School Policies

Enrolment Policy


A : General Information

The Board of Management sets out this policy in accordance with the provisions of the Education Act of 1998 and trusts that by doing so parents will be assisted in relation to enrolment matters .The chairman of the Board of Management, Fr. E. Whelan and the Principal , Noel Heffernan ,will be happy to clarify any further matters arising from the policy.The school is situated in the diocese of Kildare and Leighlin .The patron is Dr. Laurence Ryan.

School Details

Scoil Naomh Peadar `s Pól


County Carlow.

Phone 0503 59280

Our school is a seven-teacher school including a teaching principal and a Learning Support Teacher We have a part time resource teacher. All classes from Junior Infants to sixth are taught. We are a mixed school.

The school depends on the grants and teacher resources provided by the Department of Education and Science and operates within the regulations laid down by the Department. School policy has regard to the resources and funding available. The school follows the curricular programmes prescribed by the Department of Education which may be amended from time to time in accordance with sections 9 and 30 of the Education Act (1998). Within the context and parameters of Department regulations and programmes, the rights of the Patron as set out in the Education Act, and the funding and resources available, the school supports the principles of:

-Inclusiveness, particularly with reference to the enrolment of children with a 

 disability or other special educational need;

-Equality of access and participation in the school;

-Parental choice in relation to enrolment;

-Respect for the diversity of values, beliefs, traditions, languages and ways of life

 in society.

B: The procedures


1.  Parents seeking to enrol their child(ren) in St. Peter and Paul N.S .are requested to return a completed Enrolment Application Form (available in the office)  to the school by 28th February each year.

2        Equality of access is the key value that determines the enrolment of children to our school.  No child is refused admission for reasons of ethnicity, special educational needs, disability, language/accent, gender, traveller status, asylum-seeker/refugee status, religious/ political beliefs &values, family or social circumstances.

2.  While recognising the right of parents to enrol their child in the school of their choice, the Board of Management to of St. Peter and Paul N.S is also responsible for respecting the rights of the existing school community and in particular, the children already enrolled. This requires balanced judgements, which are guided by the principles of natural justice and acting in the best interest of all children. Assisting the school in such circumstances, the BoM reserves the right to determine the maximum number of children in each separate classroom bearing in mind:

a.  size of /  available space in classrooms

b.  educational needs of children of a particular age

c.  multi-grade classes

d.  presence of children with special educational/ behavioural needs

e.  DES maximum class average directives (currently a maximum average of 30 children)

  1. In the event of the number of children seeking enrolment in any given class/ standard exceeding the number of places available preceding or during the school year (due to the BoM being unable to provide suitable accommodation, or recruit the required teaching staff) the following criteria will be used to prioritise children for enrolment:

             Children living within the parish who meet the age criteria

      Brothers & Sisters (including step-siblings, resident at same address) of children already enrolled who meet the age criteria

     Children of current school staff-who meet the age criteria 

 . If necessary, in the case of new Junior infants , the additional criteria of the age of pupils will be taken into account and priority will be given to older children. In the event of a child not obtaining a place on the grounds of age priority will be given in the subsequent school year.

Appeals Procedure

Parents who are dissatisfied with an enrolment decision, may appeal to the Board of Management.  It must be addressed, in writing, to the Chairperson of the Board, stating the grounds for the appeal, and lodged within ten days of receiving the refusal.  Parents, if unhappy with the result of this appeal, may appeal to the Department of Education and Science under Section 29 of the Education Act on the official form provided by the Department.  This appeal must be lodged within 42 days of receipt of the refusal from the school to enrol.

       Pupils wishing to transfer from other schools are enrolled subject to the Rules governing National Schools, as well as our own school’s enrolment policy and local agreements with other schools.

       New Junior Infants spend one informal period in school at the end of June to familiarise themselves with their new environment.

       Children with special needs will be resourced in accordance with the level of resources provided by the Department of Education and Science to the Board of Management. The B. O. M.  may request a copy of the child`s medical or psychological report to assist the school in establishing the child`s needs and to profile the support services required. It may be necessary for the Board to defer enrolment of a particular child, pending;

         –The receipt of an assessment report; and / or

         –The provision of appropriate resources by the Department to meet the

       needs specified in the Psychological and / or medical report.

       Notwithstanding the availability of such resources, parents of children who are unsatisfied with the level of educational provision in our school, are advised to consider a special school which is designed and resourced to specifically cater for the needs of children with special educational needs

          Children enrolled in our school are required to co-operate with and support the School/ Board of Management’s Code of Behaviour as well as all other policies on curriculum, organisation, & management. The BoM places Parents/ Guardians responsible for ensuring that their child(ren) co-operate with said policies in an age-appropriate way.  In accordance with the Department of Education’s rules for National Schools, a child may be suspended These policies may be added to and revised from time totime



AND AMENDED on 12.12.05 and  /15/09/08

Introductory StatementRationale

In devising this code, consideration has been given to the particular needs of the school. The aim of this Code of Discipline is to ensure that the individuality of each child is accommodated while acknowledging the right of each child to education in a relatively disruptive free environment.

. This code is reviewed annually by the Board of Management at their first meeting each calendar year. Recommendations for a change in the code by parents and teachers are discussed at this meeting. The Board of Management will strive to keep the school environment clean and as bright and stimulating as possible. The Board acknowledges that a good environment can help children have more respect for school and create a better atmosphere in which to work.



• To allow the school to function in an orderly and harmonious way

• To enhance the learning environment where children can make progress in all aspects of

their development

• To create an atmosphere of respect, tolerance and consideration for others

• To promote positive behaviour and self-discipline recognising the differences between

children and the need to accommodate these differences

• To ensure the safety and well being of all members of the school community

• To assist parents 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

• To ensure that the system of rules, rewards, and sanctions are implemented in a fair and consistent manner

Every effort will be made by all members of the staff to adopt a positive approach to the question of behaviour in the school. The school places greater emphasis on rewards than on sanctions in the belief that this will, in the long run, give the best results.


The school recognises the variety of differences that exist between children and the need to accommodate these differences.

It is agreed that a high standard of behaviour requires a strong sense of community within school and a high level of co-operation among staff and between staff, pupils and parents. To this end a parent/teacher meeting will be held before Chrisrmas each year.

Parents are also encouraged to call to the school by appointment to see the relevant teacher and/or principal should their children have any problems. Teachers will welcome parents calling in such circumstances. Senior pupils will be consulted about the relevance of individual rules and regulations.

The overall responsibility for discipline within the school rests with the principal. Each teacher has responsibility for the maintenance of discipline within his/her classroom while sharing a common responsibility for good order within the school premises.

 Constant interruption and/or disruption in class leading to a cessation of teaching to deal with the problem will be seen as serious misbehaviour as it prevents the rest of the class from having a proper education.

Children are expected to show respect for themselves, others and their environment.

General Guidelines for Positive Behaviour

  1. Pupils are expected to treat all adults and fellow pupils with respect and courtesy at all times. Behaviour that interferes with the rights of others to learn and to feel safe is unacceptable
  2. Pupils are expected to show respect for all school property and to keep the school environment clean and litter free.
  3. Pupils are expected to take pride in their appearance, to have all books and required materials and to be in the right place at the right time.
  4. Pupils are expected to obey a teacher’s instructions, to work to the best of their ability and to present assignments neatly.
  5. Pupils are expected to attend every day unless there is a genuine reason for absence, in which case the school must be informed in writing, stating the reason for absence.


Bullying is repeated verbal, psychological or physical aggression by an individual or group against others. The most common forms of bullying are aggressive physical contact, name-calling, intimidation, extortion, isolation and taunting. Bullying will not be tolerated and parents will be expected to cooperate with the school at all times in dealing with instances of bullying in accordance with the school’s Anti-Bullying Policy. 

Affirming Positive Behaviour 

Positive reinforcement of good behaviour leads to better self-discipline and we place a greater emphasis on rewards and incentives than on sanctions.



  • A quiet word or gesture to show approval.
  • A comment on a child’s exercise book.
  • A visit to another class or Principal for commendation.
  • Praise in front of class group.
  • Individual class merit awards, points awards or award stamps.
  • Delegating some special responsibility or privilege.
  • Written or verbal communication with parent.


Discouraging Misbehaviour


The following strategies will be used to show disapproval of unacceptable behaviour

(a)  Reasoning with the pupil.

(b) Reprimand (including advice on how to improve)

(c)  Temporary separation from peers:

(d)  Move the child in the room or move the child to a different room (time out).

(e)  Loss of privileges: e.g. taking part in school basketball/football leagues, quizzes, chess tournaments, school tours.

(f)   Detention during a break-time under supervision. A Detention Form detailing all times a child is held in Detention will be held in the child’s file in school records and a record of his/her Detention will be sent to his / her parents/guardians.  After 3 such incidents parents/guardians will be invited into the school to discuss the matter. (A copy of this Detention Form is to be found in the Appendix at the end of this plan)

(g)  The  filling in  of Student Behaviour Reflection form by Students from 4th ,5th and sixth to get them to think about their actions .

(h)  Referral to principal.

(i)   Communication with either parent.

(j)  Suspension (Temporary) as stated in Rule 130 (5) of the Rules for National

      Schools and as amended by Circular 7/88 and communicated to Board’s of

      Management under Circular 20/90.

(k)  In cases of repeated serious misbehaviour the Chairman of the Board of Management will be informed and invited to attend the meeting. If parents do not give an undertaking that the pupil will behave in an acceptable manner in the future the pupil may have to be suspended as outlined in (j) above.

(l)  Expulsion may be considered in an extreme case, in accordance with Rule 130 (6) of Rules for National Schools and the Education Welfare Act 2000.

(m) Every effort will be made to refer children presenting with challenging behaviour for psychological assessment with a NEPS psychologist. Help may be sought also from support services within the wider community, e.g. Community Care Services.

Before/After School

Parents are reminded that the staff of the school does not accept responsibility for pupils before official opening time of — a.m. or after the official closing time of — p.m. (infants) — p.m. (other classes) except where pupils are engaged in an extra-curricular activity organised by the school and approved by the Board of Management. Pupils involved in such activities are expected to behave in accordance with school behaviour policy during these times.


Board of Management’s Responsibilities

  • Provide a comfortable, safe environment.
  • Support the Principal and staff in implementing the code.
  • Ratify the code.


Principal’s Responsibilities

  •   Promote a positive climate in the school.
  •   Ensure that the Code of Behaviour is implemented in a fair and consistent manner.
  •   Arrange for review of the Code, as required.


Teachers’ Responsibilities
Support and implement the school’s code of behaviour.

  • Create a safe working environment for each pupil.
  • Recognise and affirm good work.
  • Prepare school work and correct work done by pupils.
  • Recognise and provide for individual talents and differences among pupils.
  • Be courteous, consistent and fair.
  • Keep opportunities for disruptive behaviour to a minimum.
  • Deal appropriately with misbehaviour.
  • Keep a record of instances of serious misbehaviour or repeated instances of misbehaviour.
  • Provide support for colleagues.
  • Communicate with parents when necessary and provide reports on matters of mutual concern.


Pupils’ Responsibilities

  • Attend school regularly and punctually.
  • Listen to their teachers and act on instructions/advice.
  • Work to the best of their ability
  • Show respect for all members of the school community.
  • Respect all school property and the property of other pupils.
  • Avoid behaving in any way which would endanger others.
  • Avoid all nasty remarks, swearing and name-calling.
  • Include other pupils in games and activities.
  • Bring correct materials/books to school.
  • Follow school and class rules.

Parents/Guardians’ Responsibilities
Encourage children to have a sense of respect for themselves and for property.

  • Ensure that children attend regularly and punctually.
  • Be interested in, support and encourage their children’s school work.
  • Be familiar with the code of behaviour and support its implementation.
  • Co-operate with teachers in instances where their child’s behaviour is causing difficulties for others.
  • Communicate with the school in relation to any problems which may affect child’s progress/behaviour.


All members of the teaching staff have been involved in reviewing this code on 12/12/05.  This code was ratifiied by the board of Management on.2-02-06……..AND ON 24/09/08  A copy of this code has been made available to all parents/guardians.

Relationships and Sexuality

Plan formulated:1999Plan reviewed:November 99Plan to be reviewed every.5 years….

Date of next review 2014


1.       Scoil Peadar ‘s Pól


Co. Carlow

          Phone No. 0503 59280       Enrolment: 192        Role No. 148371

2.       Our School Philosophy

Relationship and sexuality will be taught in accordance with the aims of our school set out in the school plan. Our school is a place where people feel valued, self esteem is fostered, creativity and inventiveness are encouraged and open communication IS the norm. Pupils are encouraged to attain high standards express themselves within the limits of their ability, to be aware of their environment and cultural and religious background and to establish and promote good interpersonal relationships at all levels.

We promote in our pupil’s an ability to make-reasoned judgements and choices and to take responsibility for their actions and we encourage attitudes and habits related to spiritual fulfillment.

3.       Definition

Relationships and sexuality aims to provide opportunities for children and young people, to learn about relationships and sexuality in ways that help them think and act in a moral caring and responsible way. It will enable them to form values and establish behaviours within a moral spiritual and social framework.

4.       Relation to Social Personal and Health Education Relationship and Sexuality is an important part of Social Personal and Health Education and will be taught in that context. The Social Personal and Health Education Programme will include a wide range of topics such as healthy eating, alcohol drugs environmental issues, safety and social responsibility as well as relationships and sexuality. It is important to teach Relationships and sexuality in this context because of the changing nature of our society in which children receive informal and

unsupervised information about relationships and sexuality which may be inadequate and inappropriate.

5. Current Provision of Relationship and Sexuality

Elements of the Social Personal and Health Education / Relationship and Sexuality Education Programme are already taught both formally and informally in our school. In the Religious Education Programme, they are encouraged to recognise and express their feelings, to appreciate and understand family life to make and have friends and to make responsible choices.

In the science programme, the concepts of new life is explored – new life in spring, new animals life cycles of animals in senior classes. T.  The Stay Safe programme is taught to all classes.In sixth classes speakers   talk to the sixth class about relationship and sexuality education. This talk is preceded by a talk with parents outlining the approach used. Our school also supports Social Personal and Health Programme / Relationships and Sexuality Education informally by creating a supportive school climate where the aims of the programme are modelled. Self-esteem is encouraged, respect, tolerance and fairness are fostered and there is open communication with the wider school community. Conflict is handled constructively and social, moral and civic values are promoted. Initiative and creativity are encouraged and uniqueness and difference are valued.

6. Aims of our relationship and sexuality education programme

•        To enhance the personal development, self-esteem and well-being of the child

•        To help the child to develop healthy friendship and relationships

•        To foster an understanding of, and a healthy attitude to, human sexuality and relationships in a moral, spiritual and social framework

•        To enable the child to acquire an understanding of, and respect for human love, sexual intercourse and reproduction

•        To develop and promote in the child a sense of wonder and awe at the process of birth and new life.

•        To enable the child to be comfortable with the sexuality of oneself and others while growing and developing

7. Guidelines for the management and organisation of relationship and sexuality education in our school

Aspects of the relationships and sexuality education will be taught within a specific time delegated on the school timetable. However as many of the objectives of relationship and sexuality programme are similar to those in other curricular areas much, of its contents will be in a cross -curricular manner.

In general R.S.E. comprises of 9 lessons in a year divided into three lessons per term. Lessons can be taken from Stay Safe ,R.S.E. Teaching materials, Walk Tall programme

 Guidelines as laid down by the Department of Education and Science and as

discussed in this document will be foliowed. It is recognised that during any

year a special teacher / pupil relationship develops within a class. A trust and

understanding of each other is acquired and having regard to this special

relationship we recognise the need to allow the teachers flexibility / discretion

as the need may arise when dealing with certain areas of tle curriculum

. It is envisaged that the programme will be taught in an integrated manner

where possible

. Parents are  to be informed in advance, regarding when the formal lessons

on the sensitive areas of the programme e.g. puberty, will be covered in school

. If a video is to be used to complement the teaching of RSE parents are to offer

an opportunity to view same.

. Visiting speakers may be used at a senior level to cover certain areas of the

programme or, indeed, to reiterate / elaborate on certain aspects already

covered- The visiting speaker will be fully versed as regards the school’s RSE


 Parents may have the opportunity to meet with the visiting speaker in advance

 of their visit to the school

,’ Parents have the responsibility  to become involved, to inform themselves of

the programme content, to prepare children for the information they wiil

acquire around the sensitive areas and to discuss areas covered in school in

RSE/SPHE with their children

. If a parent wishes their child to be withdrawn from a formal RSE class they

must first discuss this with the teacher involved and the principal and then

inform the principal in writing Every effort will be made to withdraw the

child with the minimum of fuss. Recognising that the Department of

Education and Science do not allow a child to stay away from school ‘while RSE

is being taught the child will be sent to another classroom to work.

. Children will be encouraged to discuss the material being covered in class with

their parents, guardians or older siblings. Where possible handouts,

worksheets etc… wiil be provided to facilitate this

. In a class situation children will be encouraged to recognise that certain

information is for them only i.e. that it is inappropriate for them to discuss

information received about puberty, intercourse and birth with younger

siblings, friends from outside school, etc… It will be explained that other

children wili be given this information by their own parents and teachers when

they reach the appropriate age

 Chiidren will also-be taught to recognise that certain personal disclosures are

inappropriate- Teachers will neither give nor request personal information. A

respect for personal information. A respect for personal privacy will be


Parents will be informed it the teacher feels a particular child would benefit

ftom more in-depth discussion, at home, of a topic covered

If a parent has a particular concern / issue which has arisen as a result of an

RSE discussion in school they would be encouraged to discuss same with the

teacher or the principal.

As always, parents are requested to inform teachers of special family

situations- These will be dealt with in confidence. It is the experience of the

teachers that it is to everyone’s benefit if they are kept informed

Sensitive issues may be dealt with in the following class groupings

Puberty – fourth or fifth class depending on class groupings .maturity of class

Puberty,  intercourse and birth with boys and girls during sixth class. To

facilitate this, appropriate arrangements will be made for the rest of the classes

for the periods concerned

Children’s questions will be dealt with, taking into account the following

criteria, when relevant

– by being aware of circumstances in which the quest[on has arisen

– by clarifuing u;hat information is required

– by deciding, if the issue is relevant, who it is relevant to – by giving an age-appropriate answer

– by deferring the question as one which will be answered in the next lesson,

one uhich should be answered at home or one which will be answered

more fully in the future

There will be ongoing assessment of the programme through observation by

and feedback from parents, teachers and pupiis

After two years there will be a review of this policy. The partners wiil be given

an opportunity to make comments and suggest amendments as appropriate. It

is intended that the senior pupils’ opinions will be included in this review.

Role of Parents

The School recognises that the Parents are the primary educators and home is the natural environment in which RS.E. should take place. It is envisaged that the school R.S.E. programme would complement this.

Role of Principal

It will be the principal’s role to arrange the teaching of the programme and to deploy the necessary staff The principal together with the staff will help to create an environment where the child’s self-esteem is fostered. Lesson plans will be available for inspection R.S.E. is part of the S.P.H.E. programme. Parents are asked to notify the principal before the dead line of their intention to withdraw their children.

Withdrawal of Pupils

Parents will have the right to withdraw their children from any aspect of the relationship and sexuality programme. Children who have been withdrawn will be accommodated in another classroom until the R. S. B. lesson is over.

Sensitive Issues

Sensitive issues such as sexual intercourse, teenage pregnancies, separation, divorce etc. will be dealt with where appropriate to the child’s age and development with the context of the schools ethos. These issues are currently dealt with in sixth class by avisiting speaker

Visiting Speakers

It has been the policy of the school to invite speakers  to speak to pupils of 6 class. This will continue in the context of the R.S.E. Programme..

Provision for ongoing support Development of R.S.E.

We are committed to ensure access to in – career development opportunities for teachers and policy committee members. We will support the efforts of parents to provide educational opportunities for other parents in the form of parent programmes. Parents will be asked on a letter for their consent re relationship and sexuality programme.

Policy Committee

The policy and programme will be reviewed annually by the parents, policy committee, teachers and Board of Management. Any amendments necessary as a result of such review will be undertaken.

Reviewed during November 09.Ratified by the Board of Management17 Nov 09


Policy on Attendance




This policy document was drawn up:

  • To ensure and maintain a high level of attendance at school by all pupils.


The Board of Management, in consultation with staff and parents/guardians drew up this Policy on Attendance.


The policy was drafted for the following reasons:

  • The Board of Management wishes to comply with legislation, such as:


  • The Education Act, 1998
  • The Education (Welfare) Act, 2000


  • The Board of Management wishes to promote and encourage regular attendance as an essential factor in our pupils’ learning.


Relationship to the Characteristic Spirit of the School

Scoil Naomh Peadar s Pól endeavours to enable every pupil to actively participate in all school activities. Regular attendance helps to create a stable learning environment for all pupils, and the school hopes to promote co-operation among pupils, parents/guardians and staff in maintaining a high level of regular attendance through the school year. Attendance in our school averages at 95% and we are anxious to maintain or improve this.




  • To raise awareness of the importance of regular school attendance
  • To identify pupils at risk of leaving school early
  • To promote and to foster positive attitudes to learning
  • To ensure compliance with the requirements of the relevant legislation.



Recording and Reporting of Attendance and Non-Attendance

The school attendance of individual pupils is recorded in the Leabhar Rolla (Roll Book) of each class on a daily basis. Class attendance data is recorded daily in the Leabhar Tinrimh (Attendance Book).  The annual attendance of each individual pupil is recorded in the Clár Leabhar (Register), together with information provided in enrolment forms (Pupil’s Name, Date of Birth, Address, Religion, Parents’ Names and Parents’ Occupations). If a pupil does not attend on a day when the school is open for instruction, his/her non-attendance will be recorded by the class teacher. The roll call is taken each morning.  Any pupil not present will be marked absent for the day.  The roll book may not be altered once it has been filled in.  A note from parents/guardians is required to explain each absence. Such notes will be retained i the office. Parents/guardians must also provide a note if a child departs early during the school day.

Late arrivals and early departures are recorded. Children arriving after 9.30 in the morning must be signed in by their parent/guardian in the office. Children leaving school before school closing must be signed out.

Parents/guardians are informed in writing on the end of year report of the total number of absences during the school year. Pupils whose non-attendance is a concern are invited to meet with the Principal during Parent/Teacher meetings and are informed of the school’s concerns.

The school must inform the Education Welfare Officer in writing, where a child has missed 20 or more days in a school year, where attendance is irregular, where a pupil is removed from the school register and where a child is suspended or expelled for 6 days or more.

Whole School Strategies to Promote Attendance

, Scoil Naomh Peadar s Pól endeavour to create a safe, welcoming environment for our pupils and their parents/guardians. Parents/guardians are consulted in drafting and reviewing policies with the aim of promoting a high-level of co-operation among the school community. The teaching staff collaborates in the planning and implementation of the primary school curriculum, so as to provide a stimulating learning environment for all pupils.

New entrants and their parents/guardians are invited to engage in an induction process, through which the school’s policies and procedures in relation to attendance are explained. There is a focus on the value of regular attendance and on the importance of developing good attendance habits from Junior Infants onwards.


The school has developed a good relationship with the local Education Welfare Board (EWB) personnel and there is ongoing communication in relation to children who are at risk.

The school works with the local School Completion Programme in developing programmes to minimise the risks of irregular or non-attendance and to maximise the opportunities provided to all pupils.

The school maintains communication with local pre-school and second-level schools in order to make the transition for pupils as easy as possible.

Strategies in the Event of Non-Attendance

Section 17 of the Education (Welfare) Act (2000), states that ‘the parent of a child shall cause the child concerned to attend a recognised school on each school day’.

Section 21 of the act obliges schools to inform the Education Welfare Officer if a child is absent on more than 20 days in any school year, or if a child does not attend school on a regular basis.

In such cases the Education Welfare Officer (following all reasonable efforts by the Education Board to consult with the child’s parents and the Principal of the school) may serve a ‘School Attendance Notice’ on any parent who he/she concludes is failing or neglecting to cause the child to attend the school.  A successful case taken against the parent may result in a fine and/or imprisonment.

Reasons for absence are recorded and reported to the EWB five times during the school year through an online system. An annual report is submitted – not more than six weeks following the end of the school year – detailing the overall level of attendance at the school during that school year. This information will be communicated to the school community at Board of Management meetings.

Success Criteria

The following will provide some practical indicators of the success of this policy:

  • An increase in annual attendance rates
  • Board of Management, Staff and parent/guardian awareness of their legal obligations under the Education (Welfare) Act 2000


Roles and Responsibilities

It is the responsibility of the Principal and staff to implement this policy under the guidance of the school’s Board of Management.


This policy will be implemented immediately following ratification by the Board of Management and communication to the Parents’ Association.








Ratification and Review

This policy was reviewed by the Board of Management in Term 1, 2010/2011.

It was ratified by the Board of Management on  Date: ___________________

Signed: _____________________________ Chairperson, BoM

The policy was communicated to parents on __________Dec 2010____________                 

 Ratified by the board of management 18-01-2011


Review Date:  ____________________________

Child Protection Policy


.To whom does the policy apply


There is an obligation on schools to provide pupils with the highest possible standard of care in order to promote their well being and protect them from harm.

In situations where school personnel suspect abuse, they will ensure that such concerns are reported in accordance with the procedures outlined in Chapter 3 of the Child Protection Guidelines and Procedures of the D.E.S.

Designated Liaison Person.


The Principal Teacher is Designated Liaison Person  All matters dealing with allegations of abuse will be dealt with by him.

The Chairperson of the Board of Management will be informed immediately when a report of abuse has been submitted to the health board. If the designated Liaison person is unavailable  the Deputy Principal will assume responsibility.

How to recognise possible signs of abuse.


1.   Teachers should become familiar with:-

How to recognise possible signs of abuse or neglect.

See Appendix 1, National Guidelines “Children First” Paragraph 1 – 4 which outlines

            1. Neglect

            2. Emotional abuse

            3. Physical abuse

            4. Sexual abuse

2.   No single indicator should be taken as conclusive.

3.   Recognising Child Abuse

(a)  Consider the possibility of abuse.

(b)  Observe the signs of abuse (see above)

(c)  Record the information.

4.   Approach Designated Liaison Person with a view to filing a report to the Health Board.

5.   If the school employee and the DLP are satisfied that there are reasonable grounds for the suspicion or allegation the DLP will report the matter to the Health Board immediately.  This will be done by phone or in writing. See Appendix 1, P21, Standard report form Child Protection Guidelines and Procedures.

6.   If following the discussion outlined above the DLP decides that the concerns of the school employee should not be referred to the Health Board, the school employee will be given a written statement as to the reasons why action is not being taken.

7.   In cases where school personnel have concerns about a child but are not sure whether to report the matter, appropriate advice will be sought from the Health Board informally without identifying details  being given.  If the Health Board advises that a referral should be made the DLP will act on that advice.


8.  In cases where peer abuse is suspected the appropriate advice will also be sought

     informally from the Health Board.

9.   The DLP will immediately inform the Chairperson of the Board of Management

 if a report has been made to the Health Board.

Handling disclosures from children.


In an abused child case, care will be taken not to damage the trust between child and teacher. Sensitvity will be needed in responding to the disclosure.

The following procedures will be followed:

1        Listen to the child without asking leading questions or making suggestions.

2        Offer reassurance but do not make promises.

3        Do not stop a child recalling significant events.

4        Do not over-react.

5        Explain that further help might have to be sought and that everything possible will be done to protect and support the child.

6        Record the discussion and retain the record.

7        Records will be reported to the Designated Liaison person and records will be retained.

Procedures concerning action to be taken where allegations are received against school employees.


8        Action should be guided by the agreed procedures, the applicable employment contract and the rules of natural justice.

9        The Chairperson (or equivalent head of organisation) should be informed as soon as possible.

10    The first priority should be to ensure that no child is exposed to unnecessary risk. The employer should as a matter of urgency take any necessary protective measures. These measures should be proportionate to the level of risk and should not unreasonably penalise the employee, it is important that early consideration be given to the case.

11    The follow up on an allegation of abuse against an employee should be made in consultation with the Health Board and an Garda Siochana. An immediate meeting should be arranged with these two agencies for this purpose.

12    After these consultations referred to above and when pursuing the question of the future position of the employee the Chairperson (or equivalent head of organisation) should advise the person accused of the allegation and the agreed procedures should be followed.

13    Employers should care to ensure that actions taken by them do not undermine or frustrate any investigations being conducted by the Health Board or An Garda Siochana. It is strongly recommended that employers maintain a close liaison with these authorities to achieve this.

Keeping Track of Records.


1)   Timing and particulars recorded in detail including any comments by witnesses.

2)   Records are confidential and will be retained in a secure location by Designated Liaison Person.

3)   A report will be prepared for a child protection conference if required.

Reporting of Concerns.


Action to be taken by D.L.P. (Designated Liaison Person)


1)   If the school employee and D.L.P. are satisfied that there are reasonable grounds for the suspicion or allegation the D.L.P. should report the matter to the Health Board immediately by contacting the Duty Social Worker. In the event of an emergency the report can be made to the Gardai.

2)   The Chairman of the Board of Management will be informed of the report and the parents or guardians of the child will also be informed unless doing so is likely to endanger the child. If parents are not informed reason for taking this decision will be recorded.

3)   If school personnel have concerns about a child but are not sure whether to report the matter, the D.L.P. will consult the appropriate Health Board Staff and will be guided by their advice.

Prevention of Child Abuse through Curriculum provision


Alive O -Promoting and re-enforcing self esteem.

Stay safe-Programme.


Prim-Ed series on Health.

Responsibilities of School Management.

It is the responsibility of the Board of Management of each school to do the following:

14    Have clear procedures which teachers and other staff must follow where they suspect, or are alerted to, possible child abuse, including where a child discloses abuse.

15    Designate a senior member of staff to have specific responsibility for child protection. The Principal/designated person is responsible for ensuring that the standard reporting procedure is followed so that suspected cases of child abuse are referred promptly to the local Health Board or An Garda Siochana.

16    Monitor the progress of children considered to be at risk.

17    Contribute to the prevention of child abuse through curricular provision.

18    Promote in-service training for teachers and members of Boards of Management to ensure that they have a good working knowledge of child protection issues and procedures.

19    Have clear written procedures in place concerning action to be taken where allegations are received against school employees.

Policy Statement on Safety. Health and Welfare at Work

of the Board of Management,

Scoil Náisiúnta Naomh Peadar S Pól. Ballon


1.1 The Board of Management will ensure that, in so far as is practicable, the highest standards of safety shall prevail and that, at a minimum, the provisions of the Safety, Health and Welfare at Work Act 1989, are applied.

1.2 Specifically, the Board wishes to ensure so far as is reasonably practicable that:

(a)  The design, provision and maintenance of all places are in a condition that is

     safe and without risk to health.

(c)   The design, provision and maintenance of means of access to and exit from

     places of work are safe.

(c) The design, provision and maintenance of plant and machinery are safe.

(d)  The provision of systems of work that are planned, organised, performed and

     maintained are so as to be safe and without risk to health.

(e) Staff are instructed on proper lifting techniques.

(f) It will provide such information, instruction, training and supervision as

     is necessary to ensure safety and health at work of its employees.

(g) It will provide and maintain suitable protective clothing or equivalent as

     necessary to ensure the safety and health at work of its employees.

(h) Adequate plans are prepared and revised as necessary to be followed in

    emergencies e.g. fife drill, injuries etc.

(i)The services of a competent person for the purpose of ensuring the safety and

   health at work of its employees are obtained where necessary.

(J) This Safety Statement will be reviewed and updated.

(k) Arrangements for consultation with employees on matters of Health and Safety 

    are provided.

1.3 The Board recognises that its statutory obligations under legislation extend to employees, students and any person legitimately conducting school business and the public.

1.4 The Board of the school will ensure that the provisions of the Safety, Health and Welfare at Work Act 1989, are adhered to

Duties of Employees


1.  It is the duty of every employee while at work:

(a) To take reasonable care for his / her own safety, health and welfare and that of any person who may be affected by his / her acts or omissions while at work.

(b) To co-operate with his / her employer and any other person to such extent as will enable his / her employer or the other person to comply with any of the relevant statutory provisions.

(c) To use in such manner so as to provide the protection intended, any suitable appliance, protective clothing, convenience, equipment or anything provided for securing his / her safety, health or welfare while at work.

(d) To report to the Board of Management without unreasonable delay, any defects in plant, equipment and place of work. Also systems of work, which might endanger safety, health or welfare, of which he / she becomes aware.

2.  No person will intentionally or recklessly interfere with or misuse any appliance, protective clothing, convenience, equipment or anything provided in pursuance of any of the relevant statutory provisions or otherwise, for securing safety, health or welfare of persons arising out of work activities.

3.  Employees will, by using available facilities and equipment provided, ensure that work practices are performed in the safest manner possible

Specific Hazards





It is the policy of the Board of Management that:

–              There is an adequate supply of fire extinguishers, which will deal with any type of fire.

–              All fire equipment is identified and regularly serviced.

–              Regular fire drills take place at least once a term.

1        Instruction is given in the use of fire extinguishers.

–              All electrical equipment be unplugged or turned off outside of school hours and when the school is vacated for lengthy periods.

–              An assembly area is designated outside each building

–              The safety officer will be responsible for fire drills and evacuation procedures.





Hazards shall be divided into two categories. Those which can be rectified will be dealt with as a matter of urgency. Those that cannot will be clearly indicated and appropriate procedures listed beside them. All hazards shall be eliminated in so far as resources and circumstances allow.

The following hazards (in so much as can be identified) are considered by the Board of Management to be a source of potential danger and are brought to the attention of all concerned.

  1. Wet corridors
  2. Oil  tanks
  3. Basketball court fence
  4. Snow white area wall
  5. Trailing leads
  6. Typewriters, Computers
  7. Guillotine
  8. Projectors
  9. Fuse Board
  10. Electric kettles
  11. Boiler house
  12. Ladders
  13. Uneven pavement on school yard
  14. Protruding units and fitting
  15. External store to be kept locked
  16. Slabs around perimeter of scho
  17. Icy surfaces on a cold day
  18. Mats in hall
  19. Windows and doors opening out in wind









Consultation and Information



It is the policy of the Board of Management:

–                to consult with staff in the preparation and completion of the Health and Safety Statement.

–                To give a copy of the Safety Statement to all present and future staff.

–                That any additional information or instructions regarding Health, Safety and Welfare at work not contained in the document will be conveyed to all staff as it becomes available.

–                That Health Safety and Welfare will form an integral part of any future staff training and development plans.





All teaching staff will  identify potential hazards to health and safety in their relevant classroom .

The School Safety Officer (Special duties teacher Mrs. B. Mullins) will also identify potential hazards in the playgrounds and outside buildings .

These will be communicated to the  Principal to be acted upon if necessary. . Hazards that can be rectified or minimised will be dealt with as a matter of urgency.








Constant Hazards


Machinery & Electrical Equipment

It is the policy of the Board that only competent persons use machinery and electrical equipment. Such appliances and equipment will be subject to regular maintenance checks.


It is the policy of the Board that chemicals, detergents etc., be stored in clearly identifiable containers bearing instructions and precautions for their use and kept in a safe storage area. These will be kept under lock in the store room in the shelter. Keys will be made available to the cleaners, caretaker, principal and vice principal.

Polished & Wet floors

It is the policy of the Board that the washing of floors is conducted after school hours to ensure as far as is reasonably practicable, the elimination of danger of slipping.

The Code of Discipline

The Code of Discipline in the school provides for a level of behaviour to minimise personal risk or stress to any employee.

Access to Employees is by Consent

When the employee feels at risk from or threatened by a particular person on school property, this will be drawn to the Board of Management’s attention.. Board of Management will undertake to ensure that in such circumstances appropriate measures will be taken to protect employees.

First Aid

It is the policy of the Board that all required remedies and e available for first aid function. There will be an adequate supply of properly equipped First Aid Boxes available at all times to staff. Disposable gloves will be worn at all times when administering First Aid.

The Principal will see that there will be maintained in the school a properly equipped First Aid Box available to staff at all times containing:

  • sticking plasters
  • Anti-histamine for Stings, etc.
  • Tape
  • Disinfectant (e.g) savlon
  • Eye lotion(e.g) Obtrex
  • Antiseptic cream
  • Cotton Bandage
  • Cream for First Aid treatment of Burns
  • Antiseptic Wipes
  • Scissors
  • First Aid Chart


Infectious Diseases


It is the policy of the Board of Management  that all infectious diseases shall be notified and steps taken to ensure the safety of staff and students against all such diseases. The Board of Management will endeavour to minimise the risk by adherence to sound principals of cleanliness, hygiene and disinfection and have provided disposable gloves for use in all First Aid applications, cleaning tasks, etc. Toilets and washrooms shall be provided at all times with an adequate supply of water, soap, towels and a facility for the safe disposal of waste.





3 Responses to School Policies

  1. Amy Moloney says:

    i hope the police keep up the good work

  2. Jen Corr says:

    An Idea*

    Could the school calender be put up on the school blog?

    It would be handy to see & check throughout the year. Tx’s Jen

  3. nh says:

    See new page added at top

Leave a Reply

Your email address will not be published. Required fields are marked *