Code of Behaviour
Introductory Statement and Rationale
Kolbe Special School caters for pupils between the ages of 4 – 18 years, with severe and profound learning disabilities and for pupils with an additional diagnosis of ASD within this range. As a consequence of age, stage of development, understanding of the pupil and inadequate communication methods some pupils may not always have control over their own behaviour.
Kolbe Special School is committed to advancing the understanding of behaviour and the development of skills for promoting positive behaviour. The safety and well-being of students and staff is a key concern for the school.
The schools code of behaviour is primarily preventative and promotes that all pupils and staff have the right to a safe, calm and disruptive free environment. The staff will play a key role in contributing towards the schools Code of Behaviour by creating a positive environment, which fosters education and learning for each child.
The success of this policy is dependent on a consistent whole school team involvement, the support of parents/guardians and outside agencies.
Rationale
The Code of Behaviour was formulated by all staff, in accordance with the Education Act 1998 and Section 23 of Education Welfare Act 2000. This policy is supported by the schools Behaviour of Concern Policy, Studio 3 policy Health and Safety policy and the National Education Welfare Board (NEWB) “Developing a Code of Behaviour – Guidelines for Schools".
Scope
This policy applies to:
Vision and Aims
The aims of the Code of Behaviour of Kolbe Special School are to:
Implementation
The successful implementation on this policy will depend on the co-operation of the whole school team with the support of parents/guardians and visiting professionals. Parental knowledge and the school staff experience of each pupil will create a solid foundation for the successful implementation of this policy.
Where serious incidents of challenging behaviour occur, e.g. personal safety is compromised, see Behaviour of Concern policy, Studio 3 policy and Intimate Personal Care Policy and Procedures.
Collaborative Approach
It is the responsibility of the school management and staff along with pupils and their parents/guardians to work together to create a positive school climate that will support and promote good behaviour. In achieving this objective each partner has their own role and responsibilities.
Board of Management
Principal
Deputy Principal
Staff
Parents/Guardians
The BOM and staff of Kolbe Special School acknowledge the valuable role parents play in the education of their children. Therefore, collaboration between home and school is essential and encouraged for the holistic development of each child.
On enrolment of their child, a copy of the Code of Behaviour will be given to parents/guardians. Parents/guardians are requested to support the school staff in keeping the rules of the school. This can be done by
The staff of our school always welcomes the opportunity to discuss with parents/guardians, any behavioural problems that may arise from time to time. With mutual respect, trust and goodwill these occasional problems are readily solved.
Visiting Professionals
The BOM and Staff welcomes and acknowledges the important role of the visiting professionals in each student’s development. Relevant professionals will be consulted about pupils’ programmes and will work in consultation with the class teacher to promote and encourage positive behaviour.
School Rules
School rules will be developed with the pupils in a language and manner appropriate to their age and stage of development. These rules will be shared with the parents/guardians at the start of the school year. Kolbe Special School recognises that the pupils may need to be taught how to relate cause and effects of behaviour in more tangible ways e.g., through the use of objects of reference, pecs, role play, pictures. The school also recognises that the pupils use a variety of approaches to internalise and learn new skills. Pupils will be encouraged, praised and listened to at all times by the staff in the school.
Pupils Responsibilities
Each pupil to the best of their ability will be encouraged to try to
The school rules will be presented and reinforced with students in language appropriate to their individual needs, such as
Activities to encourage positive behaviour include
Bullying
Pupils should never bully others and never allow others to bully them. Bullying is always unacceptable.
Home-school communication
It is the policy of the school to assign homework to certain pupils from time to time. Parents are strongly advised to take an active interest in their child’s homework and record their child’s progress to the school each day through the home/school journal or email.
Parents are requested to correspond with the school daily on their child’s form/activities/sleep/each day through the home/school journal or email.
Define Behaviour
Positive behaviour shall at all times be encouraged within the school. In the event of misbehaviour staff will need to analyse the specific behaviour, see the challenging behaviour policy for details on assessment of behaviour.
Minimising Inappropriate Behaviours
As each child is unique, so too are their needs. Different strategies will be effective with different students. Teachers and staff confer with their colleagues, the principal, members of the school’s multi-disciplinary team and/or parent/guardian when behavioural issues arise.
When approaches/guidelines are identified to address the behavioural needs of students, it is important that all members of the school community, including parents/guardians work in a consistent manner, so as to minimise inappropriate behaviours and to enable the student to have a clear understanding of school staff/parents/guardians expectations of their behaviour.
Effective management of behaviour involves adherence to some basic strategies including
Other effective management of behaviour and to promote/acknowledge positive behaviour
Misbehaviour is divided into two categories - minor misbehaviour and major misbehaviour.
Minor Misbehaviour
Strategies for dealing with a minor misbehaviour
Major Misbehaviour
Managing aggressive or violent behaviour
When the usual strategies are not effective then the staff will look at the antecedent-behaviour-consequences (ABC) checklist which examines
This type of assessment enables staff to make adjustments to the class environment and to the pupils daily school routine. In exceptional circumstances, a shorter school day may be introduced to allow the pupil to become accustomed to the school routine and expectations. The plan will be shared with all school staff, parents/guardians to safeguard consistent implementation. The plan will be monitored by the principal and the class team. This plan will be will reported on at every Board of Management meeting.
NB Loss of privileges for a pupil for unacceptable behaviour cannot include a curricular area, i.e., swimming, art, music or educational outing except on the grounds of health and safety. For this a Risk Assessment must be filled out
Involving Parents in management of problem behaviour
Suspension
In extreme cases where a pupil and/or staff safety is seriously compromised, pupils may be suspended.
Before a sanction of suspension is applied the Board of Management will facilitate the Principal to:
When suspension is considered the school principal/BOM will write to parents/guardians of the decision to suspend. The letter will confirm
Expulsion
Expulsion may be considered in an extreme case. A student is expelled from school when a Board of Management makes the decision to permanently exclude a pupil from the school. The Board of Management has the authority to expel a student. This authority will not be delegated.
Before the expulsion of a pupil the Board of Management will notify the local Education Welfare Officer in writing in accordance with Section 24 of the Education Welfare Act 2000.
Expulsion is a very serious step and should only be taken by the Board of Management in very extreme cases of unacceptable behaviour. Before expulsion is considered the school shall make every effort to support, help and address behaviours of concern.
In the event of expulsion the following procedures will apply
Appeals
A parent/guardian or a student over 18 years may appeal the decision to the Secretary General of the Dept. of Education and Skills – Education Act 1998 section 29.
Keeping Records
A system of recording and monitoring behaviour will be implemented throughout the school. This will allow the school over time to gather factual information about what is actually happening, the triggers, the pattern of behaviour, the behaviour. Regular monitoring of behaviour will
All records will allow the school to track an individual student’s behaviour and to check whether efforts to change behaviour are working. All interventions aimed at helping the pupil to deal with unacceptable behaviour will be recorded, including contact with parents or referral to clinicians or other agencies. Positive responses by a student and evidence of changed behaviour, should be recorded as should any sanction used, together with the reason why the sanction was imposed. All reports will be managed within the school in accordance with our Data Protection Policy.
Class
School Records
Notification of Pupil’s Absence
Regular attendance in school helps the pupils to maintain and maintain friendships and to be fully included in all aspects of school life. Parents are required to notify the school if their child is absent for any reason.
The procedures to be followed by parents in relation to their child’s absence are
Kolbe Special School fully co-operates with the requirements of the Education Welfare Act in reporting pupils attendance and absences from school.
Implementation and Review
This policy is supported by the following school policies
The school will be happy to discuss any concerns parents/guardians may have about any aspect of this policy.
This policy was reviewed by staff in June 2021 and was ratified by the Board of Management and will be implemented with immediate effect.
Ratified by the Board of Management of Kolbe Special School June 2021
Review date June 2022
Signed Br Matthew Hayes
Chairperson BOM
Introductory Statement and Rationale
Kolbe Special School caters for pupils between the ages of 4 – 18 years, with severe and profound learning disabilities and for pupils with an additional diagnosis of ASD within this range. As a consequence of age, stage of development, understanding of the pupil and inadequate communication methods some pupils may not always have control over their own behaviour.
Kolbe Special School is committed to advancing the understanding of behaviour and the development of skills for promoting positive behaviour. The safety and well-being of students and staff is a key concern for the school.
The schools code of behaviour is primarily preventative and promotes that all pupils and staff have the right to a safe, calm and disruptive free environment. The staff will play a key role in contributing towards the schools Code of Behaviour by creating a positive environment, which fosters education and learning for each child.
The success of this policy is dependent on a consistent whole school team involvement, the support of parents/guardians and outside agencies.
Rationale
The Code of Behaviour was formulated by all staff, in accordance with the Education Act 1998 and Section 23 of Education Welfare Act 2000. This policy is supported by the schools Behaviour of Concern Policy, Studio 3 policy Health and Safety policy and the National Education Welfare Board (NEWB) “Developing a Code of Behaviour – Guidelines for Schools".
Scope
This policy applies to:
- all pupils in Kolbe school,
- all staff with responsibility for the promotion of positive behaviour during the school day
- all pupils and staff while on school related activities,
- all pupils on Kolbe school transport.
Vision and Aims
The aims of the Code of Behaviour of Kolbe Special School are to:
- provide strategies for all school staff and parents/guardians on behavioural expectations.
- facilitate the holistic development of every child through teaching and learning.
- provide for the effective and safe operation of the school.
- to provide a safe and secure learning environment for all our students.
- to promote positive behaviour while noting the difference between pupils and the need to accommodate these differences.
- to create an atmosphere of respect, tolerance and consideration of others.
- to teach, foster and encourage socially acceptable behaviour within the school and the community at large.
- to ensure that students behave in a respectful manner towards each other, school staff and the wider community.
- to ensure that the systems of rules, rewards, consequences and sanctions are implemented in a fair and consistent manner throughout the school.
- to assist parents/guardians and pupils in understanding the systems and procedures that form part of the code of behaviour and to seek their co-operation in the application of these procedures.
Implementation
The successful implementation on this policy will depend on the co-operation of the whole school team with the support of parents/guardians and visiting professionals. Parental knowledge and the school staff experience of each pupil will create a solid foundation for the successful implementation of this policy.
Where serious incidents of challenging behaviour occur, e.g. personal safety is compromised, see Behaviour of Concern policy, Studio 3 policy and Intimate Personal Care Policy and Procedures.
Collaborative Approach
It is the responsibility of the school management and staff along with pupils and their parents/guardians to work together to create a positive school climate that will support and promote good behaviour. In achieving this objective each partner has their own role and responsibilities.
Board of Management
- Provide a safe and comfortable environment for the education of all pupils.
- Offer support and advice on the writing of the policy.
- Support the principal and staff in implementing the code.
- Ratify the policy.
- To distribute the Code of Behaviour to all staff, parents/guardians and BOM.
Principal
- To promote a positive climate in the school.
- Ensure that the Code of Behaviour is implemented in a fair and consistent manner.
- Arrange for review of Code of Behaviour as required.
Deputy Principal
- To support the Principal in the implementation of the Code of Behaviour
- In the absence of the Principal, they act for the Principal.
Staff
- Support and implement the schools Code of Behaviour.
- Promote a structured and calm environment for all pupils.
- Physically modify the environment to reduce risk factors e.g. throwing.
- Use of effective communication through the use of big-macks, pecs, lamh, etc.
- Speak to the pupils calmly, firmly and positively.
- Praise positive behaviour at all times.
- Provide opportunities/adequate time for the pupil to respond.
- Keep a record of instances of serious and/or repeated misbehaviours. (see appendix 1 for accident/ incident form)
- Recognise and provide for individual talents and differences among pupils.
- Recognise and affirm good work.
- Prepare schoolwork in advance of class allowing for predictable structure.
- Be courteous, consistent and fair.
- Respect the pupils’ dignity.
- Provide support for colleagues through effective communication i.e., regular class meetings and IEPs.
- Communicate with parents regularly and report matters of mutual concern.
Parents/Guardians
The BOM and staff of Kolbe Special School acknowledge the valuable role parents play in the education of their children. Therefore, collaboration between home and school is essential and encouraged for the holistic development of each child.
On enrolment of their child, a copy of the Code of Behaviour will be given to parents/guardians. Parents/guardians are requested to support the school staff in keeping the rules of the school. This can be done by
- Ensuring that their child attends school regularly and punctually.
- Encourage pupils to have a sense of respect for self and for property.
- Encouraging and helping their child to co-operate with the school rules.
- Where applicable helping their child by supporting them to achieve the goals of their IEP.
- Be interested in, support and encourage their children’s schoolwork.
- Be familiar with the code of behaviour and support its implementation.
- Co-operate with teachers in instances where their child’s behaviour is causing difficulties for self or others.
- Attending meetings and appointments in the school as requested.
- Communicate with the school staff any problems, which may affect their student’s progress or behaviour.
- To provide the necessary supplies for their child i.e., change of clothes, snacks, drinks, wipes, individual items such as “taggies” chewy items etc.
- Communicate daily in the Home/School journal or by email
The staff of our school always welcomes the opportunity to discuss with parents/guardians, any behavioural problems that may arise from time to time. With mutual respect, trust and goodwill these occasional problems are readily solved.
Visiting Professionals
The BOM and Staff welcomes and acknowledges the important role of the visiting professionals in each student’s development. Relevant professionals will be consulted about pupils’ programmes and will work in consultation with the class teacher to promote and encourage positive behaviour.
School Rules
School rules will be developed with the pupils in a language and manner appropriate to their age and stage of development. These rules will be shared with the parents/guardians at the start of the school year. Kolbe Special School recognises that the pupils may need to be taught how to relate cause and effects of behaviour in more tangible ways e.g., through the use of objects of reference, pecs, role play, pictures. The school also recognises that the pupils use a variety of approaches to internalise and learn new skills. Pupils will be encouraged, praised and listened to at all times by the staff in the school.
Pupils Responsibilities
Each pupil to the best of their ability will be encouraged to try to
- Sit and work for short periods of time.
- Always try to do your best
- Share with others
- Take your turn
- Do good listening
- Follow simple instructions
- Be kind and always use your good manners
- Be co-operative at all times.
The school rules will be presented and reinforced with students in language appropriate to their individual needs, such as
- Good listening
- Good walking
- Good looking
Activities to encourage positive behaviour include
- Circle time in the classroom
- Role play and social stories
- Revising class/school/playground rules
- School assembly
- Providing individualised and necessary supports to support students to participate in the school community.
Bullying
Pupils should never bully others and never allow others to bully them. Bullying is always unacceptable.
Home-school communication
It is the policy of the school to assign homework to certain pupils from time to time. Parents are strongly advised to take an active interest in their child’s homework and record their child’s progress to the school each day through the home/school journal or email.
Parents are requested to correspond with the school daily on their child’s form/activities/sleep/each day through the home/school journal or email.
Define Behaviour
Positive behaviour shall at all times be encouraged within the school. In the event of misbehaviour staff will need to analyse the specific behaviour, see the challenging behaviour policy for details on assessment of behaviour.
Minimising Inappropriate Behaviours
As each child is unique, so too are their needs. Different strategies will be effective with different students. Teachers and staff confer with their colleagues, the principal, members of the school’s multi-disciplinary team and/or parent/guardian when behavioural issues arise.
When approaches/guidelines are identified to address the behavioural needs of students, it is important that all members of the school community, including parents/guardians work in a consistent manner, so as to minimise inappropriate behaviours and to enable the student to have a clear understanding of school staff/parents/guardians expectations of their behaviour.
Effective management of behaviour involves adherence to some basic strategies including
- Low arousal – quiet/calm approaches
- Clear communication
- Consistent responses
- Appropriate programmes which consider the specific and common needs of all students e.g., sensory needs etc.
- Positive, trusting relationships.
- Having extensive knowledge of each pupil’s personality.
- Be able to read individual pupil’s moods and act accordingly.
- Distract the pupil to prevent the situation from escalating.
- Creating a safe class environment to protect staff and pupils.
- Collaboration with parents and visiting professionals on causes of challenging behaviour.
Other effective management of behaviour and to promote/acknowledge positive behaviour
- Positive role modelling by staff and constant reaffirmation of what is acceptable behaviour.
- To use the pupil’s personal likes as a reward to promote positive behaviour i.e., DVD, music, food.
- In the use of a star/token system pupils will be encouraged to earn stars to reach their reward. Pupils may also loose a star/token for a misbehaviour.
Misbehaviour is divided into two categories - minor misbehaviour and major misbehaviour.
Minor Misbehaviour
- Outbursts of crying and shouting.
- Physical contact i.e., pushing, slapping to gain attention.
- Un-cooperative on a one-to-one basis.
Strategies for dealing with a minor misbehaviour
- If the pupil has a Positive Behaviour Support Plan it should be followed
- Reminder of the school rules
- Redirect the pupil to another activity
- Adapt the sensory environment to meet the pupils needs and within school limits
- Verbal reprimand the pupil – advising them not to repeat the behaviour
- Time in a quiet place to allow the pupil regulate their behaviour
- Temporary separation from peers for a maximum of 5 minutes. Staff will then reassess the situation.
- Loss of privileges depending on the pupils ability to understand delayed gratification i.e., loss of music, loss of a reward token, loss of a sweet etc.
- Referral to principal teacher in particular if staff/pupil is injured or there is property damaged.
- Communication with parents/guardians to inform of the behaviour and to seek support.
Major Misbehaviour
- Un-cooperative i.e., a group situation where the behaviour is a danger to and disrupts the rest of the class.
- Aggressive physical contact i.e., forceful slapping, aggressive pushing, biting.
- Intentional physical destruction of class property i.e., deliberate throwing of objects.
- Any behaviour that is seen as causing a threat to the health and safety of classmates and/or staff.
Managing aggressive or violent behaviour
- Have knowledge of the pupil’s personality.
- Remove other pupils out of the situation for their own safety.
- Give the pupil space and time to calm down.
- At all times remain calm but firm.
- Seek assistance if necessary.
- Temporary separation from peers for 5 minutes. Staff will then reassess the situation and repeat as necessary.
- Loss of privileges depending on the pupil’s ability to understand delayed gratification i.e., loss of music, loss of reward token.
- Referral to principal teacher in particular if staff/pupil is injured or there is property damaged. Where there is serious damage i.e., window broken or a staff member requires medical attention then the pupil will be sent home until all appropriate repairs/staff are available
- Communication with parents/guardians. Parents/guardians to be contacted about a serious incident with intent. Accident/Incident forms to be completed.
When the usual strategies are not effective then the staff will look at the antecedent-behaviour-consequences (ABC) checklist which examines
- Possible causes/reasons for the behaviour
- The nature and frequency of the behaviour – relevant tick charts to be filled in
- What happens as a result of the behaviour?
- Where a pupil displays continuous misbehaviour a behaviour plan will be devised in their IEP. Relevant professional support may be sought.
This type of assessment enables staff to make adjustments to the class environment and to the pupils daily school routine. In exceptional circumstances, a shorter school day may be introduced to allow the pupil to become accustomed to the school routine and expectations. The plan will be shared with all school staff, parents/guardians to safeguard consistent implementation. The plan will be monitored by the principal and the class team. This plan will be will reported on at every Board of Management meeting.
NB Loss of privileges for a pupil for unacceptable behaviour cannot include a curricular area, i.e., swimming, art, music or educational outing except on the grounds of health and safety. For this a Risk Assessment must be filled out
Involving Parents in management of problem behaviour
- Parents shall be contacted about a serious incident involving their child.
- The principal shall contact the parents initially by phone.
- If parents have any queries or concerns, they can contact the school or make an appointment to meet the principal or class teacher.
- All parents shall receive a copy of the Code of Discipline policy.
- When deemed necessary by the Principal, a copy of the accident/incident form may be sent to the parent.
Suspension
In extreme cases where a pupil and/or staff safety is seriously compromised, pupils may be suspended.
Before a sanction of suspension is applied the Board of Management will facilitate the Principal to:
- Meet and communicate with parents/guardians regarding pupils behaviour.
- Implement a behavior plan.
- Seek assistance and advice from visiting professionals as deemed necessary.
- Facilitate the class team/school team and parents to meet regularly regarding the pupils behaviour.
- As deemed necessary by the principal send a copy of accident/incident forms to parents/guardians.
When suspension is considered the school principal/BOM will write to parents/guardians of the decision to suspend. The letter will confirm
- The period of suspension and the dates on which the suspension will begin and end.
- The reason for the suspension
- Arrangements for returning to school, including any commitments to be entered into by the pupil
- Provision of appeal to the Board of Management
- The right to appeal to the Secretary General of the Dept. of Education and Skills – Education Act 1998, section 29
Expulsion
Expulsion may be considered in an extreme case. A student is expelled from school when a Board of Management makes the decision to permanently exclude a pupil from the school. The Board of Management has the authority to expel a student. This authority will not be delegated.
Before the expulsion of a pupil the Board of Management will notify the local Education Welfare Officer in writing in accordance with Section 24 of the Education Welfare Act 2000.
Expulsion is a very serious step and should only be taken by the Board of Management in very extreme cases of unacceptable behaviour. Before expulsion is considered the school shall make every effort to support, help and address behaviours of concern.
In the event of expulsion the following procedures will apply
- Carrying out a detailed investigation under the direction of the principal
- Calling parents/guardians to a meeting to try and find ways to address the pupils behaviour
- Considering the level of understanding of the pupil
- The principal will make a recommendation to the Board of Management
- The Board of Management will consider the principal’s recommendation and will invite both the principal and the parents/guardians to a hearing on the issue
- The Board of Management will deliberate their decision. The Board will inform parents/guardians in writing about its conclusions and the next steps in the process.
- The school will participate in any consultations arranged by the Education Welfare Officer in respect of the decision to expel.
Appeals
A parent/guardian or a student over 18 years may appeal the decision to the Secretary General of the Dept. of Education and Skills – Education Act 1998 section 29.
Keeping Records
A system of recording and monitoring behaviour will be implemented throughout the school. This will allow the school over time to gather factual information about what is actually happening, the triggers, the pattern of behaviour, the behaviour. Regular monitoring of behaviour will
- Alert school staff, parents/guardians to emerging problems for a particular pupil or group of pupils
- Show trends/patterns in the behaviour i.e., the time of day, location
- Provide information about what is working well, successes
- Avoid the risk of labelling a pupil unfairly from class to class or year to year, by providing factual information for any judgement about behaviour.
All records will allow the school to track an individual student’s behaviour and to check whether efforts to change behaviour are working. All interventions aimed at helping the pupil to deal with unacceptable behaviour will be recorded, including contact with parents or referral to clinicians or other agencies. Positive responses by a student and evidence of changed behaviour, should be recorded as should any sanction used, together with the reason why the sanction was imposed. All reports will be managed within the school in accordance with our Data Protection Policy.
Class
- Incidents of challenging behaviour shall be recorded in the class.
- See Challenging Behaviour Policy.
School Records
- Accident/Incident form to be filled on behalf of the injured party and to be kept on file.
- Written documents in relation to incidents of challenging behaviour to be kept on pupils individual file and/or main file.
Notification of Pupil’s Absence
Regular attendance in school helps the pupils to maintain and maintain friendships and to be fully included in all aspects of school life. Parents are required to notify the school if their child is absent for any reason.
The procedures to be followed by parents in relation to their child’s absence are
- See Attendance Strategy policy.
- Parents to write in Home/School Journal informing of pupil’s absence.
- Parents to inform Bus Escorts of a pupil’s absence.
- Parents can contact school informing of a pupil’s absence.
- At the end of every month parents to fill out Pupil Attendance Sheets, sign it and return to the school. These sheets shall be kept for a period of 13 months.
Kolbe Special School fully co-operates with the requirements of the Education Welfare Act in reporting pupils attendance and absences from school.
Implementation and Review
This policy is supported by the following school policies
- Child Safeguarding Policy
- Admissions Policy
- Attendance Policy
- Studio 3 Policy
- Behaviour of Concern Policy
- Safety Statement
- Risk Assessment Policy
- Language and Communication Policy
The school will be happy to discuss any concerns parents/guardians may have about any aspect of this policy.
This policy was reviewed by staff in June 2021 and was ratified by the Board of Management and will be implemented with immediate effect.
Ratified by the Board of Management of Kolbe Special School June 2021
Review date June 2022
Signed Br Matthew Hayes
Chairperson BOM