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.

 

 

 

 

 

 

 

 

School Bí Cineálta Policy to

Prevent and Address Bullying Behaviour

Bí Cineálta Policy to Prevent and Address Bullying Behaviour

 

The Board of Management of St. Audoen’s NS has adopted the following policy to prevent and address bullying behaviour.

 

We confirm that we will take all steps that are reasonably practicable to prevent all bullying or harassment of our students in whatever form and however motivated.

Catholic schools have a distinctive understanding of the human person, recognising that every person is created in God’s image and likeness and has inherent dignity as a child of God. This is the basis for ensuring that everybody in our school is treated with respect and care, in accordance with the Catholic Schedule.

As a Catholic school, we are committed to respecting the dignity of every individual. No human person is to be devalued and everybody has a part to play in the school community, regardless of difference.

 

This policy fully complies with the requirements of Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools 2024. The board of management acknowledges that bullying behaviour interferes with the rights of the child as set out in the United Nations Convention on the Rights of the Child. We all, as a school community, have a responsibility to work together to prevent and address bullying behaviour and to deal with the negative impact of bullying behaviour. We are committed to ensuring that all students who attend our school are kept safe from harm and that the wellbeing of our students is at the forefront of everything that we do. We recognise the negative impact that bullying behaviour can have on the lives of our students and we are fully committed to preventing and addressing bullying behaviour. We confirm that we will, in accordance with our obligations under equality legislation, take all such steps that are reasonably practicable to prevent the harassment of students or staff on any of the nine grounds specified: gender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

 

Definition of bullying 

Bullying is defined in Cineáltas: Action Plan on Bullying and Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools as targeted behaviour, online or offline that causes harm. The harm caused can be physical, social and/or emotional in nature. Bullying behaviour is repeated over time and involves an imbalance of power in relationships between two people or groups of people in society. The detailed definition is provided in Chapter 2 of the Bí Cineálta procedures.

 

Strategies to deal with inappropriate behaviour that is not bullying behaviour are provided for within the school’s Code of Behaviour.

 

Section A: Development/review of our Bí Cineálta policy to prevent and address bullying behaviour

All members of our school community were provided with the opportunity to input into the development/review of this policy.

 

	Date consulted	Method of Communication
School Staff	09/05/2025, 16/05/2025	Staff Meeting, Google Survey
Students	09/05/2025	Focus Groups
Parents	23/05/2025	Google Form
Board of management	23/01/2026	BOM meeting vote
Wider school community as appropriate, for example, bus drivers	23/01/26	Email
Date policy was approved:	23/01/26
Date policy was last reviewed:	23/01/26

Section B: Preventing Bullying Behaviour

This section sets out the prevention strategies that will be used by the school. These include strategies specifically aimed at preventing online bullying behaviour, homophobic and transphobic bullying behaviour, racist bullying behaviour, sexist bullying behaviour and sexual harassment as appropriate (see Chapter 5 of the Bí Cineálta procedures):   This section sets out the prevention strategies that will be used by this school to address all forms of bullying behaviour, in whatever form and however motivated, including online bullying behaviour, homophobic and transphobic bullying behaviour, racist bullying behaviour, sexist bullying behaviour and sexual harassment (see Chapter 5 of the Bí Cineálta procedures): In developing the preventative strategies which this school will use to prevent all forms of bullying behaviour, we come from the context of our Catholic ethos, where inclusivity permeates our school in a real way. This school takes positive steps to ensure that the culture of the school is one which welcomes a respectful dialogue and encounter with diversity and difference by ensuring that prevention and inclusivity strategies are given priority and discussed regularly at our board of management and staff meetings. The dignity and the wellbeing of the individual person is of paramount concern in our Christian response. This school will listen closely to and dialogue with parents, thereby building a relationship of mutual understanding, respect, trust and confidence. In continuing to develop prevention strategies, this school will listen to young people and parents, to help establish their particular context and needs. Frequent periods of reflection and further engagement by the school, young people and parents, will be used to discern appropriate supports for young people in this school and to help inform future prevention strategies

Culture and Environment Create a positive and supportive school climate through Trauma Informed Practice Establish clear expectations for behaviour and enforce them consistently Encourage open communication between staff, pupils and parents Develop and maintain relationships with pupils to ensure each pupil has one important adult in school Promote respectful relationships across the community Using circle time in the classroom to nurture positive classroom environments Positive messages on display across the school to promote friendship and respect   Curriculum (Teaching and Learning) SPHE methodologies The Stay Safe programme will be implemented annually in Term Three Explicit teaching of emotional literacy through the Zones of Regulation programme Weekly assembly to address incidents and celebrate success as a school community Classroom contract written with each class in September on acceptable behaviours Provide regulation breaks to pupils as needed Utilisation of effective cyber safety programmes, eg. Webwise, FUSE Promotion of project/group work in classes Connection Time every Friday morning across the school in each class Facilitate small group withdrawals for Social, Emotional and Behavioural support The school will specifically consider the additional needs of SEN pupils with regard to all programme implementation and the development of skills and strategies to enable all pupils to respond appropriately.   Policy and Planning Develop Bí Cineálta policy and ensure it is enforced by all staff Review and amend, as needed, the Bí Cineálta policy annually Refer to the school’s policy documents on the Code of Behaviour (including the Acceptable Use of Devices and the Internet Policy), Child Protection Policy, Supervision of Pupils, and Attendance. All staff, to the best of their ability, will ensure there is adequate playground/school yard/outdoor supervision. A “hot spot” of bullying has been identified as the school yard/playground/outdoor area   Relationships and Partnerships All school staff are called by their first name to create a welcoming environment Protect child’s right to privacy when dealing with negative behaviours, ensuring only relevant staff are involved Catch the children being good – notice and acknowledge desired respectful behaviour by providing positive attention. At assemblies, school values are reinforced on a regular basis. Raise awareness of the definition of bullying behaviour and how the school deals with such behaviour. Promote the right of all members of the school community to feel safe and secure

 

The school has the following supervision and monitoring policies in place to prevent and address bullying behaviour (see Chapter 5 of the Bí Cineálta procedures):

Internet Acceptable Use Policy Code of Behaviour Child Protection Policy

 

Section C: Addressing Bullying Behaviour

The teacher(s) with responsibility for addressing bullying behaviour is (are) as follows:

• Mainstream Class Teacher with support from SETs (where appropriate)
• The Principal/Deputy Principal will provide support and guidance, becoming involved where appropriate

 

When bullying behaviour occurs, the school will: 

• Ensure that the student experiencing bullying behaviour is heard and reassured > seek to ensure the privacy of those involved
• Conduct all conversations with sensitivity
• Consider the age and ability of those involved
• Listen to the views of the student who is experiencing the bullying behaviour as to how best to address the situation
• Take action in a timely manner
• Inform parents of those involved

 

The steps that will be taken by the school to determine if bullying behaviour has occurred, the approaches taken to address the bullying behaviour and to review progress are as follows (see Chapter 6 of the Bí Cineálta procedures):

Stage 1 – Identifying if bullying behaviour has occurred   Bullying is defined in Cineáltas: Action Plan on Bullying and BÌ Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools as targeted behaviour, online or offline that causes harm. The harm caused can be physical, social and/or emotional in nature. Bullying behaviour is repeated over time and involves an imbalance of power in relationships between two people or groups of people in society. The detailed definition is provided in Chapter 2 of the BÌ Cineálta procedures.   Where bullying behaviour is suspected, parents/guardians report it to the class teacher. To determine whether the behaviour reported is bullying behaviour we will consider the following questions: Is the behaviour targeted at a specific student or group of students? Is the behaviour intended to cause physical, social or emotional harm? Is the behaviour repeated? If the answer to each of the questions above is Yes, then the behaviour is bullying behaviour, and the behaviour should be addressed using the BÌ Cineálta Procedures.   Note: One-off incidents may be considered bullying behaviour in certain circumstances. A single hurtful message posted on social media can be considered bullying behaviour as it has a high likelihood of being shared multiple times and thus becomes a repeated behaviour.   If the answer to any of these questions is No, then the behaviour is not bullying behaviour. Strategies to deal with inappropriate behaviour are provided for within the school’s Code of Behaviour.   When identifying if bullying behaviour has occurred (Stage 1), teachers should consider what, where, when and why? as follows: (Note that these steps are required – as outlined in the Procedures): Where one student is reported to be involved, the student should be engaged individually at first. Thereafter, this student and the student who is reported to be experiencing the bullying behaviour should be met together. If a group of students is involved, each student should be engaged individually at first. Thereafter, all students involved and the student who is reported to be experiencing the bullying behaviour should be met as a group. At the group meeting, each student should be asked for their account of what happened to ensure that everyone in the group is clear about each other’s views Each student should be supported as appropriate, following the group meeting. It may be helpful to ask the students involved to write down their account of the incident(s). Parents will be supported by the school, if needed, with recommendations for useful resources/guides to help them support their children.   Stage 2: Where bullying behaviour has occurred Parents are an integral part of the school community and play an important role, in partnership with schools, in addressing bullying behaviour. Where bullying behaviour has occurred the parents of the students involved must be contacted at an early stage to inform them of the matter and to consult with them on the actions to be taken to address the behaviour. It is important to listen to the views of the student who is experiencing the bullying behaviour as to how best to address the situation. All bullying behaviour will be recorded. This will include the form and type of behaviour if known (see pages 20-24, Section 2.5 and 2.7 of the BÌ Cineálta procedures for descriptions/examples of the forms and types of bullying behaviour), where and when it took place, and the date of the engagement with students and parents. The actions and supports agreed to address bullying behaviour will be documented. If the bullying behaviour is a child protection concern the matter will be addressed without delay in accordance with Child Protection Procedures for Primary and Post-Primary Schools. The record should be shared with the Principal.   Stage 3: Follow up where bullying behaviour has occurred The teacher must engage with the students involved and their parents again no more than 20 school days after the initial engagement. Important factors to consider as part of this engagement are the nature of the bullying behaviour, the effectiveness of the strategies used to address the bullying behaviour and the relationship between the students involved. The teacher should document the review with students and their parents to determine if the bullying behaviour has ceased and the views of students and their parents in relation to this the date that it has been determined that the bullying behaviour has ceased should also be recorded. Any engagement with external services/supports should also be noted. Ongoing supervision and support may be needed for the students involved even where bullying behaviour has ceased. If the bullying behaviour has not ceased the teacher should review the strategies used in consultation with the students involved and their parents. A timeframe should be agreed for further engagement until the bullying behaviour has ceased. If it becomes clear that the student who is displaying the bullying behaviour is continuing to display the behaviour, then consideration should be given to using the strategies to deal with inappropriate behaviour as provided for within the school’s Code of Behaviour. If disciplinary sanctions are considered, this is a matter between the relevant student, their parents and the school. If a parent(s) is not satisfied with how the bullying behaviour has been addressed by the school, in accordance with the Bí Cineálta Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools they should be referred to the school’s Board of Management. If a parent is dissatisfied with how a complaint has been handled, they may make a complaint to the Ombudsman for Children if they believe that the school’s actions have had a negative effect on the student.

 

 

The school will use the following approaches to support those who experience, witness and display bullying behaviour (see Chapter 6 of the BÌ Cineálta procedures):

We take all instances of bullying behaviour on a case-by-case basis, but we may use the following approaches generally:   All students involved will be checked-in with regularly and behaviour will be monitored carefully.   The teacher will check-in with parents too and will look for their ongoing support to monitor their child at home and to communicate with the school if needed.   Teachers will attend Trauma Informed Practice supervision.

 

All bullying behaviour will be recorded. This will include the type of behaviour, where and when it took place, and the date of the engagement with students and parents. The actions and supports agreed to address bullying behaviour will be documented. If the bullying behaviour is a child protection concern the matter will be addressed without delay in accordance with Child Protection Procedures for Primary and Post-Primary Schools.

 

Section D: Oversight

 

The principal will present an update on bullying behaviour at each board of management meeting. This update will include the number of incidents of bullying behaviour that have been reported since the last meeting, the number of ongoing incidents and the total number of incidents since the beginning of the school year. Where incidents of bullying behaviour have occurred, the principal will also provide a verbal update which will include where relevant, information relating to trends and patterns identified, strategies used to address the bullying behaviour and any wider strategies to prevent and address bullying behaviour where relevant. This update does not contain personal or identifying information.

 

This policy is available to our school community on the school’s website and in hard copy on request.

 

A student-friendly version of this policy is displayed in the school and is also available on our website and in hard copy on request.

 

This policy and its implementation will be reviewed, following input from our school community, each calendar year or as soon as practicable after there has been a material change in any matter to which this policy refers.

 

Signed:_________________            Date:______________

 

Bullying Behaviour Report

1. Name of pupil being bullied and class group 

Name _________________________________________Class__________________

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

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Targeted?

Harm?

Repeated?

 

3. 3. Source of bullying concern/report  

(tick relevant box(es))* 

Pupil concerned
Other Pupil
Parent/Guardian
Teacher
SNA
Other

 

 

 

 

 

 

 

 

 

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

 

Playground
Classroom
Corridor
Toilets
Other

 

5. Name of person(s) who reported concern:

 

6. Type of Bullying Behaviour (tick relevant box(es)) *

Physical Aggression		Cyber-bullying
Damage to Property		Intimidation
Isolation/Exclusion		Malicious Gossip
Name Calling		Other (specify)_________________________

 

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

Homophobic	Disability/SEN  related	Racist	Poverty	Other (specify)

 

8. Brief Description of bullying behaviour and its impact 

 

9. Details of actions taken  

 

Date of review with pupil(s) and parent(s) (within 20 days):________________________

 

Signed ______________________________ (Relevant Teacher)

 

Date ___________________________

Date submitted to Principal/Deputy Principal ___________________

 

* Note: The categories listed in the tables 3, 4 & 6 are suggested and staff may add to or amend these to  suit their own circumstances.

 

Bullying Report Review Sheet

 

Name of pupil being bullied and class group:

 

___________________________________________________________________________

 

Has the bullying behaviour ceased? (View of teacher)
Views of pupil(s) and parents in relation to this:
If bullying behaviour has not ceased, set an agreed timeframe to meet again and review strategies.
Engagement with external services or supports (if any)

 

Follow on actions (if applicable):

If bullying behaviour continues beyond the review timeframes, the school’s Code of Behaviour is to be used.

 

Signed ______________________________ (Relevant Teacher)            Date __________________________

 

Date submitted to Principal/Deputy Principal _______________________