St Audoen’s NS is a peaceful school; we pride ourselves on consistently demonstrating our core values of Respect, Trust, Empathy, Encouragement, Appreciation and Belonging. Our school conveys a sense of warmth, generosity and enthusiasm as our children and staff are eager to smile and make all those who enter our school feel welcome.

We are committed to providing a safe, positive learning environment for our students. Our motto; Be the Best You Can Be reflects an important element of education, success and pride. It demonstrates the effort we encourage each of our students to put into his or her learning. We take pride in working hard to motivate each student to do their best; our staff are also dedicated to doing their best.

Our whole school approach to being trauma informed means that our school and classroom level policies, practices and the overall culture are considered and, when necessary, revised to assist children and young people who have been impacted by adversity or trauma.

Our school aims to:

Establish Safety

Facilitate Connections & Develop Relationships

Help children to manage emotions

 

Trauma-informed practice includes providing clear boundaries and clear communication of expected behaviour but also a reduction in punitive responses to behaviour. It means we operate from the mindset that the behaviours we see are often ways that children or family members have learned to cope and adapt as a result of trauma. Behaviour is communication and often the result of coping and survival. We aim to teach children strategies that will work when they become overwhelmed. We are curious about what our students are trying to tell us through their behaviour.

 

Code of Behaviour

The school has a central role in the children’s social and moral development just as it does in their academic development. In seeking to define acceptable standards of behaviour it is acknowledged that these are goals to be worked towards rather than expectations that are either fulfilled or not.

The children bring to school a wide variety of behaviour. As a community environment, 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.

Children need limits set for them in order to feel secure and develop the skills for co-operation. Therefore, our expectations will be age appropriate, with clear agreed consequences.

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 the members of staff.

Our Code of Behaviour is established to ensure that the individuality of each child is accommodated while at the same time acknowledging the right of each child to education in a safe and relatively disruption free environment.

 

 

Aims of the Code

To create a positive learning environment that encourages and reinforces good

To promote self-esteem and positive relationships.

To encourage consistency of response to both positive and negative

To foster a sense of responsibility and self-discipline in pupils and to support good behaviour patterns based on consideration and respect for the rights of others.

To facilitate the education and development of every child.

To foster caring attitudes to one another and to the environment.

To enable teachers to teach without disruption.

To ensure that the school’s expectations and strategies are widely known and understood through the availability of policies and an ethos of open communication.

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 aim to:

Create a positive climate with realistic expectations.

Promote through example, respect, 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 Feet & Kind Words.

 

School  Core Values:

 

Respect

Trust

Empathy

Encouragement

Appreciation

Belonging

 

Behaviour we Encourage:

 

Respect for self and others.

Respect for other’s property.

Respect other students and their learning.

Kindness and willingness to help others.

Follow instructions from staff immediately.

Walk quietly in the school building.

Courtesy and good manners

Readiness to use respectful ways of resolving difficulties and conflict.

Ask permission to leave the classroom.

Do your best in class.

Take responsibility for your own work.

 

Class Guidelines/Contract

At the beginning of each academic year, the class teacher will draft a list of class guidelines/contract with the children.  These reflect and support our school values and are presented in a way that is accessible to the children.  Class guidelines are kept to a minimum and are devised with regard to the health, safety and welfare of all members of the school community.  They emphasise where possible positive behaviour (e.g. ‘Walk’ and not ‘Don’t Run’) and are applied in a fair and consistent manner, with due regard to the age of the pupils and to individual difference.  Where difficulties arise, parents will be contacted at an early stage.

 

Incentives

Part of the vision of St Audoen’s NS is to help children achieve their personal best – academically, intellectually and socially. We recognise that there are many different forms of intelligence and that similarly children use a variety of approaches to solve problems. Children will be encouraged, praised, and listened to at all times by adults in the school. We recognise the place and value of tangible rewards, such as prizes & certificates, while also acknowledging the importance of personal motivation; praise can increase response rates by enhancing intrinsic motivation.

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 notebook/diary

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 word of praise/award at weekly assembly

A system of merit marks or stickers

Delegating some special responsibility or privilege

A mention to parent, written or verbal communication.

 

 

Levels of Misbehaviour:

(This list is intended to be illustrative, not exhaustive)

 

Level 1		Level 2		Level 3
Negative Actions		Physical aggression		Threatening behaviour
Negative Words		Disrupting class		Intimidation
Attention seeking behaviour		Refusing to follow directions		Vandalism
Dishonesty		Disrespectful		Violence
		Refusing to work		Destroying property
		Jeering		Harassment
		Inappropriate language		Repeated level 2 behaviour
		Unsafe choices
		Repeated level 1 behaviour

 

A Behaviour Record is kept in the school when an incident occurs.

 

Sanctions & Logical Consequences:

The use of logical consequences should be characterised by certain features.

It must be clear why the sanction is being applied.

The consequence must relate as closely as possible to the

It must be made clear what changes in behaviour are required to avoid future sanctions.

There is a clear distinction between the different levels of misbehaviour

It is the behaviour rather than the person that is the focus.

 

Logical Consequences:

Quiet Word

Verbal Warning

Moved within class.

Moved for a temporary period to Partnered Class

Prescribing extra work/ writing out the story of what happened

Loss of privileges

Consequence Catch Up Time with DP (CC Time does not require prior notice to parents; where it is a logical consequence; it is an acceptable method of sanction)

Note Home/Phone Call Home/Meeting with Parents

Principal/Deputy Principal communicating with Parents.

In-School suspension

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

In cases of serious sanctions, suspension or expulsion, the normal channels of communication between school and parents will be utilised.  Communication with parents may be verbal, via phone call or by letter depending on the circumstances. The principles of fair procedure always apply, but the degree of formality required will depend on the gravity of the alleged misbehaviour and the seriousness of the possible sanction.

For instances of serious misbehaviour (level 3 or repeated level 2), suspension may be considered. Parents concerned will be invited to come to the school to discuss their child’s case. Suspension may be in-school or a school exclusion, again depending on the level of behaviour.

Aggressive, threatening, or violent behaviour towards a teacher or pupil will be regarded as gross misbehaviour (level 3). 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 information. Suspension will be in accordance with the Rules for National Schools and the Education Welfare Act 2000. 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 principal to sanction an immediate suspension.

Expulsion may be considered in an extreme case, in accordance with the Rule for National Schools and the Education Welfare Act 2000. Where the Board of Management is of the opinion that a student should be expelled from the school it shall, before expelling the student, notify the Educational Welfare Officer to whom functions under this Act have been assigned, in writing, of its opinion and the reasons therefor.

Expulsion should be proportionate to the student’s behaviour and should only be invoked in extreme cases of unacceptable behaviour. The school should take significant steps to address the misbehaviour and be satisfied that they have exhausted all possibilities for changing the student’s behaviour. There may be exceptional circumstances where the Board of Management forms the opinion that a student should be expelled for a first offence, e.g. actual violence or physical assault.

Removal of Suspension (Reinstatement)

Following or during a period of suspension, parents must attend a meeting of re-initiation in order 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 school will review and/or prepare a behaviour plan for the pupil if required and will re-admit the pupil to the class.

 

 

Children with Additional Needs

 

All children are required to comply with the school’s Code of Behaviour.

However the school recognises that children with additional needs may require assistance in understanding certain rules. Specialised Individual Behaviour Plans (IBP) will be put in place in consultation the class teacher and the Special Education Teacher (SET), parents will also be notified of goals/targets and approaches used. We will work closely with home to ensure that optimal support is given. Cognitive development will be taken into account at all times.

Professional advice from psychological assessments will be taken into consideration at all times.

Peer groups/children attending mainstream classes may be taught strategies to assist a pupil with special needs adhere to the rules and thus provide peer support (where it is safe and appropriate to do so).  This will be done in a supportive and safe way, acknowledging and respecting the difference in all individuals.

 

Methods of Communicating with Parents

 

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 among staff and between staff, pupils and parents have been established and are being reviewed regularly.

Parents are 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 & Formal parent/teacher meetings

Through children’s homework journal (infants do not have a homework journal – note/phone/discussion at collection times)

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

School notice board

School Connect App

 

 

 

Code of Conduct for Parents

 

Parents are expected to:

Ensure their children attend school and are punctual.

Equip pupils with appropriate school materials, a sufficient healthy lunch and full uniform.

Respect school property and encourage their children to do the same.

Label pupils coats and other personal property.

 

We expect Parents to:

Be courteous and respectful towards pupils and staff at all times.

Make an appointment to meet with a teacher/the principal through reception.

Any incident of escalated aggression, threatening behaviour and/or intimidation on school premises or towards a member of staff will not be tolerated.

Unacceptable behaviour against staff may be noted when frustrations escalate into potential episodes of verbal and physical aggression, at this point the relevant authorities will be notified and sanctions put into place immediately.

As the Board of Management is responsible for the Health & Safety of all staff and students, parents are requested not to approach or reprimand another person’s child on the school premises.

 

 

 

 

Anti-Bullying Policy

In accordance with the requirements of the Education (Welfare) Act 2000 and the  Department of Education & Skills’s Circular 0045/2013, the Board of Management of St.  Audoen’s NS has adopted the following Anti-Bullying Policy within the framework of the  school’s overall Code of Behaviour.  

 

Our Anti-Bullying Policy fully complies with the requirements of the DES’s Anti-Bullying  Procedures for Primary and Post-Primary Schools (2013), the Child Protection  Procedures for Primary and Post-Primary Schools (2017) and ‘DES Cineáltas Action Plan for Bullying’ (2022).

 

Relationship to School Ethos 

St Audoen’s NS believes that each pupil has a right to an education free from fear and  intimidation. Our school regards bullying as a serious infringement of individual rights  and a serious threat to the self-esteem and self-confidence of targeted pupil.  

St. Audoen’s NS will not tolerate or condone bullying of any form or at any level of  the school community. Our school will actively seek to prevent bullying and  ensure that all members of the school community – pupils, staff and parents – are  enabled to act effectively to deal with bullying. 

Every report of bullying is treated seriously and dealt with, having due regard for the well  being of the targeted pupil and the perpetrator. 

The immediate priority, should a bullying incident occur, is ending the bullying, (thereby protecting the person(s) being targeted) and resolving the issues and restoring the  relationships involved insofar as is practicable using a “reform, not blame” approach. 

 

Definition of Bullying 

In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools  bullying is defined as follows:  

“an 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 
• 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.

 

This definition includes a wide range of behaviour, whether verbal or written, whether  physical or social, whether targeting person or property, whether carried out directly or  indirectly or through any electronic or other medium, which could harm a pupil or  undermine her/his self-esteem or self-confidence. 

 

‘Hate speech’ refers to offensive language or behaviour targeting a group or an individual based on inherent characteristics, such as race, religion or gender and that may threaten social peace. Any negative commentary or reference to a person or a group on the basis of who they are, in terms of religion, ethnicity, nationality, race, colour, descent, gender or other identity factor will not be tolerated.   

In addition to the bullying behaviour stated above, further information on different types  of bullying and specific examples of bullying behaviours can be found in the Anti-Bullying  Procedures for Primary and Post-Primary Schools and are set out in Appendix 1 of this  policy. 

 

Negative Behaviour & Bullying Behaviour 

Isolated or once-off incidents of intentional, negative behaviour, including an offensive or  hurtful text message, do not fall within the definition of bullying and should be dealt in an appropriate manner considering its severity and in accordance with our 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.

Key Principles of Anti- Bullying Policy

The Board of Management recognises the very serious nature of bullying and the  negative impact 

that it can have on the lives of pupils. Therefore, our school is fully  committed to the following key principles of best practice in educating, preventing  and tackling bullying behaviour.

 

Positive School Culture & Climate 

• positive school culture & climate, 
• effective leadership, 
• school-wide approach, 
• awareness & understanding,
• education & prevention strategies,  
• supervision & monitoring, 
• supports for staff, pupils & parents, 
• recording, investigation & follow-up, 
• Evaluation of policy and procedures.
  

 

St. Audoen’s NS is welcoming of difference and diversity and is based on inclusion. Our  School Values and Ethos promote respectful relationships and encourages Kind Hands,  Kind Words & Kind Feet at all times. To promote a positive sense of self-worth and to build empathy and resilience in pupils, St. Audoen’s NS looks to: 

 

• develop positive relationships with pupils by modelling good formal and informal  interactions based on respect, 
• have teacher hold conversations about the importance of friendship and respect, 
• teach pupils the Core Values required for positive relationships, 
• promote friendship through: Student Council Buddy Programme, Student Council’s  Play Leaders, Bubby Benches, Friendship Week, Friendship Benches throughout the school yard, 
• reward positive or improved behaviour at a whole school level through the  presentation of Pupil of the Week presentations, 
• acknowledge Random Acts of Kindness at assembly each week. 

Bystanders can be the key to resolving bullying. It should be made clear to all pupils  that when they report incidents of bullying they are not considered to be telling tales but  are behaving responsibly. 

A Care Team made up of staff members and a Student Care Team includes in its role  the cultivation of an environment free from bullying. 

 

Effective Leadership 

The Principal ensures that the Anti-Bullying Policy is reviewed annually and is obliged to  report on incidents of bullying to the school Board of Management at each B.O.M.  meeting.  

During our hand-over meetings in June and the Teacher Meetings, the Principal and  teachers discuss our concerns or previous incidents of bullying in the new cohort. If  necessary, the Principal will liaise with teachers to compile a list of pupils to be placed on  Care Team watch-list and put supports / interventions in place. 

In addition to supporting CPD on bullying, the Principal will endeavour to organise and  provide school wide awareness raising and training on various aspects of bullying to include pupils, parents/guardians and the wider school community. This will take the form  of workshops, information sessions and website updates. 

 

School-wide Approach 

Our school adopts a school-wide approach to the fostering of respect for all members of  the school community. The initiatives and approaches taken in St. Audoen’s NS are  whole school in their implementation. St. Audoen’s NS is a ‘telling school’ with a strong culture of reporting incidents of bullying behaviour; encouragement is given to pupils to  disclose and discuss incidents of bullying behaviour in a non-threatening environment.  Staff repeatedly reinforce the message of ‘all incidents of bullying must be reported’. 

 

Supervision & Monitoring of Pupils 

• Effective supervision and monitoring systems facilitate early intervention. • Supervision and monitoring of classrooms, corridors, hall, playgrounds, school  grounds, school tours and extra-curricular activities. 
• Non-teaching staff encouraged to be vigilant and report issues to relevant teachers. • Supervision applies to monitoring pupil use of technology within the school. See Supervision Policy 

 

Understanding 

St. Audoen’s NS through awareness campaigns, training opportunities, parental  workshops develop the understanding of what bullying is and its impact for all members of our school community. See Education and Prevention section of this policy for more. 

Education & Prevention Strategies 

See Education & Prevention section of this policy for the implementation of (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. 

 

Professional Development 

With support from management, the St. Audoen’s NS staff engage in 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. If outside agencies are unavailable the AP with responsibility for SPHE will  complete a Croke Park Hour on the topic. When available, training on Stay Safe and  Internet Safety is offered. 

Recording, Investigation & Follow-up 

When bullying behaviour is reported, our school engages in a set of clear and consistent protocols of recording, investigation and follow-up. See Procedures for Responding to  Bullying Behaviour of this policy for further detail. 

 

Intervention Strategies 

See Intervention Strategies section of this policy for more. 

Evaluation 

The protocols to educate, prevent and deal with bullying behaviour contained within this  policy require on-going evaluation to ensure the effectiveness of our measures  implemented. See Monitoring & Review of this policy for further detail.

 

Education & Prevention of Bullying

St. Audoen’s NS adopts a school wide approach to fostering respect for all members of  the school community as stated in our school’s Ethos and Mission Statement. 

The education and prevention strategies (including strategies specifically aimed at cyber bullying and identity-based bullying including in particular, homophobic and trans phobic  bullying) that are implement school wide be used are as follows: 

 

St. Audoen’s Core Values 

In addition to the explicit teaching of respectful language and what respectful behaviour  looks like, specific teaching time is devoted to the teaching of the our Core Values displayed publicly in classrooms and in common areas of the school. Weekly, whole  

school assemblies focus on individual Core Values throughout the year.  Pupil of the Week / Best Líne awards is our whole-school approach to raising self esteem and developing a positive school spirit and are celebrated in our weekly  assemblies. Often highlight pupils who live their lives by the Core Values. 

 

Class Expectations are created at the beginning of each year in each classroom  through discussions of rights and responsibilities of all pupils, school expectations with  emphasis on respect, safety, learning and communication. As previously mentioned,  Pupil of the Week nominations may arise from examples of positive behaviour or  improved behaviour regarding Class and School Expectations. 

As part of our St. Audoen’s NS approach to anti-bullying, pupils will be encouraged to  say “no” to bullying behaviour and become an upstander not a bystander. Pupils will also  be made aware of the difference between telling tales about minor incidents and telling in  order to stay safe or to keep others safe. 

As good practice, class teachers create an Anti-Bullying Agreement with their pupils to  increase ownership and buy-in. Sample of such agreement can be found in the Teacher  Pack. 

 

Telling & Listening School 

St. Audoen’s NS is not only a ‘telling’ school but a ‘listening’ school. With the inclusion of  Anti-Bullying Ambassadors in the Student Council and the collation of Anti-Bullying  Questionnaires / Surveys administered, the Principal and teachers gain an insight into  the experiences, concerns and opinions of our pupils on the issue of Anti-Bullying and  what the pupils needs in dealing with bullying. Method of information collection may be  from confidential questionnaires / bullying sociogram / surveys (samples found in  Teacher Pack). 

This information is shared with the school community and appropriate responses taken,  both proactive and reactive in nature. 

St. Audoen’s NS Care Team, is our pupil pastoral, support team consisting of a small  group of staff members (Principal, Deputy Principal, SETs, AS teacher with behaviour  expertise and HSCL teacher) who meet to address the urgent social, behavioural and  emotional needs.

Specific Language Development to be explicitly taught to pupils: what respectful  language is, what respectful behaviour looks like, acts like, sounds like and feels like in  class and around the school.  

Restorative Practice is embedded within our school and used to resolve conflict  handled in a healthy and restorative way and focus on ‘restoring relationships’ in a  consistent, fair and respectful manner and the development of a mutually respectful and  friendly atmosphere is promoted. Pupils are helped to examine the issue of bullying in a  calm rational way, outside of the tense context of particular bullying incidents.  

Pupil Awareness Through Implementation of Curricula 

SPHE curriculum makes specific provision for exploring bullying: awareness, prevention,  reporting and dealing with bullying. As well as the inter-related areas of belonging and  integrating, communication, conflict, friendship, personal safety, relationships and  respect for diversity and inclusiveness., pupils will be provided with opportunities to  develop a positive sense of self-worth through formal and informal interactions. All class  teachers to deliver multiple anti-bullying lessons, from either evidence based  programmes or teacher-designed resources, throughout the school year. See Whole  School SPHE Plan. This learning is recorded in the Class Teacher’s Cuntas Míosúil. 

Pupils with SEN  

Due to the increased vulnerabilities of pupils with SEN, special consideration needs to be  given to how these pupils can be better enabled to achieve the learning outcomes of the  SPHE curriculum. Some SEN pupils may need more time to explore the concepts in the  lessons and/or more opportunities to develop strategies and skills needed for their  protection. To that end personal safety and anti –bullying lessons should be revisited by  resource/ learning support teachers on a one-to-one basis or in a small group situation  as appropriate.  

RSE aims to provide opportunities for children to learn about relationships and sexuality  in ways that help them think and act in a moral, caring and responsible way. See Whole  School RSE Plan. 

SPHE’s Stay Safe is a personal safety skills programme which seeks to enhance  children’s self-protection skills including their ability to recognise and cope with bullying  and supports the pupil in developing their assertiveness in a positive manner. Each  teacher signs off on a completion sheet when they have taught all thirteen Stay Safe  lessons for that year’s class. Stay Safe booklets are stored in the pupil’s file. This  learning is recorded in the Class Teacher’s Cuntas Míosúil. Pupils with additional SEN  needs are given specifically consideration with regard to programme implementation and  the development of skills and strategies to enable all pupils to respond appropriately.  

SPHE’s Walk Talk is a programme to support the schools strategies for the prevention of  substance use issues by giving pupils the confidence, skills, attitudes and knowledge to  make healthy choices in their lives. Each class teacher has access to the Walk Tall  Manuals and the Making Links booklet which links SPHE objectives with lessons and  activities in the Walk Tall programme. 

Cyber Bullying Awareness is addressed through the use of the recommended and age  appropriate resources from www.webwise.ie‘s Anti-Cyber Bullying Primary Pack. Current materials from these programmes are contained within the Teacher Pack. However it  should be noted other sources of high-quality materials / training may also be used. The  implementation of our Internet Acceptable Use Policy outlines the access to technology  within the school. Cyber Safety workshops are organised each year along with our  involvement in Internet Safety Day. 

Various other social, health and media education programmes or initiatives may be  introduced by DES, PDST and other reputable agencies and these will be reviewed by  Management and used to further help to address the problem of bullying behaviour. 

 

Awareness Campaign of Bullying Behaviour 

Pupil Awareness 

Our school is dedicated to raising the awareness of bullying as a form of unacceptable  behaviour by pro-actively explaining the nature and variety, causes, consequences and  unacceptability of bullying and promotes kindness using different approaches: 

• Anti-Bullying Programmes are delivered school wide from high-quality, evidence  based programmes, e.g. www.webwise.ie, Stay Safe, Walk Tall, etc.  
• Competitions held in which pupils create an anti-bullying slogan for that year, which is displayed around the school. Ran by Anti-Bullying Ambassadors; 
• Displays: 

– displaying permanent anti-bullying slogans / codes in the school environment,  classrooms and common areas, to remind pupils of the importance of friendship  and bullying prevention and reinforce the slogans used in our Bullying  Programmes; 

– dedicated display boards / posters throughout the school to promote Core Values; • Whole School events:  

– Anti-Bullying Week and Friendship Week organised by the Anti-Bullying  Ambassadors working with the Student Council; 

– Intercultural Week ran by the HSCL Teacher each year is a whole school event  that promotes of the value of diversity and addresses issues of prejudice and  stereotyping, and highlight the unacceptability of bullying behaviour. 

Parent Awareness 

Whilst this Anti-Bullying Policy is shared with the parents of our pupils on enrolment and  is freely accessible through the school website, it is the responsibility of parents /  guardians to familiarise themselves with all policies.  

School, through the HSCL Teacher, organise information talks / workshops for parents  as a proactive measure. Results from surveys and questionnaires are shared with  parents at coffee morning meetings held by the HSCL, parent – teacher meetings and  through the website and Aladdin App.

Role of Parents 

Parents have a vital role to play in supporting the school in implementing its anti-bullying procedures.  They are strongly encouraged to contact the school if they believe their child, or another child is being subjected to bullying behaviour and to keep a record of such incidents. Refer to Appendix 4 for further information.

 

Procedures for Responding to Bullying Behaviour

Our school’s procedures are in accordance with the Anti-Bullying Procedures for Primary  and Post-Primary Schools Guidelines (Section 6.8) and are as follows: 

• reporting of bullying behaviour,
• investigation of allegations,
• implementation of established intervention strategies,
• follow-up and
• recording of bullying behaviour.

 

Reporting of Bullying Behaviour 

Central to our school’s approach in dealing with bullying is the reporting of such  behaviour. St. Audoen’s NS is a ‘Telling School’, as defined in the Stay Safe programme and all members of our community have a responsibility to report bullying. 

• Each year, pupils are reminded of the importance of timely reporting;
• Any pupil or parent may bring a bullying incident to the attention of any teacher;
• A particular emphasis is placed on the importance of bystanders reporting any incidents of bullying they are aware of;
• Teaching and non-teaching staff such as SNAs, secretaries, reception staff, caretakers, and house keeping staff must report any incidents of bullying behaviour witnessed by them or disclosed to them. 

Through effective bullying awareness programmes in St. Audoen’s, pupils know who to  report to and how to report from an early age.  

To encourage a culture of reporting (or ‘telling’) and to develop a pupil’s confidence in  reporting, they are presented with a variety of ways to report: 

• direct approach to Class Teacher or any other teacher, at an appropriate time, 
• hand up a note, e.g. with homework or class work,
• use of a reporting / worry box in a classroom,
• share with another e.g. a parent or friend, who can tell on one’s behalf and
• administration of a confidential questionnaire / survey.

It should be made clear to all pupils that when they report incidents of bullying they are  not considered to be telling tales but are behaving responsibly. All reports, including  anonymous reports of bullying, will be investigated and dealt with. 

While St. Audoen’s NS supports parents and pupils in dealing with issues that arise  outside of school, parents should be aware that the school is limited in its  power to deal fully with issues that arise while the children are not under our care. This  policy applies to incidents that take place: 

• during school time, 
• going to / from school, 
• school tours / trips, 
• extra-curricular activities within our school (including Homework Club / Football etc). 

Parents Reporting Bullying Behaviour 

Should a parent have any concerns regarding the welfare of their child, they should  make an appointment to meet the teacher through Reception at a convenient time. This  ensures that concerns are dealt with in a dignified and meaningful manner.  

Under no circumstances should a parent approach a child in the school grounds with the  purpose of resolving any issues. 

If a pupil of this school is reported as having engaged in bullying behaviour outside of  school, all efforts are made to encourage the reporter to engage in meaningful resolution  with the parents of the pupil. Under no circumstances, in the event of bullying behaviour  outside of school, will the school become involved in a mediation process between both  parties. 

 

Relevant Teacher 

The Class Teacher has been identified as the ‘Relevant Teacher’ when investigating and  dealing with bullying allegations and reports to the Principal. However if circumstances  warrant it, the RT may to be the Principal, the Deputy Principal or the Assistant Principals  or any other teacher within our school. Refer to Anti-Bullying Procedures for Primary and  Post-Primary Schools: Section 6.8 for addition information and guidance. 

Where an allegation of bullying is made to another; it should in the first instance be  reported back to the Class Teacher by that person, in order for the reporting and  investigation process to be initiated by the RT. 

 

Investigation of Bullying Behaviour 

The primary aim for the Relevant Teacher in investigating and dealing with bullying is to: 

resolve any issues and to restore, as far as is practicable, the  

relationships of the parties involved rather than to apportion blame. 

Every effort will be made to ensure that all involved, including pupils, parents / guardians,  understand this approach from the outset. The relevant teacher must inform the principal  of all incidents being investigated. 

Following a report, the Relevant Teacher (RT) will follow the procedure outlined herein: 

STEP 1:  

Conduct investigations of all instances of reported or suspected bullying behaviour with a view to establishing the facts, determining if the incident constitutes bullying as  described in this policy and bringing any such behaviour to an end.  

During this process, the RT will: 

• exercise his/her professional judgment to determine whether bullying has occurred  and how best the situation might be resolved; 
• take an unemotional problem-solving approach; 
• make recording of bullying incidents in an objective and factual manner. See  Recording of Bullying Behaviour; 
• gather information on who is involved and information about the incident. Pupils  who are not directly involved can also provide very useful information in this way; 
• obtain written accounts as the School reserves the right to ask any pupil to write an  account of what happened, as part of an investigation, teacher can scribe for a pupil if  needed. This will be a standard procedure and does not necessarily imply that a pupil  is guilty of misbehaviour. 
• hold interviews where the RT speaks with the pupil who have experienced the  behaviours (without labelling them as victims of bullying) and the pupil alleged to have been involved in bullying behaviour (without labeling them as bullies). Pupils are  interviewed to establish the nature and extent of the behaviour and any reasons for it.  
  •  RT should seek answers to questions of what, where, when, who and why; 
  • Interviews done in a calm manner: setting an example in dealing effectively with a  conflict in a non-aggressive manner;  
  • Interviews / discussions should be investigated outside the classroom 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.  

STEP 2:  

Where the RT has determined that a pupil has been engaged in bullying behaviour: 

• It should be made clear to the pupil how he/she is in breach of St. Audoen’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;  
• RT does not apportion blame but rather treats bullying behaviour as a “mistake” that  can and must be remedied. The intention is not to punish but to talk to them, to  explain how harmful and hurtful bullying is and to seek a promise that it will stop  (using Restorative Practices); 
• Pupil will be asked to sign a binding promise to treat all pupils fairly, equally and  respectfully including the targeted pupil(s);
• Strategies / interventions, restorative in nature, are used to resolve the bullying  incident. Refer to Interventions in this document and the Teacher Pack; 
• RT must use the recording template, Bullying Record, to record the bullying  behaviour in an objective and factual manner. Available from School Office and in  Appendix 3 (Green Sheet). See Recording of Bullying Behaviour; 
• Parents of the parties involved should be contacted at an early stage to inform them  of the matter and explain the actions being taken (by referencing this policy). If that promise is forthcoming and honoured there will be no penalty and that will be the  end of the matter. Pupils who report bullying therefore are not getting others “in trouble”  so much as enabling them to get out of trouble into which they may ultimately get if the  bullying continued. 

STEP 3: 

If the bullying behaviour continues and the pupil is in breach of their promise: • Bullying behaviour can no longer be considered a ‘mistake’ and is regarded as a  very grave matter. A serious sanction may be imposed in line with our Code of  Behaviour. See Sanctions below; 

• Parent / guardian will be informed and requested to countersign their child’s  promise. This is also an opportunity to discuss the issue and possible solutions.  The Care Team will become involved at this stage; 
• RT must use the Bullying Record to record the bullying behaviour and the steps  taken to support both parties involved; 
• It must also be made clear to all involved, each set of pupils and parents /  guardians, that in any situation where disciplinary sanctions are required, this is a  private matter between the pupil being disciplined, his or her parent and the school.

 

STEP 4: 

If the bullying behaviour continues and the issue is reported formally to the Principal: 

• Submission of a record of steps taken to date to Principal; 
• Meeting with parents, teachers and pupils with Principal to discuss the issue and  further possible solutions; 
• Care Team will be involved in providing support for the pupils; 
• Advice sought from NEPS, NCSE and Tusla;
• Minutes of any meetings are kept. See Recording of Bullying Behaviour.  

 

STEP 5:  

If the bullying continues in spite of the steps taken, the case may be referred to the  Board of Management as outlined in Sanctions below. 

Sanctions  

Where a pupil has been found to have repeatedly engaged in bullying behaviour and has  broken promises outlined above, sanctions and logical consequences will occur. These  sanctions are in line with the St. Audoen’s NS’s Code of Behaviour. Parents will be invited to a meeting with the RT and Principal, resulting in the suspension of the pupil  from school. If the bullying continues, the case will be referred to the Board of  Management and the pupil may be permanently excluded from the school.

 

Established Intervention Strategies 

Cases of bullying are not all alike and may require different methods of intervention.  Interventions need to take into account not only the severity of the bullying but also  whether there is group involvement. Interventions at whole school level or targeted at  group or individual level should always be consistent with the school’s anti-bullying policy  and philosophy.  

The following are established evidence-based intervention strategies for dealing with  cases of bullying behaviour and preventing its continuation as recommended in the  DES’s Action Plan and PDST’s Anti-Bullying Support Materials: 

• Restorative Practice* as outlined in our Wellbeing Policy the use of restorative  interviews, dialogue and conferencing; 
• Mediation* / Peer Mediation*: moving away from arbitration and having pupils  negotiate agreements between themselves with support from mediator / facilitator; 
• Support Group Method* (formally known as No Blame Approach); 
• Social Skills: involving Circle Time activities and Strengthening the Victim*: to  develop a pupil’s assertiveness, self-confidence, 
• CALM Method is specifically taught: Cool down, Assert yourself, Look them in the eye  & Mean it. 
• Traditional Disciplinary Approach: Use of the sanctions outlined in Code of  Behaviour, 
• Method of Shared Concern 

In deciding on which method to use, the following factors should be taken into account: age and cognitive ability of the pupil and nature of the cases (some are dealt with more  effectively with one method than another). 

As much as possible, parental involvement is welcomed to support school interventions.

* Further details of these methods of intervention / responses recommended by K Rigby  can be found in the St. Audoen’s NS Anti-Bullying Teacher Pack.  

Follow-Up Procedure 

The Relevant Teacher will arrange follow-up meetings with the relevant parties involved  separately with a view to possibly bringing the pupils together at a later date if the pupil  who has been bullied is ready and agreeable. 

The following may be considered: 

• has the bullying behaviour ceased; 
• have the issues between the parties been resolved as far as is practicable;  
• have the intervention strategies put in place been effective; 
• have the relationships between the parties been restored as far as is practicable;  
• what feedback has been received from the parties involved, parents or Principal; 
• is there a need to conduct additional follow-up meetings with relevant parties? 

Where a parent / guardian is not satisfied that the school has not dealt with a bullying  case in an adequately and appropriately manner and / or in accordance with these  procedures, the parent / guardian must be referred, as appropriate, to the school’s  complaints procedures. 

In the event that a parent / guardian has exhausted the school’s complaints procedures  and is still not satisfied, the school must advise parent(s)/guardian(s) of their right to  make a complaint to the Ombudsman for Children. 

 

Recording of Bullying Behaviour 

As directed by the Anti-Bullying Procedures for Primary and Post-Primary Schools  Guidelines, the Relevant Teacher must use the official recording sheet, Bullying Record, shown in Appendix 2, (Bully Record – green sheet), to record the bullying behaviour in  the following circumstances:  

• in cases where one considers that the bullying behaviour has not been adequately  and appropriately addressed within 20 school days after he/she has determined that  bullying behaviour occurred; and  
• where the school has decided as part of its anti-bullying policy that in certain  circumstances bullying behaviour must be recorded and reported immediately to the  Principal or Deputy Principal as applicable.  

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. Any incidents that occur during break-time are recorded in the Yard-Book. See Supervision Policy. 

When an investigation is completed and / or a bullying situation is resolved the Relevant  Teacher will complete a report (Bully Record – green sheet), to include the findings of the  investigation, the strategy adopted and the outcome of the intervention, as well as any  other relevant information. 

The Relevant Teacher must inform the Principal of all incidents being investigated and all  records are retained in the Principal’s office securely. Records are kept in compliance  with the new General Data Protection legislation and kept until all the children involved  reach the age of 21. See GDPR Policy.

 

Supporting the Pupil

Supporting All Pupils 

• Running of an Anti-Bullying Awareness Programme covering the following points;
• Friendship Week ran by the Anti-Bullying Ambassadors and Student Council;
• Regular reinforcement of Core Values at the whole school assemblies; 
• Pupil of the Week awards; 
• Anti-Bullying Survey conducted by Anti-Bullying Ambassadors and Student Council; 
• Student Council’s ‘Have Your Say’ box in each classroom to representing the ‘voice  of the pupils’;
• Worry Box in each classroom. 
• Close monitoring of pupils (those bullying and those being bullied) on yard /  classroom in the weeks following an incident of bullying. 

Supporting Pupils Affected by Bullying 

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: 

• Restorative Practice using restorative conversations (dialogues) and restorative  circles to maintain good relationships and resolve conflict. After resolution, enabling bullied pupils to complete a victim-impact statement,
• Continuum of Support / Access to SET: Pupils to be supported with an individualised  programme delivered by both the Class Teacher and SET, who facilitate self-esteem  building activities, development of friendship and social skills and resilience building; 
• Therapeutic Interventions made available to pupils within the school setting or the  recommendation and / or a referral to an appropriate external agency; 
• St. Audoen’s NS Care Team, a pastoral team with a focus on ‘at-risk’ pupils and  pupils who are involved in bullying behaviour; 
• SPHE curriculum, Walk Tall Programme and Stay Safe Programme,
• Religious Education and the Grow in Love’ programme; 
• Social Skills: where through different approaches detailed below, pupils are helped  in raising their self-esteem by encouraging them to become involved in activities that  help develop friendships and social skills: 
  • Introduction to the Buddy and Play Leaders programme on both school yards, – Social Skills Group sessions with designated SET for pupils deemed at risk as  part of the SEN provision in the school; 
  • Circle Time within the classroom setting, as part of the delivery of the SPHE  curriculum. 
  • Provision of extra-curricular activities involving afterschool clubs, group activities  or team activities during or after school. 

Supporting Pupils Who Engaged in Bullying Behaviour 

Supports and opportunities will be provided for the pupils engaging in bullying behaviour  designed to develop their awareness of their behaviour, raise their self-esteem and to  develop friendships and social skills:  

• “Reform, not Blame” is a no blame approach: supporting both parties without  apportioning blame, making it clear that pupils who engaged in bullying behaviour  but have reformed are not blamed or punished and get a “clean sheet’, 
• At the core of our Code of Behaviour is the premise of ‘catch them being good’ an  positive approach to behaviour management we use in St. Audoen’s: noticing and  acknowledging desired respectful behaviour by providing positive attention for it.  
• Therapeutic Interventions made available to help those who need to learn other  ways of meeting their needs besides violating the rights of others, 
• Social Skills: to help those who need to raise their self-esteem by encouraging them  to become involved in activities that develop friendships and social skills (e.g.  participation in group work in class and in extra-curricular group or team activities  during or after school), 
• Using learning strategies throughout the school and the curriculum to help  enhance pupils’ feelings of self-worth, 
• In dealing with negative behavior in general, encouraging teachers and parents  to focus on, challenge and correct the behaviour while supporting the child,  – In dealing with bullying behaviour seeking resolution and offering a fresh start  with a “clean sheet” and no blame in return for keeping a promise to reform. 
• Continuum of Support / Access to Support Teacher: Pupils to be supported with an  individualised programme delivered by both the Class Teacher and SET, who  facilitate social skills and resilience building. Writing of Individual Behaviour Plans as  part of the School Support.  
• Information regarding any past bullying issues will be passed on to new teachers in  the June Handover Meeting. 

Supporting the Parent 

Bullying is not a problem schools can solve on their own and needs the cooperation of  the parents. It is suggested that parents:  

• Be good role models for children and young people, 
• Teach young people to respect and value difference and diversity, 
• Inform themselves what bullying is and understand the different types of bullying, 
• Educate themselves in relation to social media and take an active interest in how  their child is using the internet, social media and mobile phones, 
• Know, and lookout for, the signs that a child may be being bullied or may be engaged in bullying behaviour (Appendix 4), 
• Become aware of the dangers of cyber-bullying and attend training and 
• Familiarise themselves with our Anti-Bullying Policy and co-operate with the  procedures for reporting bullying behaviour. 

 

For support for Parents of children who are being bullying or have being engaged in  bullying behaviour, refer to Appendix 4. In addition to this, the school disseminates  information regarding training to parents in relation to bullying. This is typically  communicated through the HSCL. 

Supervision & 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. Management, teachers and pupils will identify  bullying ‘hot-spots’ and ‘hot-times’ and appropriate steps will be taken to ensure  adequate supervision. 

Prevention of Harassment

The St. Audoen’s NS’s 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. 

Related Policies, Guidelines & Plans 

Our Anti-Bullying Policy is integrated with and supports other key policies, guidelines and  circulars, and should be read in conjunction with them: 

• Child Protection & Safeguarding Policy,
• Code of Behaviour, 
• Whole School SPHE Plan, 
• RES Policy, 
• Health & Safety Policy, 
• GDRP Policy, 
• Wellbeing Policy, 
• Special Educational Needs Policy,
• Supervision Policy, 
• Attendance Policy 
• After-School Activities Guidelines, 
• Internet Acceptable Use Policy 
  

In addition to St. Audoen’s NS policies, the following guidelines and documents should  be read in conjunction with them: 

• Anti-Bullying Procedures for Primary and Post-Primary Schools (DES, 2013),
• Child Protection Procedures for Primary and Post-Primary Schools (2017),
• ‘DES Cineáltas Action Plan for Bullying (2022),
• Anti-Bullying Procedures for Primary and Post-Primary Schools, Circular 045 / 2013  (DES, 2013),
• Action Plan On Bullying (DES, 2013), 
• Education (Welfare) Act (2000), 
• Children First Act, (2015), 
• Child Protection Procedures for Primary and Post-Primary Schools (2017), 
• Children First: National Guidance for the Protection and Welfare of Children (2017), 
• PDST Anti-Bullying Support Material. 

Monitoring & Review  

As a mandatory policy, our Anti-Bullying Policy will be subject to regular monitoring and reviewed each year, unless there is a compelling reason to review it earlier.  

The Board of Management (the Board) must undertake an annual review of this Policy and its implementation using the Checklist (Appendix 4). 

The success of this Policy lies in these indicators: 

• positive feedback from pupils, parents and staff members, 
• observation of appropriate behaviour in class rooms, corridors and yard, 
• maintenance of a school culture that is calm and harmonized and pupils feel safe and respected and.,
• behavioural problems are managed in a way that does not interfere with teaching and learning. 

 

 

APPENDIX 1: Bullying Behaviours

In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools, the  following behaviours apply to bullying (this list is not exhaustive): 

General Bullying Behaviours which apply to all types of bullying of repeated aggressive  behaviour / attitude / body language: 

• harassment based on any of the nine grounds in the equality legislation e.g. sexual harassment, homophobic bullying, racist bullying etc,
• extortion,
• shouting and uncontrolled anger,
• physical aggression: public or private,
• invasion of personal space / unwanted physical contact,
• insulting or offensive gestures,
• verbal abuse: public or private,
• humiliation: public or private,
• name calling / derogatory or offensive nicknames / persona insults / offensive language directed at an individual / use or terminology such as ‘nerd / geek’ in a derogatory way / persistent slagging / disrespectfully mimicking a particular individual in his/her absence, 
• asking inappropriate questions / making inappropriate comments re. personal life / family / social life / schoolwork,
• production, display or circulation of written words, pictures or other materials aimed at intimidating another person / writing of anonymous notes,
• offensive graffiti,
• the “look”,
• intimidation, either physical, psychological or emotional e.g, treating in dictatorial manner, deliberate staring with the intent to discomfort, persistent rudeness in behaviour and attitude toward a particular individual, asking inappropriate questions, making  inappropriate comments re personal life/family, social life or school work, 
• interference with / damage to property e.g. stealing / damaging books, equipment, clothing or other property, demanding money with menaces, persistently moving, hiding or interfering with property, marking or defacing property and 
• combination of any of the types listed.

The following types of bullying behaviour are included in the definition of bullying. This list of  examples is non-exhaustive. 

Relational Bullying: This involves manipulating relationships as a means of  bullying. Behaviors include: 

• malicious gossip / creating and knowingly spreading rumours,
• malicious, disparaging or demeaning comments
• malicious tricks / derogatory jokes,
• isolation / exclusion / ignoring / ostracising:

– deliberately marginalising an individual / deliberately preventing a person from joining a  group or an activity, schoolwork-related, blaming a pupil for things s/he did not do /  taking someone’s friends away,  

– “bitching”, 

– ridicule, 

– condescending tone, 

– domineering behaviour / belittling others’ efforts, 

– deliberately withholding significant information and resources, 

– deliberate staring with the intent to discomfort, 

– breaking confidence,  

– deliberately refusing to address issues focusing instead on the person. – talking loud enough so that the victim can hear and,

– the ‘look’.  

Cyber-Bullying 

• denigration: spreading rumours, lies or gossip to hurt a person’s reputation,
• harassment: continually sending vicious, mean or disturbing messages to an individual,
• impersonation: posting offensive or aggressive messages under another person’s name, • flaming: using inflammatory or vulgar words to provoke an online fight over an online platform,  
• trickery: fooling someone into sharing personal information which is then posted / shared online,
• outing: posting or sharing confidential or compromising information or images, • exclusion: purposefully excluding someone from an online group,
• cyber-stalking: ongoing harassment and denigration that causes a person considerable fear for his/her safety,
• silent telephone / mobile phone calls,
• abusive telephone / mobile phone calls,
• abusive communication through text messages and / or email,
• abusive communication through direct messaging, group chats and posting on online social platforms / networks / apps (e.g. Instragram / SnapChat / Tik Tok/WhatsApp/HouseParty/Zoom/YouTube/gaming consoles & platforms/Facebook Messenger/ Facebook/Ask.fm/Twitter),
• abusive website comments on blogs / pictures and
• abusive posts on any form of communication technology.

Identity Based Behaviours: 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.  

It may be based on any of the nine discriminatory grounds mentioned in equality legislation. 

Homophobic and Transgender 

• spreading rumours about a person’s sexual orientation,
• taunting a person of a different sexual orientation,
• name calling e.g. Gay, queer, lesbian…used in a derogatory manner,
• physical intimidation or attacks and
• threats.

Race, Nationality, Ethnic Background & Membership of the Traveller Community 

• discrimination, prejudice, comments or insults about colour, nationality, culture, social class, religious beliefs, ethnic or traveller background and  
• exclusion on the basis of any of the above.

Sexual Bullying 

• unwelcome or inappropriate sexual comments or touching and
• harassment.

Educational Needs and / or Disability Bullying 

• name calling,
• mimicking a person’s disability,
• taunting others because of their disability or learning needs,
• taking advantage of some pupils’ vulnerabilities and limited capacity to recognise and defend themselves against bullying,
• taking advantage of some pupils’ vulnerabilities and limited capacity to understand social situations and social cues and
• setting others up for ridicule.

 

APPENDIX 3:

Bullying Record 

1. Name of Pupil being bullied and Class Group 

 

NAME __________________________________ CLASS__________________ 

 

2. Name(s) and class(es) of pupil(s) engaged in bullying behaviour 

NAME __________________________________ CLASS__________________ 

3. Source of bullying concern/report (tick relevant box(es))* 

Pupil concerned		Teacher		Parent
Other Pupil		SNA		Other: ________

 

4. Location of incidents (tick relevant box(es))* 

Playground		Toilets		Corridor
Classroom		Canteen		Reception
Other: _________		Stairs

 

5. Name of person(s) who reported the bullying concern: ____________________ 
6. Type of Bullying Behaviour (tick relevant box(es)) * 

Physical Aggression		Cyber-bullying		Isolation/Exclusion
Damage to Property		Intimidation		Malicious Gossip
Isolation/Exclusion		Name Calling		Other: _________

 

7. Where behaviour is regarded as identity-based bullying, indicate the relevant category: 

Homophobic		Disability / SEN related
Racist		Membership of Traveller community
Other: _________

 

8. Is pupil(s) engaged in bullying on the school SEN register? ______________ 9. Brief description of bullying behaviour and its impact 

10.Details of actions taken 

SIGNED: _________________________ DATE: _____________  

 

APPENDIX 4: Advice for Parents 

Indications of Bullying Behaviour – Signs and Symptoms 

The following signs/symptoms may suggest that a pupil is being bullied: 

• Anxiety about travelling to and from school – requesting parents to drive or collect them,  changing route of travel, avoiding regular times for travelling to and from school. • Unwillingness to go to school, refusal to attend, mitching. 
• Deterioration in educational performance, loss of concentration and loss of enthusiasm and  interest in school. 
• Pattern of physical illnesses (e.g. headaches, stomach aches). 
• Unexplained changes either in mood or behaviour. It may be particularly noticeable before  returning to school after weekends or more especially after longer school holidays. • Visible signs of anxiety or distress – stammering, withdrawing, nightmares, difficulty in sleeping,  crying, not eating, vomiting, bedwetting. 
• Spontaneous out-of -character comments about either pupils or 
  
• teachers. 
• Possessions missing or damaged. 
• Increased requests for money or stealing money. 
• Unexplained bruising or cuts or damaged clothing. 
• Reluctance and/or refusal to say what is troubling her/him. 

Those signs do not necessarily mean that a pupil is being bullied. If repeated or occurring in combination, these signs warrant investigation in order to establish what is affecting the child. 

What to do if your child is being bullied: • Discuss experience with your child to find out  the precise details of what has happened. • Reassure them that you & school will help. • Discuss with them what to do next, be able to suggest strategies for dealing with it. 

• Encourage them to tell his teacher. 
• Contact the school as soon as possible.
• Follow-up to ensure that the matter is dealt  with & resolved. 

 

What if your child is bullying? 

• Do not panic. Focus on staying calm & listen to what your child is saying. 
• This may be a temporary response to  something else in your child’s life e.g.  bereavement in the family, problem at home,  birth of a sibling etc. Give your child and  opportunity to discuss anything that may be  upsetting him/her. 
• Don’t punish bullying by being a bully  yourself. Hitting and verbal attack will make  the situation worse. Talk to your child and try  to find out if there is a problem. Explain how  the victim felt. Try to get the child to understand the victim’s point of view. This  may take some time. 
• Bullies offer suffer low self- esteem. Take  every opportunity to praise and affirm good,  respectful, considerate behaviour. Focus on  the positive. 
• Talk to your child’s teacher. Find out more  about your child’s behaviour in school. The  teacher can provide you with help and  support in tackling the negative behaviour.  
• If the situation is serious you may need to ask  the school or G.P to refer your child for further  guidance & support to local guidance  services. 

 

What to tell your child to do if someone they  know is being bullied: 

• Tell a teacher (privately if necessary). • Tell his/her parents – they will contact the  school. 
• Talk to the person who is being bullied – you  may be able to help her/him. 
• Reject bullying behaviour among your friends  – tell them that it is wrong to bully. 
• Help the bullied person to get away from the  situation. 
• Know & follow the school code of behaviour. 

Supporting your child in relation to bullying: 

• Teaching your child to say “No” in a good  assertive tone of voice will help deal with many  situations.  
• Parents should approach their child’s teacher if  the bullying is school related. It is important for  you to understand that bullying in school can  be difficult for teachers to detect because it  often happens behind the teacher’s back.  Teachers will appreciate you talking to them.  School bullying requires that parents & teachers work together for a resolution 
• It is important to be realistic. It will not be  possible for a single child to assert his/her  rights if attacked by a group. Children should  be advised to get away and tell in this type of  situation. 
• Keep a log of incidents to help you get a sense  of how serious the problem is. Many children  with a little help and support can overcome this  quickly
  

 

APPENDIX 5: Annual Review of the Policy

Checklist for annual review of the Anti-Bullying Policy & its implementation The Board of Management (the Board) must undertake an annual review of the school’s anti-bullying  policy and its implementation. The following checklist must be used for this purpose. The checklist is  an aid to conducting this review and is not intended as an exhaustive list. In order to complete the  checklist, an examination and review involving both quantitative and qualitative analysis, as  appropriate across the various elements of the implementation of the school’s anti-bullying policy will  be required. 

      Yes / No 

Has the Board formally adopted an anti-bullying policy that fully complies with the  requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools?
Has the Board published the policy on the school website and provided a copy to the  parents’ association?
Has the Board ensured that the policy has been made available to school staff  (including new staff)?
Is the Board satisfied that school staff are sufficiently familiar with the policy and  procedures to enable them to effectively and consistently apply the policy and  procedures in their day to day work?
Has the Board ensured that the policy has been adequately communicated to all  pupils?
Has the policy documented the prevention and education strategies that the school  applies?
Have all of the prevention and education strategies been implemented?
Has the effectiveness of the prevention and education strategies that have been  implemented been examined?
Is the Board satisfied that all teachers are recording and dealing with incidents in  accordance with the policy?
Has the Board received and minuted the periodic summary reports of the Principal?
Has the Board discussed how well the school is handling all reports of bullying  including those addressed at an early stage and not therefore included in the  Principal’s periodic report to the Board?
Has the Board received any complaints from parents regarding the school’s handling  of bullying incidents?
Have any parents withdrawn their child from the school citing dissatisfaction with the  school’s handling of a bullying situation?
Have any Ombudsman for Children investigations into the school’s handling of a  bullying case been initiated or completed?
Has the data available from cases reported to the Principal (by the bullying recording  template) been analysed to identify any issues, trends or patterns in bullying  behaviour?
Has the Board identified any aspects of the school’s policy and/or its implementation  that require further improvement?
Has the Board put in place an action plan to address any areas for improvement?