Discipline Policy

MISSION STATEMENT

To keep up the school motto ‘Love and Simplicity’, Theresa Nuzzo School promotes and enhances the academic, social, physical, moral and spiritual dimensions of every student with the help of parents, teachers and all the staff to create a Catholic environment following the principles of the Foundress Mother Maria Theresa Nuzzo.

AIMS OF THE CODE

To create an environment where all partners in the school community (i.e. children, teachers and parents) feel safe, respected and valued.
To promote self-discipline
To create an environment where the children and their teachers/LSEs can reach their creative and intellectual potential without disruption.
To have a framework in place (i.e. the code of discipline) to help the school run smoothly.
To establish effective means of communication between pupils, teachers/LSEs, parents/guardians and Management.
To help children to acquire and develop moral and ethical values and a respect for the belief and values of others.
To respect our school motto ‘Love and Simplicity’ and to live it in practice.

THE RIGHTS OF CHILDREN, TEACHERS AND PARENTS

Children’s Rights

Children have the right:

To be educated in a safe, happy secure environment.
To grow intellectually, emotionally, physically and spiritually with an understanding of individual needs.
To be treated as an individual with due respect and regard for others within the school community.
To be listened to and to have the opportunity to question.
To express their emotions and beliefs.
To be free from all forms of abuse, whether physical, emotional or mental.
To receive information about topics and concerns affecting their lives (including information on code of discipline).

Teachers’/LSEs’ Rights

Teachers have the right:

To educate in an environment free from disruption.
To be respected and held in proper esteem.
To full and open communication with parents.
To information on the child and easy access to parents when necessary.
To voice concerns about the child’s safety, behaviour and academic progress.
To expect backup, support and co-operation from parents for their work.
To confidentiality.
To be listened to.
To appeal to a higher authority, e.g. Board of Management, Department of Education & other unions.
To receive adequate facilities and resources appropriate to their teaching duties.
To be present when teachers’/LSEs’ actions are questioned.
To have enough time for discussion during staff meetings.
To make sure planning time is adhered to.

Parents’ rights

Parents have the right:

To easy access and regular informative communication with the Teacher/LSE/SLT.
To respect understanding and confidentiality.
To regular updates on the progress of the child/children.
To question teachers’/LSEs’/SLTs’ actions in his/her presence.
To be informed about disciplinary action at an early stage.
To appeal to a higher authority, e.g. SLT, Department of Education after consulting with the school SLT.
Of access to the Code of Discipline of the school.

RESPONSIBILITIES OF CHILDREN, TEACHERS/ LSEs AND PARENTS

Children are to be responsible for:

Their class work and homework.
Knowing and complying with school and class rules.
Their behaviour in class and in the school premises.
Their belongings.
Their classroom.
School property, Equipment, and all reading books.
Their environment.
Playing safely.
Not excluding others from their games.
Helping and caring for others, in particular the younger children in the school.
Showing respect to all adults working in the school (teachers, LSEs, etc)

Parents are to be responsible for:

Providing firm guidance and positive role models to children.
Abiding with all school policies.
Children’s behaviour in school and at home.
Becoming involved in their children’s learning.
Ensuring homework is completed.
Ensuring children come to school on time and clean.
Ensuring children come to school in full uniform. Click here to read more about school uniforms
Ensuring children come prepared for school with pencils, labeled books etc.
Ensuring children have had enough food and sleep.
Keeping in touch with school about all aspects of child’s learning, progress and behaviour.
Communicating to school/teacher any problems which might affect children’s learning.

Teachers/LSEs/SLT are to be responsible for:

The children in their care.
Transmitting religious values
Creating a positive atmosphere/environment for learning.
Being firm and fair.
Giving equal attention to all children.
Communicating with parents on issues concerning their child’s learning and behaviour.
Having positive expectations for children.
Ensuring there are no disruptions.
Checking and correcting homework, and not overloading children with homework.
Informing children what is expected of them in terms of behaviour and academic.
Not blaming children for parents’ shortcomings.
Providing firm guidance and being role models for children.

CODE OF BEHAVIOUR

All stakeholders share common responsibilities towards each other:

Respect, courtesy and co-operation to be shown towards other children, teachers, support staff and parents, in the classroom, the playground and on school outings, at all times.
Respect to be shown by the children towards their own and other children’s belongings, school property and environment.
Respect to be shown for other people’s space i.e. non-verbal or physical violence or aggression, or any form of bullying.
Respect for each other’s feelings, i.e. it’s okay to feel sad, quiet etc.
Children are to behave and be smart for daily assemblies.
Children are to behave in an orderly fashion in the classroom, moving around the school, going to and from the playground and while travelling on the school buses.
Children are to come to and leave school on time.
Children are asked to bring to school all necessary books and materials to do their classwork efficiently.
Children are to complete assigned work (written and oral) both at school and at home.
Children are to listen to others and to take turns to speak in class.
Children must not endanger themselves or others.
Children are not to exclude others from games.
Children must remain within the designated playground boundaries during break times.
Children should not leave school without permission.

STRATEGIES FOR DEALING WITH MISBEHAVIOUR

Verbal disapproval should include reasoning and advising for improvement.
The child to be removed to another classroom for a short period as a calming measure.
The teacher helps the child to realise his/her misbehaviour and improve on this.
A record will be kept of any serious misbehaviour to identify patterns of behaviour.
The child is to be deprived of any activity (deemed appropriate) and parents are duly informed depending on the seriousness of the misbehaviour.
Parents are contacted about misbehaviour in writing depending on frequency and/or seriousness. Attached to note are the consequences.
Children are sent to the Head/Deputy Heads for any bad behaviour which occurs frequently.
Parents can ask to meet with Teacher and or Head /Deputy Heads in case of any serious misbehaviour.
The child is helped to reflect about his/her misbehaviour and decides what can be done to improve this.

COMMUNICATING WITH PARENTS REGARDING DISCIPLINE

The support and co-operation of parents/guardians is essential if the Code of Discipline in school is to operate effectively. If a good relationship exists between parents and school staff the pupils will ultimately reap the benefits. To foster good communication, the following procedures are school policy:

Procedures

Personal contact with teacher and/or Head/Deputy Head in the form of a letter or phone call.
A meeting with the class teacher and/or Head/Deputy Head and parents.

The school adheres to the documents below:

Addressing-Bullying-Behaviour-in-Schools Download

Safeguarding-Children-in-Schools-Final-Nov-2019-1 Download

Updated August 2024