St Paul's High School, Bessbrook Ardscoil Naomh P贸l, An Sruth谩n
Guide for Year 8 Students and Parents
The St Paul’s Partnership
www.stpaulsbessbrook.org
On accepting a place at St Paul’s High School, it is understood that you, the parent agree with and support our education of your child. In return, we see it as a privilege to be entrusted with this responsibility and in all cases it would be our policy to act in the best interest of the child. Pictured above is our school crest, which you will see on your new uniform and around our school. It contains our school motto. Our motto is written in Latin, and reads ‘In Caritate Radicati’. This means ‘In Charity Rooted’, which is the founding principle of St Paul’s High School, Bessbrook since our school was founded in 1966.
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Contents
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Message from the Principal
4
Message from the Year Head
5
Introduction
6
Aims of St Paul’s
7
School Organisation and Management
8
School Staff
9
Hello from Matron
10
Chaplain
11
The Michael Warde Library
12
School Day
13
Lunchtime Arrangements
14
Buses
15
School Rules / Merit System
16
Parental Requests
17
Making a Complaint
18
School Uniforms
19
School Equipment
20
Programmes of Study
21
Parent Teacher Meetings
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Homework and Marking Policy
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Marking policy
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Special Educational Needs
27
Bullying
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Child Protection
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Appendices
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Message from the Principal
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Dear Year 8 student I would like to welcome you to St Paul’s as we start yet another academic year. I am confident that you will enjoy your time here and that you will have a sound preparation for your adult life. St Paul’s is a very large school but it is actually quite simple to find your way around. You should have no worries about getting lost as there will always be someone around to help you. You can ask any senior student or any member of staff and they will take you to where you want to go. The best way to enjoy St Paul’s is to make up your mind coming here that you will do the best you can. This means wearing your uniform with pride and always being neat and tidy, behaving well at all times at school, on the bus or at home, completing your homework on time and being respectful to your fellow students and all the staff.
St Paul’s is delighted you have chosen to come here and we want to give you the best we can offer, if you have any worries or concerns talk to your Form Teacher or Year Head or to Father Dermot, our Chaplain, or indeed come along and see myself. If there is something you don’t want to tell us then tell your parents at home and they will let us know. Most things are easy to sort out so it’s important you share your worry with someone you trust and who will help you.
I want to wish you the very best for your time in St Paul’s and I look forward to getting to know you and your parents in the years ahead.
Mr Oliver Mooney Principal
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Message from the Year Head
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Dear Parents and Students I would like to take this opportunity to welcome you to St Paul’s High School. This is a time of great change for you and also for St Paul’s. You have arrived at a very exciting era in our school’s history with our new school building and facilities ready for you to use and enjoy. As your Year Head, I appreciate that it will be a daunting time trying to find your way in such a big school, but don’t worry, after a few days it will be as if you were here for years!
When you arrive at out school in late August, you will firstly be placed into your new class and will meet your Form Teacher who will be there to help and guide you during your time here in St Paul’s. If you have any worries or problems, your Form Teacher is the person to turn to for assistance.
In Year 8, you will have one class per week with your form teacher and during this period they will help you to settle in and make your way around the school. You will also meet your Form Teacher every day at Registration and I will speak to you at our weekly Assembly.
Like any large organisation, St Paul’s has a set of rules which are there to help us all and I know you will pay close attention to them. Both your form teacher and subject teachers will help you become familiar with these rules and they are also printed at the back of this manual.
Finally, I hope you enjoy your time in St Paul’s. You will meet some old friends, make many new ones and have many opportunities to develop your all your talents!
Mr. Brendan McArdle Head of Year 8
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Introduction
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Each year, St Paul’s welcomes 225 new students to our school. Although most of our new students can’t wait to make the step up and away from Primary Seven, there are always some worries and anxieties which can affect children as they prepare themselves for the change. Research has shown that the top ten worries are; • • • • • • • • •
Being bullied Not making friends Homework Not being able to do the work Getting to and from school Not being properly equipped for class Not knowing what to do if there is a problem Not getting on with the teachers Getting into trouble
Added to all of these are the many aspects of life in St Paul’s which are different to primary school. Children have to get to know many teachers, wear a new uniform, find their way around the school, cope with a new and complex timetable and may have to travel further to get to school. They will also be responsible for having the correct books in for the many subjects they do and will experience new and different teaching and
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learning styles eg note taking, summarising and referencing. The good news is that after two weeks in school, most of these worries have disappeared as your child begins to learn the new routines and organisational skills necessary in St Paul’s.
The aim of this booklet is to provide you with the information you need to help your child to achieve independence, while supporting them in getting there. Time spent early in establishing habits of work and independence is an investment that will save endless time, battles and heartache in the long run. The habits and routines that children develop in Year 8 are those that will stay with them throughout their time in St Paul’s and often throughout their working lives.
We ask you to read through this book with your child. In doing so, you will become aware of our school routines, procedures and policies and will know what to do if a difficulty does arise. We look forward to welcoming and educating your child and helping them acquire the attitudes and values required to negotiate the challenges of teenage and adult life. Mr. Jarlath Burns Primary School Liaison Teacher
Aims at St Paul’s
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Our school aims reflect who we are as an organisation and define what our purpose is. As a school, they inform and guide us towards making the correct decisions in educating your child. Our school aims are:
1.
To be a community inspired by the Catholic faith, living out Gospel values and reflecting all aspects of our Irish Cultural Heritage.
2.
To enable students acquire a sense of purpose and have a good opinion of themselves by giving all access to a religious, academic, moral, social and physical education with appropriate provision for students with Special Needs in an attractive school environment.
3.
To provide teaching and non-teaching staff with the necessary accommodation, equipment and training to achieve aim (2).
4.
To involve parents, Educational Bodies and Industry in the work of the school.
5.
To foster a spirit of cheerful co-operation and provide a caring environment which promotes high achievement and self esteem among staff and students.
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School Organisation and Management
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St Paul’s is a large school and it takes many people with different and varied roles to ensure it runs smoothly.
The day to day organisation of the school is undertaken by the following people:
Our school is organised by the following people: Board of Governors The Governors are responsible for the educational policies of the school, the appointment of staff and determining their salary, discipline of staff, student admissions to the school, student discipline, school budget and maintenance of building and grounds.
Principal: Mr Oliver Mooney Three Vice-Principals: Our three Vice-Principals are Mrs. Anne Mallon, Mr. Jarlath Burns and Mrs. Una McNulty. They have responsibility for the curriculum, pastoral care, child protection and primary school liaison.
The Board of Governors comprises the following people: V Rev S Larkin PP Lower Killeavy Parish
Extended Senior Management: This team is responsible for examinations, ICT in the school, cover for absent colleagues, lunchtime supervision and other related duties.
(Trustee)
V Rev M Rodgers PP Loughgilly Parish (Trustee)
Year Heads: Each Year Head has responsibility for one year group within the school and will remain with their group from Year 8 until Year 12.
Mrs E Fearon representing Upper Killeavy Parish Mrs M Rafferty representing Dromintee Parish and parents
Form Teachers: Each class has a form teacher who is responsible for the day to day matters affecting their form class. Usually if a child has a difficulty, they are advised to speak with their form teacher initially.
Mrs D Sloan Mr. C Mackin representing Southern Education and Library Board
Heads of Department: Each subject department has a Head and this person is responsible for organising their department, ordering books and resources, updating schemes of work and strategic planning.
Mr J Campbell representing the Department of Education Mrs A Rice representing the parents Mr T McParland representing School Staff Mr O Mooney School Principal
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St Paul’s High School Staff
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Religious Education Mrs M Wilson, Mrs I Smith, Mr L Muckian, Mr T Murney, Mrs M Murtagh, Mrs D Graham English Mrs S McKenna, Mrs T Magee, Miss G McClinton, Ms K McShane, Mrs M Mone, Miss N O’Rourke, Mrs G Campbell, Mrs K McCormick, Miss J Donaghy
Mrs N Murray, Mrs A O Hare, Ms C Maguire, Miss J Donaghy, Miss C McShane, Mr N McArdle, Mr T Murney, Mrs S Kearney, M McManus, Mrs P McGuinness, Miss L Mulholland P.E. Mr J Rafferty, Mr M O’Rourke, Mrs A Hollywood, Miss C Murphy, Mrs P O’Hare-Armstrong, Mr B Shannon, Mr M Rafferty
Drama Ms P Lynch
Music Mr C Murphy, Ms B McAvoy, Mr P Slane
History/Geography/Environment & Society Mrs A Mackin, Mr E McCaffrey, Mrs A M Murray, Mr D McKenna, Mrs B Cunningham, Mr N McArdle
Health and Social Care/Sociology Mrs C Fearon, Miss C McShane, Miss S Duncan, Ms. C Maguire
Mathematics Mr M McKey, Mr E Hollywood, Miss U McLaughlin, Miss M Keenan, Mrs B McArdle, Mrs Á Kearney, Miss L McConville, Mrs M Laverty, Miss E Dunne, Mr M Canavan
Learning Support Centre Mr P McAvoy, Mr C O’Hare, Ms V Hillen Success Maker Mrs M Laverty
Information and Communication Technology Mrs B Murray, Mrs S Bradley, Mrs K Trainor, Mr P Caldwell, Mrs G Hughes
Vocational Education Programme Ms M McManus, Miss J Donaghy, Mr M Canavan
French Mrs M McMahon, Mr L O’Keeffe, Mrs S Pelissou
Employability and Careers Guidance Mrs S Kearney, Ms C Fearon, Mrs B McConville, Mrs P McGuinness
Irish Mrs N Murray, Mr J Burns, Mr D Murray, Mr S Quinn, Mr.P Slane, Mr. C. Murphy
Office Staff Mrs B Fleming, Mrs J O’Neill-McStay, Miss S Barry, Mrs. M. Murphy
Science Mrs U McNulty, Mrs A Kimbley, Mr N McKevitt, Mr P Hollywood, Miss K Traynor, Mrs B McConville, Mr J Digney, Mr J Murray, Mrs C Rafferty, Mr B Lenagh, Miss M Sweeney, Miss L O Connor, Miss S Duncan Miss M McNamee, Miss S McCabe
Receptionists: Caretakers: Librarian: Science Technicians:
Art Mr T McParland, Mrs S O’Hare, Ms O Magee, Mr B McArdle Spanish Mrs N Murray, Miss. L Mulholland Technology and Construction Mr S O’Neill, Mr C Byrne, Mr B Connolly, Mr B Geoghegan, Mr D Murray, Mr J Quinn
Technology Technician: Home Econ. Technician: Senior ICT Technician: ICT Technicians:
Miss K Moore, Miss S Britton Mr L Vint, Mr K Kearney, Mrs M Morgan Mr T Reidy, Mrs T O’Hare, Mrs M Shevlin Mr G Morris Mrs C McDonnell Mr M Browne, Mr C Starrs, Mr D Murphy, Miss N McShane, Mr C Casey Mrs A Meehan Rev Father D Maloney Mrs C McAnulty Mr S Monaghan Mrs R McClorey Mrs J White
Home Economics and CACHE Mrs M Tate, Mrs S Kearney, Mrs B Fegan, Miss G O’Neill, Miss L McLoughlin
Matron: Chaplain: Reprographics Technician: Education Welfare Officer: Canteen Supervisor: Cleaning Supervisor:
Business Studies Mrs P McGuinness, Mrs A O’Hare Learning for Life and Work
Over the summer, new appointments will be made to the teaching staff
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Hello from the Matron
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Hello students, My name is Angela Meehan. I am the school matron and if you feel unwell, you can visit me. Just mention to your teacher you feel unwell and he or she will make a little note in your Student Planner. Remember – you cannot see me without permission from a teacher. During the year also, it is likely that we will need your parent’s signature on a medical form to allow you to get an injection. We would ask you to ensure that this is returned as soon as you receive it. No child will be seen by the Doctor, Nurse or Dentist without parental consent.
Additional information for parents It is my policy to administer painkillers to students complaining of headaches or tummy pains. Any parent who does not wish their child to receive a painkiller, is asked to let me know in writing. Any child who needs to take medication can receive it from me at 11.55am in my room. I will keep all regular medication in my room and administer it in accordance with parental wishes and medical advice. If a child becomes unwell or has an accident in school, I will endeavour to inform parents as quickly as possible and will administer basic first aid. However, in the event of a serious mishap requiring hospital attention, we take the child directly to Daisy Hill Hospital and parents will be asked to meet us there.
Students are not permitted to contact home and arrange to be collected when they are ill. Matron or your child’s Year Head/Form Teacher will contact you if your child requires collection from St Paul’s.
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Chaplain
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My name is Father Dermot Maloney and I am your school chaplain. I celebrate Mass every morning in the new school Oratory at 8.40 am. At the beginning of the year I will visit all Year 8 classes to give you a chance to get to know me. Every week at your Year 8 Assembly I will speak to you and lead you in prayer. At the end of October there will be Mass to mark the beginning of your time in St Paul’s which your parents will be invited to. During Advent and Lent you will have the opportunity to avail of the Sacrament of Reconciliation when I will invite priests from neighbouring parishes to hear confessions. One of the high points of Year 8 is your retreat which takes place outside school. It is always a very enjoyable day. In Year 8 you will be invited to join the Pioneer Total Abstinence Association. There will be quizzes and other activities for members. As chaplain I am there for you. If for some reason you find it difficult to settle into your new school you can come to talk to me and I will help you as best I can. At any time during your time in St Paul’s if you experience any difficulty I am there with a listening ear. Oh Glorious St. Paul , By Your Prayers And Example, Enable Me To Become A Better Person. More Considerate Towards Others, More Honest With Myself, More Faithful To God. Give Me The Courage To Accept The Pains And Problems Of This Day, Always Rejoicing In The Lord. Through Your Prayers May I Be ‘Rooted In Love’, Always Loving God In Fidelity To Sunday Mass And Daily Prayer; Always Loving My Neighbour, Especially My Family And Friends. Make Me Patient And Kind, Never Jealous Or Rude. Give Me The Strength To Trust, To Hope And To Endure Whatever Comes. May I Always Know In My Heart What You Taught So Well; That There Are Only Three Things That Last – Faith, Hope And Love And The Greatest Of These Is Love. Amen I hope you will enjoy your time in St Paul’s.
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The Michael Warde Library
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School Librarian: Mrs Michelle Morgan Teacher Librarian: Mrs Theresa Magee Opening Hours: Before School 8.30 – 9.00 School Hours 9.00 - 3.20 After school 3.20 – 4.15
Dear Readers! The School Library is a great learning resource here in St. Paul’s. It is a quiet, comfortable, relaxing environment where you can read, research for projects or use the Internet. The new purpose built Library is situated on the 2nd Floor of the New Block next to 6th Form Study and near to ICT and Careers. It has the capacity to accommodate a class of 30 pupils as well as offering up to 30 6th Form study seats. The extensive book stock offers pupils a wide variety of resources and includes fiction, non-fiction and reference. There are currently over 14,000 books as well as a range of magazines, CDs videos and DVDs. There are currently 9 networked computers with Internet access and the full range of Microsoft Applications. Year 8 pupils visit the library every two weeks with their English teacher but are also encouraged to use the library before and after school to research projects. In Year 8 the pupils participate in a Library Skills Programme to enable them to use the facilities effectively. Issuing books is now done by fingerprint recognition and each Year 8 pupil will have their fingerprint scanned on their first visit to the library. A new state of the art security system has also been installed. There are many events and competitions for Year 8 pupils throughout the year including the Year 8 Christmas Poetry Competition in December, World Book Day in March, and School Book Week in April. Information on all Library events can be found on the Library News page at http://www.stpaulsbessbrook.org Our Library is named after Mr. Michael Warde who was our first School Principal back in 1967 when the school was opened. It was officially opened by him in December 2005. I look forward to seeing you all in September. Happy Reading! Mrs Michelle Morgan
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School Day
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Our school day begins at 9.00 am and ends at 3.20 pm. Each lesson lasts 40 minutes. At 10.30am there is a short ten minute break. Students remain in class during this time and are allowed to have a snack.
Below are times of classes: Registration
9.00 am
Lesson 1 Lesson 2
9.10 am 9.50 am
Break
10.30 am
Lesson 3 Lesson 4
10.40am 11.20am
Lunchtime 5
12.00pm
Lesson Lesson Lesson Lesson
12.40pm 1.20pm 2.00pm 2.40pm
6 7 8 9
School Ends
3.20pm
Registration takes place at 9.00 am. It is very important that your child is in school on time to avoid being marked absent for the day.
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Lunchtime Arrangements In St Paul’s we operate a ‘staggered’ lunch system. Year 8 Lunch lasts from 12:00 pm until 12.40pm. Students have three options during lunchtime: school dinners, packed lunch, or going home. All students purchase dinners using fingerprint technology. Students who have free dinners have their £2.15 allowance credited to their account each day, but are unable carry this money over, or spend more than this amount without topping their account up at one of our revaluation units which are located at various points in the school building. School dinners consist of a hot meal with a varied choice, a ‘hand held’ dessert and a fruit juice drink. School dinners are recommended as they represent good value for money and all students to eat together in a relaxed, social situation. For those who take lunch, healthy eating is encouraged and we would ask that glass bottles are
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not given to students with their lunch. If you wish your child to go home for lunch, a signed note is required. A laminated pass will be issued upon receipt of this note.
Healthy Break Students have a break which lasts from 10.30am until 10.40am. Year 8 students take their break in class with the classroom teacher present. St Paul’s recognises that good attitudes towards food are established in childhood, as eating habits developed at this stage are carried out throughout life. The most suitable drinks are water, fruit juice and diluted orange. Fizzy drinks are not recommended The most suitable foods are fruit, yoghurts, cream crackers, bread or plain biscuits. We ask for your support in promoting a healthy break in St Paul’s.
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Buses
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In St Paul’s, we have twelve buses that provide daily transport to and from the following towns and villages: Name of Bus
Type of Bus
Destination
Hagan’s Bridge
Ulsterbus
Killean
Cloghogue
Ulsterbus
Cloughoge and Jonesborough
Jonesborough
Usterbus
Jonesborough and Meigh village
Murray’s Corner
Ulsterbus
Keggal Rd. to Meigh
Dromintee
Ulsterbus
Dromintee (and Carn Road)
Kilnasaggart
Ulsterbus
Kilnasaggart area
Carrivemaclone
Ulsterbus
Chancellor’s Road and Dublin Road
Newry
Ulsterbus
Newry
Barcroft
Ulsterbus
Loanda and Barcroft.
Newtownhamilton
Private Hire
Belleeks, Newtownhamilton
Whitecross
Private Hire
Whitecross and Tullyah
Ballymoyer
SELB Bus
Ballymoyer, Lisummon
Newtownhamilton
SELB Bus
Newtownhamilton (Country)
Lislea
SELB Bus
Tierney’s Cross, Mullaghbán
Students who live in the Camlough and Bessbrook area usually walk to school. Occasionally Year 8 students miss the bus home. In the event of this happening, it is very important that they have the phone number of a responsible adult who can come and collect them. This limits the amount of distress felt by a child who has missed the bus. If your child needs to remain behind after school for extra-curricular activities, they can pick up an after-school bus pass at the Main Office. Only students remaining behind for organised extra-curricular activities will be issued with a late bus pass.
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Entrances/Exits To minimise the potential for accidents, only staff cars and supply vehicles are allowed to enter the school car park. We ask that all children be dropped off outside the school and for parents to refrain from parking at the school gates. We would also ask parents not to turn at the school gates as this increases the risk of accidents. We would also request that if your child lives within walking distance to school, that you refrain from dropping them off. To ensure the safety of our students, all school entrances and exits are monitored by CCTV cameras.
School Rules
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To ensure the smooth running of our school, we have eight school rules which we call our Code of Behaviour. This is a set of instructions which students must obey if they are to succeed at St Paul’s. Our Code of Behaviour is as follows: 1.
I will come to class on time with my homework completed and with all the materials and equipment that I will need.
2.
I will follow the directions of the teacher first time given.
3.
I will keep hands, feet and objects to myself.
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I will raise my hand and wait to get the attention of the teacher.
5.
I will sit in the seat assigned to me and remain there unless instructed to do otherwise.
6.
I will not swear, use bad language, tease, bully, name call or answer back.
7.
I will not eat drink or chew gum in school.
8.
I will wear my full school uniform.
All school rules are contained in our Students Code of Conduct which is contained at the back of this book.
Merit System St Paul’s aims to promote high standards of behaviour, self-discipline and learning through positive encouragement and reward. When a student does something well, their teacher will recognise this by speaking to them in class, writing comments on their work and giving high marks. Outstanding effort or achievement may be rewarded through the school Merit System. Students are judged on behaviour, punctuality, homework, class work and uniform. If a student succeeds in these categories, they gain weekly and monthly merits. Merits earned in this way contribute to the award of prizes and certificates at the end of term.
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Sanctions
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If students fail to meet our required high standard of behaviour then they should expect to be sanctioned.
Each teacher will write a comment after every lesson and the plan will be checked by the form teacher and sent home for parents to sign each day.
Detention for up to 40 minutes may be imposed and parents will receive 24 hours written notice explaining the reason why. It is the responsibility of parents/guardians to arrange transport home for students who are placed in detention. If students consistently misbehave, they might be placed on a ‘Target Plan’. In consultation with parents and Form Teacher, the student identifies three areas or targets, where they realise they need to improve. They then write these in their ‘Target Plan Book’ and carry this around with them.
In serious cases students may be excluded from school for a period of time and then invited to come in with your parents and agree to accept a written Code of Conduct before being re-admitted. As a last resort, students may be excluded from school and the reasons notified to School Governors and the Council for Catholic Maintained Schools (CCMS).
Parental Requests Although our policy is to encourage that appointments are made after school hours, occasionally it may be necessary to take your child away from school for a medical or dental appointment. This can be done through the Student Planner under the heading ‘Parental Requests’. Parental Requests Date
Time
Reason
Parent
Teacher
Parents are requested to fill in the relevant information on the form. We cannot allow students to leave the school premises without this form being filled in and signed by a parent. You are also asked to check this page regularly in the planner. We cannot allow students out of school on receipt of a phone call, since we do not always know who is making the call. When your child leaves the school they must sign out at Reception.
If your child is absent... Please phone St Paul’s and inform Reception of your child’s name, reason for absence and expected date of return to school. Our telephone number is 028 3083 0309. St Paul’s operates the ‘Lesson Monitor’ system. This is an internet based computer program which automatically records attendance before each lesson. In the event of long term absence, it would be appreciated if parents could phone the school to explain the reason and give the school some indication of length of absence. If your child is to be absent for a lengthy period, it is also essential that arrangements are made to have work sent
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home, either through a friend in school, or through the Form Teacher. When your child returns, please send in a note of explanation to their Form Teacher. It is imperative that the school is kept informed at all times of changes to addresses, telephone numbers and particularly mobile numbers. Such changes must be listed on the appropriate form, which is always available in the office.
Making a Complaint
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In St. Paul’s we rely on feedback from our parents and regularly ask for their opinions on aspects of school policy and procedures. It is important to us that lines of communication are always open and that parents can feel at ease in making an observation on something that they feel is not right in our school. If you wish to make a complaint, the following procedure applies; If the complaint is about the behaviour of another pupil, please ask for an appointment with the form teacher If the complaint is about work, homework, or aspects of the curriculum, please ask for an appointment with the Year Head. If the complaint is about a teacher, please ask for an appointment with the principal. Before the meeting, it is advisable that you have written down, in point form, the details of the complaint and where possible, have some other evidence that might be of use in stating your case. After the meeting, the person with whom you have met will get back to you after they have investigated the matter.
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School Uniforms
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School uniform must be worn at all times by students. Our school uniform is detailed below: GIRLS Trutex Box-Pleated Skirt (dark grey, knee length) White Blouse School Tie Maroon School Jumper (V-neck, fine knit with school crest) Maroon Socks or Tights Blazer BOYS Charcoal Grey Trousers Grey Shirt School Tie Grey School Jumper (V-neck, fine knit with school crest) Blazer In the interests of Health and Safety no jewellery is permitted. Runners and boots are not allowed as school uniform. Shoes must be the required height. P.E. KITS P.E. kits for all students may be purchased in O’Neills Sports Store, The Quays Newry. School Uniform Tips Label every piece of uniform, including shoes. Although changing rooms are locked up, sometimes carelessness after PE class can lead to students losing items of clothing. Have spares of essentials at home if possible. Ties in particular are easily lost at home and in school. Encourage your child to change their clothes as soon as they come home from school. Remember that PE kit must be worn in full. Have a special note of the day PE is on the timetable to avoid the PE uniform being forgotten. Official Stockists Mc Evoy’s, Monaghan Street, Newry Saints and Scholars, Mill Street, Newry Moorheads, Fountain St. Bessbrook O Neills, Unit 1, The Quays, Newry Galloghly’s, Belleeks
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School Equipment
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Every student is expected to provide the following basic items of equipment for every lesson:
Black or blue ballpoint pen
Ruler 12”/30cm
Pencil (and a spare)
Calculator
Pencil eraser
Protractor
Coloured pencils/fine fibre tips
Rough Notebook/Jotter
Pencil sharpener
Set square
Pair of compasses
Tipp-Ex®/Liquid Paper is not allowed in school and must not be used in any school work. Text books and specialised equipment will be issued on loan and students will be required to pay for any loss or damage to school property. School Equipment Tips Although we are working towards reducing the weight of school bags, some students still carry all their books into school every day. Research has shown that this can contribute to back problems later in life. In the first few weeks, establish a routine for ‘emptying the bag’ to ensure that only books required for that day will be taken into school. Encourage your child to glue any worksheet/odd bits of paper into their workbook if possible each night. This makes it easier to study at a later date. Ensure your child checks his/her planner for any reminders/notes each night. Sometimes your child will have to bring in ingredients for Home Economics. Children enjoy cooking, and it is an important life skill. It is better to get ingredients in good time to avoid any difficulties on the day. These are usually noted in the diary one week in advance.
Mobile Phones Camera mobile phones are strictly forbidden in school and will be confiscated. Ordinary mobile phones should not be brought into school as a pay phone is available in the foyer. Students must not bring valuable items to school e.g. mobile phones, PSPs, MP3 Players etc. Should such non essential items be brought to school and lost, their disappearance will not be investigated by school staff.
Lost Property Lost property should be handed into the school office without delay. If your child loses something they should enquire at the school office and if the item has not already been handed in, they should tell their Form Teacher. Mobile phones and items of expensive jewellery often end up as ‘Lost Property’ because none of these
Special requirements may apply to other subjects.
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Programmes of Study
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In Year 8, your child is likely to study 12 subjects.
Students also work on three collaborative units.
These are Maths, English and Science; RE, Irish, French and Spanish, Music, PE, Home Economics, LLW(Learning for Life & Work), ICT and Art.
A project ‘My Identity’, involving research on the family and the local area An enquiry on Carrickfergus Castle, including a visit to the site‘Coping with Disaster’, which examines coping strategies with flooding and disease in the past and present across the world.
Below is a short summary of topics covered in each of these subjects in Year 8. This should give you an idea of what your child is studying in school and what they should be revising in times of exams.
Art
The following topics are covered in Art & Design in Year 8; Graphics - name and Logo, Colour - colour circle, tints and shades, Painting - self-portrait, I.C.T. - Christmas card design, Fine Art/Collage - landscape, Texture - house theme, Repeat Pattern - colourway, Pointillism - butterfly theme, Ceramics – 3-D pot Textile Design - fabric work.
Assessment in each topic will cover skills as well as knowledge.
French
French is taught through the four skills of Listening, Speaking, Reading and Writing. Using the most recent technology, the course is presented in commercially produced packages which are tailored to meet the specific abilities of each student. Our Year 8 students will be introduced to the life experiences and culture of an eleven year old French student and his/her family. Year 8 topics include:
Our Attainment Targets are: Investigating through researching, recording, experimenting and analysing and Realising thoughts, feelings and ideas through the use of visual elements In Year 8 emphasis will be placed on experimenting with a variety of media and recording ideas.
English
In Year 8 English, students study the three genre in literature; prose which consists of fiction and non fiction, poetry and drama. They study the main features and the key terms of each genre. They are assessed on completion of each unit of study.
Environment and Society
This is a new ‘skills based’ way of studying topics from History and Geography. The areas covered include: Mapwork, Norman Castles, Settlement, Medieval Vilage Life and The Black Death.
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Myself, My home, My pets, Colours, Sport, Clothes, Time, Weather, Numbers and Hobbies.
Home Economics
The following topics are covered in Home Economics in Year 8: Introduction to Home Economics., Safety & Hygiene rules, Basic First Aid, Measuring, Table setting, Cooker Management, Dietary Guidelines, Why we eat, Food Storage, Choosing Food, Family roles, Conflict and Compromise, Needs of family members, Types of shops, Labelling, Budgeting. Topics are assessed approximately every six weeks. Students participate in a range of practical activities in conjunction with theory: Milk Shake, Breakfast, Fruit Crumble, Fruit Salad, Scrambled egg on toast, Paddy Pizza, Potato & Leek Soup, Pasta, Pancakes, Packed Lunch. There is one Attainment target – Home Economics Competence.
Programmes of Study
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Irish
Maths
The following topics are covered in Irish in Year 8. Myself, The Classroom, Days, Months and Seasons, The Weather, Numbers, The Clock, Diary of the Day, Hobbies. Our four Attainment Targets are Listening, Speaking, Reading and Writing. In Year 8, emphasis is placed on developing the student’s speaking skill. Each topic lasts approximately five weeks and an assessment is carried out at the end of each unit. In Year 8, we encourage students to pay their first visit to the Irish colleges of the Donegal Gaeltacht. The two week course is organised by Coláiste Mhuire, Loch an Iúir and is specifically designed for Year 8 students. This gives the students their first taste of Irish as a spoken, living language and they usually have a wonderful time.
ICT
ICT in year 8 is part of an ongoing programme aimed at preparing students for ICT accreditation at Key Stage 3. Students will be encouraged to develop their skills in the use of various Microsoft software packages reflecting real life experiences when the opportunity arises. Particular emphasis is placed on the use of Microsoft Word where students can become competent in their use of the essential skills in word processing to enable them to incorporate such into all subject areas. Students will be educated in aspects of Health and Safety when using computers and good practice in File Management.
In Mathmetics, we cover the following topics during Year 8: Numeracy: The Four Rules revisited Graphs: Conversion graphs Statistics: Diagrams and chart/Pie charts/Questionnaires Estimating: Powers and roots/Menta maths/Estimation Algebra: Number patterns/Function machines Transformations: Reflections/Translations/ Rotations/Enlargement Angles: Parallel lines/Polygons/Bearings Negative Numbers: Ordering/Rounding Percentages & Fractions: Calculating percentages/ Relating percentages/fractions and decimals Probability: Number line/Probability spaces Ratio: Proportion/Maps and Scales Area: Perimeter and area Volume: Prisms Straight lines: Gradients of straight lines/Intersecting lines Statistics: Averages/Range/Frequency polygons Trial and improvement:Trial and improvement/Inequalities/ Order on a number line
Music
The following topics are covered in Music in Year 8: Pulsation The building bricks of Music Time Keeping Instruments of the Orchestra Illustrative and Film Music
LLW (Learning for Life & Work) In Year 8 students study 3 core units in Citizenship. Each unit addresses key concepts which are expressed as questions. These are outlined below:
The music curriculum consists of three main elements. They are Listening, Composing and Performing. Each element is assessed through the above topics. Tuition is offered in the following instruments here at St Paul’s Violin Flute Trumpet Viola Oboe Trombone Cello Clarinet French Horn Double Bass Saxophone Beginners Guitar Singing Advanced Guitar Extra Curricular activities in Music include: Choir Orchestra Traditional Group
Introduction to Local and Global Citizenship What is Citizenship? What do I already know and think about these issues? How will we discuss these issues? Diversity and Inclusion How is my class/school diverse? How is my community diverse? Human Rights and Social Responsibility What is Social Responsibilty? What are Human Rights? How can we live out the values of Human Rights?
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Programmes of Study
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Physical Education
Religious Education
Boys PE Term 1
The following topics are covered in Religion in Year 8; New Beginnings; I am Special; The Bible (Old and New Testaments) Choices; Palestine (The land of Jesus’ Birth) Jewish Religion; The Apostles; Parables; Sacrament of the Eucharist; and Your Parish. Key events and dates in The Church Calendar are celebrated; Advent, Lent, Easter. We have recently begun the new programme ‘Fully Alive’, which is a direct follow on from the children’s Religion programme in primary school ‘Alive O’
Fitness Testing Bleep Test (20m shuttle run) 10 x 5m sprint Sit ups Standing Broad Jump Grip Strength Sit and Reach Gaelic Football
Term 2
Cross Country Basketball Swimming
Term 3
Athletics and Team Games
Science
Topics covered in Science include: Investigating Science Materials and Matter Energy and Forces Magnetism and Electricity Classification Adaptation Environment and Pollution Food chains and Webs Cells and Body Systems
Girls PE Term 1
Fitness Training Bleep Test (20m shuttle run) 10 x 5m sprint Sit ups Standing Broad Jump Grip Strength Sit and Reach Gaelic Games Camogie Gaelic Football
There is differentiation within these topics for students of differing abilities. Students cover the attainment targets for Chemistry, Biology and Physics. Attainment target 1 is practical investigative work and this is covered in each of the above topics.
Term 2
Cross Country, Dance, Swimming
Term 3
Netball, Bench Ball, Dodge Ball, Athletics, Rounders
Each student has a self assessment booklet which they use after each assessment which is completed at the end of every topic.
Spanish
Extra Curricular Girls PE: Gaelic Football, Dance, Camogie, Netball, Cross Country Running All students are expected to participate in PE. If a student cannot participate, they need a note from their parents. Extended periods of absence from PE require a doctor’s note. Students who do not participate in PE are sent to one of the PE classrooms where they do theoretical PE. This includes students who have a note. Theoretical PE concentrates on the knowledge, skills and understanding of exercise and sport.
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Spanish is taught through the four skills of Listening, Speaking, Reading and Writing. Using the most recent technology, the course is presented in commercially produced packages which are tailored to meet the specific abilities of each student. Our Year 8 students will be introduced to the life experiences and culture of an eleven year old Spanish student and his/her family. Year 8 topics include: Myself, My home, My pets, Colours, Sport, Clothes, Time, Weather, Numbers and Hobbies.
Programmes of Study
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SuccessMaker
Technology and Design
It assesses students’ abilities and differentiates material so that each student is presented with activities at an appropriate level. Lessons provide materials for curriculum enhancement and can be integrated with other classroom activities. It encourages the classes to develop Literacy, Numeracy and IT skills ( Levels 3 – 8 ).
1. All aspects of safety. 2. Basic electronics. 3. Knowledge of materials relevant to projects made. 4. Tools and processes. 5. Machines - Pedestal Drill and Linisher. 6. Basic pneumatic circuit and components. 7. Micro-electronics. 8. Design Process. 9. Graphical presentation/communication. 10. Computer graphics and circuit design.
In 2002 St Paul’s invested in SuccessMaker. This is an Independent Learning Programme presently used with Years 8, 9, 10 B-band students 4 periods weekly.
Topics covered/experience gained:
Strengths and weaknesses are detected using Gains and Course Reports. There have been significant gains in students’ performances in English, Maths and ICT.
Our attainment targets are: Designing Manufacturing Communicating Energy and Control
The programme has raised the levels achieved in KS3 Maths, English and Science. Students’ have become more ICT competent and were rewarded with certificates at Junior Prizegiving 2004. Parents are informed of students’ progress through record booklets and a standard letter. Homework is given on a regular basis. English, Maths and Spelling booklets have been designed to reinforce the basic skills. This programme has had a positive impact on teaching and learning in St Paul’s and has developed the students’ confidence in Literacy, Numeracy and IT skills.
Parent Teacher Meetings Throughout the school year there will be opportunities for parents to meet teachers. There is also one evening when all teachers make themselves available to speak with parents regarding their child’s progress.
names of their teachers. You need to bring this with you on the night. It is also advisable to speak with the form teacher, because they have a good general picture of your child’s progress.
Our Year 8 Parent Teacher Meeting will take place around the last week in February from 4.00 pm until around 6.00 pm.
During the year also we may invite you to come in to attend the following evenings;
We cannot overemphasise the importance of attending this evening for the following reasons; it gives you an opportunity to get to know your child’s teachers it allows you a chance to raise any issues you may have in a particular subject it gives you an opportunity to see how your child is progressing and what strengths/weaknesses they may have. You will receive about a fortnight’s notice of the meeting and your child will bring home a page on which is written the
Parenting Programmes. All new parents are invited to attend a five/six week parenting programme. This is teacher led, taking place in the evening and to date has proved to be enjoyable for those who participated. Paired Reading Programme. Year 8 Parents are invited to participate in a paired reading programme during Lent each year. This is explained in full at one evening meeting. You are welcome to see your child’s form teacher at any other time. All we ask is that you make an appointment.
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Homework
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In Year 8, students will be given around fifteen minutes per night on each homework item. Homework is both important and necessary and if done regularly throughout school can be equivalent to an additional year of study! On evenings where there is little homework, revision should be undertaken. Try to encourage your child to do their homework at the same time each day in a quiet place where they are free from distraction. Students are likely to achieve more by working regularly for relatively short periods (say 30 minutes at a time) than in a single long session when their concentration will lapse. The TV and radio should be turned off and ideally they should do their work at a table or desk. It is important that homework is not left until last thing at night as your child will be tired and unable to produce work which does justice to his/her ability. Above all, they should plan ahead to make the best use of time and not leave projects, coursework or homework until the last minute! At the beginning of each year each student is given a Student Planner. This has a number of functions; To remind the students of the homework they have each night To give teachers an opportunity to communicate with parents and vice versa. To help students to organise their work and plan in advance The Student Planner also contains pro forma notes to fill in if your child is absent, or needs to leave school. You will also see information in the planner about the frequency of your child’s visits to the school matron, since teachers fill in the child’s details on page of the diary if he/she feels unwell. We ask parents‌ To be patient and encouraging with their child. Not to do the homework for the child. To check over the homework and sign it. Ensure schoolbag is packed and ready for the next day. To sign the Homework Diary each weekend.
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Marking Policy
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Below is our common marking policy. This ensures a consistent approach throughout the school. Symbol in the LEFT margin
Written in the Text
a r s Sp
The point underscored
Indicates: A good point or correct
Action: ( by pupil) I note this point for use in future work.
The point underscored
An incorrect point.
I write down the correct point and /or discuss it with my teacher.
The point underscored
Something doesn’t make sense.
I discuss point with my teacher and amend, or expand, as necessary.
A Spelling mistake.
I write the correct spelling in the margin.
A Word or phrase is missing
I read through my work carefully before handing it up for correction.
The word circled.
Word ^
In the text ^
FS
In the text.
A Full Stop is required.
If necessary, I discuss with my teacher the reason why a full stop is required.
CL
the letter underlined
A missing Capital Letter
If necessary I will discuss with my teacher the reason why a capital letter is required.
NP
[ in the text
A New Paragraph is required
If necessary, I discuss with my teacher the reason why a new paragraph is required.
NAS ––––
a phrase underlined
Not A Sentence
If necessary, I discuss with my teacher The reasons why this is not a sentence.
Assessment We at St Paul’s pride ourselves in our continual teacher observation and assessment as each child progresses through the school. Around Hallowe’en, all Year 8 students undertake the MidYis formal diagnostic test. This test measures students’ academic aptitude and indicates their potential rather than what they have been taught – or how well they have been coached for a particular test. An aptitude test helps to distinguish between high ability and hard work, or between low ability and underachievement, both important differences for teachers.
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You will receive three reports during the school year about your child’s progress; a written report after Christmas, an oral one from the Parent Teacher Meeting and the second written one at the end of year. If you have any concerns arising from any of the written reports, you are asked to contact the school. If the school has any concerns about the report, we will contact you.
Special Education Needs
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Mr McKevitt has responsibility for co-ordinating a whole school approach to Special Educational Needs within the school. St Paul’s recognise that all children have individual learning needs. A child has special educational needs if he or she has a learning difficulty, which calls for special educational provision to be made. As early detection is vital in dealing with a special need, the above assessments are extremely important to the school in identifying special educational needs at the earliest possible stage; indeed, a child can be considered to have a special need if their ability or attainment is deemed to be far in advance of their peers. A child has a learning difficulty if he/she: Has a significantly greater difficulty in learning than a majority of children of the same age. Has a disability, which prevents or hinders the child from making use of educational resources which are appropriate to their age group. Has underdeveloped social skills and may show signs of emotional or behavioural difficulties. Special Educational provision means assistance which is additional to or different from that which is provided for children of the same age.
Identification of Special Needs in St Paul’s It is vital that identification of and provision for children with special needs is made at the earliest possible stage. Information will come via parental consultation, pre-school development, and consultation with therapists regarding health issues etc. Within class, teachers will look for the following indicators of special needs concerns; Child falling behind the peer group Relationship problems with peers Behavioural issues Physical, sensory issues Frequent absences Difficulties at home Child significantly ahead of their peer group Commercial test results While teacher observation plays a major role in the detection of learning difficulties, the standardised tests referred to above may also be used to support/clarify the teacher’s judgement.
What do we do for Children with Special Educational Needs In St Paul’s, we do the following for children who have been identified as having Special Needs; We plan remediation programmes in light of the diagnosis from the testing above. We will implement an Individual Education Plan (IEP) for the child. We will make contact with the parent and keep them informed throughout the process of remediation. We will evaluate the child’s progress and make changes where necessary. This progress is monitored and recorded. We will offer smaller teaching groups. We will offer extra support through SuccessMaker and Learning Support Assistants.
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Special Education Needs
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Special Educational Needs Code Of Practice In recognising that there is a continuum of needs, there is a five stage approach applied to identify and assist our students who have special educational needs. Stages 1, 2 and 3 are school based, calling as necessary on external specialists. At Stages 4 and 5, the Board shares responsibility with the school. Stage 1: teachers identify and register a child’s special educational needs and, consulting with Mr McKevitt, the school’s SEN co-ordinator, take initial action. Stage 2: Mr McKevitt takes responsibility for collecting and recording information and for co-ordinating special educational provision, along with the child’s teacher. An Individual Educational Plan (IEP) is drawn up which takes the child’s needs into consideration. Parental support is essential for the success of the plan. Stage 3: teachers and Mr McKevitt are supported by specialists from outside the school. Stage 4: the Board considers the need for a statutory assessment and, if appropriate, makes a multidisciplinary assessment. Stage 5: the Board considers the need for a statement of special education needs; if appropriate, it makes a statement and arranges, monitors and reviews provision.
Bullying Bullying is a highly distressing and damaging form of abuse and is not tolerated in our school. All staff are vigilant at all times to the possibility of bullying occurring, and will take immediate steps to try and stop it happening, to protect and reassure the victim and to discipline the bully. Parents of both victim and bully will be personally contacted immediately bullying behaviour is identified. Any complaint by a parent that their child is being bullied will be fully investigated by the designated teacher for child protection, and team action will be taken to protect the victim. This will usually include ensuring that another child or small group of children befriends and supports the child being bullied during the school day. A parent making a complaint about bullying will have a personal response from the designated teacher within one week of making the complaint, indicating the investigation which has been carried out and the action being taken. The sanctions taken against a student who bullies will depend on the seriousness of the case, but will include the loss of any privileges or position of responsibility he/she holds in the school. His/her behaviour will be carefully monitored until staff are satisfied that the problem has stopped. If a student’s bullying behaviour persists, the second stage will be to instigate the child protection procedures described in Appendix 3.
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Child Protection
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PROCEDURE FOR REPORTING AN INCIDENT OF CHILD ABUSE IN ST PAUL’S Child makes a disclosure to teacher or teacher had concerns about child either as a result of one observation or many observations over a period of time.
Teacher refers matter to designated teacher, discusses with designated teacher, make full notes. Designated Teacher: Mr Jarlath Burns, Vice Principal Deputy Designated Teacher: Mrs Anne Mallon, Vice Principal If there is any doubt about whether to take further action, advice is available from: • CCMS Senior Management Officer (Schools) • ELB Designated Officer. • Social Services.
Designated teacher meets with Principal (in case of Principal’s absence Vice Principal) to plan course of action and ensures that a written record is made. When seeking advice you do not have to give any names. You are making an enquiry.
Principal/Designated Teacher makes referral to: Social Services and Care Unit. Copies of proforma to: C.C.M.S. Senior Management Officer (Schools). E.L.B. Designated Officer. Indicate that it is a Child Protection issue in an envelope marked “CONFIDENTIAL”.
Other Action: Record Advice given. Monitor. Review Rainbows
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Child Protection
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St Paul’s is fully committed to the Rainbows Project. This is an organization that fosters emotional healing among children grieving a loss from a life-altering crisis. This can be bereavement, divorce, separation, or any painful transition in their family. The Rainbows Project in St Paul’s is co-ordinated by Mrs Imelda Smith. A review of the research on the effects of life altering crises on children identifies several risk and protective factors that may have a substantial influence on children’s short and long term adjustment. Protective factors include contact with adult caretakers, support from family members, other adults, and peers, and participation in group therapy. The Rainbows Programme provides several of these protective functions: • Helps children to better understand their feelings about personal loss via small peer support group atmosphere led by one of the above teachers. • Supports children’s ability to demonstrate rule-governed behaviours by enhancing self-esteem. • Supports children’s ability to use effective coping strategies. • Provides children with opportunities to enter and re-enter the programme when they reach different ages and stages in their grieving process. Health and Safety Mr L O’Keeffe has responsibility for Health and Safety within the school. It is our aim to provide and maintain safe and healthy working conditions for all staff and students and to encourage a safety culture within the school. St Paul’s is a health promoting school where we seek to create a safe, stimulating environment, which will enable our students to achieve their physical, psychological and social potential. Smoking We at all times encourage our children to refrain from starting the habit of smoking. As part of our pastoral care themes, the dangers of smoking are outlined and highlighted. If we suspect that your child may be smoking, we will contact you immediately. All student toilets in St Paul’s are fitted with smoke alarms. To ensure that children are given good example and protected from the danger of passive smoking, St Paul’s has been designated a non-smoking building.
Fire Drill Fire Drills are carried out at least once a year. Students and teachers are made aware during these times of the procedure and appropriate action in the event of a fire/emergency in the school. A continuous bell will sound, students and teachers walk to designated assembly points where a roll call takes place. Any missing children are reported to the principal. Once the school has been evacuated, no one under any circumstances is allowed to return to the building.
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Appendices
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Appendix 1:
Code of Conduct and Responsibilities
Appendix 2:
Child Protection in St Paul’s
Appendix 3:
Procedures for Reporting Child Abuse
Appendix 4:
Anti-Bullying Policy
Appendix 5:
Pastoral Care Policy
Appendix 6:
Personal Development Curriculum Policy
Appendix 7:
Misuse of Substances/Drugs Education Policy
Appendix 8:
Relationships and Sexuality Poilcy (RSE)
Appendix 9:
Attendance Policy
Appendix 10:
Smoke Free Policy
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Appendices Appendix 1 CODE OF CONDUCT AND RESPONSIBILITIES St Paul’s High School seeks to be an attractive, caring and supportive school community. We are committed to fostering high standards in our curricular and pastoral life. This Code of Conduct has been formulated to assist in the promotion of good behaviour and discipline. Application for admission to St Paul’s High School, and subsequent attendance at the School, is taken as agreement with the aims and ethos of the school and acceptance of the rules and responsibilities set out in the booklet. This Code of Conduct and Responsibilities seeks to ensure effective learning conditions, so that teachers can teach and students can learn. It is designed to provide clear guidelines for the benefit of students, parents and staff. Students are expected to know the Code of Conduct and Responsibilities, and understand its purpose. Parents are asked to familiarise themselves with the Code and encourage their children to respect it.
www.stpaulsbessbrook.org 8.Rewards Good work and behaviour by individuals or groups of students will be recognised or rewarded. 9. Sanctions Breaches of the Code of Conduct and Responsibility shall render a student liable to sanctions. Appearance and Uniform Each student should have pride in his/her appearance and wear proper school uniform. The school uniform consists of: • • • • • • • •
Maroon school blazer Grey/white shirt School tie Grey or Maroon V neck sweater with crest Grey skirt Girls’ grey trousers (Year 13&14 only) Boys’ grey trousers Flat, black shoes
School uniform should be clean, neat and worn correctly on all school days, including examination days.
Staff are encouraged to explain the Code to the students and implement it in a consistent, even-handed way.
Uniform will be checked daily by Form Teachers.
A structured Pastoral Care System is in place in St Paul’s and this will help students understand the Code and its importance, and help the school achieve its aims
Should a student have a medical reason for not wearing the uniform, then parents should contact the school in advance of the student coming to school and send a Doctor’s note into school
Every student will be given a copy of the Code of Conduct and Responsibilities.
For health and safety reasons, jewellery is not allowed. Confiscated items will be dealt with as set out in the policy on this issue.
Ignorance of the Code will not be accepted as an excuse for breaching it.
Make up is not allowed.
The Code of Conduct and Responsibilities will be underpinned by nine basic school rules.
2. Attendance and Punctuality
1. Appearance and Uniform
Full attendance and punctuality are important for the efficient running of the school and training for life after school.
Each student must take a pride in his/her appearance and wear the proper school uniform.
Students must attend every day.
2. ttendance and Punctuality Full attendance and punctuality are expected. These are essential for success at school and important habits to cultivate for the world of work. 3. Classwork and Homework Each student will be required to complete all work set in class and will be given regular homework. 4. Equipment and Property Students are expected to have all the equipment they need for the school day. Students should show respect for their own property, the property of others and of the school. 5. Self-Esteem and Respect for Others Every student in uniform is an ambassador for St Paul’s. He/she must show respect for him/herself, all staff, visitors, members of the public and the reputation of the school. 6 Health and Safety All Health and Safety Regulations will be fully explained and must be adhered to by all. 7.Environment All students are expected to maintain and contribute to the school’s environment.
Students must arrive on time for all school activities. A student who wishes to leave the school during the day must present a note from home, in the Student Planner- in advance of departure. This note must be shown to the Form Teacher or Year Head if the Form Teacher is absent, who may check its authenticity by phone, before deciding if permission will be granted. A student who leaves school without keeping to these guidelines will be deemed to have left school without permission. A student who leaves school without permission may not return to school unless accompanied by a parent or guardian. Parents/guardians should make an appointment to see the Year Head. As far as possible all medical and dental appointments should be made outside of school time. A student who has been absent from school must bring a note of explanation from his/her parent/guardian on return. This should be written in the Student Planner. A student who arrives late in the morning must give his/her name to the teacher on morning supervision or sign the book at Reception. Only Year 13 and Year 14 students have permission to go outside the school to the shop at lunchtime. This is a privilege which can be withdrawn. Students who go home at lunchtime must have a note from their parents/guardians. This can be arranged at the beginning of the school year.(See “Children Going Home for Lunch”) 2.10
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Students are expected to attend Liturgical Celebrations.
Appendices
www.stpaulsbessbrook.org 2.11 Students must inform the school immediately of any change of home address or telephone number. 3. Class work and Homework
open for staff and visitors. Visitors seeking directions should be accompanied to Reception.
Under the guidance of staff and encouraged by parents/guardian, every student has a responsibility for his/her own progress.
Students must stop when being spoken to by an adult. A student must never walk or run away when being spoken to or called upon by a member of staff.
Students must bring the correct books and equipment to every class and use their Student Planner to record daily homeworks.
Common courtesy is expected at all times. Rough behaviour or crude, obscene language is unacceptable.
Students must behave properly in class and concentrate on the work as directed by the teacher. Eating or drinking during class is not allowed.
Taking part in or inciting fights is not acceptable.
Students must follow the teacher’s instructions and speak in a courteous way when asked to do so. Students must never hamper or disrupt the learning of others or hinder the teacher’s work.
Bullying in any form is totally unacceptable. (See Policy on Bullying) Any form of vandalism is not acceptable. Where a student is known to have deliberately caused damage to school or another student’s property he/she will be required to pay for the repair or replacement. 6. Health and Safety
All homework must be completed. It must be done to the highest standard and submitted on the date set. Parents/guardians must furnish a note when circumstances do not allow this. Leaving homework at home is not an acceptable excuse.
Students are expected to cultivate healthy habits and respect all Health and Safety regulations.
All students must actively participate in PE. If a student is unable to do PE over an extended period then he/she may be allocated another class. This will be organised by the PE Department.
Students must respect all Health and Safety regulations unique to certain areas of the school. They must not interfere with any Health and Safety equipment as this could endanger others.
4. Equipment and Property
If a student feels unwell he/she should inform the teacher who will sign the Student Planner for the student to visit the Matron.
Each student must have the necessary school equipment for the day and respect his/her own property, the property of others and that of the school. Each student is responsible for his/her own property. Each student must have a PE kit, brought in on the day when PE is timetabled. All articles of clothing, sports gear, bags, books and dinner tickets must be clearly marked with the owner’s name. All textbooks are the property of the school and are given to students on loan. Books must be well maintained and returned when required. A charge may be made for damaged or lost textbooks. Exercise books, Student Planner and a jotter will be supplied by the school and must be kept well maintained by the student. All books must be backed with a strong material. They must have the student’s name, subject and class on the front. When an exercise book or jotter is complete a replacement may be obtained from the subject teacher. Students will not be released from class to get replacement items. There should be no graffiti of any kind on books. Students must not deface their own property or that of other students or the school. Any items lost and found should be brought to Reception. Students should never bring large sums of money or valuable items to school. If this should be necessary then the money or items must be given into the office for safe keeping until needed. Valuable items or money should never be left in classrooms, changing rooms, clothing or school bags. 4.11 Mobile phones must be switched off during class time.
Students are not allowed to smoke at any time, in any part of the school, or at functions that are connected to the school. Cigarettes, lighters, matches will be confiscated. It a very serious breach of the school rules for a student to bring alcohol, drugs, solvents dangerous or illegal items into the school or to pass them on to anyone else. Such items will be confiscated immediately and sanctions imposed. In exceptional circumstances or with a medical certificate, students will be allowed out of class at any time to go to the toilet. There is ample opportunity for students to use the toilet in the morning, at lunchtime and after school, so unless in an emergency, or with a medical problem, no student should be out of class to go to the toilet during Periods 1, 6, after 12.15p.m. or after 3.00p.m. It is important that students walk at all times between classes. All students should walk on the left-hand side of corridors. Loitering at radiators is not allowed as it causes congestion. Students should not enter classrooms unless instructed to do so by the teacher, when they should take their seats and prepare for work. Students should only leave class when instructed to do so by the teacher, and this should be done in an orderly manner. At lunchtime students must follow the instructions of all supervising staff. Students may not wear items of jewellery as it constitutes a Health and Safety risk. Fireworks must not be brought into school or on to school buses. Students must not enter the Builders’ compounds. 6.13 Students must not enter classrooms at lunch time unless a teacher is present 7. Environment
4.12 In the interests of child protection, Camera Phones are banned.
All students are expected to play their part in maintaining a clean, pleasant environment in and around the school.
5. Self-Esteem and Respect for others. Students in school uniform are ambassadors for St Paul’s High School. They are expected to respect staff, themselves, each other, members of the public, property and the reputation of the school. Each student must strive to project a positive image of the school through his/her attitude, speech and conduct. Each student should walk on the left side of the corridors and hold doors
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Students should place all litter in the bins. All food purchased in the school dining room should be eaten there. Carrying it out encourages litter. Litter is everyone’s problem. If any student sees litter lying on the ground, he/she should pick it up and put in the nearest bin.
Appendices
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Students must not deface school property.
Having offensive materials
Students must not tamper with notice boards.
Persistent refusal to wear school uniform
Students must leave their school bags in their designated area during lunchtime and during PE periods.
Defacing another student’s or school property Starting rumours
8. Rewards
Telling lies
In St Paul’s High School we prefer to reward positive behaviour than to punish the negative. Rewards will be both formal and informal
Starting fights or fighting Leaving the school grounds without permission
8.1 Praise during year group meetings.
Using a mobile phone in class
8.2 Prizes distributed during year group meetings.
Absent from class without permission
8.3 Trips to events to mark particular achievements, sporting, academic or social.
Deliberately late for class
Attendance at important school-sporting and social functions.
Smoking
Photographs and reports in newspapers and the school news sheet.
Category 2 Sanctions
Letters and certificates recognising achievement. These are not just for academic success.
Such breaches of school rules will be reported to the Form Teacher. There are a number of sanctions which can be taken e.g. detention after school, letter home, telephone home, removal of a privilege, stopped from attending a trip or function. If none of these are deemed appropriate or the breach is repeated, then the Year Head becomes involved and a suspension may be imposed. This could be an in-school suspension. A student can only return from a suspension if accompanied by a parent or guardian who will meet with the Year Head at a previously arranged time, which may not be first thing in the morning.
Informal rewards will include such things as praise for work well done, in or out of class. Display of work in the classroom and/or on the corridor notice boards. Praise during parents’ meeting. 8.10Positive comments in exercise books.
Category 3 (Examples)
8.11Positive comments in the Merit Book.
Verbal abuse of a member of teaching or ancillary staff.
9. Sanctions
Stealing.
While we reward and reinforce good behaviour, we also recognise that undesirable behaviour may occur and may warrant sanctions. A distinction will be made between minor and major offences.
Deliberate damage of student, teacher, ancillary or school property.
Category 1 (Examples)
Behaviour which is dangerous to others
Arriving late for class
Extreme disruptive behaviour.
Incorrect uniform
Behaviour which brings the school into disrepute.
Failure to complete homework Not having a required book in class Inattentive in class Dropping litter Late for registration
A second failure to complete a detention (1 day suspension)
Category 3 Sanctions Such behaviour will be reported to the Year Head and will incur at least a Category 2 sanction. However most will carry an automatic suspension, the length of which will vary depending on the seriousness/circumstances of the incident. A student may not return from a suspension unless accompanied by a parent or guardian and attend a pre-arranged meeting.
Eating or drinking in class
Category 4 (Examples)
Talking in class
Serious bullying of a student or a member of staff.
Category 1 Sanctions The class teacher will deal with these issues and a note will be made in the Merit Book. If any of these become habitual then the teacher will move it on to the Form Teacher or Head of Department. Sanctions which may be taken include verbal reprimand, extra work, demerit, note home in Student’s Planner. In some cases the matter may be referred to the Year Head, when sanctions under Category 2 may be imposed. Category 2 (Examples) Disruptive in class or Library Rude to staff or another student Offensive language
Physical assault on a student or a member of staff. Distributing or using illegal substances. Accessing, possessing or distributing pornographic material. Theft of important items. Engaging in an act of violence against the person or the property of a member of staff – teaching or ancillary. Entering the Builders’ compound. Category 4 Sanctions These offences must be reported to the Year Head who will consult with a Vice Principal or the Principal. Such offences will result in suspension, and may lead to the initiation of expulsion and/or civil procedures.
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Appendix 2
record is made.
Policy and Procedures on Child Protection We in St Paul’s High School, Bessbrook have a primary responsibility for the care, welfare and safety of the students in our charge, and we will carry out this duty through our pastoral care policy, which aims to provide a caring, supportive and safe environment, valuing individuals for their unique talents and abilities, in which all our young people can learn and develop to their full potential. One way in which we seek to protect our students is by helping them learn about the risks of possible abuse, helping them to recognise unwelcome behaviour in others and acquire the confidence and skills they need to keep themselves safe. All our staff and volunteers have been subject to appropriate background checks. The staff of our school have also adopted a Code of Practice for our behaviour towards students. This code is set out in the Appendix to this policy statement. The purpose of the following procedures on Child Protection is to protect our students by ensuring that everyone who works in our school - teachers, non-teaching staff and volunteers - has clear guidance on the action which is required where abuse or neglect of a child is suspected. The overriding concern of all caring adults must be the care, welfare and safety of the child, and the welfare of each child is our paramount consideration. The problem of child abuse will not be ignored by anyone who works in our school, and we know that some forms of child abuse are also a criminal offence. What is child abuse? We use the following definition: Neglect - The persistent or significant neglect of a child, or the failure to protect a child from exposure to any kind of danger, including cold or starvation, or persistent failure to carry out important aspects of care, resulting in the significant impairment of the child’s health or development, including non-organic failure to thrive. Physical - Physical injury to a child, whether deliberately inflicted or knowingly not prevented. Sexual - The sexual exploitation of a child or young person for an adult’s or another young person’s own sexual gratification; the involvement of children or young people in sexual activities of any kind (including exposure to pornography) which they do not understand, to which they are unable to give informed consent or that violate normal family roles. Emotional - Persistent or significant emotional ill -treatment or rejection, resulting in adverse effects on the emotional, physical and/or behavioural development of a child
The Principal, in consultation with the designated teacher, will decide whether, in the best of interests of the child, the matter needs to be referred to Social Services. If there are concerns that the child may be at risk, the school is obliged to make a referral. Unless there are concerns that the parent may be the possible abuser, the parents will be informed immediately. The Principal may seek clarification or advice and consult with the Southern Education and Library Board, and/or CCMS - Designated Officer or the Senior Social Worker before a referral is made. No decision to refer a case to Social Services will be made without the fullest consideration and appropriate advice. The safety of the child is our first priority. Where there are concerns about possible abuse, the Principal will inform: Social Services and Designated Officers for Child Protection in SELB (Southern Education and Library Board) and CCMS (Council for Catholic Maintained Schools). (This will be done in an envelope marked ‘CONFIDENTIAL CHILD PROTECTION’) If a complaint about possible child abuse is made against a member of staff, the Principal (or the designated teacher, if [he] [she] is not available) must be informed immediately. The above procedures will apply (unless the complaint is about the designated teacher). Where the matter is referred to Social Services, the member of staff will be removed from duties involving direct contact with students, and may be suspended from duty as a precautionary measure pending investigation by Social Services. The Chairman of the Board of Governors will be informed immediately. If a complaint is made against the principal, the designated teacher (or his deputy, if he is not available) must be informed immediately. He will inform the Chairman of the Board of Governors and together they will ensure that the necessary action is taken. If any member of staff feels unsure about what to do if he/she has concerns about a child, or unsure about being able to recognise the signs or symptoms of possible abuse, he/she should speak to the designated teacher. It should be noted that information given to members of staff about possible child abuse cannot be held ‘in confidence’. In the interests of the child, staff may need to share this information with other professionals. However, only those who need to know will be told.
Appendix 3
Appendix 4
Procedures for reporting suspected (or disclosed) child abuse
BULLYING
The designated teacher for child protection is MrJarlath Burns, Vice Principal. In his absence, Mrs Anne Mallon, will assume responsibility for child protection matters. If a child makes a disclosure to a teacher or other member of staff which gives rise to concerns about possible abuse, or if a member of staff has concerns about a child, the member of staff must act promptly. He/she should not investigate - this is a matter for the Social Services - but should report these concerns immediately to the designated teacher, discuss the matter with him/her, and make full notes. The designated teacher will discuss the matter with the Principal as a matter of urgency to plan a course of action, and ensure that a written
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A POLICY STATEMENT
“Bullying is the wilful, conscious desire to hurt another and put him or her under stress.” Tattum and Tattum, 1992. Specialists who have studied the problem of bullying have recommended that a clearly defined and well published policy to which staff, students and parents are committed is the best way for a school to ensure that bullying does not occur.
Appendices
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We are aware that, in St Paul’s students are not immune from the risk of bullying and, for this reason, we wish to make parents and guardians aware of our policy in this matter.
who may be stealing money at home or in school. who becomes depressed; who is reluctant to eat or play normally; who appears to be generally unhappy, miserable, moody and/or irritable:
Bullying can take many forms: who threatens or attempts to take his/her own life: Gesture bullying Verbal bullying Physical bullying Extortion bullying Exclusion bullying
Taken individually, the above signs may not be due to bullying, but a combination or even some of these signs is a good reason to suspect bullying. If a child is showing any of these signs it is an indication that all is not well and therefore, whatever the cause, the matter should be investigated.
Bullying in all its forms is totally unacceptable and, where it is discovered decisive steps are taken to prevent recurrence. It can be a complex problem and is dealt with through the pastoral care and discipline structures of the school. Where parents suspect that a child is being bullied, they should inform the form teacher, in the knowledge that the matter will be dealt with urgently. Where the school uncovers bullying of which parents may be unaware, it will, if it is deemed necessary, inform the parents concerned and help them to deal constructively with the matter. It is important to note that when such a matter has been dealt with it will normally be regarded as closed. Bullying thrives on silence and secrecy and, if it is to be eradicated from schools, making them happy and safe places in which to learn, it must be brought into the open. Opportunities must be created, both in school and at home, for children to discuss the problem. In St Paul’s the topic of bullying is discussed in the form class and as part of the PSHE programme. Students are encouraged to be open with their form teachers and subject teachers about specific problems related to bullying. It would be helpful if parents, in turn, would discuss this policy statement with their children, thus giving them the opportunity at home to bring up any problems they may be expecting.
RESPONSE TO BULLYING GUIDANCE NOTES FOR TEACHERS Please note our procedure regarding occasions of bullying which may be reported to us. This should help you understand the ‘bigger picture’ in our dealings with bullying issues. First steps: take the incident or report seriously take action as quickly as possible think hard about whether your action needs to be private or public; who are the students involved? reassure the victim; do not make him/her feel inadequate or foolish offer concrete help, advice and support to the victim
POSSIBLE SIGNS OF BULLYING
make it plain to the bully that you disapprove
GUIDANCE NOTES FOR PARENTS AND TEACHERS
encourage the bully to see the victim’s point of view punish the bully if you have to, but be careful how you do this: (Reacting aggressively or punitively gives the message that it is all right to bully if you have the power.)
Parents and teachers are in ideal positions to observe changes in a child’s behaviour which may well indicate that the child is being subjected to bullying.
explain clearly the punishment and why it is being given. So look out for the child –
DO
items of whose clothing, property, school work, etc. are damaged or lost more often than you would consider to be normal:
Involving others
who frequently has injuries (bruises, cuts, etc.):
Inform the appropriate Form Teachers and Year Heads.
who becomes withdrawn and is reluctant to say why:
Inform colleagues if the incident arose out of a situation where everyone should be vigilant, e.g. unsupervised toilets, lunchtime.
who spends a lot of time in his/her bedroom possibly crying; who finds it difficult to sleep, wets the bed or has nightmares; who always appears tired in school:
DO Final steps
whose academic attainment slowly or suddenly deteriorates:
Make sure the incident does not live on through reminders from you:
who is reluctant to go to school or to particular classes: (parents may not even be aware of this as a child may be playing truant. School may become aware of it through absenteeism, showing up on the school attendance register. Teachers should be alert to the possibility of a child registering but then failing to attend class.)
Try to think ahead to prevent a recurrence of the incident, if you have uncovered the cause; Keep an eye on the victim. If you have to deal with bullying what should you avoid doing?
who asks to be accompanied going to and from school, or to take a different route; (If such a route is longer that the previous one, it could indicate that bullying has been occurring along the previous route.)
DO NOT:
who comes home hungry; who always took school dinners but no longer does so; (This could be due to a bully’s demanding the child’s “dinner” money.
Assume that the bully is bad, through and through: rather try to look objectively at the behaviour, with the bully:
Be over protective and refuse to allow the victim to help himself/herself.
Keep the whole matter a secret because you have dealt with it:
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Try to hide the incident from the parents of the victim or of the bully:
developing an atmosphere of mutual respect and caring
Call in the parents without having a constructive plan to offer either side.
creating an explicit Pastoral Care programme which allows for a fair and equitable exchange of views/ideas/attitudes, etc. in an atmosphere of trust
N.B.: All incidents of bullying, however small, should be reported to the appropriate Year Head.
implementation of a Behaviour Management policy which creates a full sense of justice and fair play amongst our school community providing opportunities for every person to succeed and to be affirmed in their self-worth
Appendix 5
promoting positive relationships at every level
Pastoral Care Policy
working with parents for the mutual benefit of all establishing and maintaining links with the wider community
Rationale We define Pastoral Care as the created ethos through which our pupils develop and learn to their optimum potential. We provide the opportunity for every pupil to develop into responsible, self-aware, confident, and capable young people equipped to cope with the challenges of the 21st century. Our school accepts that Pastoral Care must form the basis of, and permeate, all aspects of the curriculum, so our school aims in reflecting who we are as an organisation, also define what our purpose is in this regard. As a school, our aims inform and guide us towards making the correct decisions in educating our students. Our school aims are: 1.
To be a community inspired by the Catholic faith, living out Gospel values and reflecting all aspects of our Irish Cultural Heritage.
2.
To enable students acquire a sense of purpose and have a good opinion of themselves by giving all access to a religious, academic, moral, social and physical education with appropriate provision for students with Special Needs in an attractive school environment.
3.
To provide teaching and non-teaching staff with the necessary accommodation, equipment and training to achieve aim (2).
4.
To involve parents, Educational Bodies and Industry in the work of the school.
5.
To foster a spirit of cheerful co-operation and provide a caring environment which promotes high achievement and self esteem among staff and students.
Vision and Values Our school subscribes to the view that every pupil has a right to feel safe and secure on all levels. We will actively promote a Pastoral Care ethos which allows for the development of the whole person, and which leads to every pupil making good choices which will form the basis for a healthy and positive lifestyle. Pastoral Care will be the setting where our young people will acquire values and standards on the basis of observing these at work at every level. It is also important to remember that schools are centres of education and we therefore accept the validity of a personal development approach rather than a delivery which is service driven.
affirming and actively promoting staff to develop positive attitudes towards themselves and to the pupils in our care creating a sense of self-worth at every level. Relationships Excellent relationships foster and develop in an atmosphere of Respect. Our school will work towards creating opportunities where mutual respect can grow and develop. We aim to create a caring, empathetic and secure environment where our young people can develop good relationships based on those they experience. Professional Counselling The value of professional counselling should never be underestimated. A counsellor can offer immense support to a young person who needs help and guidance. Our school will endeavour to enlist the support of Professional Counsellors to assist our young people to develop towards a more concise and definitive awareness of self. We will continue to use our school counsellor and will support her fully in her role. Moreover, we will empower her to refer on to our Behaviour Management Officer who will continue the work carried out by our counsellor. All counsellors who assist in this extremely important area will be familiar with BAC or equivalent guidelines and will at all times liaise with our Pastoral Team. Counselling/Relationships Teachers will endeavour to build effective, empathetic relationships with our pupils in order to provide advice and support whenever necessary. However we retain awareness of the need for other avenues of support and in instances where further uspport is deemed necessary and appropriate, they will inform the Form Teacher/Year Head who will make a referral to the school counsellor. Our school counsellor is Mrs. Ann O Connor. Managing External Agencies (Ref Appendix A and B ) We acknowledge the importance of ensuring that any external agencies used to support our work with young people must adhere to the values and ethos particular to our school. Schools need to be aware of the importance of a contract being agreed upon by all contributory parties. Training and Support In order to support staff St. Paul’s recognizes the importance of training as a priority area in the establishment of a caring and pastoral environment.
Ethos Ethos is an intangible concept with a tangible effect. It is our intention to establish an ethos which may be detected in the feelings of security at every level within our school. This may be achieved through: creating a sense of belonging amongst all strands of our school community
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Related School Policies This policy is set within the broader school context of Pastoral Care and as such should be read in conjunction with the following school policies :
Appendices
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Pastoral Care Policy Personal Development Curriculum Policy Child Protection Policy Misuse of Drugs/Substances Policy Behaviour Management Policy First Aid Policy
develop a respect for ways of life, opinions and ideas different from their own, provided these are based on consideration and respect for others develop a concern for, and a readiness to act on behalf of, the legitimate interests of others who cannot effectively so act themselves develop knowledge and understanding of the world in which they live and of employment and other opportunities that are available gain a concern for conservation of the natural world and for the physical, including the built environment become effective independent learners.
Storage and Administration of Medication policy Methodology Evaluation and Monitoring This school recognizes and accepts the importance of monitoring and evaluating all aspects of Pastoral Care at every level. To this end we follow the procedures for self evaluation as outlined in the DE document ‘ Together Towards improvement’
Appendix 6 Personal development curriculum Policy Rationale We recognise that young people live in a period of rapid and often dramatic social, economic and technological change. In this climate our young people should ideally develop intra-personally and inter-personally through the role models of significant adults in their lives. As a result, they will automatically become more emotionally intelligent and witness the importance of having the right values and practices in the employment of life skills. However, in the absence of this, a taught curriculum is required in which teachers will act as facilitators providing young people with the knowledge and opportunity to practice vital life skills. Aims In line with our ethos and values it is our view that the personal development of our young people is as important as their academic development. We believe that the holistic approach to development on all levels produces well rounded “whole” people equipped with the skills to deal with life. In recognition of this, when delivering the personal development programmes, we focus on the development of skills and values centred firmly on the person.
In recognition of the fact that we all learn in different ways a range of learning styles and teaching strategies will be employed related to active/experiential learning These approaches will emphasise group and collaborative strategies, maximising opportunities for pupil input, decision-making and problem-solving. Lessons will be conducted in a non-judgemental atmosphere with the teacher in the role of the facilitator, creating and maintaining a safe and secure environment Empathetic relationships based on mutual respect will be developed to create a place where fears and concerns can be expressed openly without risk of ridicule or reproach. The delivery of lessons will be concerned with the systematic and purposeful development of the whole person with emphasis on the active involvement of pupils in the learning process. In line with our commitment to giving Personal Development equal status with other subjects, each pupil will have access to a minimum of one hour per week of specific timetabled Personal Development. Managing External Agencies We acknowledge the importance of ensuring that any external agencies used to support our delivery of Personal Development must adhere to the values and ethos particular to our school. Schools need to be aware of the importance of a contract being agreed upon by all contributory parties. Monitoring and Evaluation (Ref Appendix A and B) This school recognises and accepts the importance of monitoring and evaluating all aspects of the delivery of the Personal Development curriculum. To this end we follow the procedures for self evaluation as outlined in the DE document ‘ Together Towards improvement’
In addition we recognise that schools are centres of education and therefore they must accept the validity of a personal development approach to the delivery of the curriculum rather than a service driven direction. Objectives
Related school policies
Through the delivery of the Personal and Social Education (PSE) programme our young people should be able to :
This policy is set within the broader school context of Pastoral Care and as such should be read in conjunction with the following school policies :
develop skills, attitudes, values and abilities which will enable them to be effective in a variety of adult situations and occupations
Pastoral Care Policy Relationships and Sexuality Policy Child Protection Policy Misuse of Drugs/Substances Policy Behaviour Management Policy
develop knowledge and understanding of themselves and others as individuals – their strengths and limitations, abilities, skills, personal qualities, potential, needs, attitudes and values develop independence of mind and take responsibility for their own decisions and actions develop self-reliance, self-discipline, self-respect and self-esteem adopt an enterprising and persistent approach to tasks and challenges
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Appendix 7
All Members of Staff
Misuse of Substances / Drugs Education Policy
External Agencies Responding to Misuse of Substances and Related Incidents ( Ref Appendix C,D,E and F.)
Rationale In today’s society many young people are exposed to glamorous and unrealistic messages in relation to drugs and their effects. Combined with ineffective Government policies, this often leads to misuse and abuse by impressionable and vulnerable young people. Whilst we recognise that parents are the primary educators of their children, we realise that our school is well placed to provide strong support and care in the area of substance misuse. As such we encourage all pupils to develop personal and social skills that will enable them to make informed decisions regarding substance misuse. We recognise that an asserted approach for supporting young people in substance education is to create an ethos within the school which promotes individual empowerment, and values, such as tolerance, openness, honesty, respect and caring for ones self and others. Aims To establish abstinence/prevention as the main approach to substance misuse. To establish an environment free from the misuse of all substances. To provide guidance on the protocols to be used in suspected or real substance misuse. Objectives To provide factual information and knowledge about drugs/substances. To establish and develop personal, social and moral skills that will enable a young person to make positive, informed decisions.
In the unlikely event of an incident occurring we will follow the practices and procedures stated in the Misuse of Substance Flowchart (Appendix A) In addition, parents/guardians will be immediately notified as will the Board of Governors and the CSIO PSNI Officer in order that investigations into the source of, and possible trafficking in, illegal substances can be expedited. Our policy in these matters is to proceed with the utmost discretion and sensitivity bearing in mind the need to protect the rights of the pupil concerned, their families and our school. However, it will be made clear to our pupils that no guarantee of confidentiality can be offered if he/she discloses to an employee that he/she is taking drugs. Due to the seriousness of substance misuse, any incidences/knowledge must be reported to the Designated Teacher who will ensure that proper action is taken to protect that pupil. Procedures to be followed : Pupil under Influence - ensure immediate safety of pupil and others, and administer first aid/refer to school matron if and when necessary. The Designated Teacher/Principal should then be informed, followed by parents. At this stage both the CSIO and the EWO should be informed. Pupil Suspected/Known to be in Possession of a Substance - pupil will be asked to surrender the substance whereupon it will be placed under lock and key until collected by CSIO. Upon refusal to comply, the pupil will be escorted to the Designated Teacher/Principal who will make a further request. Upon refusal by the pupil to accompany a responsible adult to the Designated Teacher/Principal, the Principal will be sent for while the adult remains in close proximity to the pupil. Pupil Dealing - Designated Teacher/Principal should be informed immediately whereupon the CSIO will be contacted.
The two are intertwined and mutually supportive. Legal Legislation
Media The Head Teacher will take responsibility for liaison with the media.
It is the policy of this school to comply with the legal requirements laid down in The Misuse of Drugs Act (1971) and other relevant legislation. In keeping with requirements we will publish relevant sections of our Misuse of Substances/Drugs Education Policy in our school prospectus. A copy of the policy may also be obtained from the school.
Recording and Referral Appendix D, E and F will be used to record and refer information to both the SELB and where employing authority.
Whole School Approach
Managing External Agencies (Ref Appendix A and B )
It is the view of this school that education surrounding drugs/substance misuse should not be taught in isolation, but rather as an integral part of our Personal Development Programme. This involves developing a set of values and skills that will aid in producing rounded ‘whole’ pupils physically, intellectually, emotionally and spiritually. The aims stated above are fulfilled through pupils’ experiences in the taught curriculum, the informal curriculum and through opportunities in extra-curricular activities.
We acknowledge the importance of ensuring that any external agencies used to support our work with young people must adhere to the values and ethos particular to our school. Safety in the School The school has several qualified First Aiders who are known to all staff and are easily accessible.
Roles and Responsibilities
All substances and associated paraphernalia will be collected, stored under lock and key and delivered to the CSIO from the PSNI.
A response to a substance-related issue is not just the responsibility of teaching staff within this school. We use a multidisciplinary approach to deal with all issues relating to drugs/substance misuse. Included are :
Policies and procedures are in place to communicate with parents regarding the safe storage and administration of prescribed and over-the-counter medication during school hours. Staff Development
Board of Governors
We regularly update and train our staff regarding issues surrounding drugs/substance misuse.
Designated Drugs Officer
Related school policies
Personal Development Curriculum Co-ordinator
This policy is set within the broader school context of Pastoral Care and as such should be read in conjunction with the following school policies :
Child Protection Officer
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Appendices Pastoral Care Policy Personal Development Curriculum Policy Child Protection Policy
www.stpaulsbessbrook.org learn how to develop and enjoy personal relationships and friendships which are based on responsibility and mutual respect lay foundations for developing more personal relationships in later life make positive, responsible choices about themselves, others and the way they live their lives
Misuse of Drugs/Substances Policy Behaviour Management Policy First Aid Policy
Outcomes Desired outcomes are : enhanced self-awareness and self-esteem
Storage and Administration of Medication policy healthy and respectful friendships and relationships Monitoring, Reviewing and Evaluating
an understanding of and a healthy attitude to human sexuality and relationships in a moral, social and spiritual framework
Periodic review of our Drugs/Substance Misuse Policy will take place to reflect changing circumstances and trends. Evaluation will cover two areas :
responsible behaviour and the ability to make informed decisions a sense of value for family life and marriage
The effectiveness of the policy to assist pupils in resisting the lure of substance misuse. The effectiveness of the procedures and practices in place to deal with substance related incidents.
an appreciation of the responsibilities of parenthood appreciation of the value of human life and the wonder of birth
To this end we follow the procedures for self evaluation as outlined in the DE document ‘ Together Towards improvement’
Appendix 8 Relationships and Sexuality Education (RSE) Policy
Responding to sensitive issues We recognise that, on occasion, certain sensitive issues may require consideration. When attempting to deal with these issues the following procedures will be adopted : Pregnancy We aim to support any Young women who may become pregnant whilst enrolled at our school. Following consultation and agreement with the young mother to be, referral may be made to the SELB’s SAM (School Age Mothers) Project. In the event of a young woman informing the school that she is pregnant we will consider if child protection is an issue. Advice will initially be sought from the school’s designated teacher for child protection and if it is deemed necessary the school will follow its child protection guidelines.
Rationale The SELB firmly advocates the Personal Development approach where young people are given the skills to help them resist peer and media pressure, and make informed decisions based on their own internal self respect and self esteem. Schools are centres of education and therefore they must accept the validity of the personal development approach rather than a service driven delivery. Aim Relationships and sexuality is a major issue for our young people. There has been a disturbing rise in young people’s sexual activity and the numbers of underage pregnancies as well as STIs, partly as a result of glamorous and contradictory messages from the media. Men and women are promoted as sexual objects and engaging in sexual activity appears to carry no responsibility or consequence. No consideration is given to the complex set of emotions and interactions required to sustain a healthy loving relationship. This policy is intended to provide a framework through which young people can develop the skills, attitudes and values necessary to deal with the challenges which they will meet in this very sensitive area. Objectives Through the delivery of RSE our young people should be able to : form values and establish behaviour within a moral, spiritual and social framework examine and explore the various relationships in their personal lives
‘Risky’ Children This term has been applied to children who display behaviours that may be harmful to other children. Whilst these children have a right to education the school has an obligation to ensure the well being of the entire school population. In order to do so we will carry out a risk assessment. Sexual Identity and Sexual Orientation We are aware that as young people are growing up they can experience sexual identity and orientation confusion. This may be temporary for some while for others it may become clear with time that their orientation is homosexual. It is vitally important that all curricular delivery advocates abstinence of sexual orientation, is as unacceptable as it is in any other situation where someone is mistreated or bullied because of their differences from those who are perceived to be the majority. All issues relating to bullying on the grounds of sexual orientation will be dealt with appropriately in line with the general school anti bullying policy. Child Protection If, for any reason, a young person is deemed to be at risk, then he/she will be informed that confidentiality must be breached, and the reasons for the breach. The young person will also be reassured that he/she will be supported throughout the process. Role of Parents –. The school will never attempt to assume the cloak of parental responsibility. Rather, we view parents as having prime decision
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Appendices
www.stpaulsbessbrook.org making responsibilities. It is paramount that we work in partnership with parents, particularly in relation to these sensitive issues Recording and Referral – Clear and concise records will be kept pertaining to all issues outlined above.
All staff will encourage punctuality and good attendance and pastoral staff will liaise with home and other agencies about a child’s attendance when this is appropriate. In St. Paul’s, good attendance will be seen as an achievement in its own right and recognised as such with awards such as certificates and prizes.
Parental Partnership The School expectations of attendance We recognise that parents have the prime responsibility for bringing up their children and we will therefore seek to ensure that our RSE programme complements and is supportive of the parents’ role. Related school policies This policy is set within the broader school context of Pastoral Care and as such should be read in conjunction with the following school policies:
To ensure regular attendance, punctuality and high standards of uniform, St. Paul’s has the following expectations from pupils and parents. Pupils: that they will attend school regularly that they will arrive on time, appropriately dressed and prepared for the day that they will arrive punctually to each class on their daily timetable. Parents: that they encourage their children to attend school that they contact the office between 8.30 a.m. and 9.30 a.m. whenever their child is unable to attend; or send a note or fill in the absence record form in the pupil’s planner informing the form teacher of the reason for the pupil’s absence. that they ensure their child is wearing full school uniform that they ensure their child arrives in school well prepared for the school day with homework completed.
Pastoral Care Policy Personal Development Curriculum Policy Child Protection Policy Misuse of Substances/Drugs Education Policy
Pupils and parents can expect the following from St. Paul’s High School: Behaviour Management Policy
regular, efficient and accurate recording of attendance and time keeping contact from the school when a pupil fails to attend and when no contact has been made from home within two days early contact with parents when a pupil fails to attend without good reason and when there has been a pattern of absences or an excessive number of absences or lateness immediate action on any problem notified to us, in confidence if necessary positive measures to encourage good attendance a high quality education
Anti-Bullying Policy First Aid Policy Storage and Administration of Medication policy
Managing External Agencies (Appendices A and B) We acknowledge the importance of ensuring that any external agencies used to support our delivery of Personal Development must adhere to the values and ethos particular to our school. We ensure contracts are drawn up to inform all contributory parties. Monitoring and Evaluation This school recognises and accepts the importance of on-going monitoring and evaluation of all aspects of the RSE programme. To this end we follow the procedures for self evaluation as outlined in the DE document ‘Together Towards improvement’
Appendix 9 Attendance Policy Introduction Good attendance is essential if students are to take full advantage of school and gain the appropriate skills which will equip them for life. Our school aims to achieve good attendance by operating an attendance policy within which students, staff, parents and the Education Welfare Service can work in partnership. The school will monitor attendance and ensure quick and early intervention if a problem is identified.
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Lesson Register To enable our staff to monitor school attendance on a class-by-class basis, St. Paul’s has developed a computer-based system called ‘Lesson Register’. This allows each class teacher to mark the register on their desktop computer at the beginning of each lesson using the following codes; /\ @ B E C D E H I L M N O P R S T V W
Present Late (after registration closed) Bereavement Educated off site Other authorised circumstances Undefined Suspended Other Absence Illness Late (before registration closed) Medical/Dental No reason yet provided for absence Unauthorised Absence Approved extra-curricular activity Religious observance Study leave Traveller absence Educational visit Work experience
At the beginning of each lesson, the class teacher will use Lesson Register to mark the attendance. Teachers can observe if a pupil has been present during the previous lesson and absent for the current one. In this instance, the teacher will contact the form teacher, or send an e mail if phone contact is not possible. The form teacher will follow up on the absence.
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A child should only be absent if the reason is “unavoidable.” Every absence from school has to be classified by the school (not by parents), as either ‘authorised’ or ‘unauthorised’. This is why information about the cause of each absence is always required.
Pupil will receive one detention for each class missed. If pupil mitches an entire day, the Education Welfare Officer will be informed and parents will be invited for a meeting to discuss the issues raised. The pupil will receive one week’s detention.
Authorised absences are mornings or afternoons away from school for an acceptable reason such as illness or other unavoidable cause.
Pupils are not allowed to text parents to come and collect them during the day. Matron can only grant permission to leave school in consultation with Form Teacher and/or Year Head, or in special non-medical circumstances, by the Form Teacher or Year Head. Pupils who leave school without permission (even if the parent is aware) will be registered as ‘Unauthorised Absence’ and will be sanctioned thus. (Code O in Lesson Register) Pupils who are leaving school with parental permission must be picked up inside the school grounds. Parents are asked not to wait across the road from the school. Pupils can only be picked up by a responsible adult. The school reserves the right to prohibit a student from leaving the school premises if there is suspicion about the person collecting the pupil, even if permission has been granted.
Unauthorised absences are those which the school does not consider reasonable and for which no permission has been given. This includes: • shopping • house sitting • ‘mitching’ • absences which have never been properly explained Providing a note may not be sufficient if the reason given is not “unavoidable.” Positive measures to encourage good attendance registers will be completed accurately at the start of each day The class teacher will monitor them at the beginning of each lesson. they will be monitored daily by form teacher through Lesson Monitor attendance and punctuality will be monitored regularly by Year Heads prizes for classes with best and most improved monthly attendance. certificates to pupils with annual 100% attendance and attendance above 98% in Key Stage 3. discussion with Year Head & Education Welfare Officer where attendance falls below 85% regular reviews and meetings with parents. a high level of attendance will merit a strong and supportive reference from the school to future employers.
Medical Appointments Where a child misses class because of medical appointments this will be recorded as ‘M’ in Lesson Monitor. Parental requests for holidays during Term-Time Permission for family holidays in term time can only be granted in exceptional circumstances where: the holiday is important for the well-being and cohesion of the family following serious or terminal illness, bereavement or other traumatic events (Code H in Lesson Monitor) evidence is provided by an employer that leave cannot be accommodated during school holidays without significant consequence. (Code H in Lesson Monitor)
Punctuality/Lateness
The family is making a religious pilgrimage. (Code R in Lesson Monitor)
St. Paul’s places a great deal of importance on the need to be punctual and to arrive in school on time. Not only does it make for a good start to the day but also it shows consideration for every one else in the class and avoids disruption of teaching. All children who arrive in school after Registration are to be marked late. However, a different code will now be used in Lesson Register to differentiate between those who arrive during registration, and those who arrive after 9.00 a.m.. Any child who arrives after Registration (9.00 a.m. - 9.10 a.m.) will be marked ‘@’ on Lesson Monitor. Procedures to be followed in the case of persistent lateness will involve initially the Year Head and then the Education Welfare Officer. Responding to Non-Attendance and the procedure for lateness 1. If no note or telephone call is received from parents, the school will contact the parent via the child’s Pupil Planner. If there is no response a letter will be sent from the Year Head or a telephone enquiry made. 2. In continued non-attendance or lateness the Education Welfare officer will be alerted by the Year Head and home visits will be carried out. Leaving school premises during the day
Where holidays are taken which do not fall into the “exceptional circumstances” category above, these will be recorded on Lesson Monitor as “unauthorized absence” . (Code O in Lesson Monitor) All requests for more than 10 school days holiday leave within the school year must be submitted in writing to the Year Head. When a pupil is withdrawn during term time, there is disruption to the learning process that can result in the pupil falling behind his/her group. There is a belief, amongst some parents, that this time can be made up by the school providing ‘work’ for the pupil to complete during the holiday period. However this does not have the desired effect since the pupil has missed out on quality teaching time. In general terms it is our policy that it is not be possible to provide your child with the work which is planned for his/her group during this period of absence. The teacher will, if possible, try to make up work that has been missed on your child’s return to school. If you wish your child to continue with some school type activity while on holiday may we suggest that he/she contacts a member of the class at regular times during the holiday. On return to school the pupil will be encouraged to work hard to compensate for the gap in their education. This may required the completion of additional work at home. Conclusion This policy has been formulated after consultation with students, staff, governors, parents, education, social work service and the Education Welfare Service.
If a pupil needs to leave the school during the day, they may only do so by showing their form teacher a permission slip signed by a parent/guardian. This is contained in the Pupil Planner. Pupils will not be allowed to leave school unless this is signed by the Form Teacher or Year Head (if the form teacher is absent or unavailable). Any student who leaves the school premises without carrying out the above procedures will be deemed to be mitching school. Parents will be informed that their child is out of school without permission
It will be reviewed every three years, or sooner if the need arises, so that changes, additions and amendments can be made after consultation with all parties.
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Appendix 10
Employee Duties
Smoke Free Policy
To ensure that No Smoking signs are not interfered with To comply with the Smoke-free policy To report incidents of smoking in smoke-free areas and vehicles (where appropriate).
Purpose The aim of this policy is to protect all employees, pupils and visitors to the school from exposure to second-hand smoke and to comply with the Smoking (Northern Ireland) Order 2006 which will be enforced by District Councils from 30 April 2007. Policy It is the policy of St. Paul’s High School that all of our premises and vehicles (where appropriate) are smoke-free and all employees have a right to work in a smoke-free environment policy will be reviewed on 20th June 2008 by SMT Premises
Help for those who Smoke This policy is not intended to stop people smoking but to regulate where they smoke and to protect those who do not smoke. Smokers can be helped to adjust to the changes via the smokers helpline on 0800 858585. We will organise a cessation programme for students who wish to avail of this service. Enforcement of this Policy Failure to comply with this policy will be dealt with through the school’s disciplinary procedures. Any pupil who breaches this policy will receive a one day suspension from school. Visitors or members of the public who breach the policy will be asked to stop smoking and will be asked to leave the premises if they fail to comply with this request. All breaches of this policy will be recorded in writing by the school vice principal. The local council may also take legal action against individuals who smoke in smoke-free places or vehicles.
Smoking is prohibited throughout the entire school premises with no exceptions. Vehicles All vehicles (eg minibuses) owned and operated by the school will be smoke-free at all times. Employer Duties To display No Smoking signs as required by legislation. To ensure that employees, pupils and visitors do not smoke in smoke-free places and vehicles (where appropriate). To investigate complaints regarding employees, pupils and visitors smoking. To inform, consult and train employees on this policy.
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St Paul’s High School 108 Camlough Road, Bessbrook, Newry, BT35 7EE Telephone (028) 3083 0309 Fax (028) 3083 9948 Web www.stpaulsbessbrook.org
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