Details

Created: 12 November 2011

Glenamaddy Community School aims to protect the well being of its students and
staff by providing a safe and nurturing environment at all times.

"Glenamaddy Community School dedicates itself to providing a holistic education
where the potential and uniqueness of each student is fostered and celebrated. With
our Educational Partners we strive to create a caring environment of mutual respect,
where each individual is cherished and nurtured to a personal, intellectual and moral
maturity. We find our inspiration in the Christian message of faith, hope and love".(Mission Statement).

The Board of Management, through the Principal, has drawn up a Critical Incident Management Plan as one element of the school's policies and plans.

Critical Incident

The staff and management of Glenamaddy Community School recognise a critical incident to be "an incident or sequence of events that overwhelms the normal coping mechanism of the school". Critical incidents may involve one or more students or staff members, or members of our local community. Types of incidents might include:

> The death of a member of the school community through accident, violence,
suicide or suspected suicide or other unexpected death
> An intrusion into the school
> An accident involving members of the school community
> An accident/tragedy in the wider community
> Serious damage to the school building through fire, flood, vandalism, etc
> The disappearance of a member of the school community

Aim

The aim of the Critical Incident Management Plan (CIMP) is to help school management and staff to react quickly and effectively in the event of an incident, to enable us to maintain a sense of control and to ensure that appropriate support is offered to students and staff. Having a good plan should also help ensure that the effects on the students and staff will be limited. It should enable us to effect a return to normality as soon as possible.

Creation of a Coping Supportive and Caring Ethos in the School

We have put systems in place to help to build resilience in both staff and students, thus preparing them to cope with a range of life events. These include measures to address both the physical and psychological safety of the school community.

Physical safety

> Evacuation plan formulated
> Regular fire drills occur
> Fire exits and extinguishers are regularly checked
> Pre-opening supervision in the school yard and lunch room
> Rules of the playground clearly understood

 
Psychological safety

The management and staff of Glenamaddy Community School aim to use available programmes and resources to address the personal and social development of students, to enhance a sense of safety and security in the school and to provide opportunities for reflection and discussion.

> Social, Personal and Health Education (SPHE) is integrated into the work of
the school. It is addressed in the curriculum by addressing issues such as
coping with loss; communication skills; conflict management; help seeking;
bullying; decision-making and prevention of alcohol and drug misuse.
Promotion of emotional health is an integral part of this provision
> Staff have access to training for their role in SPHE
> Staff are familiar with the Child Protection Guidelines and Procedures and
details of how to proceed with suspicions or disclosures
> Books and resources on difficulties affecting students are available
>  Information is provided on mental health in general and such specific areas as signs and symptoms of depression and anxiety
> Staff are informed in the area of suicide awareness and some are trained in
interventions for suicidal students
> The school has developed links with a range of external agencies - NEPS,
CAMHS (Child & Adolescent Mental Health Service - HSE), Social Workers,
GRD (Galway Rural Development), VEC, NCSE
> Inputs to students by external providers are carefully considered in the light of criteria about student safety, the appropriateness of the content, and the
expertise of the providers (cf. Appendix XX Section 7 Guidelines)
> The school has a clear policy on bullying and deals with bullying in
accordance with this policy
> There is a care system in place in the school
> Students who are identified as being at risk are referred to the designated staff
member (e.g. guidance counsellor, chaplain or support teacher), concerns are
explored and the appropriate level of assistance and support is provided.
Parents are informed, and where appropriate, a referral is made to an
appropriate agency
> Staff are informed about how to access support for themselves

Critical Incident Management Team (CIMT)

A CIMT has been established in line with best practice. The members of the team were selected on a voluntary basis and will retain their roles for at least one school year. The members of the team will meet annually to review and update the policy and plan. Each member of the team has a dedicated critical incident folder. This contains a copy of the policy and plan and materials particular to their role, to be used in the event of an incident.

Preparation of CIMP

Roles (cf. Appendix A)
The key roles in this school are:
> Team Leader - Principal
> Garda Liaison
> Staff Liaison
> Student Liaison
> Parent Liaison
> Community Liaison
> Media Liaison
> Administrator

Team leader
> Alerts the team members to the crisis and convenes a meeting
> Coordinates the tasks of the team
> Liases with the Board of Management; DBS; NEPS; SEC
> Liases with the bereaved family
> Appoint a substitute for times when team leader absent

Garda liaison (may be done by team leader)
> Liases with the Gardai
> Ensures that information about deaths or other developments is checked out
for accuracy before being shared

Staff liaison
> Leads briefing meetings for staff on the facts as known, gives staff members
an opportunity to express their feelings and ask questions, outlines the routine
for the day
> Advises staff on the procedures for identification of vulnerable students
> Provides materials for staff (from their critical incident folder)
> Keeps staff updated as the day progresses
> Is alert to vulnerable staff members and makes contact with them individually
> Advises them of the availability of the EAS and gives them the contact number

Student liaison
> At post-primary level, may co-ordinate information from tutors and year heads
about students they are concerned about
> Alerts other staff to vulnerable students (appropriately)
> Provides materials for students (from their critical incident folder)
> Keeps records of students seen by external agency staff
> Looks after setting up and supervision of 'quiet' room where agreed
 
Community/agency liaison
> Maintains up to date lists of contact numbers of key parents e.g. Parents
Council, emergency support services and other external contacts and resources
> Liases with agencies in the community for support and onward referral
> Is alert to the need to check credentials of individuals offering support
> Coordinates the involvement of these agencies
> Reminds agency staff to wear name badges
> Updates team members on the involvement of external agencies

Parent liaison
> Visits bereaved family with the team leader
> Arranges parent meetings, if held
> May facilitate such meetings, and manage 'questions and answers'
> Manages the 'consent' issues in accordance with agreed school policy
> Ensures that sample letters are typed up, on the school's system and ready for
adaptation
> Sets up room for meetings with parents )  
> Maintains a record of parents seen
> Meets with individual parents
> Provides appropriate materials for parents (from their critical incident folder)

Media liaison
> In advance of an incident, will consider issues that may arise and how they might be responded to (e.g. students being interviewed, photographers on the premises, etc.)
> In the event of an incident, will liase where necessary with the SEC; relevant
teacher unions etc.
> Will draw up a press statement, give media briefings and interviews (as agreed
by school management)

Administrator
> Maintenance of up to date telephone numbers of :
• Parents or guardians
• Teachers
• Emergency services
> Takes telephone calls and notes those that need to be responded to
> Ensures that templates are on the school's system in advance and ready for
adaptation
> Prepares and sends out letters, emails and faxes
> Photocopies materials needed
> Maintains records

Record keeping

In the event of an incident each member of the team will keep records of phone calls made and received, letters sent and received, meetings held, persons met, interventions used, material used etc.
The school secretary, will have a key role in receiving and logging telephone calls, sending letters, photocopying materials, etc.

Confidentiality and good name consideration

The management and staff of Glenamaddy Community School have a responsibility to protect the privacy and name of the people involved in any incident and will be sensitive to the consequences of any public statements. The members of the school staff will bear this in mind, and will seek to ensure that students do so also. For instance, the term 'suicide' will not be used unless there is solid information that death was due to suicide, AND that the family involved consents to its use. The phrases 'tragic death' or 'sudden death' may be used instead. Similarly, the word 'murder' should not be used until it is legally established that a murder was committed. The term 'violent death' may be used instead.

Critical incident rooms

In the event of a critical incident
Staff Room will be the main room used to meet staff
o For meetings with students - class room or gym for larger groups
o For parents - convent house
o For media - convent house
o For individual sessions with students - Chaplain's room, HSCL room,
o Guidance Counsellor's room
o For other visitors - Principal's office/ Reception area

Consultation and communication regarding the plan

All staff were consulted and their views canvassed in the preparation of this policy and plan. Students and parent representatives were also consulted and asked for their comments.
Our school's final policy and plan in relation to responding to critical incidents has been presented to all staff.
Each member of the critical incident team has a personal copy of the plan.
All new and temporary staff will be informed of the details of the plan by the Principal
The plan will be updated annually in September.

 

Appendix A:

Team Leader: Principal, who has delegated the following people to
their respective roles.
Sub Team Leader: Deputy Principal
Garda Liaison: Deputy Principal
Staff Liaison: Guidance Counsellor
Student Liaison: Chaplain
Parent Liaison / Community Liaison: Learning Support Co-ordinator
Media Liaison: School Planning Coordinator
Administrator: School Secretary

 

 

Details

Created: 12 November 2011

Glenamaddy Community School dedicates itself to providing an holistic education where the potential and uniqueness of each student is fostered and celebrated. With our Educational Partners we strive to create a caring environment of mutual respect, where each individual is cherished and nurtured to a personal, intellectual and moral maturity. We find our inspiration in the Christian message of faith, hope and love.

 

The Aims of Glenamaddy Community School

We are committed to providing the best possible education for all our students. We aim to create a sense of community where respect is mutual and where people bring out the best in each other. We are committed to creating a safe and orderly environment conducive to learning, where our students can develop into motivated and self-disciplined young people.

We recognise that students have different abilities and interests and tailor our expectations accordingly. Every student has a right to an education, which suits their needs and abilities and encourages each them to develop their potential. Everyone has corresponding responsibilities to ensure that the rights of others are upheld. We seek to inspire and motivate our students by example and advice. Good behaviour is encouraged, praised and rewarded. We aspire to standards and values which encourage our students to grow into self-confident and responsible citizens, prepared to face the challenges of independent life after school. In that regard we commit ourselves to implement the School Rules in a fair, impartial and consistent manner.

 

The Goals of the Educational Partners

The primary educators of children are parents. Glenamaddy Community School acts in loco parentis while these children are in our care. The Management and Staff seek to create a safe and happy environment conducive to learning. The Staff of the school is fully conscious of the obligation this puts on them to maintain a productive and co-operative atmosphere where learning can take place. Good discipline is everyone’s concern. It contributes to order and is an integral part of the educational and socialisation process. Our school rules are necessary to protect the general good and the rights of all the school community.

 

Pastoral Care Team

Our school aims to respond to the needs of our students - personally, morally, and academically. Every student is encouraged to develop a set of values that embrace respect and responsibility. The Pastoral Care Team meets regularly to discuss the welfare of our students.

• Senior students act as prefects for First Year students.

• Each student has a Year Head who has responsibility for monitoring discipline, academic progress and personal development.

• The Principal, Deputy Principal, Year Heads and Chaplain meet regularly to discuss issues relevant to the students and management of the school.

• Students have the services of the School Chaplain, Guidance Counsellor and Learning Support Department. Parents wishing to speak with a member of the Pastoral Care team may do so by appointment.

 

Anti-Bullying Policy

• Our school has an Anti-Bullying policy. Bullying is regarded as a serious offence and, where necessary, appropriate procedures will be applied.

• If concerns are voiced they are dealt with on an individual basis by the Year Head, Chaplain, Deputy Principal or Principal.

• This is a “Telling School” which encourages victims and witnesses to come forward.

• We recognise that bullies can also be victims and that counselling may be better than punishment in some cases

 

Co-curricular and Extra-curricular Activities

• We value the opportunities that our co-curricular and extra-curricular activities afford our students to grow and develop. Such activities are a vital part of the learning process as well as ensuring a healthy mind and a healthy body.

• We urge students to live healthily with a balance of study, exercise, rest and good diet.

• Students are encouraged to take part in sport, musicals, programmes such as Gaisce, John Paul II and Erasmus, public speaking and competitions such as Junk Kouture, Poetry Aloud, Credit Union Art, Young Scientist, All-Ireland Playwrighting, Sci Fest, Maths Eye and so many more.

• Sport plays a vital part in our school life through physical education classes, activities and games. We encourage everyone to get active by participating in football, soccer, basketball, handball, cycling, dancing, running, walking, gym work, rugby, kayaking or skiing.

• We encourage students to engage with the arts through music, art and performance. Our musical, musical evenings, dramatic productions and NAPD Creative Engagement allow students to develop their creative talents, skills and confidence on, off and back stage.

• School tours, day trips, field work, work experience, theatre visits and guest speakers make a valuable contribution to the wider education of our students.

• Given the Christian ethos of the school, students are encouraged to take part in school-related religious activities. Our school is a multi-denominational school which respects the religious views of others.

• Our students are often complimented for the way they represent themselves, their families and our school. We expect and encourage them to respect themselves and others at all times. The Code of Good Behaviour applies to all school activities.

 

School Rules

The Education Partners would like each student to be happy and safe at school and to benefit from their post- primary education. School rules are intended to protect our students and the values we seek to uphold. Our school is a community of people with shared interests and goals. Everyone can make a positive contribution towards creating a caring atmosphere in our school by adhering to the Code of Good Behaviour. The interpretation of the rules is a matter for the management of the school. If we are to create the suitable environment for learning it is important that we accept and follow a set of rules that outline what is acceptable or unacceptable behaviour.

 

Attendance and Punctuality 

• Students are required to attend school every day. A note of explanation in the School Journal is required for each absence or late arrival. In the case of unexplained absences, the Year Head may contact the parent/guardian.

• Students may not leave the school grounds during the school day without the permission of the School Management. A note from the parent/guardian is necessary if permission is to be given for an appointment during the day. Such students must ‘sign out’ on departure and ‘sign back’ on return at Reception. Students must have school permission to call home to be collected during the school day.

• Students are required to be on time for school and for all classes during the day. Latecomers must sign-in at reception to register their attendance and have their names recorded in the ‘Lateness Record Book’. Yearheads will monitor attendance and punctuality.

• Students who are ill should report to their teacher and/or the office to arrange contact with their parents/guardians. If a student’s condition gives cause for concern he/she may be brought to the Doctor. Medical expenses are the responsibility of the parents/guardians.

• School management reserves the right to allow or refuse students to represent the school, participate in school tours or activities, or travel as supporters to school events.

 

School Uniform and Appearance

The uniform is a symbol of our school and creates a clear school identity. All students must wear the official uniform in school, while representing the school and during state exams. The school uniform consists of:

GIRLS

• School tartan skirt or school-approved navy trousers

• Crested navy school jumper and school blouse

• Black leather school shoes with navy socks or tights

BOYS

• Grey Hunter trousers

• School shirt and crested navy school jumper

• Black leather school shoes

Students not wearing full uniform or being disrespectful to the school uniforms may be subject to disciplinary procedures. Tracksuits, jeans, jeggings, runners or other shoes are not allowed. A note from the parent/guardian is required if a student is unavoidably not wearing full uniform.

In the interest of health and safety, students are expected to be neat and well groomed. Avoid the wearing of excessive jewellery.

Students are permitted to wear a tracksuit bottoms, runners and a sports top for the duration of the day they have PE (Junior) or Games (Senior). See website for online PE Uniform Shop.

 

The School Journal

Each student must have/purchase an official School Journal. It is a learning tool and useful as a method of communication between students, parents and teachers. The Journal is not a private diary and therefore can be inspected, at any time, by a member of Staff.

The School Journal is used:

• By students to record all homework.

• By parents to record notes for student absences and lateness, to request permission for students to leave school for essential appointments, to explain non-completion of homework etc.

• To correspond with parents, record lateness, give permission to leave class etc.

• Parents are requested to regularly check and sign the School Journal. The Yearhead will check the journal regularly.

• Students may not interfere with or write graffiti on a journal. Students will meet the costs of replacement journals.

 

Behaviour and Good Manners

• Students will respect themselves, their fellow students, members of the school staff and all visitors to the school.

• Students will respect and obey their teachers. They will respond politely if corrected. Students will address staff as Miss or Sir.

• Swearing or using offensive language is forbidden.

• Students will conduct themselves in an orderly manner and will not disrupt classes or distract the teacher.

 

Health and Safety

Students attending or representing the school or on any school organised activity should note:

• Students engaging in aggression, verbal or physical will face serious consequences up to and including expulsion.

• Students found in possession, consuming or under the influence of alcohol will face serious disciplinary consequences. Students are forbidden to enter public houses during school hours or in school uniform.

• Students found to be in possession of, consuming or supplying harmful substances will face serious consequences up to and including expulsion.

• Students found smoking or vaping on school grounds or while representing the school will face disciplinary consequences.

• Dangerous items such as knives, firearms, fireworks, etc. are forbidden. Students in possession of or using such items will face serious consequences up to and including expulsion.

• Chewing gum in school is forbidden. Food or beverages may not be consumed in class except with the express permission of the teacher.

• The school has an IUP policy governing the using of ICT/iPads in the school. Students may not use mobile phones, cameras or other unauthorised electronic devices in class or on school grounds without the express permission of their teacher. Students found in breach of these rules may have their device confiscated, to be returned to the student or their parent/guardian at the discretion of the school management.

• Students are not allowed into a classroom unless a teacher is present. Specialist machines and equipment are out of bounds except under the supervision of a teacher.

• Students driving themselves to/from school is discouraged. Students may not use their vehicles or give lifts to other students during school hours or park vehicles on the school grounds without permission from the Principal.

• All students must remain on the school grounds at all times. Students must a have note and the permission of their Yearhead, Deputy Principal or Principal to go down town.

• Students will keep the school clean and tidy. Breaches of the Code of Good Behaviour may incur a tidying or clear up duty.

 

Care of Schoool and Student Property

• A student’s property is his/her responsibility. Students should write their name on all personal belongings. Students must have a proper school bag, necessary books, copies and equipment.

• Students will respect the property of the school and others. Interference with or damage of property is a serious offence - this includes fire extinguishers, lockers, windows, fittings or equipment. Defacing school/student property including books and uniform is forbidden. The replacement cost of vandalised, damaged or stolen property will be met by the student involved or their parents/guardians.

• School texts on loan under the Book Rental Scheme must be treated with great care. Damaged/defaced school journals, schoolbags, books, copies etc. will have to be replaced.

 

Homework and Study

• Students must be fully prepared for their classes each day Students will be expected to have all the required books, copies and equipment and homework completed so that they can take full part in class.

• Homework is not just written exercises. It also includes reading, study, revision, memorising, project work and advance preparation. Guidelines are provided in our Homework Policy.

• All homework should be recorded in the School Journal and parents should inspect this regularly.

• Students who miss classes through extra-curricular activities must complete their homework. Students who miss class though illness or family reasons are expected to make reasonable efforts to catch up on work.

 

Disciplinary Procedures

Each case of a breach of the School Rules will be treated on an individual basis and with regard to how serious the breach is. The past record, attitude and general behaviour of the student will be taken into account.

The Class Teacher will generally deal with breaches of the Code for Good Behaviour within his/her classroom. The teacher may speak with the student, point out the nature of the misbehaviour and seek an undertaking from the student that they will behave. The teacher may seek parental support by contacting the parent by phone, letter or note in the journal. A ‘Points System’ for recording instances of misbehaviour may be used. An accumulation of points may merit detention.

Teachers may give a written report to the Year Head outlining breaches of the Code of Good Behaviour. On referral the Year Head will speak to the student, offer guidance and explain the consequences of further misbehaviour. The Year Head may put the student on detention, assign lunchtime duties or deprive him/her of privileges such as participating on school trips. The Year Head may also use ‘The Report Card’ whereby each teacher comments on the student’s behaviour on a class-by-class basis. Parents / Guardians may also be contacted about their child at any stage.

A ‘Notice of Detention’ (to be returned signed) will be sent in advance to Parents/ Guardians of students who have been assigned detention. Detention takes place after school or on a free day. Parents/Guardians are responsible for arranging transport. The fact that it may be inconvenient to do detention at the time assigned will not excuse the student from this sanction. A student may be required to do a double detention if he/she fails to attend at the date and time assigned.

It will be at the discretion of the Principal, Deputy Principal and the Year Heads to suspend a student. Students may be suspended from class internally pending communication or a meeting with Parents/Guardians. A decision to suspend a student from school will be communicated to the Parents/Guardians by letter. Students may only return after suspension following a meeting of the student concerned and his/ her Parents/Guardians with the Principal, Deputy Principal or Yearhead. The student and Parents/Guardians must give an undertaking that the student will comply with the Code of Good Behaviour in the future.

The school reserves the right to decide which course of action is taken in instances of breaches of the Code of Good Behaviour. Students have the right to present their side and parents have a right to be informed and given a fair hearing.

The Board of Management reserves the right to expel a student in instances of very serious misbehaviour. Expulsion may be preceded by a period of suspension. Parents/Guardians, or the student if over 18, have a right to appeal to the Board of Management in the first instance and subsequently such further rights of appeal as set out in Section 28 & 29 of the Education Act 1998.

Acceptance of the Code of Good Behaviour

Anti Bullying Charter

 

Details

Created: 12 November 2011

INTRODUCTION

This is a whole school policy and it applies to students, parents/guardians and school staff. In accordance with The Education Welfare Act 2000 this policy has as its purpose the promotion of maximum attendance by each pupil. The importance of regular attendance cannot be over emphasised as poor attendance affects all aspects of school life.
By law the school is obliged to report any student who has accumulated 20 days absences in a school year, regardless of circumstances, to the National Educational Welfare Board in accordance with the Education Act of 2000.

Through the collaboration of class teachers, tutors and in particular year heads we strive to maximise attendance among all students, paying particular attention to those at risk.

GOALS/OBJECTIVES

• To maintain and keep a register of student attendance.
•  To encourage regular, consistent and punctual   attendance.
•  To encourage parents to send students to school in all but exceptional circumstances.
•  To notify the relevant Education Welfare Officer of particular problems in relation to attendance.
•  To maintain and keep a register of student attendance.
•  To record all absences and reasons for absences.

ROLE OF THE STUDENT

  To attend school every day.
  To be on time and ready for class at 9.05 and to be punctual for all subsequent classes. 
  To report to the Office if you are late.
  To ensure that they are marked present in the official Roll Book ( If they arrive late  
 they must inform their Year Head)
  To have a note from parents/guardians that has been validated by the Year Head or Deputy Principal if they have to leave the school during school hours. In addition a parent or guardian must be present before the student leaves the school premises.
  To sign in at the Office if they return during the school day.
  To present a signed absentee note (and medical cert where applicable) during   roll call the following day.
  To make every effort to catch up on the schoolwork missed, in particular compulsory course work and exam projects

ROLE OF THE TEACHER

 To maintain a class register for each class.
 To collect absentee notes during the first period for transmission to the Office.
 To encourage and promote good attendance.

ROLE OF THE PARENTS/GUARDIANS

  To ensure that students attend school every day.
 To organize holidays, outings, shopping, etc outside of school time.
  To make medical appointments, where possible, outside of school hours.
  To notify the school in writing of all absences. This should be done on the day   the student returns to school.
  To inform the school, in advance, where absences are likely due to illness or exceptional circumstances.
 To realize that parents are always officially notified about school closures and that class continues regardless of the extra-curricular activities of some students.

SCHOOL PROCEDURES (DAILY BASIS)

 The teacher records all absences during first period.
 The student presents absentee notes to the teacher at this time.
 The Attendance Officer records all the absences on a central record, provides a daily list for the staff and notifies the respective Year Heads of absences .
 Year heads complete the roll books and retain the absentee forms.

SCHOOL PROCEDURES (TERM BASIS)

  The Attendance Officer compiles report for NEWB and notifies them of accumulated absences of 20 days . Students perceived to be at risk may also be brought to the Board's attention.
 The Attendance Officer or Year Head contacts parents of students who were absent 15 or more days to discuss the matter with them.

SCHOOL PROCEDURES (ONGOING)

   Informal monitoring on an ongoing basis by all staff.
   Management contacts parents/guardians where there is concern.

POSITIVE MEASURES TO ENCOURAGE ATTENDANCE

   Certificates of excellent attendance will be awarded at year group level.
   Attendance is recorded on school reports during the school year.

 

 

Details

Created: 12 November 2011

Counter Bullying Policy

Glenamaddy Community School

 

In accordance with the requirements of the Education (Welfare) Act 2000 and the guidelines of the National Educational Welfare Board (NEWB), the Board of Management of Glenamaddy Community School has adopted the following Anti-Bullying Policy within the framework of the school’s Mission Statement and Code of Good Behaviour (www.glenamddycs.ie). This policy and the school’s approach to bullying is consistent with the Anti-Bullying Procedures for Primary and Post Primary Schools.

Mission Statement of Glenamaddy Community School

Glenamaddy Community School dedicates itself to providing a holistic education where the potential and uniqueness of each student is fostered and celebrated. With our educational partners we strive to create a caring environment of mutual respect, where each individual is cherished and nurtured to a personal, intellectual and moral maturity. We find our inspiration in the Christian message of faith, hope and love.

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

Bullying is unwanted negative behaviour, verbal, psychological or physical, conducted by an individual or group against another person (or persons) and which is repeated over time.

The following types of bullying behaviour are included in the DES definition of bullying: (Please refer to Appendix 1)

• Deliberate exclusion, malicious gossip and other forms of relational bullying.
• Identity-based bullying
• Physical Aggression
• Damage to Property
• Extortion
• Name Calling or Slagging
• Bullying of School Personnel
• Cyber Bullying

Isolated or once-off incidents of intentional negative behaviour do not fall within the definition of bullying and should be dealt with in accordance with the school’s Code of Good Behaviour.

 

Key Principles of Best Practice

The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of people. It is committed to the following key principles of best practice in preventing and tackling bullying behaviour:

 

A Positive School Culture

Promoting a school culture which is based on inclusivity and is welcoming of difference and diversity. Encouraging people to disclose and discuss incidents of bullying behaviour in a comfortable environment.

Effective leadership

Fostering a school-wide approach to Anti-Bullying led by the Board of Management, Principal, Deputy Principal, Year Heads and our Pastoral Care Team.

A shared understanding of what bullying is and its impact

Developing a shared understanding of what constitutes bullying behaviour. The manner in which our school communicates this shared understanding amongst the school community depends on the age and maturity of those concerned.

Implementation of education and prevention strategies

Creating awareness-raising measures that build empathy, respect and resilience in students.  

Supervision of students

Providing supervision of students to promote a caring environment and minimise negative and bullying behaviour.

Supports

Liaise with the school community as per the relevant circulars and procedures for complaints and grievances. Supporting staff in the implementation of the Anti-Bullying Policy and in dealing with reported incidents of bullying.

Recording, investigation and follow up of bullying incidents including the use of established intervention strategies.

Prevention and Education Strategies

Glenamaddy Community School takes proactive steps to reduce the incidence of bullying and raises awareness by providing the following:

Social and Personal Awareness Week

The Pastoral Care Team in association with the Parents’ Association organises our Personal & Social Awareness Week during the first term, with speakers and workshops on such topics as anti-bullying, mindfulness, substance abuse, health issues, road safety and social media usage*

Annual Retreats

Our Pastoral Care Team organises an annual retreat for 1st and 2nd year groups. As part of our curriculum all students attend. *

Information Evenings

Where feasible, talks for parents, guardians and students by guest speakers are organised to update the school community on how to deal with bullying and the misuse of social media.  Details of similar talks being held in the wider community will be brought to the attention of parents/guardians and students as appropriate.

 

Anti-Bullying Information

Information is freely available from our Pastoral Care Team, Chaplain, Career Guidance Counsellor and Teachers of Religion, SPHE and Wellbeing. The ‘Get With It’, Guides to New Media/Cyberbullying/Social Media/Filtering software’ are available to download from www.hotline.ie.

(Click on internet safety on the home page menu and then click on safety tips).

Anti-Bullying Awareness Posters

Anti-Bullying posters are displayed throughout the school and other relevant anti-bullying information is posted on the Chaplain’s noticeboard.

First Year Questionnaire

All 1^st Year students and parents are surveyed to monitor how students are settling into secondary school and what, if any difficulties they are encountering. Their Year Head and Chaplain follow up on the findings in order to ensure a smooth transition.

From 2021, this will be an online survey.

‘Let Us Know’

Students and parents are encouraged to seek help and advice when they have concerns about bullying. This openness is promoted at all levels, first to sixth year.

Switch Off the Phone

As per the Code of Good Behaviour, students are permitted to use mobile phones, cameras, or other electronic devices in school with the permission of a teacher or supervising adult.  Students can be contacted by parents, and parents can be contacted by students by using the school phone at Reception.

Anti-Bullying Practice and Procedures

The following procedures are used for noting, reporting, investigating and following-up incidents of bullying behaviour. These procedures form the established chain of referral in Glenamaddy Community School:

• Glenamaddy Community School is a ‘Let Us Know’ school. Staff operate in loco parentis. Students are encouraged to approach any staff member to discuss a bullying concern.

• Bullying incidents may be reported to any member of staff. The incident will be recorded using the template issued by the Department of Education & Skills (Appendix 2).

• The Principal/Deputy Principal/Year Head will investigate the report and make a referral to the Chaplain/Guidance Counsellor if necessary.

• The Principal/Deputy Principal/Year Head/Chaplain/Guidance Counsellor will meet with the relevant parties separately and record all information. If it is deemed that bullying has taken place, the Principal/Deputy Principal/Year Head will decide on the course of action to be taken. Parents may be contacted at this time.

• Relevant parties involved in the incident may be brought together with the consent of both parties where a reconciliation, mediation and restorative justice approach will be used.

 

Reconciliation

Informal reconciliation between the parties is a preferred option. Following discussion, it is often possible for the parties involved to reconcile and ‘shake hands’

Resolutions may involve the parties involved agreeing ‘to leave each other alone’

Mediation

Mediation through the facilitation of the Pastoral Care Team may be sufficient to resolve the problem. The advantage of mediation for young people is that it involves them in problem solving at their own level. It gives them a sense of ownership of the solution, rather than it being imposed. A crucial consideration in mediation is that a young person who has been bullied feels confident enough to face the person who has caused them suffering. In assessing the situation, the guiding principle should be that mediation should not make matters worse and that bullying should stop.

Restorative Justice

Restorative justice is an approach to justice that focuses on the needs of the victims and the offenders, as well as the involved community. Instead of punishing the offender, victims take an active role in the process, while offenders are encouraged to take responsibility for their actions, to repair the harm they have done by apologising. Restorative justice that fosters dialogue between victim and offender shows the highest rates of victim satisfaction and offender accountability.

• Supervision and Monitoring of Pupils

After reconciliation, mediation or restorative justice the Pastoral Care Team will observe the relationship between bully and victim and reinforce that the student continues to ‘Let Us Know’

If the problem remains unresolved, the parents/guardians will be informed of the situation. Parents of both students will be encouraged to speak with their children and give practical support in coping with the situation.

Prevention of Bullying and Harassment

The Board of Management confirms that the school will, in accordance with its obligations under the Equal Status Acts and with the support of the school community take all such steps that are reasonably practicable to prevent the harassment of pupils or staff on any of the nine grounds specified in the Act, i.e. gender (including transgender), civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveler community.

Adoption and Availability of the Anti-Bullying Policy

This policy was adopted by the Board of Management on 23rd June 2014.

The policy was reviewed and updated in November 2017.

The policy was reviewed and updated in October 2021.

Incidents of bullying will be dealt with in accordance with our Anti-Bullying Policy and our Code of Good Behaviour. The policy is available on the school website www.glenamaddycs.ie, through the school office and is also included in the student's homework journal.

The policy will be reviewed by the Board of Management annually.

 

Appendix 1:

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

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 DES definition of bullying:

• Deliberate exclusion, malicious gossip, and other forms of relational bullying i.e., bullying that involves trying to hurt a peer or damage that peer’s standing within a particular group. An example of this type of bullying is public social humiliation.

• Identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of a minority group and bullying of those with disabilities or special educational needs.

• Physical Aggression: This includes pushing, shoving, tripping, punching, kicking, poking or ‘jocking’.

• Damage to Property: Intentional interference or damage to another person’s property, clothing, schoolbooks, equipment, locker etc. This may involve defacing, breaking, stealing or hiding property.

• Extortion: Demands for money, lunches, equipment or pressuring another to steal or interfere with property is a form of bullying.  Sometimes, this tactic is used with the sole purpose of incriminating the victim.

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

• Slagging: This behaviour sometimes refers to the good-natured banter, which goes on as part of the normal social interchange between people. However, when it extends to personal remarks repeatedly made at the one individual about appearance, clothing, personal hygiene, family etc., it then assumes a form of bullying.

• Bullying of School Personnel: Repeated bullying of school personnel by means of physical assault, damage to property, verbal abuse, threats to people’s families etc.

• Cyber Bullying - Cyberbullying may be defined as “bullying by means of electronic devices or networks.”

Advice for parents and students on Cyber-Bullying

If you or your son/daughter is on Snapchat/Instagram/Social Media we recommend the following:

• They should have a limited amount of time per day on social media.
• You should have the password to the account and monitor it.
• Specifically forbid SimSimi and similar sites where anonymous comments can be made
• Smartphones & modern-day mobile phones allow internet access and can mean that your child is accessible 24 hours a day, 7 days a week by those who wish to make contact.
• If your son/daughter has such a phone, we recommend that they do not have access to it at night.
• Make sure you and your child know how to respond if they feel threatened, harassed, or bullied while online.

Some useful sites to protect against cyber bullying:

www.internetsafety.ie  Office for Internet Safety (OIS) provides comprehensive information, analysis and advice on all aspects of Internet safety

www.webwise.ie  Safer Internet Ireland Awareness Centre

www.pieta.ie – a free, therapeutic approach to people who are in suicidal distress and those who engage in self-harm.

www.antibullyingcentre.ie

Advice on cyberbullying for students

Bullying is very serious. It can make you feel scared, upset, and embarrassed. You might feel like it will never end. No one has the right to make you feel this way. We want you to know there are things you can do to make it stop.

Knowing how to take a screenshot or screengrab is a useful tool in countering cyber bullying as it saves evidence and could be used to have the bully’s account suspended or shutdown. 

Follow these key steps:

• While on a site containing the abuse, press the print screen button (PrtSc SySRq) at the top of the laptop keyboard. Open a Word document, right click and paste. Save this document with your personal files, it may be shown to parents/guardians or teachers, emailed to the site administrators or if necessary, passed on to the relevant authorities.

• On an iPad, press and hold down the top or side button, immediately click the Home Button, then release the top or side buttons. In IOS 11, a thumbnail of your screenshot appears in the lower left corner of your device.

REMEMBER: You do not have to put up with bullying and it’s good to talk.

*Please refer to Appendix 3 for information regarding practice during Covid Restrictions.

Appendix 2: Glenamaddy Community School Bullying Incident Report Form

1. Details of student allegedly being bullied:

Name	Year	Class

2. Details of student(s) engaged in alleged bullying behaviour:

Name	Year	Class

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

Student being allegedly bullied		Teacher
Other student		Other (please specify) ____________________
Parent/Guardian

4. Location of alleged incidents (tick relevant box(es)):

School yard		School bus
Classroom		Internet sites/text messaging
School toilets		Other (please specify) __________________
School corridor

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

6. Type of bullying behaviour (tick relevant box(es)):

Physical aggression		Cyber bullying
Damage to property		Slagging
Isolation/Exclusion		Gossip
Name calling		Other (specify)

Appendix 2; Page 1/2

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

Gender (including transgender)	Civil status	Family status	Sexual Orientation

Religion	Age	Disability	Race	Membership of the Traveler community

8. Brief description of alleged bullying behaviour and impact:

9. Details of any witnesses:

10. Details of actions taken:

Signed: __________________________                Date Submitted: ______________

Appendix 2; Page 2/2

 

Appendix 3. Glenamaddy Community School

 

*Due to ongoing Covid 19, running Social and Personal Awareness Week as normal has not been feasible.

*For 2021 – 2022, we will run a programme for 2^nd Years entitled “FUSE Anti-Bullying & Online Safety Programme” This is in conjunction with the Anti-Bullying Research and Resource Centre (ABC) & Dublin City University (DCU)

*A module dealing with resilience will be given to all 1^st Years by the Chaplain.

Glenamaddy Community School is part of the Planet Youth Study. Information relevant to our locality is shared with 1^st Year students and parents.

Adopted by:       ____________________________  on   ____________________

On behalf of the Board of Management, Glenamaddy Community School

Adopted by:     ____________________________ on   _______________________

On behalf of The Parent’s Association

Adopted by:   _____________________________ on ________________________

On behalf of The Student Council

Adopted by

Version Number	Approval Date	Description of Revision	Originator	Approved by
Draft 1	19/02/22	1	Quality Committee	BOM