The children and staff of Scoil Bhríde celebrated Lá na Gaeilge by holding a Feis. Every class sang an Irish song and recited a rann. We also had some lovely dancers

We are hoping to get an Active School Flag for Scoil Bhríde. The Active School Flag (ASF) was launched by the Department of Education in May 2009 . The purpose of the initiative is to recognise schools that strive to achieve a physically active and physically educated school community. We are proud to say that we are already quite an active school but we would like to improve on this and for it to be recognised. For more information about ASF visit: www.activeschoolflag.ie

Our school is proud to have a dedicated and enthusiastic staff who deliver a thorough Physical Education programme to our pupils every year. Five different PE Strands are covered in Scoil Bhríde every year – Athletics, Dance, Gymnastics, Games and Outdoor and Adventures. Children engage in one hour of PE every week.

We have an Active School Committee helping us to achieve our goal. The committee includes Ms. Craig, Ms. Kelly and their helpers from Senior Infants, 1st Class and 2nd Class.

The committee has organised and promotes activities such as Active School Week, Walk on Wednesday, Busy Breaks and more.

As part of the Active School Flag process we are working to develop our links with local sports clubs and other partnerships in our community. We work closely with our Games Promotion Officer Neil O’ Driscoll from Trinity Gaels GAA Club, Donaghmede. We are also working with Paul Mc Ginty, our Local Sports Partnership Officer with Dublin City Council. We have engaged with Athletics Ireland, Ultimate Frisbee Ireland and The Yoga Dance Factory.

The aim of Religious Education is to foster and deepen the children’s faith.

Introductory Statement 

This policy was formulated by the Board of Management in conjunction with the teaching staff and the Parents’ Association

Relationship between Religious Education and School Ethos

 Religious Education is delivered taking into account the Schedule for the Catholic School and the Mission Statement as displayed in the school Entrance Area.

 The Aim of our Religious Education Policy

To outline our means of fostering and deepening the children’s faith in the context of the school community, the Parish and the family being mindful of the individual ability, social ethnic and cultural background of each child.

 General Information

Scoil Bhríde is a Catholic school under the patronage of the Archbishop of Dublin and is situated in the parish of Holy Trinity, Donaghmede. The Parish Priest of Holy Trinity is responsible for the chaplaincy arrangements in Scoil Bhíde.

Resources

 The Alive-O programme  and ancillary materials are used in all classes

Children’s Bible

Symbols

In our Entrance Area we have a Sacred Space/Altar. The display is changed regularly: Holy Souls in November, Advent in December, St. Brigid in February, St. Patrick in March, Easter, May the month of Mary and June the month of the Sacred Heart.

Sacred Space

There is a Sacred Space in each classroom which changes in accordance with the Liturgical Year and also reflects the children’s work on current themes in Alive-O

Doctrine

In conformity with the Alive-O programme questions and answers, as appropriate, are memorised by 1^st and 2^nd Class children

Sacramental Preparation 

General

Parents are given information regarding the teaching of Religion at the Junior Infant meeting before their children start school. They are encouraged to take their children to Mass regularly. The Do This in Memory Programme is used for First Eucharist. Parents are encouraged to keep all material preparations for First Eucharist simple and there is an emphasis on Parish and Family based celebration.

Sacrament of First Penance

• The term First Penance is used throughout the school.
• Parents are informed that the programme is a two year course, beginning in 1^st Class, at the initial meeting for Junior Infant Parents.
• The Prayers of Forgiveness are taught in 2^nd Class
• The children learn Rite 1 of the Sacrament of Penance.

Sacrament of First Eucharist

• Parents are informed that the programme is a two year course, beginning in 1^st Class, at the initial meeting for Junior Infant Parents.
• The values emphasised for First Eucharist are the children’s love for God and others, sharing and celebrating with the Parish Community and taking responsibility for their own faith

• We begin to teach the prayers/responses of the Mass in1st Class

Implementation of Religious Education throughout the School Year

•  The time Religion is taught throughout the school is dependent on the class.
• Each member of staff is expected to have a  Certificate in Religious Studies
• Religious Education and Ethos permeates the entire school day
• Morning prayers, grace before and after meals and evening prayers are recited during the day
• Our Father, Hail Mary and Glory be to the Father are also taught
• Children are taught the ritual format of the Mass through rote learning and attendance at Mass. In 2^nd Class, as preparation for First Eucharist, the children attend Mass on the first Friday of every month.
• Lá Fheíle Bhríde is celebrated every year as St.Brigid is the Patron Saint of our school. Children from Senior Infants to 2^nd Class attend Mass. The children are involved in the liturgy and the Offering of the Gifts. Other celebrations, such as Lá Fheíle Pádraig, are celebrated in the classroom and by changing the display of Sacred Spaces.
• Teachers of Sacramental Classes are supported by the Parish Team, the Principal and other colleagues.
• We welcome our Chaplain whenever he is available to visit
• We develop missionary awareness through collecting for a charity every term e.g.CRC in the first term, Trocaire in the second term and Barnardos in the third term. Teachers discuss the concept of charity with the children
• The idea of social justice is highlighted through story and discussion
• Staff and Board of Management are invited to an annual archdiocesan Mass for the opening of the school year.

    Partners in Religious Education

 Home/School

Parents are informed of what is expected of them in relation to their children’s Religious Education at the initial Junior Infant meeting. They are encouraged to take their children to Mass regularly and to say daily prayers with them. Information sheets from Alive-O are sent home as appropriate. Parents are encouraged to become actively involved in the Do this In Memory programme for the children’s First Eucharist.

 School/Parish

The Do This In Memory programme is implemented in the parish for First Eucharist. A meeting is held early in the first term in Holy Trinity Church for the parents of First Eucharist Children. Parents are asked to volunteer to be part of a Committee to organise Preparation Masses. Each Parish school is allocated dates for a Mass at which the pupils will read. The schools prepare the children to read and take part in the Mass. Children and their parents are encouraged and reminded to attend these Masses. Teachers are not required to attend.

Pupils of other Religious Traditions

As part of the school enrolment process parents of prospective pupils are made aware of the school’s status as a Catholic school and of the school’s policy on Religion and Religious Education. Where pupils of other religious faiths or traditions or children of no religious faith are enrolling in the school, they do so in accordance with the requirement of this policy. While the school respects all religious faith and traditions it does not provide religious education other than in the Catholic faith. Arrangements for those of other traditions should be discussed in the first instance with the school Principal.

Roles and Responsibilities

Religion and the Religious Education Policy will be discussed annually at Staff Meetings. The Policy will be compiled and reviewed during Staff Meeting times under the direction of the Religious Education Coordinator and recommendations made, where appropriate, with the Board of Management.

Review

The Religious Education Policy will be evaluated and deemed to be successful if

• There is an acknowledged sense of God, faith, prayer and worship within the school community
• There is a respect for all within the school community
• There is parental interest in religious education
• There is a recognisable links between home, school and parish
• There is an outward-looking care for the less fortunate in our society

This policy was ratified by the Board of Management in June 2014 

Anti-Bullying Policy

Introduction

In accordance with the requirements of the Education (Welfare) Act 2000 the Board of Management of Scoil Bhríde JNS has adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour.  This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.

The Board of Management

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

A positive school culture and climate

is welcoming of difference and diversity and is based on inclusivity

encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment, and

promotes respectful relationships across the school community

There should be effective leadership

There should be a school-wide approach

There should be a shared understanding of what bullying is and its impact

There should be implementation of education and prevention strategies (including awareness raising measures) builds empathy, respect and resilience in pupils

There should be effective supervision and monitoring of pupils

Staff need support from management in implementing anti-bullying policies

There should be consistent recording, investigation and follow up of bullying behaviour

There should be on-going evaluation of the effectiveness of the anti-bullying policy.

School Staff

The school staff will foster an atmosphere of friendship, respect and tolerance.  Children’s self-esteem will be developed through celebrating achievements, acknowledging and rewarding good behaviour and manners and providing opportunities for success throughout the curriculum and school.  Teachers will help pupils to develop empathy by discussing their feelings with them.  Relationships with pupils will be based on respect and trust so that pupils will have confidence in the school staff.  Teachers will be vigilant, respond sensitively and caringly to pupils who disclose incidence of bullying and they will investigate all disclosed incidents.

Teachers will discuss the school’s anti-bullying policy with the pupils in an appropriate manner and use behavioural management strategies which focus on problem solving to enable pupils to take an active role in finding a solution to problems.

The curriculum of the school will be used to educate all pupils against bullying behaviour.

Definition of Bullying

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 conduct, by an individual or group against another person (or persons) and which is repeated over time.

The following types of bullying behaviour are included in the definition of bullying:

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

Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school’s code of behaviour.

However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.

Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour.

Dealing with Bullying Behaviour

See Appendix

Responding to Bullying

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

• Support will be provided for anyone who is bullied.  A victim will be assured that the school community will help them and put monitoring procedures in place to safeguard them.
• The school will inform parents/guardians of reported incidents and of the measures being taken.  Care will be taken to respect anonymity in all cases.
• Parents and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as practicable, the relationships of the parties as quickly as possible. (see pg 21 Anti-Bullying Procedures for Primary and Post Primary Schools DES 2013)
• Help and support will be sought for a bully, informing his/her parents or guardians and continuing to work with him/her in order to modify his/her behaviour.  Bullies may be excluded from the playground at lunch break or subject to special monitoring procedures and if bullying continues they may be suspended in accordance with procedures.
• Disciplinary sanctions are a private matter between the bullying pupil, parents and the school.

Supervision and Monitoring of Pupils

The Board of Management confirms that the appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate every intervention where possible.

Serious Cases of Bullying

Serious incidences of bullying behaviour will, in accordance with the Children First Guidelines and the Child Protection Procedures for Primary and Post-Primary Schools, be referred to the HSE Children and Family Services and /or Gardaí as appropriate.

Prevention of Harassment

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

Policy ratified by the Board of Management in June 2014

Appendix

Dealing with Bullying Behaviour

The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows:

Procedures for Reporting and Investigating Bullying Incidents

Bullying incidents should be reported to the class teacher and/or supervising teacher for investigating.  This reporting may be done by the pupil, parent or a friend.  All reported incidents will be noted, investigated and treated as circumstances require.

The relevant teacher(s) for investigating and dealing with bullying is (are) as follows:

• Class Teacher
• Principal/Deputy Principal
• Any other teacher e.g. Resource/Learning Support teacher or yard teacher where appropriate.

Agreed Procedures

The following are step-by-step agreed procedures for dealing with children bullying other children.

• Remaining calm.  Reacting emotionally may add to the bully’s fun and strengthen his/her ability to control a situation.  Also, reacting aggressively or punitively gives the message that it is alright to bully if you have the power.
• Take the incident seriously.  Attempt to get both sides of the story.  Interview those involved separately.  Ask: Who, What, Why, Where and When?
• Keep notes where necessary.
• Take action as quickly as possible.
• Reassure the victim(s); don’t make them feel inadequate or foolish.
• Offer concrete help, advice and support to the victim.
• Make it plain to the bully that you see this behaviour as bullying and that you disapprove of this behaviour.
• Encourage the bully/bullies to see the victim’s point of view.
• Set realistic, firm and consistent guidelines to help the child control his/her behaviour.
• Ensure that the child apologises, either in person or in writing to the child he/she bullies.
• Ensure that the victim is happy with the apology.
• Where appropriate, address the general topic of bullying with the class e.g. Stay safe, Circle Time.

Code of Good Behaviour

Introduction

The Board of Management, Principal and Staff of Scoil Bhríde would like to thank parents and guardians of our pupils for their on-going co-operation and support. As a result of your positive attitude most of our pupils are very well behaved. We have a policy of encouragement and recognition of good behavior, but we also have expectations of how we wish our pupils to behave.

Our Mission
Scoil Bhríde cherishes the individuality of each pupil and strives to develop the spiritual, intellectual, artistic, physical, emotional and social potential of each individual while helping him or her to lead a full life as a child.
The school encourages respect, honesty, understanding and courtesy towards others.
The school recognises parents as the primary educators of their children and encourages communication and involvement in a spirit of mutual trust and understanding.
The school strives to create a happy, friendly atmosphere where all pupils are valued equally, regardless of ability, background race or creed.
The school endeavours to provide a safe and healthy school environment.
The school endeavours to provide all pupils with many and varied educational, social and cultural experiences in order to equip them to develop as mature well-rounded citizens.

Expectations of Good Behaviour
The Children are expected to:

• Show respect for themselves, for others and for property in the school
• Listen to their teacher and to others
• Take turns in class and in other activities
• Include others in all activities
• Share with others
• Be kind to others
• Be honest
• Accept responsibility for their actions
• Complete work assigned to them (school work and homework)
• Obey rules
• Accept sanctions

Strategies to Encourage Good Behaviour
The following strategies are used to encourage good behaviour:

• Teacher example
• Devise and discuss Class Rules with children
• Assemblies to discuss behaviour and rules and to present awards
• Circle Time (in classroom)
• Reward Systems (school, class, individual)
• Religious Education (R.E.) and Social, Personal and Health Education (S.P.H.E.)
• Informal discussion in reaction to a situation
• Encouraging children to own up to misdemeanours
• Encouraging children to include lone children in their games
• Encouraging children to welcome new children

Rewards for Good Behaviour

• Oral praise
• Individual stars / stickers / stamps
• Group stars / stickers / stamps
• Certificates
• Golden Time (time when child can choose own activity)
• Showing Off” (visiting other classes / Principal’s office with award)
• Extra PE time / playtime / video time for class
• Green cards ( as part of the Traffic Light system)

Classroom Rules

• Listen to the teacher
• Listen when other children are speaking
• Complete all homework and get it signed
• Eat a healthy lunch
• Stay in seats
• Follow the teachers instructions / obey the teacher

Yard Rules

• Remain in the yard during break-time
• Walk or skip (senior yard)
• Play gently (no kicking, no spitting, no lifting, no jumping on one another, even in fun)
• Keep off railings, walls and grass
• Freeze at the first bell, line up and walk quietly to line at second bell
• Obey the teacher on Yard Duty

General Rules and Procedures

• Use the correct entry and exit doors
• Walk on the corridors
• Show respect for all children, staff and property
• Wear school uniform or (on the appropriate days) school tracksuit
• In the interest of health and safety children should not wear long earrings or necklaces, chains and rings to schools

Scoil Bhríde’s Response to Misbehaviour
The school’s response to misbehaviour closely follows the Guidelines for Developing School Codes of Behaviour by the National Education Welfare Board. We use a problem solving approach, following these steps:
1. Gathering information about the misdemeanour
2. Examine possible solutions
3. Decide a strategy
4. Implement the strategy
5. Review progress
During the process the relationship with the pupil is kept as positive as possible and parents are involved if necessary.
The following are the strategies that we use depending on the seriousness of the misdemeanour:

• Separation: The pupil may be placed temporarily in a different class. For misbehaviour in the yard the child may be asked to stand out by the wall for a short period
• Loss of privilege: A child may be withdrawn from, for example, a weekly TV programme and given extra work to do during this time.
• Referral to Principal: A pupil may be referred to the Principal for continuous breaches of the rules or for a single incident of serious misbehaviour. The Principal will record all such referrals.
• Referral to Parent s/Guardians: All serious or continuous breaches of school rules will be referred to parents/guardians. This will be done through entry into the child’s Homework Journal or using the Yellow Card. In these cases parents/guardians are expected to sign and to discuss with their child the seriousness of the misdemeanour. A request for parents/guardians to meet the child’s teacher or the Principal may also be made through use of the Red Card.
• Detention: A pupil may be kept in during lunch break for serious breach of conduct (particularly in the school yard).
• Suspension / Expulsion: in extreme circumstances, and when all other options have been explored, a child may be suspended from class or expelled.

The role of teachers and parents in promoting our Code of Good Behaviour

• Teachers endeavour to care for the health and safety of the pupils. They do this by making themselves familiar with the Code of Good behaviour and the school routines and by being consistent in their implementation of the school rules.
• Parents:

– familiarise themselves with the Code of Good Behaviour
– sign the Code of Good Behaviour
– discuss with their children how they should behave in school
– if their child is absent from school communicate the reason by sending a note to the class teacher

• Parents’ concerns:

If a parent has concerns about their child’s behaviour or the behaviour of any other child in the class an appointment with the class teacher should be made to discuss the issue. If the class teacher is unable to resolve the issue an appointment with the Principal should be made.

Explanations

• Red card / Yellow Card: if a child displays consistently bad behaviour or breaches a particular school rule on a number of occasions a Yellow Card may be given to him or her by the class teacher, any other teacher or the Principal. This card will explain the behaviour. The parent will discuss the incident with the child, sign the card and return it to the teacher. In the event that the child receives 3 yellow cards or in a case of a serious misdemeanour the child receives a Red Card and the parent has to meet with the teacher and/or Principal. A Green Card will be given for a noted improvement in the child’s behaviour or in a case where a teacher feels a child has done particularly well in any area of school work or behaviour.
• Suspension: A pupil can be withdrawn from class on a temporary basis and put into another class if he or she is deemed to be a disruption to the progress of the other children in the class. In extreme cases a parent may be called in to take the child home for a short period until the teacher, with the cooperation of the parents and Principal, feels that he or she is ready to resume work and the behavioural issues have been resolved.
• Expulsion: In extreme cases, or following suspension, and where there is no improvement in a child’s behaviour it may be necessary to expel a child from the school on a permanent basis.

Our Code of Good Behaviour was developed by the teaching Staff of Scoil Bhríde with the facilitation of Pat Furlong of the School Development Planning Programme, and with the cooperation of the Parents’ Association and the Board of Management.

We referred to the Guidelines for Developing School Codes of Behaviour (National Education Welfare Board, 2007)

Our Code will be reviewed annually and updated if necessary.

Our Code was ratified by the Board of Management in June 2008

Schools have an obligation to provide pupils with the highest possible standard of care in order to promote their well-being and protect them from harm. School personnel are especially well placed to observe changes in behaviour, failure to develop and thrive or outward signs of abuse in children.

• Mindful of this primary duty of care, the Board of Management of Scoil Bhride fully endorses “Children First”, the designated guidelines for the protection and welfare of children as issued by the Department of Health and Children, September 1999 and “Child Protection Guidelines and Procedures” from the Department of Education & Science, April 2001.
• The Board nominates Áine Dillon as the designated liaison person (DLP) to act as a liaison with outside agencies such as health board and as a resource person to any staff having child protection concerns.
• In the absence of Áine Dillon, Patricia Reynolds will act as Deputy Designated Liaison Person.
• The Board will ensure that appropriate and on going training as necessary will be available for DLP and the DDLP.
• The board fully endorses arrangements for the vetting of teaching and non-teaching staff as outlined in Circular 0094/2006, June 2006, for the Department of Education & Science.
• Recognising that the safety and well being of children attending the school is a priority, the Board undertakes to include Child Protection & Health & Safety matters as items on the agenda of all Board meetings forthwith.
• The Board will ensure that all school staff, teaching and non-teaching are aware of their obligations under the guidelines detailed in Children First (National Guidelines for the Protection and Welfare of Children) DES, and the procedures to be followed in the event of concern.
• The Board recognises that it has two duties of care. The primary duty is the protection, safety and welfare of the children attending Scoil Bhride. The Board as an employer also has duties and responsibilities towards its employees.
• As an employer, the Board will seek legal advice if an allegation of abuse is made against a school employee.
• The Board will adhere to the protocol outlined in Ch. 4. Allegations or Suspicions of Child Abuse of School Employees, in “Child Protection Guidelines and Procedures” from the Department of Education & Science 2001, to authorise any actions required to protect the children in its care. The Board notes that school employees may be subject to erroneous or malicious allegations. Any allegation of abuse should be dealt with sensitively. The employee should be treated fairly which includes the right not to be judged in advance of a full and fair enquiry. The Board accepts that the principles of natural justice and fair procedures must be adhered to.
• The Board believes that the academic, personal and social development of children flourishes in a culture where good relationships are encouraged, people feel valued and respected and appropriate support is available for those in difficulty.
• The Board is committed to the maintenance of the environment where children feel secure, are encouraged to express themselves and are listened to. All children in the school will be made aware that there are adults in the school whom they can approach if they are worried. In addition, opportunities will be included in the curriculum for children to develop the skills they need to keep them safe.
• The Board undertakes to circulate this Child Protection policy statement to all parents and guardians at time of enrolment and on a regular basis thereafter. This policy statement and “Children First” will be available for viewing at the school office.
• This policy statement regarding Child Protection at Scoil Bhride applies to all staff, members of the Board of Management, volunteers and contractors working in the school.
• This policy statement will be subject to review at the start of each academic year forthwith.

This Policy was ratified by the Board of Management February 2008

We have a very active Parents’ Association here in Scoil Bhríde. The Association runs events to raise money for the children and the school.

At Christmas time, we organise the production of school calendars and Christmas cards. We also assist Santa on his visit to the school.

At Easter time, we organise a raffle of Easter Eggs. Each child in each class can win an Easter Egg. We also make sure that everyone gets a treat.

We look after the school gardens. Children help by planting bulbs in the main garden and along the railings at the junior classes. So keep an eye out to see if they are growing.

During the year, we like to welcome you in the school with a free tea and coffee at the Christmas plays, Graduation Day and the introduction night for the Junior Infant parents. On the day of the School Communion, we organise tea/coffee and other refreshments for all the Communion children and their families in the school hall.

All in all, we run a very busy schedule which we enjoy doing very much. At the start of each school year, we organise a coffee morning. All are welcome to hear about what we do and if you would like to join our group, we would be delighted to welcome you!

History of Scoil Bhríde
Scoil Bhríde is one of two junior schools in the parish of Holy Trinity, Donaghmede. The school caters for boys and girls from Junior Infants to 2nd Class. Scoil Bhríde first opened its doors in September 1974. At that time Junior Infants to 6th Class were accommodated in the one building. Scoil Bhríde occupied the Junior Corridor and consisted of Junior and Senior Infants.

The present Staff Room was used as a classroom. What is now the Secretary’s Office was the Staff Room. After a number of years, when Holy Trinity had been built, Scoil Bhríde expanded to occupy the 1st and 2nd Class corridor and had in total 16 Classrooms. A shared PE Hall was at the front of the building between Scoil Bhríde and Holy Trinity. At one stage it was also used as a Church. It had to be demolished in the late 1980s as it was considered unsafe.

For many years Scoil Bhride experienced significant growth in its pupil population until, due to demographic trends, there was a slump in the mid 1990s. In recent years, however, the number of children attending our school has grown again.

Scoil Bhríde Today
Today, Scoil Bhríde is a vibrant, busy Junior School with well over 400 pupils. There are 14 mainstream classes, five learning support/resource classes and a language support class for newcomer children. We also have an two ASD classes which caters for 12 children.

We have workshops in Gymnastics, Yoga, Drama and Dance throughout the year. The children have the opportunity to attend training in Gaelic Football and Hurling and Camogie provided by GAA coaches. An Irish Dancing Teacher comes to the school twice weekly after school for girls and boys who are interested. We have a school Choir for 1st and 2nd Class children.

The school has a General Purpose room where the children do PE, gym and assemble for concerts and other various activities. We have a lovely, well stocked library. Every classroom has a pc and printer and is connected to the internet. All classrooms have a teaching lap-top and an interactive whiteboard.

Every year in December each class-teacher produces a play based on the theme of Christmas with his/her class. All children, from Junior Infants to 2nd Class get the opportunity to perform on stage.

We have three Green Flags and are working on an Active Flag.

Procedure for Parental Complaints

Scoil Bhríde J.N.S.

Grange Road, Donaghmede,

Dublin 13.

Rationale

The Board of Management of  Scoil Bhríde JNS has adopted the Complaints Procedure, agreed by the teachers’ union and management bodies, which provides a mechanism for dealing with parental complaints against a teacher as set out in Section 28 of the Education Act 1998.

Relationship to School Ethos

The school promotes positive home – school contacts and endeavours to enhance the self-esteem of everyone within the school community. The policy contributes towards those ideals.

Aims/Objectives

• To foster fruitful and trusting relationships between school and parents
• To afford parents an opportunity to express opinions/grievances through the framework of a defined procedure
• To minimize the opportunity for conflict by providing parents an opportunity to liaise with the class teacher.

Introduction

Only those complaints about teachers which are written and signed by parents/guardians of pupils may be investigated formally by the Board of Management, except where those complaints are deemed by the Board to be:

• matters of professional competence and which are to be referred to the Teaching Council
• frivolous or vexatious and which do not impinge on the work of a teacher in a school
• complaints in which either party has recourse to law or to another existing procedure.

Unwritten complaints not in the above categories may be processed informally as set out in Stage 1 of this procedure.

Stage 1

• A parent/guardian who wishes to make a complaint should approach the class teacher with a view to resolving the complaint.
• Where the parent/guardian is unable to resolve the complaint with the class teacher she/he should approach the Princpal Teacher with a view to resolving it.
• If the complaint is still unresolved the parent/guardian should raise the matter with the Chairperson of the Board of Management with a view to resolving it.

Stage 2

• If the complaint is still unresolved and the parent/guardian wishes to pursue the matter further she/he should lodge the complaint in writing with the Chairperson of the Board of Management.
• The Chairperson should bring the precise nature of the written complaint to the notice of the teacher and seek to resolve the matter between the parties within 5 days of receipt of the written complaint.

Stage 3

• If the complaint is not resolved informally, the Chairperson should, subject to the general authorisation of the Board and except in those cases where the Chairperson deems the particular authorisation of the Board to be required:
  1. Supply the teacher with a copy of the written complaint; and
  2. Arrange a meeting with the teacher and , where applicable, the Principal teacher with a view to resolving the complaint. Such a meeting should take place within 10 days of receipt of the written complaint.

Stage 4

• If the complaint is still not resolved the Chairperson should make a formal report to the Board within 10 days of the meeting referred to in 3.1 (b)
• If the Board considers that the complaint is not substantiated the teacher and the complainant should be so informed within 3 days of the Board meeting.
• If the Board considers that the complaint is substantiated or that it warrants further investigation it proceeds as follows:

1. The teacher should be informed that the investigation is proceeding to the next stage;
2. The teacher should be supplied with a copy of any written evidence in supprt of the complaint;
3. The teacher should be requested to supply a written statement to the Board in response to the complaint;
4. The teacher should be afforded an opportunity to make a presentation of the case to the Board. The teacher would be entitled to be accompanied and assisted by a friend ay any such meeting;
5. The meeting of the Board of Management referred to in (d) and (e) will take place within 10 days of the meting referred to in 3.1 (b)

Stage 5

5.1         When the Board has completed its investigation, the Chairperson should convey the decision of the Board in writing to the teacher and the complainant within 5 days of the meeting of the Board.

5.2         The decision of the Board shall be final.

In this policy ‘days’ means school days.

Complaints made by parents against other staff members will be dealt with by the BOM in a similar manner.

Success Criteria

• Swift and efficient resolution of grievances
• Parent/Teacher satisfaction
• Positive school community feedback
• Reviews of school policies as issues arise.

Policy ratified by the Board of Management