Policy Documents

Attendance Policy

Charleville National School promotes the view that regular attendance is important to ensure the best possible learning outcomes for all of our children. We feel the whole school community takes responsibility for attendance.

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Aims:

  • To raise attendance
  • Improve punctuality
  • To raise level of achievement
  • Maximise opportunities both in school and in later life.

Guidelines:
Reasons for absence. Parents and carers are asked to contact the school office by phone or in person if their child needs to be absent from school.

Authorised absences include:
Sickness, hospital appointments, dentist, religious holidays, clinic and funerals. Medical appointments should be arranged if possible outside the school day. Where this is not possible it is expected that pupils only miss part of the day.

Unauthorised absences include:
Shopping, visiting relatives, buying shoes, going for a haircut, parent/s unwell.

Holidays:
The school supports the view that every lesson counts and discourages parents from taking holidays in term time.

TUSLA
In extreme circumstances where a child’s frequent absence is due to a reluctance to attend, the teacher may provide some means of encouragement e.g. computer time, art, P.E. If a child is absent for twenty (20) days or more in a school year, the school is required by law to report this matter to Tusla.
The school year attendance number is 183 days. If a child is absent for up to three (3) days a note is required for school records.

Punctuality is very important. Children must be in school between 9. 10 am and 9.25 am and collected at 2.50 pm.

Anti-Bullying Policy

This anti-bullying policy operates in conjunction with the School’s Code of Behaviour, which is used to address isolated instances of anti-social behaviour

The school has a central role in the children’s’ social moral development just as it does in their academic development. In school, we work towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. The individuality of each child needs to be accommodated while at the same time acknowledging the right of every child to education in a disruption free environment.

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Bullying is defined as repeated aggression, whether verbal, psychological or physical, conducted by an individual or group against others. Examples of bullying include physical aggression, damage to property, intimidation, isolation, name-calling, taunting or ‘slagging’ and any form of cyber bullying. Child to child bullying, teacher to child, intra staff bullying, parent to staff and parent to child bullying (including a child other than their own) are examples of the areas where bullying may occur.

Isolated instances of aggressive behaviour, which would be dealt with under the Code of Behaviour, would not be described as bullying. However when the behaviour is systematic and ongoing, it is bullying.

The school acknowledges that there are three parties involved in bullying – those who bully, those who are bullied and those who witness the bullying. Staff and teachers bear this in mind when dealing with bullying incidences and try to support and work with all parties involved.

Aims of the Policy

  • To foster a school ethos of mutual and self-respect.
  • To raise awareness of bullying as a form of unacceptable behaviour.
  • To outline, promote and raise awareness of preventative approaches that can be used in response to reported incidences of bullying.
  • To develop a programme of support for those affected by bullying behaviour and for those involved in bullying behaviour.
  • To outline procedures for noting and reporting instances of bullying behaviour.
  • To outline procedures for investigating and dealing with incidents of bullying behaviour.

Child to Child Bullying

Stage One

Unless the incident is of a very serious nature, it will be dealt with by the classroom teacher who will talk to the children involved. Teachers respect the need to support the esteem of each party involved in an incident. When a teacher becomes aware that a child is regularly involved in incidents he/she will start a record of such incidents. The purpose of this record is:

  • To aid memory by recording details of the incident to discuss with parents
  • For clarity in assessment of the situation
  • For planning and intervention

Teacher speaks to all parties individually to clarify the situation

Teacher speaks to all concerned as a group to determine the way forward

A follow-up meeting will take place within one week with all parties

Should the action taken at this stage prove not to have resolved the issue, the staff will proceed to stage two.

Stage Two

The Principal will arrange to meet with the parents of the child who is seen to be bullying and separately with the parents of the victim of bullying. The children themselves may be required to attend part or all of these meetings. The child who is bullying will be placed on report. This means that the child’s behaviour in all areas is monitored during the day. The child has three meetings with his/her teacher and together they decide on what is to be written for that part of the day. All positive behaviour, progress on work etc will be noted. At the end of the day, the teacher writes his/her own comment and this will be sent home to be signed by the child’s parent/guardian and returned to school the following day. The purpose of this report to focus as much as possible on the positive qualities and efforts of the child, and to motivate the child to move away from negative behaviour. The child should be able to see that parents and school are working together in his/her interest, so the co-operation of the parents is essential. Initially a review of the reports will be carried out at the end of the week in a meeting with the Principal, teacher, parents and child. The report will be continued if needed. A follow-up meeting will take place within a month.

The child who is the victim of bullying will also meet with the Principal and his/her parents. The aim of such a meeting(s) will be to address emotional needs and devise strategies for the child to deal with the bullying. A follow up meeting will take place within a month. This may involve reinforcing the programme being covered in class, or other strategies.

Stage 3

It is the duty of the school to provide a safe environment for all the children. Should the above interventions fail and the bullying continue, a programme of appropriate sanctions may be implemented by the Principal in consultation with the parents and Board of Management. Sanctions implemented aim to encourage positive behaviour and support the esteem of the child. These sanctions may include a period of exclusion during which there will be ongoing consultation with the parents to decide on appropriate action(s) to be taken in the best interests of the child. Exclusion for any period of time will follow procedures as laid down in the Rules for National Schools 130(5). Expulsion may be considered in extreme cases according to Rule 130(6).

Bullying by Adults

 In the case of intra-staff bullying, Charleville National School will adopt the procedures outlined in Section C (c2) of the INTO booklet: ‘Working Together: Procedures and Policies for Positive Staff Relations’. A copy of this document is available for free download on the INTO website.

In the case of Teacher – Child bullying, a complaint should in the first instance be raised with the teacher in question by the parent/guardian of the child if possible and then if necessary referred to the Principal. Where it has not been possible to agree a framework for resolution, the matter should be referred in writing by both parties to the Board of Management for investigation.

In the case of Parent – Teacher bullying, the Principal should be informed in the first instance, and if deemed necessary the Board of Management should subsequently be informed in writing.

In the case of Parent/Visitor to the school – Child bullying, the complaint should be referred in the first instance to the child’s class teacher and subsequently to the Principal if unresolved.

In the case of Principal – Parent/ Child bullying, the matter should be raised with the Principal if possible, or referred to the Chairperson of the Board of Management.

 

Child Protection Policy

The Board of Management recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, practices and activities. Accordingly, in accordance with the requirements of the Department of Education and Skills’ Child Protection Procedures for Primary and Post Primary Schools, the Board of Management of Charleville National School has agreed the following child protection policy.

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The Board of Management has adopted and will implement fully and without modification the Department’s Child Protection Procedures for Primary and Post Primary Schools as part of this overall child protection policy.

The Designated Liaison Person (DLP) is  Gloria Mollison

The Deputy Designated Liaison Person (Deputy DLP) is   Susan Patterson

In its policies, practices and activities, Charleville National School will adhere to the following principles of best practice in child protection and welfare:

The school will

  • recognise that the protection and welfare of children is of paramount importance, regardless of all other considerations:
  • fully co-operate with the relevant statutory authorities in relation to child protection and welfare matters:
  • adopt safe practices to minimise the possibility of harm or accidents happening to children and protect workers from the necessity to take unnecessary risks that may leave themselves open to accusations of abuse or neglect:
  • develop a practice of openness with parents and encourage parental involvement in the education of their children
  • fully respect confidentiality requirements in dealing with child protection matters.
  • The school will also adhere to the above principles in relation to any pupil with a special vulnerability.
  • This policy addresses the responsibilities of the school in the following areas:
  1. Prevention – curriculum provision
  2. Procedures – procedures for dealing with concerns / disclosures
  3. Practice – best practice in child protection

An individual copy of this policy document and the Department of Education and Skills ‘Child Protection Procedures for Primary Schools’ and ‘Children First 2011’ will be made available to all staff to familiarize themselves with.

Aims

This policy aims to

  • Create a safe, trusting, responsive and caring environment
  • Provide a personal safety skills education which specifically addresses abuse prevention for all children in the school
  • Develop awareness and responsibility in the area of child protection amongst the whole school community
  • Put in place procedures for good practice to protect all children and staff
  • Ensure that all staff members are aware of and familiar with the Children First and D.E.S. Guidelines and procedures in relation to reporting concerns/ disclosures of child abuse
  • The Board of Management will co operate with the D.E.S. and the Diocese in ensuring that any training provided by either body will be attended by members of the teaching staff or Board of Management.The Stay Safe Programme is the primary resource used in this school to provide education for children in abuse prevention. The Stay Safe programme for primary schools plays a valuable role in helping children develop the skills necessary to enable them to recognise and resist abuse and potentially abuse situations. The programme is taught as part of the school’s SPHE curriculum under the strand unit Safety and Protection.The formal lessons of the programme will be taught in their entirety every second year in accordance with the SPHE two year cycle plan.
  • Issues that need to be considered:
  • Staff will make every effort to ensure that the messages of the programme are reinforced whenever possible.
  • On enrolment of their child parents will be informed that the Stay Safe Programme is in use in our school.
  • Prevention
  • Addressing the teaching of Stay Safe in a multi grade situation
  • Stay Safe programme for children with learning difficulties may be used during Resource Teaching hoursProcedures
  • The staff and Board of Management of this school have agreed:
  • All staff (Teachers, SNAs, ancillary , Secretarial, Caretaking etc.) in this school will follow the recommendations for reporting concerns or disclosures as outlined in ‘Children First’ and the Department of Education and Skills document, ‘Child Protection procedures for Primary and Post Primary Schools,.
  • All concerns/ disclosures involving child protection/ child welfare issues will be reported in the first instance to the DLP (Deputy DLP where appropriate)
  • Each report to the DLP will be dated and signed by the person making the report.Procedures concerning action to be taken where allegations are received against school employees
  • Action should be guided by the agreed procedures, the applicable employment contract and the rules of natural justice
  • The Chairperson (or equivalent head of organisation) should be informed as soon as possible
  • The first priority is to ensure that no child is exposed to unnecessary risk. The Board of Management 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.
  • The follow up of the allegation of abuse against an employee should be made in consultation with TUSLA and/ or An Garda Síochana. An immediate meeting should be arranged for this purpose.
  • After these consultations referred to above and when pursuing the question of the future position of the employee the Chairperson (or equivalent head of the organisation) should advise the person accused of the allegation and the agreed procedures should be followed without making any judgement on the substance or truth of the allegations/complaint received. The principle of confidentiality as set out in the guidelines for school will be observed
  • Employers should take due care to ensure that actions taken by them do not undermine or frustrate any investigations being conducted by TUSLA or An Garda Síochana. It is strongly recommended that employers maintain a close liaison with these authorities to achieve this.Action to be taken by the DLP on receiving a Report regarding concerns/disclosure
  • If the school personnel and DLP are satisfied that there are reasonable grounds for the suspicion or allegation the DLP should report the matter to TUSLA immediately by contacting the DUTY Social Worker. In the event of an emergency the report can be made to An Garda Síochana.
  • The Chairperson (or equivalent) of the Board of Management will be informed of the report and the parents/guardians of the child will also be informed unless doing so is likely to endanger the child. If parents are not informed the reason for making this decision will be recorded.
  • If school personnel have concerns about a child but are not sure whether to report the matter, the DLP will consult TUSLA and will be guided by their advice.  
  • The following areas have been considered by the staff and Board of Management of this school as areas of specific concern in relation to child protection. Following discussion the staff and Board of Management have agreed that the following practices will be adopted.
  • Practice:
  1. Physical Contact
  2. Physical contact between school personnel and the child should always be in response to the needs of the child and not the adult. While physical contact may be used to comfort, reassure or assist a child the following should be factors in determining its appropriateness:
  • It is acceptable to the child
  • It is open and not secretive
  • The age and developmental stage of the childSchool personnel should avoid doing anything of a personal for children that they can do for themselves.
  1. Visitors/ Guest Speakers
  2. Visitors/ guest speakers should never be left alone with pupils. The school (Principal/ Teachers) has the responsibility to check out the credentials of the visitor/guest speaker and to ensure the material in use by guest is appropriate.
  3. Children with specific toileting/intimate care needsThe purpose of the meeting will be to ascertain the specific needs of the child and to determine how best to meet those needs. The staff to be involved in this care will be identified and provision will be made where the particular staff are absent. A written copy of what has been agreed will be retained in the pupil’s file. Clean underwear and suitable clothing will be kept in the school so that if a child has an ‘accident’ of this nature they will in the first instance be offered fresh clothing into which they can change.If the pupil , for whatever reason, cannot clean or change themselves and the parents/guardians cannot be contacted the child will be assisted by members of staff familiar to the child. In all situations two members of staff should be present. A record of all such incidents will be kept and Principal and parents will be notified.
  4. Toileting Accidents
  5. Any deviation from the agreed procedure will be recorded and notified to the DLP and parents/guardians.
  6. In all situations where a pupil needs assistance with toileting/ intimate care a meeting will be convened, after enrolment and before the child starts school, between parents/guardians, class teacher, SNA, Principal and if appropriate the pupil.
  7. One to One Teaching
  8. It is the policy in this school that one-to-one teaching is often in the best interests of the child. Every effort will be made to ensure that this teaching takes place in an open environment. Parents of children to be involved in one-to-one teaching will be informed and their agreement sought.
  9. Changing for Games/ PE/SwimmingPhotography of any kind is prohibited.At all times there should be adequate supervision of pupils. While every effort will be made to adhere to best practice as agreed and outlined above, in the event of an emergency a full record of an incident should be made and reported by those supervising to the Principal and parents.Links to other policy /planning areas:Code of BehaviourHealth and Safety StatementThe Board has ensured that the necessary policies, protocols or practices as appropriate are in place in respect of each of the above listed items.Principal’s Report to the Board of Management
  10. At each Board meeting the Principal’s report shall:
  11. SPHE Curriculum (Safety & Protection)
  12. Anti Bullying Policy
  13. Pupils will be expected to dress/ undress themselves. Where assistance is needed this will done in communal areas. Under no circumstances will members of staff/volunteers be expected or allowed to dress/undress a child in a cubicle/private area. In such situations where privacy is required the parent/guardian will be asked to assist the child.
  • State the number of reports made to the HSE by the DLP , since the last Board of Management meeting
  • State the number of cases, since the last Board meeting, where the DLP sought advice from the TUSLA and as a result no report was made
  • Or where there were no such cases (State this fact)The minutes of the Board meeting shall record the above.  
  • Note: The Principal’s Report shall state only the number of cases and shall not include any other details of these cases.
  1. This policy will be reviewed by the Board of Management once in every school year.
  2. We will use checklist attached
  3. The Board of Management shall make arrangements to inform school personnel that the review has been undertaken. Written notification of this review has taken place shall be provided to the Parents Association.

 

Opening And Closing Times

This policy document outlines the opening and closing times of Charleville National School (herein after referred to as “the school” and the responsibility for the care of children while attending the school.

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  1. The school will be open from 9.10am until 2.50pm during term time. Between those hours only, the school is responsible for the care and supervision of the children attending.
  2. Children will not be admitted to the school premises prior to 9.10am. It is the responsibility of parents to ensure that their children arrive after 9.10am and before 9.25am.
  3. It is the responsibility of parents to ensure that their children are collected and supervised at the close of school at 2.50pm. Within the Department of Education Guidelines, the Infant school day ends at 2.00pm. It is therefore the responsibility of parents with children in Junior and Senior Infants, to collect and supervise their children at 2.00pm.
  4. In the event of a bus being late after school, the Board of Management have been assured of the goodwill of the teaching staff in ensuring that children will be supervised on the school premises until the bus arrives.
  5. Not withstanding the above arrangements, parents will be notified in writing of any occasional unscheduled closed days and half-days.

Code Of Behaviour

The code of behaviour has been developed by the Board of Management, in consultation with staff and the Parents Association. The principles followed in composing the document are those contained in Tusla “Developing a Code of Behaviour guidelines for schools”, and “The Statement of Ethos” as agreed with the patron, the Bishop of Meath and Kildare, and the relevant school policy documents e.g bullying.

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1. AIMS OF CODE OF BEHAVIOUR

1. The efficient operation of the school and the structuring of in-class behaviour, so that there exists an efficient and stimulating learning environment.
2. The development of self-discipline in pupils based on consideration, respect and tolerance for others.
3. The maintenance of good order throughout the school and respect for the school environment.

2. PRINCIPLES OF BEHAVIOUR POLICY

If the school is to achieve a happy, secure environment in which children can develop to their full potential, it is necessary to provide a framework, which promotes constructive behaviour. To that end, there is an expectation that staff, pupils and parents will show respect and courtesy to each other at all times whilst on school premises. The school code places a greater emphasis on reward than on sanctions, and the ideal is pupils will acquire the skills of self-discipline. There are times however when it may be necessary to impose sanctions in order to maintain good order, and to discourage offenders. The school recognises the variety of differences that exist between children, and the need to accommodate these differences. School rules are kept to a minimum, and are devised with regard for the health, safety and welfare of all members of the school community.

3. SCHOOL TIMETABLE

School Opens: 9.10am
Class Begins: 9.25am
School Closes: 2.50pm
Infants: 2.00pm
Other Classes: 2.50pm

4. SCHOOL RULES

In order to create an ordered and orderly environment in which pupils can feel secure and make progress every pupil is expected to;

1. Be in school by 9.20.
2. Be neat and clean.
3. All pupils are expected to treat staff, their fellow pupils and visitors with respect and courtesy at all times.
4. Any form of bullying is unacceptable. No kicking, biting, rough behaviour or bad language.
5. Children should be responsible for their own belongings and have them labelled.
6. In the interest of safety, erasing fluids or substances are prohibited.
7. Chewing gum is not allowed. Glass bottles or cans should never be used in school
8. Pupils must respect all school property and keep the school environment clean and litter free.
9. There must be no climbing in the school grounds, onto windowsills, trees or over perimeter walls, gates or railings.
10. Kicking a ball in front of the school is not allowed.
11. Piggybacks and handstands are not allowed.
12. No unsupervised rugby is permitted.
13. Sticks and stones must never be thrown in the school grounds.
14. Matches, knives, lighters etc are forbidden.
15. The use of mobile phones is banned in the school. (See policy)
16. No extreme dress, hairstyles and earrings (stud earrings only)

5. STRATEGIES:

Praise may be given by any of the following;

• A quiet word or gesture to show approval.
• A comment in a pupil’s exercise book or journal.
• A visit to another member of staff for commendation.
• A word of praise in front of group or class.
• A system of merit awards (as determined by class teacher).
• Delegating some special responsibility or privilege.
• A mention to parent/guardian, written or verbal communication.

Disapproval of unacceptable behaviour will be dealt with as follows (the nature of the behaviour will determine the strategy).

• Reasoning with pupils.
• Reprimand.
• Communication with parents.
• Temporary separation from peers, friends or others.
• Loss of privileges.
• Note in homework journal ( where applicable).
• Detention at break time.
• Extra homework.
• Referral to principal.
• Further communication with parents/guardians.
• Make good any loss or damage caused.
• Suspension/exclusion (In accordance with Tusla guidelines for schools and Educational Welfare Act.

6. BEHAVIOUR IN CLASS

1. Pupils are to show respect for their classmates and to follow their teacher’s instructions.
2. Pupils must have all their books and required materials. They must take care of their belongings and take responsibility for them (having due respect for the safety of others).
3. Pupils are expected to work to the best of their ability and to present written exercises neatly.
4. Any behaviour that interferes with the rights of others is unacceptable.

7. BEHAVIOUR OUT OF CLASS (including all “school organised” “out of school activities”).

1. Any instruction or directions given by the supervising teacher are to be complied with.
2. Pupils must not behave in any way that endangers others.
3. Children must line up in an orderly fashion at the end of break time.
4. Refrain from running while in the school buildings.
5. Any form of threatening behaviour is unacceptable.

8. SPECIFIC MEASURES TO COUNTER BULLYING BEHAVIOUR

1. Respect, trust, care, support and consideration for others are encouraged in the school.

2. Children are made aware that “bullying” is not an acceptable form of behaviour.

3. Teachers supervising children will be particularly mindful of such behaviour.
4. Children are encouraged to disclose and discuss incidents of “bullying” behaviour.
5. Procedures are in place for noting and reporting any incidents of “bullying behaviour”.
6. Incidents of “bullying” behaviour will be investigated and definite procedures will be followed. (see Anti-Bullying Policy)

9. ROLE OF PARENT/GUARDIAN

The support and co-operation of parents / guardians is essential for the effective operation of the “code of behaviour”. Parents/ Guardians are invited to keep in close contact with regard to all aspects of their child’s progress. The school appeals particularly to parents/guardians to ensure that pupils attend regularly and punctually.

1. It is the policy of the school to assign homework on a regular basis. Parents are expected to take an active interest in their child’s homework. They are asked to check homework daily to see that it is completed before signing any homework journal / sheet. (Refer to school policy on homework).

2. Any infectious illness should be notified to the school immediately.

3. Pack a sensible nutritional lunch for school. (refer to healthy lunch policy)

4. .Written notification is required if your child has any form of incidental medication in school. For other ongoing medication e.g. inhalers etc please see school policy “administration of medicine”.

5. Written explanation must be handed into the school for the absence of a child for three days or more (refer to attendance policy). Absences of 20 days or more in a school year for a child must be reported to Tusla. If a child wishes to leave school early, prior notification should be given to the classroom teacher. Parents / guardians are asked to call personally to the classroom to collect the child.

 ENROLMENT POLICY

Charleville National School is a Church of Ireland, co-educational primary school under the patronage of the Bishop of Meath and Kildare. As a Church of Ireland school, the school aims at promoting the full and harmonious development of all pupils’ cognitive, intellectual, physical, cultural, moral and spiritual welfare, including a living relationship with God and other people. The school models and promotes a philosophy of life inspired by belief in God and in life, death and resurrection of Jesus Christ.

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The school caters for the full range of classes from Junior Infants to Sixth class. It is an inclusive school and caters for children of all abilities. There are four full time teachers including the Principal.

 

Charleville National School operates under the Rules for National Schools and the Department of Education circulars and is funded by grants. Staff are resourced by the Department of Education and Science. The school is subject to the Education Act (1998), The Education Welfare Act (2000), The Education for persons with Special Educational Needs Act (2004), Equality Law and all other relevant legislation.

 

Charleville National School follows the curricular programmes laid down by the Department of Education and Science.

 

The enrolment policy has been formulated in accordance with the provisions of the Education Act (1998) in order to assist parents in relation to enrolment matters. The Chairperson of the Board of Management or the Principal will be happy to clarify any further matters arising from the policy.

 

Application Procedure:

Application forms are available in the school office. Parents seeking to enrol children in Charleville National School should return a completed application form with a copy of a Baptismal Certificate and Birth Certificate by the 28th February each year. The names of all the applicants will then be placed on a list. Each successful applicant will be given a copy of our “Ethos Policy” and “Code of Behaviour”. Parents will be notified of the Board of Management’s decision within 21 working days of the 28th February.

 

Junior Infants are enrolled in September provided the child has reached his/her 4th birthday by 1st May. Normally Junior Infants will not be enrolled during the year unless transferring from another school. This is for educational reasons as the curriculum is progressive and it is necessary for the child to complete a full year.

 

THE COMPLETION OF AN APPLICATION FORM OR THE PLACEMENT OF YOUR CHILD’S NAME ON A LIST, HOWEVER EARLY, DOES NOT CONFER AN AUTOMATIC RIGHT TO A PLACE IN OUR SCHOOL.

 

Decisions in relation to application for enrolment are made by the Board of Management. The Board of Management determines the maximum number of children in the school based on the Department of Education’s recommended enrolment at the time. Upon the offer of a place in Charleville National School parents will be required to accept or decline their place in writing within 14 (fourteen) days of receipt of the letter. If no reply is received within 14 days it will be assumed that the place is not required by the family. Any unallocated places will then be offered to applicants on a waiting list from which places will be offered in accordance with the Enrolment Policy.

 

Children enrolled in Charleville National School are required to co-operate with and support the school’s Code of Behaviour as well as other policies. Parents/guardians are responsible for ensuring that their child/children co-operate with these policies in an age-appropriate way. Each parent will be requested to sign an undertaking to uphold the school’s Code of Behaviour.

 

In the event of the number of children seeking enrolment exceeding the number of places available, the following criteria will be used to prioritise the children for enrolment. Where there are equivalently qualified children a supervised lottery will take place.

 

The Parish boundary is that of the Church of Ireland of Tullamore Union.

 

  1. Children whose denomination is Church of Ireland and who are members of the parish.
  2. Children whose denomination is Church of Ireland and who are accustomed members elsewhere.
  3. Children who are members of churches which are full ecumenical partners of the Church of Ireland. (Member churches of the Irish Council of Churches, Council of Churches for Britain and Ireland or Conference of European Churches, i.e. Belgian/French/Dutch Reformed Church, Congregational Federation, Lutheran Church, Methodist Church, Moravian Church, Non-Subscribing Presbyterian Church, Old Catholic Church, Orthodox Churches, Presbyterian Church, Religious Society of Friends, The Salvation Army and the United Reformed Church).
  4. Children, one of whose parents is a member of the Church of Ireland.
  5. Brothers and sisters of children already enrolled.
  6. Children who are members of the Roman Catholic Church and other Christian Denominations.
  7. Applicants who do not conform to the above category may be admitted if space is available at the decision of the Board of Management.
  8. Other Church of Ireland pupils may be enrolled during the school year if newly resident in the area. Church of Ireland pupils wishing to transfer from other schools are enrolled subject to the Rules for National Schools, Education Welfare Act and School’s Enrolment Policy. Enrolment of children with a disability and /or special educational needsApplication for all children, including children with a disability and / or other special educational needs, is governed at all times by the school’s current Enrolment Policy.  However, the attention of parents of children with a disability and / or other special educational needs is also drawn to the following points:
  • That Charleville National School is a mainstream national school, and has higher pupil/teacher ratios than those that apply in special schools.

 

  • In general, the teachers in our school are trained and qualified to teach in mainstream education.  They do not, in general, have any Special Education Needs Teacher Training, experience, or qualifications, such as teachers in special schools have.

 

  • While pupils with special needs can be integrated into a mainstream class, and may be supported by a Special Needs Assistant and a Resource Teacher, as allowed by the Department of Education and Science, this is not the same as the intensive one to one teaching he/she would enjoy in a special school.

 

  • An ordinary mainstream school does not have ancillary services enjoyed by special schools, such as speech therapy, occupational therapy, and physiotherapy.

 

  • The school may not currently have the facilities to meet the needs of all pupils with physical disability, although the school is fully committed to provision of these, should any pupil need same and subject to funding by the Department of Education and Science.

 

  • A child with special needs integrated into an ordinary mainstream class will experience the normal day to day happenings, determined by the reality of school life and existing customs and practices.  Every child in the school, including those with a disability and / or special needs is bound by school policies, both in existence and those developed from time to time by the Staff and Board of Management.  The school cannot offer any additional tuition, support and supervision, beyond that which is offered to any other pupil in the school at times other than when the school is in operation during the normal school year.  The Class Teacher, Resource Teacher and Special Needs Assistant if any will periodically be required to participate at Staff Development and Curriculum Training Courses. Such professional development events take place within the existing school year and all children including pupils with a disability and / or special educational needs are in the care of their parents during such professional development events.  Such extraordinary closures will be notified to parents of all pupils.

 

  • A child with a disability and / or special educational needs integrated into an ordinary mainstream class will not have any separate or additional provisions put into place in the event of staff illness, absences or whole school events such as school visits, parish liturgy etc.

 

  • From year to year the allocation of teachers to classes is focused on the needs of the whole school and consequently the school cannot guarantee long-term continuity or predictability in personnel.

 

Notwithstanding the above points, the school is committed to providing the best possible educational service to pupils with disability/special educational needs.  To ensure this, we require:

 

  • A close level of co-operation between parents, the Class Teacher and any other school personnel assigned to support the child.

 

  • This is to enable us to provide the best services for the pupil and to access any additional support/s that may be available, we require parents to supply the school with copies of the most recent psychological and medical reports prior to enrolment. These will be treated in the strictest confidence at all times.

 

  • Copies of all relevant assessments and reports should be supplied to the School as these become available on an on-going basis.
  • An assurance from parents that they understand that our responsibility as a school is primarily to all the children in our care. Therefore if it becomes apparent to either /both the teacher and parents that the integration of an individual child with a disability/ special educational needs is having an on-going detrimental effect on the education of the other children in the class or school, the Board of Management reserves the right to review the enrolment of the individual child.

 

 

In line with Section 28 of the Education Act 1998, parents who are dissatisfied with an enrolment decision, may appeal to the Board of Management. This appeal must be addressed, in writing, to the Chairperson of the Board of Management, 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. An appeal form will be issued by the school to the parents/guardians. This appeal must be lodged within 42 days of receipt of the refusal from the school to enrol.

Healthy School Policy

Rationale:

Charleville National School’s Healthy School Policy aims to promote the development of the whole child, physically, mentally, spiritually and emotionally. This policy relates to the following subject areas of the curriculum.

 

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S.P.H.E. (Social, Personal and Health Education)

Strand Unit:

  • Taking Care of my Body
  • Food and Nutrition

Science

Strand Unit:

  • Myself
  • Human Life Processes

Introduction:

Lunch is an important meal for school going children. It should provide one third of their recommended daily allowance of nutrients without being high in fat, sugar or salt. It should also provide dietary fibre (roughage).

What people eat is known to be a key factor influencing their health. Research indicates a strong link between diet and performance (e.g. a low sugar intake promotes concentration, lessens hyperactivity, protects teeth, and lessens the risk of diabetes. A low salt intake reduces the risk of heart disease in later life).

The traditional packed lunch of milk/water and sandwiches is under attack from a range of convenience foods like crisps, sweets, biscuits, chocolate and soft drinks. Parents and teachers are concerned about this trend. We ask parents and guardians to encourage a healthy lunch right from the start.

Also, please, only give your child something you feel he/she can easily manage to eat.

As part of the S.P.H.E., Science and P.E. Programmes at Charleville National School we encourage the children to become more aware of the need for healthy food in their lunch boxes.

Aims:

  • To promote the overall development and well-being of the child.
  • To develop a healthy lifestyle that, we hope, will continue into adulthood.
  • To heighten an awareness of the importance of a balanced diet.
  • To encourage the children to make wise choices about food and nutrition and to encourage alertness to and awareness of a healthy diet.
  • To raise levels of concentration within class due to consumption of healthy food.
  • To encourage children to be aware, alert and responsive to litter problems caused by junk food, pre-packed food, juice cartons, etc.
  • To promote confidence through diet, activity and dental hygiene.
  • To encourage positive parental involvement in promoting healthy eating.

Objectives:

  • To enable the child to appreciate the importance of good nutrition for growing, developing and staying healthy.
  • To enable the child to accept some personal responsibility for making wise food choices and adopting a healthy, balanced diet.

Benefits of a Healthy Lifestyle:

  • Helps young people develop, grow and do well in school.
  • Encourages the development of self-esteem and a sense of self-worth.
  • Prevents childhood and adolescent health problems such as obesity, eating disorders, tooth decay and anaemia.
  • May help prevent health problems in later life, including heart disease.
  • Develops good eating habits at a young age which is vital as changing patterns in adulthood can be very difficult.

 Consequences of an Unhealthy Lifestyle:

  • Hungry children are more likely to have behavioural, emotional and academic problems at school.
  • Skipping breakfast leads to poor performance and concentration.
  • Poor eating habits and inactivity are the root cause of weight problems and obesity.
  • Eating disorders are extremely common in young people who do not understand the importance of a healthy balanced diet.
  • Many children are overfed but undernourished.

What to include in your child’s lunch box?

The following guide is designed to help you provide quick, appetising, and nutritious lunches for your children.

Bread & Alternatives

  • Bread or rolls, preferably wholemeal
  • Rice – wholegrain
  • Pasta – wholegrain
  • Tortilla wrap
  • Pitta bread

Meats & Meat Alternatives

  • Lean meat
  • Chicken/turkeyTinned fish e.g. tuna/salmon
  • Hard boiled egg (chopped or mashed)

Fruit & Vegetables

Apple, Banana, Peach, Plum, Pineapple cubes, Mandarins, Orange segments, Grapes, Fruit Salad, Dried fruit, Tomato, Cucumber, Lettuce, Sweetcorn, Carrot sticks, Celery.

Drinks

  • Milk, including low fat
  • Water
  • Fruit juices with low sugar content.
  • Milk drinks
  • Smoothies

Start with the Basics

A healthy packed lunch should contain bread or an alternative, a filling which provides protein, a suitable drink and some fruit and/or vegetables.

A Word about Milk

Growing children should get approximately one pint of milk a day, or its equivalent as cheese, yoghurt or milk drink. This ensures that they get enough calcium, which is essential for healthy bones and teeth. If a child does not drink a glass of milk at lunch, encourage him or her to have a carton of yoghurt or a small helping of cheese instead.

We ask that children do not bring the following to school:

  • Crisps
  • Chewing gum
  • Fizzy drinks
  • Chocolate biscuits/bars
  • Sweets

Please note: 

  • Children are asked not to share lunch or take lunch from another pupil.
  • Children must not bring in sweets or treats to share with others on their birthday or for any other occasion.
  • Children are allowed to bring in a small treat each Friday.
  • Children are allowed to bring in a treat on the day of Christmas and Summer holidays, teachers may provide treats also; if so parents will be advised of this.
  • We encourage pupils to use reusable drink bottles and lunch boxes (in place of wrappers where possible) as it is environmentally friendly.

Food Dudes:

To help highlight awareness of the importance of healthy school lunches the “Food Dudes” Healthy Eating Programme is practised in Charleville National School. we are offered the opportunity to take part in “Food Dudes” every 3 – 4 years. Food Dudes is a programme developed by the Food & Activity Research Unit at Bangor University Wales to encourage children to eat more fruit and vegetables both in school and at home. It is based on positive role models (the Food Dudes characters), repeated tasting and rewards. In large-scale studies in schools in England and Wales and in over 100 schools in Ireland, the programme has been shown to be effective and results long lasting across the primary age range, regardless of gender, school size, geographic and socio-economic factors. It is ultimately designed to enable children to enjoy eating healthy diets, and to create a healthy eating culture within schools.

Guidelines and Procedures:

Charleville National School, through the following guidelines, aims to help all those in our school community to develop a healthy attitude to food and eating through the promotion of a Healthy Lunches Policy and to see the importance of a balanced diet in sustaining the well-being of the individual.

N.B. Parents/guardians of any child with a medical condition which requires a special diet should contact the school.