Yellow Furze N.S. Code of Behaviour
Yellow Furze N.S. Code of Behaviour
- How the Code was developed:
Yellow Furze N.S. has used a positive system of Discipline for Learning (D.F.L) for a period of time in excess of 10 years. The DFL encompasses a system of positive reinforcement of good behaviour and a series of sanctions for inappropriate behaviour. It was decided by staff and management that a whole school approach to discipline and behaviour was required which would incorporate our Mission Statement, roles and responsibilities and expectations.
- Mission Statement:
Yellow Furze National School seeks to promote the full potential achievement of all its pupils in all areas of the Curriculum while providing the children with the skills for continued learning and living. We would as far as possible promote this, taking fully into account the Christian values of the Community. We welcome the support and participation of all the members of the school community (e.g. parents, teachers, church leaders etc.) in helping us to achieve this objective. Finally we hope that all children have happy memories of their journey through childhood in Yellow Furze National School.
- In devising the code, consideration was given to the particular needs and circumstances of this school. The aim is to create an ordered and orderly environment in which pupils can, through developing self-discipline, feel secure and make progress in all aspects of their development.
- Every effort will be made by all members of staff to adopt a positive approach to the question of behaviour in the school. It is as important that good behaviour is praised as inappropriate behaviour sanctioned.
- The Code of Behaviour will help students understand that inappropriate behaviour is unacceptable, that their actions and behaviour will have an effect on others and recognise that they have choices regarding their behaviour and that all choices have consequences.
The Code will:
- provide guidance for pupils, teachers and parents on behavioural expectations.
- provide for the effective and safe operation of the school.
- develop pupils’ self-esteem and to promote positive behaviour.
- foster the development of a sense of responsibility and self-discipline in pupils based on respect, consideration and tolerance of others.
- facilitate the education and development of every child.
- foster caring attitudes to one another and to the environment.
- enable teachers to teach without disruption.
Affirming Positive Behaviour
Positive reinforcement of good behaviour leads to better self-discipline and we place a greater emphasis on rewards and incentives than on sanctions. In conjunction with the DFL, we use a system called Restorative Practices which promotes empathy and self regulation.
- The school recognises the variety of differences that exist between children and the need to tolerate these differences.
- It is agreed that a high standard of behaviour requires a strong sense of community within the school and a high level of co-operation among staff and between staff, parents and pupils.
- Every effort will be made to ensure that the code of discipline is implemented in a reasonable, fair and consistent manner.
Parents are reminded that the staff of the school does not accept responsibility for pupils before official opening time of 9.20am or after the official closing time of 2pm (infants) or 3pm (other classes) except where pupils are engaged in an extra-curricular activity organised by the school and approved by the Board of Management. Pupils involved in such activities are expected to behave in accordance with the school code of behaviour during these times.
Board of Management’s Responsibilities
- Provide a comfortable, safe environment.
- Support the Principal and staff in implementing the code.
- Ratify the code.
- Promote a positive climate in the school.
- Ensure that the Code of Behaviour is implemented in a fair and consistent manner.
- Arrange for review of the Code, as required.
- Support teachers in their efforts to implement the school code of behaviour.
Supporting and implementing the school’s code of behaviour.
- Create a safe working environment for each pupil within the classroom.
- Recognise and affirm good work by:
- A quiet word or gesture to show approval.
- Stamp in Furzey Book.
- A comment in a pupil’s exercise book.
- A visit to another member of Staff or to the Principal for commendation.
- A word of praise in front of a group or class.
- Delegating some special responsibility or privilege.
- A mention to parent, written or verbal communication
- Make class list of rules / expected behaviour in September each year and refer to regularly.
- Prepare school work and correct work done by pupils.
- Recognise and provide for individual talents and differences among pupils.
- Be courteous, consistent and fair.
- Keep opportunities for disruptive behaviour to a minimum.
- Deal appropriately with misbehaviour according to agreed DFL procedures.
- Keep a record of instances of serious misbehaviour or repeated instances of misbehaviour. The teacher must file all Think Sheets / Consequence Sheets in the Incident Book in the Principal’s Office together with a brief report.
- Provide support for colleagues.
- Communicate with parents when necessary and provide reports on matters of mutual concern.
Individual classroom rules will be drawn up between the teacher and pupils keeping the following in mind:
- Keep rules to a minimum.
- Use clear simple language.
- Keep positive tone ‘do’ rather than ‘don’t’
- Explain, agree and communicate and refer to regularly.
Parents / Guardians’ Responsibilities:
Children mirror their parents’ behaviour, so we ask that all staff be treated with respect by parents and guardians. We also ask parents to:
- Encourage children to have a sense of respect for themselves and for property.
- Ensure that children attend regularly and punctually.
- Be interested in, support and encourage their children’s school work.
- Be familiar with the code of behaviour and support its implementation.
- Co-operate with teachers in instances where their child’s behaviour is causing difficulties for others.
- Communicate with the school in relation to any problems which may affect child’s progress/behaviour.
- Attend school regularly and punctually.
- Wear correct uniform
- Listen to teachers and act on instructions / advice.
- Show respect for all members of the school community. .
- Respect all school property and the property of other pupils
- Avoid behaving in any way that would endanger others.
- Avoid all nasty remarks, swearing and name-calling.
- Include other pupils in games and activities.
- Bring correct materials/books to school, ensure books are kept in good condition.
- Follow school and class rules & always do your best.
- Ensure that all notes from school or teachers are shown to parents and signed if necessary.
- Bring nutritional lunch as per healthy food policy.
Safety: For my own safety and that of others-
- I should be careful coming to and going from school
- I should remain seated at all times in class and while eating lunch.
- I should always show respect for my fellow pupils.
- I should never leave the school grounds without the permission of the Principal.
It is the policy of the school to assign homework on a regular basis as per the homework policy.
Parents are strongly advised to take an active interest in their child’s homework and to sign his/her Homework Journal (1st -6th classes) each night (ensuring that it is completed).
The sanction for incomplete homework is detention in a designated classroom between 11-11.10am supervised by Mrs Rooney.
6: School rules – Be Smart -as printed in Furzey Book.
- Say please and thank you
- Make good choices
- Arrive on time and be prepared
- Respect others and yourself
- Try your very best
Playground Rules –as printed in Furzey Book
- Play together
- Include everyone.
- Play nicely, speak nicely and no rough play.
- Play on grass only when permission is given
- Play in your class section of the yard.
- Line up on First Bell.
- Silence on Second Bell
- Walk silently to class
Junior Infant Hall – used by Junior & Senior Infants and First Class
Middle Hall – all other classes
A uniform helps a child feel that they belong to a school. It also helps to prevent undesirable competition in clothes especially amongst older children. The uniform in Yellow Furze is as follows and must be worn every day:
- Grey pinafore or skirt or trousers. (elasticated waist not zips for Junior Infant boys please!)
- Grey shirt
- Wine jumper or cardigan and wine tie
- School tracksuit for PE and swimming – this can be ordered from Call Us Ltd on the day they visit the school or directly at 01 -2921540 / 074 9732185 or online from www.schoolwearhouse.ie . A red polo t-shirt must be worn with the tracksuit.
- Please note that pupils are expected to be neatly turned out in their uniform at all times.
- Children are expected to have long hair either tied back or in a hair band, hair should be neat and inappropriate dying of hair is not permitted for either boys or girls.
- During cold weather, girls may wear grey trousers.
- In very warm weather, black or red shorts may be worn (boys & girls).
- Children need a pair of slippers for indoor wear so for the younger students please ensure that you buy shoes and slippers that they can put on and take off by themselves!
- Children are not allowed wear jewellery to school with the exception of a watch and 1 pair of plain gold or silver coloured stud earrings only. Multiple piercings are not allowed.
PLEASE ENSURE THAT YOUR CHILD’S BELONGINGS ARE CLEARLY LABELLED –Jumpers/cardigans/tracksuits/coats/slippers/books/pencils/pencilcases/schoolbag/lunch boxes/bags etc.
DFL – Discipline for Learning
In Yellow Furze, we use this system to focus on good behaviour rather than inappropriate /poor behavioural choices. Please see below for details on how this system works:
Classroom Discipline D.F.L. – Discipline for Learning Explained
The D.F.L. System is part of our Code of Behaviour. This system applies to the pupils’ behaviour within school time; in the classroom, inside the school, on the yard and trips beyond the environs of the school.
In September, the School Rules are explained to the pupils.
D.F.L. is two-sided:
(a) Rewarding Positive Behaviour (Using Furzey Books and Stamps)
(b) Chastising Negative Behaviour (Class List/Reflection/Think Sheets /Consequences/Black Book)
Rewarding Positive Behaviour
Each pupil is given a Furzey Book at the start of the year. Pupils may use their Furzey Book from the previous year and carry on. Stamps are given to the pupils on a daily basis. These stamps can be awarded on the basis of good behaviour (not being marked up on the DFL list, correct uniform/tracksuit, observing the Rules, doing a job etc.) A Pupil receives a Lucky Dip after he/she has collected 30, 60 or 90 stamps. 90 stamps represent a Full Book and in addition to The Lucky Dip, the child also receives a Principal’s Award. This award should be presented as soon as possible; contact the Principal by phone to see if it suits for the pupil to visit the office straightaway. The Lucky Dip, may consist of Homework Passes, Computer Passes, Sweets, Toys and Stationery.
Chastising Negative Behaviour
Each teacher has a Class DFL list in the classroom. This list is a record of the Pupil’s/Class’ behaviour and must be kept. The following are the steps that are used during a single school day and are generally administered by the class teacher but in the case of an indiscretion outside the classroom; on the yard, as an example, any another teacher may administer the steps in conjunction with recording the incident in the Yard Book
Step 1 or O (Oral Warning) – Inform the child that he/she has received an Oral Warning. Mark off 1 or O on the list. The child receives a stamp at the end of the day.
Step 2 – Despite an Oral Warning, the child continues to misbehave, mark off 2 on the list. The child does not receive a stamp at the end of the day.
Step 3 – If the child continues to misbehave, he/she receives a THINK SHEET which he/she completes at a “thinking table” in his/her own classroom.
Step 4 – If the child still continues to misbehave, he/she receives a CONSEQUENCE SHEET which he/she completes at a “thinking table” in another classroom.
Step 5 – Child is finally sent to The Principal’s Office. The child’s name and the details of his/her indiscretion are inserted in the BLACK BOOK. The parents are contacted immediately and informed by phone or in person that their child has misbehaved and has been inserted into the Black Book. Please note that if a child’s name is inserted twice within one school year, the child is not permitted to attend or participate in a class/school activity. This decision will be at the teacher’s and principal’s discretion.
Please Note: The teacher can jump steps if the child is persistently misbehaving and is being repeatedly “marked up” from 1 to 2 or from 0 to 2 but not going any further.
Serious or gross misconduct may result in one or more of the following steps being taken.
- Send pupil/s involved in this incident to Principal.
- Investigate using restorative practices detailed in Restorative Practices Policy (appendix 4)
- Principal/Deputy Principal meets one/both parents concerning behaviour if deemed to be necessary.
Lessons on bullying are contained in our SPHE programme for each class.
See Appendix 2 for School Anti – Bullying Policy January 2015.
- Suspension & Expulsion:
Suspension and Expulsion are usually the end processes in a long chain of disciplinary events but suspension can also be triggered by a single incident of serious or gross misdemeanour which threatens the health, safety and welfare of the student concerned, the rest of the student body, or staff members. In this regard, the Principal is authorised by the Board of Management to take immediate action and suspend the student concerned for a maximum period of three days. In the event of persistent failures to comply with the Code of Behaviour, the Principal follows the guidelines for Suspension or Expulsion as detailed in pages 70– 86 in the NEWB Guideline for Developing a Code of Behaviour in accordance with the Education Welfare Act 2000, and will factor in the context of the behaviour, age and cognitive ability of the student, the impact of the behaviour and the interventions used to date in dealing with the student and behaviour in reaching a decision. See Appendix 3 for YFNS Suspension & Expulsion Policy