that is required.
• To report an incident a Concern for Welfare of Student(s) Report Form (Appendix 4) must be filled in and left in the Tutor’s pigeonhole. These are available from the school office. They will be kept as confidential material on file in the school office. The tutor will then investigate the matter further.
• Any further notes/records taken during an investigation will also be stored with the original file.
• In serious cases it may be necessary to refer the matter directly to the principal. The school’s Code of Behaviour may be used to impose sanctions, pastoral strategies initiated in the interest of the victim and/or perpetrator and possible contact with outside agencies.
• Where an external report of bullying from a parent/guardian or other source is brought to the attention of the school, the Year Head will investigate the matter.

Students Reporting Bullying Incidents

Students can report an incident to

• The Tutor
• The Year Head
• Any member of Staff with whom they feel comfortable
• A prefect

They may report

• Verbally to a member of staff at an appropriate time e.g. after class
• Through a written note to a member of staff, e.g. handed up with homework
• Through a written note in the school letterbox at the main entrance
• Through another person i.e. friend or parent/guardian

Resolving Bullying Incidents

Note: Training on Investigating and Resolving Bullying will be provided for staff.

As a reference source the following booklets are available in the Library.

Responding to Bullying First Steps for Teachers

Investigating and Resolving Bullying in School Further Steps for Teachers

R U B n Bullied Tips 4 Teens.

• If a student/teacher reports bullying either verbally or through the sociogram/questionnaire then the student must be given the opportunity to talk to the Tutor/Year Head to tell their story in their own words.
• A report of this meeting is kept on file.
• At this point the Tutor/Year Head may decide to deal with the matter him/herself or, if the matter is complex, to seek guidance by referring the matter to the Year Head.
• If the matter is referred to the Year Head, the Year Head will keep the tutor informed of steps, which are being taken and of the outcome.

All reports must be entirely factual.

No personal opinions or conjecture may be included.

Note In cases where there has been an internal report investigated by the Tutor, it will be up to the judgement of the Tutor and/or Year Head whether to contact the parents of the child who is the target of bullying or the child who has been involved in bullying behaviour. Often incidents, which could result in bullying, can be resolved very easily by contact with the students and there is no need to involve and perhaps unnecessarily alarm parents. Indeed involving parents when the incidents are relatively minor can be positively harmful since it escalates a minor incident into a major one resulting in possible negative labelling of children. On the other hand, if parents are not involved at the minor incident stage and if the student continues with bullying behaviour, parents may sometimes ask why they were not involved earlier. The reason is that the tutor/year head has to make a judgement as to whether or not to involve parents and as long as the judgement is reasonable, there can be no complaint afterwards if parents were not involved.

In very difficult cases e.g. complete denial of involvement, the school Board of Management may be involved and sanctions for bullying will be imposed as specified in the School Disciplinary Code and the Suspension and Expulsion Policy.

The thrust of dealing with bullying behaviour will always be Pastoral and Positive endeavouring to have the person involved

• Recognise how inappropriate the behaviour is and
• Modify his behaviour.

Positive outcomes could be

• The person who has engaged in bullying behaviour, through discussing the issue with the tutor, recognising the inappropriateness of this behaviour.
• The person resolving not to engage in bullying behaviour again
• An essay as part of the process to help the student understand the inappropriateness of the behaviour
• An agreement between the students involved to meet and apology given.

Resolving bullying incidents also involves the person who is being targeted by the bullying behaviour.

SPHE will focus on assertiveness at an early stage each year to help students develop the resilience and skills to repulse bullying behaviour.

The Policy will be reviewed at regular intervals.

Download Class Observation Form

Our School Philosophy

The general aim of education is to contribute towards the development of all aspects of the individual, including the aesthetic, creative, critical, cultural, emotional intellectual, moral, physical, political, social and spiritual development for personal and family life, for working life, for living in the community and for leisure.

As an Edmund Rice School CBC nurtures faith, Christian spirituality and Gospel-based values; CBC promotes partnership in the school community; CBC promotes excellence in teaching and learning; CBC creates a caring school community and promotes inspiring transformational leadership. Within this context the mission of our school is that we provide a Catholic education for boys in a caring Christian atmosphere in the pursuit of all-round character development and academic excellence.

Relationships and Sexuality Education and Social, Personal and Health Education

Relationships and Sexuality Education forms part of our Social, Personal and Health Education programme. The aim of the SPHE programme is to encourage our students to develop their potential as human beings so that they may acquire the skills necessary to learn about themselves in and outside our community. Part of the rationale of our RSE policy is that our students make responsible, and informed decisions in relation to their personal relationships.

Relationships and Sexuality Education

Relationships and Sexuality Education is a lifelong process of acquiring knowledge and understanding and of developing attitudes, beliefs and values about sexual identity, relationships and intimacy. Parents, teachers, peers, adults, and the media deliver this education consciously and unconsciously.

Relationships and Sexuality Education seeks to provide young people with formal opportunities to acquire knowledge and understanding of relationships and sexuality, through processes, which will enable them to form values and establish behaviours, within a moral, spiritual and social framework. In CBC Relationships and Sexuality Education is based on the belief in the importance of respect for self and others.

Aims of RSE

The fundamental principles of our policy are informed by our school philosophy.

We aim to:

• Promote the overall development of the person by helping our students develop self-esteem and a sense of self
• Help our students have respect for themselves and others
• Help our students develop healthy friendships and relationships
• Promote a knowledge and understanding of sexuality
• Promote knowledge of and respect for reproduction
• Provide a moral, spiritual and social framework that enables our students to develop healthy attitudes and values towards relationships and sexuality.

Management and Implementation of RSE in CBC

The responsibility for the management of the RSE programme ultimately lies with the Board of Management. It will be implemented by the principal and by the teaching staff.

An RSE co-ordinator will ensure the programme is delivered in accordance with the school policy. The co-ordinator is also responsible for the resources, training, evaluation and review relating to the programme.

CBC recognises the rights and responsibilities of parents for the education of their sons with respect to the area of relationships and sexuality. Specifically the rights of parents in relation to their sons’ education are enshrined in Article 42.

“The State acknowledges that the primary and natural educator of the child is the family and guarantees to respect the inalienable right and duty of parents to provide according to their means for the religious and moral, intellectual, physical and social education of their children”.

The duties of parents are set out in Canon 226.2 of the Code Canon Law of the Catholic Church which states “Parents have a most grave obligation and posses the right to education their children”.

It is the responsibility of parents to inform the school of issues which may be of a sensitive nature for a student within the area of RSE.

CBC recognises the right of parents to withdraw their child/children from all or part of the RSE programme. Parents must inform the school, in writing, of their request outlining their reasons for such a request.

In supporting parents in the education of their sons, the RSE programme will be available to parents. Parents will be invited to an evening meeting where the content of the RSE seminars will be outlined.

RSE is a component of SPHE. Teachers who are part of the SPHE department will teach the RSE programme.

The opportunity for RSE in-service is regularly provided for the teachers of SPHE. RSE programme resources will be made available to SPHE teachers.

The Board of Management will evaluate the RSE policy regularly and relevant changes will be made where necessary.

1.    Critical Incident Management in the School; Response and After Care

A Critical Incident Management Policy is essential in school life today.  One could define a critical incident as an accident or incident where a traumatic death occurs or is perceived in the school context.  Examples of such critical incidents are:

• Suicide
• Child killed while crossing the road
• Bus crash on a school trip with multiple injuries and deaths
• Disappearance of a member of the school community

The Critical Incident Management Team will consist of the following

• The Principal
• Deputy Principal
• Guidance Counsellor
• Chaplain
• Relevant others (may be Year Heads or Tutors associated with the student or the individual concerned)

The role of Principal/Deputy Principal is one of leadership, family liaison and/or communication.  The role of the Chaplain/Guidance Counsellor and relevant others would be in relation to counselling and chaplaincy.

2.    Leadership/Family Liaison/Communication

I. When a critical incident occurs it would be expected that Principal/Deputy Principal would take on the following intervention responsibilities:

1. Confirm that loss of life has occurred and get accurate information in relation to the incident.
2. Express sympathy to the family and assure the family of the school’s support throughout the process.
3. Ensure that family know who is the contact person within the school.  This may be anybody on the Critical Incident Management Team.
4. Consult the family on the school’s involvement in the funeral, remembering that the family wishes must be respected.
5. Organise the Critical Incident Management Team to meet.
6. Prepare an announcement for staff and students.
7. Plan a staff meeting if required
8. Prepare a statement and distribute procedures to class teachers in breaking the news.
9. Devise a process for dealing with telephone enquiries from anxious parents.
10. Have written and/or oral response to enquiries prepared.
11. Notify the Board of Management
12. Prepare a statement for the media and enquiring phone call from the media
13. Discourage any student or staff from dealing with the media
14. Make decisions on those who should attend funeral and how where relevant.
15. Discuss the possibility of the school being closed on day of funeral which would involve notification to the Department of Education & Science, parents, the  cancellation of organised activities e.g. matches, tour buses and the informing of possible visitors to the school on that day of closure

II.      Intervention responsibilities for the Guidance Counsellor and Chaplain:

1. Set up a Critical Incident Management Team room in the school where queries, phone calls and information would be forwarded.
2. Outline services available to the affected students during the first couple of hours on hearing of the incident.
3. Assist class teacher of the class affected in breaking the news
4. Have guidelines for staff in dealing with students in distress i.e. information on grief responses, identifying those in need of counselling and support and possible parental support.
5. Take time with the most affected students in the Critical Incident Management Team room
6. Assess the necessity of the NEPS Psychologist to attend school
7. Organise year group prayer service for during the day once all students have been notified
8. Contact parents if some students request to go home
9. Encourage those who feel able to return to class
10. Meet and support any distressed parents or staff
11. Liase with the local clergy regarding funeral

III.    In the event of a death or deaths of parents/students/retired teachers under normal circumstances, the normal response may be as follows:

1. Communication of such a death to the school as a whole
2. The attendance at funeral
3. The flowers
4. Cards
5. Book of condolence for students and staff
6. A school memorial service for students and staff

IV.    A sample media statement that is a letter to parents may take the following format:

It is with profound sadness that the management, staff and students of CBC Monkstown Park have learned of the death of …. (individual).  Our sincere sympathy is extended to the family of ….

On hearing the tragic news the school Critical Incident Management Team was put into immediate operation. The Critical Incident Management Team convened a meeting to ensure that students affected by this loss are cared for adequately.  Procedures are in place to ensure that all in the school community affected by this loss are given all the help they need to cope at this time.

The school is offering counselling and support for students and parents affected by this tragedy. Prayer services have been held with each class in cooperation with the School Chaplain.  Students will attend and participate in the funeral service in consultation with the wishes of the family.

At this sad time our prayers and support are with everyone affected by this tragedy.

3.    The Critical Incident Management Team: step-by-step approach.

1. The Principal having confirmed the death makes contact with the family.
2. The Critical Incident Management Team meet to plan strategy keeping in mind the guidelines already outlined.
3. Key tasks are distributed
4. Have all guidelines for teachers ready
5. Have written and oral statements ready for all communication within the school and possible media enquiries.
6. Have a notice at entrances to the school for staff to report to the staffroom at 8.45 am.
7. Meet staff, note any absences or late arrivals to ensure that all staff hear the news.
8. Critical Incident Management Team outline to staff the plan for the day and the support available.
9. The setting up of the location of the Critical Incident Management Team room.
10. Class teachers break news to classes.
11. Deputy Principal to make alternative arrangements for classes normally using the room.
12. The Deputy Principal to also ensure that the Guidance Counsellor and Chaplain are freed from class.
13. Plan another update staff meeting if necessary to update staff and/or make decisions.
14. Clarify funeral arrangements with staff when known
15. Critical Incident Management Team meet to plan procedures for school involvement in removal and funeral.

4.    Guidelines on breaking bad news:

From a teacher’s prospective it is very very difficult to pass on bad news as a result of a critical incident. The following guidelines are suggested in such an event:

1. Only if the tragedy is confirmed as a suicide by the family can it be relayed as such
2. The class of the student who has died should be the first to be told with Guidance Counsellor, Chaplain and class Year Head/Tutor present.
3. Other classes to be told by their class teachers
4. Not every class is going to be traumatised following the bad news but a possible way for a teacher to break the news would be to tell the class that they have sad news and it is difficult for them to do this.  The teacher should let the class know the name of the person the news is about.  Let the class know the facts as the teacher knows them and encourage questions.  The teacher should let the class know of common reactions to such tragic news, the most common reaction being shock. A teacher can expect tears and outbursts but must not allow a student to leave the classroom alone.  Students must be supervised within the school building while in a distressed state.  Let them know that they will receive support within the school.  Allow the class time to mingle and talk.The teacher can explain to the class how they can support one another. The teacher may also try to be attentive to identifying those who are not coping well with the news.  It may be essential to remind students more than once that there is help, as little information is assimilated once in shock.   Inform the students where the Critical Incident Management Team will be.   The setting up of a room, where class/year students may meet to share their grief and support each other, may be essential.  The possibility of having refreshments may also be a good idea.If the students appear ready a year group assembly may be held later in the day with a short prayer service.  Every student will be affected differently and some students who are less affected may be able to continue with their normal school day and go back to class.  It may prove helpful for the Critical Incident Management Team to point out to students that every person’s response to an incident as such is different.  Some may need support from people within the school while others need regularity within their school day and that going back to class should not be seen in a negative way.Some students will need to stay with the Critical Incident Management Team for the morning.  If students do wish to go home it may be possible for the Critical Incident Management Team to encourage them to stay in the school to support their friends.  However some may need to go home but only if parents come and collect them.  Those who go to class may not be able to concentrate on the work of that class therefore teachers should be sensitive to this.As in all situations like this it may be possible for the subject teachers of classes to make allowances for students to talk in groups within the class as the need arises.  This in some way defuses the shock and aids them in their grief.

5.    Common reactions on hearing traumatic news.

Individuals react differently on hearing traumatic news.  Listed below are possible emotional and physical responses to hearing traumatic news:

• Shock, Fear, Guilt, Grief, Tears, Panic, Denial, Anxiety, Depression,
• Anger, Emotional outbursts, Being overwhelmed, Nausea, Fainting,
• Pain, Dizziness, Weakness, Palpitations and breathing difficulties.

In the mental and behavioural area there may be:

• Confusion, blame, poor concentration, disorientation, being withdrawn, restlessness, being let down and uncertainty.

In response to these reactions the Critical Incident Management Team and/or teacher may show genuine care and concern to the individual affected.  Be available through listening and allow students to express their feelings and encourage as much talk as possible.  Allow the student to talk about the student they have lost and reassure them that they as an individual class group have done everything possible.

Day 2

Students who are not coping should be referred to the Guidance Counsellor or Chaplain on an individual basis.  It is important that the school be run as normal on the second day.

Day 3

The critical incident management team need to meet to plan the critical incident strategy and the after care for the students and the school following the funeral which may involve the class teacher and/or Year Head.  Furthermore all school records should be updated.

6.    Contacting staff if tragedy or incident occurs over a weekend or over holidays.

1. If a tragedy occurs over a weekend or during holiday time and the death is one of a teaching colleague, a system of informing staff needs to be in place.  Mobile phone (texts) and e-mails are a possible method.
2. If it is the death of a student the Critical Incident Management Team needs to be informed immediately while other staff can be informed later.  Nevertheless whoever hears the news first needs to inform the Principal or Deputy Principal.  A list of mobile numbers and e-mail addresses will be attached to this Critical Incident Policy.

The aftercare as a result of a Critical Incident

It is important after a critical incident that with time a de-briefing occurs for students and staff.  In particular staff may be briefed on the on going counselling and support which people are receiving within the school Close attention and observation of students who are deeply affected by such incidents must be observed.  In the case of de-briefing it can prevent the onset of post traumatic stress disorder, in which symptoms may be flashbacks or nightmares, intense stress, emotional numbing, lack of sleep, irritability, anger, poor concentration and continually being on edge.   This is why critical incident stress debriefing is an important part of our policy in CBC.

Memorials and Remembrances

Suggested below are items that may prove useful in a critical incident plan in CBC:

1. A Book of Condolence
2. A scrapbook or pictorial record
3. The use of a photograph of the individual lost.
4. A Memorial Award
5. A Memorial Service
6. The anniversary to be remembered

9.    In the event of any critical incident within the school in CBC the actions above attempt to serve students and staff alike in their dealing with such a tragedy.  Nevertheless each individual member of staff will deal with such an incident in their own way.  It may be useful for staff to be aware of their own reactions when it comes to such a psychological trauma.  Staff should be helped to understand their own emotional reactions to plan for balance in the after event of such an incident and to create a support system within the school.

Download the Dignity in the Wokplace Policy Document

2007/2008

Admission to the college implies an acceptance of and willingness to comply with its rules and regulations.

The school rules are designed to provide a framework within which each student can grow and develop.  We hope that the individual pupil within the school community will show consideration for others and will benefit from the consideration of others.

We believe in adequate communication about standards of conduct and school rules.  It is essential that each student and parent understands the school rules, their value and their purpose.

We have faith that most students want to do the right thing.

The fundamental principle of the school rules is respect for oneself and respect for others.

The following is a set of guidelines advising how students may maximise the benefits of their homework.  It is the responsibility of each student to keep up to date with all homework.  These guidelines are designed to support students as they do this.

Why Homework ?

Homework can :

• Be a valuable reminder to students of material which has been covered in class.
• Provide additional practice for students allowing more rapid movement through relevant course material.
• Be useful to teachers for monitoring student progress
• Help students to increase their personal responsibility in taking charge of their studies.
• Help parents to become aware of student learning.
• Revise material done in class
• Prepare for the next class

Research indicates that students with regular homework patterns increase their academic achievement markedly.

The power of homework to help students remember material is striking :

Amount remembered (%)

The graph above shows how much material is lost from memory without revision.  As you can see after 24 hours we have forgotten most of the material covered in a class.

Amount remembered (%)

This graph shows the effect of revising the material within 6 to 12 hours of the class.  Not only is the material remembered but the rate of loss afterwards is much less than without homework revision.  The moral of this is do your homework the night you get it !

How can parents help their sons ?

At Junior Cycle :

• Keep a copy of your son’s timetable
• Every night check homework to be done with him.
• Ask him what homework he has got in each class.
• Ensure that he spends time in a quiet well lit room free of distractions. It is very important not to have television or radio distracting the student.
• A regular daily pattern of study with regular times each day is vital.  Students in 1st year should spend about 1½ hours a day, 5 days a week rising to about 3 hours a day, 5 days a week in 3rd year. Don’t accept any excuse, for example “I have no homework or we had a free class today”. There is always learning and revision to be done.
• Ask your sons to show you the homework they have done.  You could also encourage them by asking to test them on learning homework.

At Senior Cycle parents can:

• Provide the same physical conditions for students to do their homework in peace.
• Note that a minimum of 20 to 25 hours homework a week is required in 5th and 6th year.
• At this stage students have more individual responsibility and the close monitoring in junior cycle is no longer necessary. However, if notes or dockets come from teachers indicating that homework has not been done, your trust may be misplaced and you may have to move in and check that your son is doing his homework.

It is useful for parents to also note that when you ask your sons about homework there can be three types :

• Written homework
• Learning homework.  Learning homework is absolutely essential as revision of what has been done in class.
• Revision at regular intervals to revise the work already done.

Your son’s school homework journal is a vital tool.  Please ensure that he has it in school every day, records all homework in it and keeps it in good order.  If you have any concerns please do not hesitate to contact his Tutor.

Please note that this is a broad policy for general information of teachers, students and parents.  More detailed policies concerning homework in various subject areas are developed by the individual subject departments.  The need for more detailed policies is because of the varying requirements of subjects ; some subjects are timetabled every day and a little homework is given every night while other subjects have less frequent timetabling and therefore longer term or project based homework may be given.  Individual subject departments develop policies to take account of the particular homework needs of the subject areas.

Homework is monitored and corrected using a variety of methods appropriate to the material being taught at any given time.

Download our Religious Eduation Policy

Download our Special Educational Needs Policy

Download our Sports Policy

Introduction

Through its Code of Behaviour, CBC Monkstown Park, aims to create a calm, ordered and work-oriented atmosphere in a caring and supporting environment based on respect for self and respect for others.  In cases where pupils fail to observe the Code of Behaviour, it is necessary, for the good of the school community as a whole, to impose sanctions on such pupils, including suspension or expulsion where warranted.  This policy outlines the school’s approach to suspension and expulsion and has been formulated taking due consideration of the rights and responsibilities inherent in the Education Act 1998, Education Welfare Act 2000, Equal Status Act 2000, and the principles of fairness and Natural Justice.

Suspension Principles

In certain cases of unacceptable behaviour, it will be in the best interests of the school community and/or the pupil involved, to remove the pupil from the school for a period of time.  Under the Articles of Management for Secondary Schools, the Principal has the authority to suspend a pupil from attending school for a period up to and including 3 days.  Suspensions beyond 3 days are the responsibility of the Board of Management. The Principal/Board of Management will exercise this authority in a fair and non-discriminatory manner, having regard to his responsibility to the whole school community and to the principles of Natural Justice.

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

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

(a)    Serious breaches of the Code of Behaviour that indicate that the pupil should be removed from the school. In cases where health and safety could be at risk, it may be necessary to suspend a student with immediate effect, pending an investigation and the following of due procedures.

(b)    Repeated less serious breaches of the Code of Behaviour that have not been rectified by disciplinary measures short of suspension.  In such cases, formal written warning detailing the unacceptable behaviour will have been submitted to parents/guardians, along with an explanation of what is required of the pupil.

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

• Endangering the safety or health of any member of the school community
• Disrespect or defiance towards or harassment or intimidation of a member of staff or the bullying of another member of the school community.
• Possession, use, or supply of prohibited substances (including alcohol, drugs, or associated paraphernalia)in the school, on school trips, or in the course of any school-related activity. Exception will be made only for legitimate medicinal use with the prior notification of the school authorities.
• Deliberate vandalism, including the writing of graffiti, in relation to school property or the property of a member of the school community.
• Persistent failure to swipe in or produce late/absent notes.
• Interference with or persistent disruption of teaching and learning.
• Refusal to obey clear and reasonable instructions of staff members on a repeated basis.
• Smoking anywhere inside or in the immediate vicinity of the school grounds.
• The use of obscene, abusive, or otherwise inappropriate language.
• Stealing, fighting, or the possession of offensive weapons.  In addition to being serious breaches that incur suspension, these are criminal offences that will be reported to the appropriate authorities.
• Tarnishing the good name and reputation of the school.
• Truancy.
• Failure to attend detention.

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

• Eating or drinking in class or other areas not designated for food and beverage consumption.
• Failure to complete assigned homework
• Such classroom disruption as inattention, talking without permission, passing notes, and failure to have the books and equipment required for class.
• Running, shouting, or horseplay of any description anywhere in the school.
• Tardiness for school or classes.
• Congregating in the toilets.
• Not wearing the full school uniform
• Wearing of jewellery, including earrings.

Suspension Procedure

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

1. The pupil will be informed of the precise grounds that gave rise to a potential suspension and will be given an opportunity to respond before a suspension decision is formalised.
2. The parents/guardians of the pupil will be informed in writing of the situation and invited to come to the school for a meeting.
3. In cases where the suspension is to take effect immediately, such as in the interests of health and safety, parents/guardians will be informed by telephone, with written follow-up.
4. Pupils will not be sent home during a school day unless collected by a parent/guardian or some other suitable arrangement is made.

All suspension decisions will include a formal letter of notification that will include, at least:

1. Notice of the suspension
2. Effective date of the suspension
3. Duration of the suspension
4. Reasons for the suspension

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

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

Suspension Removal

As the principles of Natural Justice demand that there should be available a right of appeal to a higher authority a pupil or his parents/guardians may appeal the Principal’s decision to suspend to the Board of Management.  Such an appeal must be made in writing to the Secretary of the Board stating the grounds on which the appeal is being made. However the school may insist that the pupil remain at home while the appeal proceeds. In the event that an appeal is successful, the suspension will be lifted, and if the suspension has already been served, it will be expunged from the pupil’s record. An appeal of a suspension decision may also be made under Section 29 of the Education Act, where a student has been suspended for 20 days or more. Information regarding this right of appeal will be provided with formal notification of the suspension, if applicable.

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

The Principal may agree that an alternative sanction be applied following discussion with the pupil’s parents/guardians.  The Principal may where appropriate also consult with any relevant school personnel re an alternative sanction.

New circumstances come to light after the suspension has been applied that would have mitigated the sanction had they been known beforehand.

Other mitigating factors consistent with the application of the principles of Natural Justice.

Suspension Completion

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

Parents may be requested to attend with the pupil upon his return to school

A written or verbal apology may be required of the pupil for his behaviour

The pupil may be required to enter into a contract of good behaviour or other conditions that may be specified before returning to school.

Expulsion Principles

Expulsion is the ultimate sanction imposed by the school on a pupil and, as such, will only be exercised by the Board of Management in relation to cases of extreme indiscipline.  In cases where the Principal judges that a pupil’s actions are such that expulsion should be considered, the Principal will refer the matter to the Board of Management.  Given the severity of the potential sanction, the school, in accordance with the principles of Natural Justice, will investigate extreme indiscipline cases thoroughly in advance of any hearing that could result in an expulsion.

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

(a)    Cases where the indiscipline of a pupil is so pervasive that teaching and learning become extremely difficult.  Such cases include but are not limited to :

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

(b)    First time offences of a very serious nature.  Such cases include but are not limited to :

1. Serious assault
2. Trafficking in drugs
3. Arriving in school under the influence of alcohol or drugs
4. Serious burglary or theft.
5. Causing major damage to school property.
6. Gross insubordination to the Principal or other staff members
7. Possession of an offensive weapon

In the interest of ensuring a fair and even-handed system for the imposition of suspension, the Board of Management will, among other things, take account of the following factors in determining an expulsion.

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

Expulsion Procedure

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

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

Following these actions by the Principal, expulsion will still only occur after the Board of Management has :

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

Please note the following if your son is unable to attend sport:

-         A note of explanation must reach me by 1.15 pm on the following day, Thursday.  Please ensure that notes are brought directly to me either in Room G1 or in the staffroom. 

 -     No note will be accepted after the deadline.  Detention on the following Friday from 3.30 pm to 5.30 pm is the sanction for failure to explain absence from sport.

-        Failure to bring the correct sports equipment/clothing to school will not be accepted as a valid reason for non-attendance at sport. Coaches will inform students of apparel/gear required.  For Tennis and Basketball, participants need a t-shirt, tracksuit and runners and a racquet for tennis.

You/your son may choose from the following sports:

Tennis (De Vesci Tennis Club, Monkstown).        

Golf (to participate in Golf your son must be able to make is own way to Leopardstown Golf Club)

Basketball (CBC)

Swimming ( Blue Pool)

Cross Country Running (CBC) (cross-country runners must run 3 to 4 times a week).

September 2011