Forgney NS School Policies
Forgney NS has a number of policies (these are available from the office):
|1||Acceptable Internet Use||11||Commercial-ism||21||Induction of New & Infant Pupils||31||Reception
|2||Accident or Injury||12||Critical Incident||22||Irish Exemption||32||Resource Teaching|
|3||Administer of medication||13||Data Collection/Record Keeping||23||Learning Support||33||Retention|
|4||Anti-Bullying||14||Emergency Closures||24||Leave of Absence||34||RSE|
|5||Assessment & Reporting||15||Enrolment||25||Litter Control||35||Safety Statement|
|6||Attendance||16||Equality of Access & Participation||26||No Smoking||36||Safety Statement|
|7||Book Rental||17||Garda Vetting||27||Parental Involvement||37||Special Education Needs|
|8||Child Protection||18||Home School Links||28||Phone Policy – Pupils||38||Substance Use|
|9||Class Allocation||19||Homework||29||Phone Policy – Staff||39||Swimming|
|10||Code of Behaviour||20||Inclusion||30||Placement of Student Teachers||40||Use Of Premises|
|41||Child Safeguarding Statement & Risk Assessment|
Click on the list below to bring you to the most common policies:
Child Safety Statement & Risk Assessment
Child Protection Policy
Enrolment & Enrolment Policy
Code of behaviour and discipline
Assessment and Reporting Policy
Critical Incident Policy
Acceptable use of the Internet
Child Safety Statement & Risk Assessment
Forgney National School is a primary school providing primary education to pupils from Junior Infants to Sixth Class.
In accordance with the requirements of the Children First Act 2015, Children First: National Guidance for the Protection and Welfare of Children 2017, the Child Protection Procedures for Primary and Post Primary Schools 2017 and Tusla Guidance on the preparation of Child Safeguarding Statements, the Board of Management of Fogney National School has agreed the Child Safeguarding Statement set out in this document.
- 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 2017 as part of this overall Child Safeguarding Statement
- The Designated Liaison Person (DLP) is Adrian Coughlan (Principal)
- The Deputy Designated Liaison Person (Deputy DLP is Claire Birmingham
- 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, procedures, practices and activities In its policies, procedures, practices and activities, the 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 comply with its statutory obligations under the Children First Act 2015 and other relevant legislation relating to the protection and welfare of children;
- 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; and
- fully respect confidentiality requirements in dealing with child protection matters.
- The following procedures/measures are in place:
- In relation to any member of staff who is the subject of any investigation (howsoever described) in respect of any act, omission or circumstance in respect of a child attending the school, the school adheres to the relevant procedures set out in Chapter 7 of the Child Protection Procedures for Primary and Post-Primary Schools 2017 and to the relevant agreed disciplinary procedures for school staff which are published on the DES website.
- In relation to the selection or recruitment of staff and their suitability to work with children, the school adheres to the statutory vetting requirements of the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 and to the wider duty of care guidance set out in relevant Garda vetting and recruitment circulars published by the DES and available on the DES website.
- In relation to the provision of information and, where necessary, instruction and training, to staff in respect of the identification of the occurrence of harm (as defined in the 2015 Act) the school-
- Has provided each member of staff with a copy of the school’s Child Safeguarding Statement
- Ensures all new staff are provided with a copy of the school’s Child Safeguarding Statement
- Encourages staff to avail of relevant training
- Encourages Board of Management members to avail of relevant training
- The Board of Management maintains records of all staff and Board member training
- In relation to reporting of child protection concerns to Tusla, all school personnel are required to adhere to the procedures set out in the Child Protection Procedures for Primary and Post-Primary Schools 2017, including in the case of registered teachers, those in relation to mandated reporting under the Children First Act 2015.
- In this school the Board has appointed the above named DLP as the “relevant person” (as defined in the Children First Act 2015) to be the first point of contact in respect of the child safeguarding statement.
- All registered teachers employed by the school are mandated persons under the Children First Act 2015.
- In accordance with the Children First Act 2015, the Board has carried out an assessment of any potential for harm to a child while attending the school or participating in school activities. A written assessment setting out the areas of risk identified and the school’s procedures for managing those risks is attached as an appendix to this statement.
- The various procedures referred to in this Statement can be accessed via the school’s website, the DES website or will be made available on request by the school.
Note: The above is not intended as an exhaustive list. Individual Boards of Management shall also include in this section such other procedures/measures that are of relevance to the school in question.
- This statement has been published on the school’s website and has been provided to all members of school personnel, the Parents’ Association (if any) and the patron. It is readily accessible to parents and guardians on request. A copy of this Statement will be made available to Tusla and the Department if requested.
- This Child Safeguarding Statement will be reviewed annually or as soon as practicable after there has been a material change in any matter to which this statement refers.
Checklist for Review of the Child Safeguarding Statement
The Child Protection Procedures for Primary and Post-Primary Schools 2017 require the Board of Management must undertake a review of its Child Safeguarding Statement and that the following checklist shall be used for this purpose. The review must be completed every year or as soon as practicable after there has been a material change in any matter to which the Child Safeguarding Statement refers. Undertaking an annual review will also ensure that a school also meets its statutory obligation under section 11(8) of the Children First Act 2015, to review its Child Safeguarding Statement every two years.
The checklist is designed as an aid to conducting this review and is not intended as an exhaustive list of the issues to be considered. Individual Boards of Management shall include other items in the checklist that are of relevance to the school in question.
As part of the overall review process, Boards of Management should also assess relevant school policies, procedures, practices and activities vis a vis their adherence to the principles of best practice in child protection and welfare as set out in the school’s Child Safeguarding Statement, the Children First Act 2015 and the Child Protection Procedures for Primary and Post-Primary Schools 2017.
|1. Has the Board formally adopted a Child Safeguarding Statement in accordance with the ‘Child Protection Procedures for Primary and Post Primary Schools 2017’?||Yes|
|2. As part of the school’s Child Safeguarding Statement, has the Board formally adopted, without modification, the ‘Child Protection Procedures for Primary and Post Primary Schools 2017’’?||Yes|
|3. Does the school’s Child Safeguarding Statement include a written assessment of risk as required under the Children First Act 2015?||Yes|
|4. Has the Board reviewed and updated where necessary the written assessment of risk as part of this overall review?||Yes|
|5. Has the DLP attended available child protection training?||Yes|
|6. Has the Deputy DLP attended available child protection training?||Yes|
|7. Have any members of the Board attended child protection training?||Yes|
|8. Are there both a DLP and a Deputy DLP currently appointed?||Yes|
|9. Are the relevant contact details (Tusla and An Garda Síochána) to hand?||Yes|
|10. Has the Board arrangements in place to communicate the school’s Child Safeguarding Statement to new school personnel?||Yes|
|11. Is the Board satisfied that all school personnel have been made aware of their responsibilities under the ‘Child Protection Procedures for Primary and Post Primary Schools 2017’ and the Children First Act 2015?||Yes|
|12. Has the Board received a Principal’s Child Protection Oversight Report at each Board meeting held since the last review was undertaken?||Yes|
|13. Since the Board’s last review, was the Board informed of any child protection reports made to Tusla/An Garda Síochána by the DLP?||No|
|14. Since the Board’s last review, was the Board informed of any cases where the DLP sought advice from Tusla/and as a result of this advice, no report to the HSE was made?||No|
|15. Since the Board’s last review, was the Board informed of any cases where an allegation of abuse or neglect was made against any member of school personnel?||No|
|16. Has the Board been provided with and reviewed all documents relevant to the Principal’s Child Protection Oversight Report?||Yes|
|17. Is the Board satisfied that the child protection procedures in relation to the making of reports to Tusla/An Garda Síochána were appropriately followed in each case reviewed?||N/A|
|18. Is the Board satisfied that, since the last review, all appropriate actions are being or have been taken in respect of any member of school personnel against whom an allegation of abuse or neglect has been made?*||N/A|
|19. Were child protection matters reported to the Board appropriately recorded in the Board minutes?||Yes|
|20. Is the Board satisfied that all records relating to child protection are appropriately filed and stored securely?||N/A|
|21. Has the Board been notified by any parent in relation to that parent not receiving the standard notification required under section 5.6 of the ‘Child Protection Procedures for Primary and Post Primary Schools 2017’||No|
|22. In relation to any cases identified at question 21 above, has the Board ensured that any notifications required section 5.6 of the ‘Child Protection Procedures for Primary and Post Primary Schools 2017’ were subsequently issued by the DLP?||N/A|
|23. Has the Board ensured that the Parents’ Association (if any), has been provided with the school’s Child Safeguarding Statement?||Yes|
|24. Has the Board ensured that the patron has been provided with the school’s Child Safeguarding Statement?||Yes|
|25. Has the Board ensured that the school’s Child Safeguarding Statement is available to parents on request?||Yes|
|26. Has the Board ensured that the Stay Safe programme is implemented in full in the school? (applies to primary schools)||Yes|
|27. Has the Board ensured that the Wellbeing Programme for Junior Cycle students is implemented in full in the school? (applies to post- primary schools)||N/A|
|28. Has the Board ensured that the SPHE curriculum is implemented in full in the school?||Yes|
|29. Is the Board satisfied that the statutory requirements for Garda Vetting have been met in respect of all school personnel (employees and volunteers)? *||Yes|
|30. Is the Board satisfied that the Department’s requirements in relation to the provision of a child protection related statutory declaration and associated form of undertaking have been met in respect of persons appointed to teaching and non-teaching positions?*||Yes|
|31. Is the Board satisfied that, from a child protection perspective, thorough recruitment and selection procedures are applied by the school in relation to all school personnel (employees and volunteers)?*||Yes|
|32. Has the Board considered and addressed any complaints or suggestions for improvements regarding the school’s Child Safeguarding Statement?||N/A|
|33. Has the Board sought the feedback of parents in relation to the school’s compliance with the requirements of the child safeguarding requirements of the ‘Child Protection Procedures for Primary and Post Primary Schools 2017’||No|
|34. Has the Board sought the feedback of pupils in relation to the school’s child safeguarding arrangements?||No|
|35. Is the Board satisfied that the ‘Child Protection Procedures for Primary and Post Primary Schools 2017’ are being fully and adequately implemented by the school?||Yes|
|36. Has the Board identified any aspects of the school’s Child Safeguarding Statement
37. and/or its implementation that require further improvement?
|38. Has the Board put in place an action plan containing appropriate timelines to address those aspects of the school’s Child Safeguarding Statement and/or its implementation that have been identified as requiring further improvement ?||N/A|
|39. Has the Board ensured that any areas for improvement that that were identified in any previous review of the school’s Child Safeguarding Statement have been adequately addressed?||N/A|
Mandatory Template 1: Child Safeguarding Risk Assessment Template
Written Assessment of Risk of Forgney National School, Cloncallow, Ballymahon, Co. Longford.
In accordance with section 11 of the Children First Act 2015 and with the requirement of Chapter 8 of the Child Protection Procedures for Primary and Post-Primary Schools 2017, the following is the Written Risk Assessment of Forgney National School.
- List of school activities
|1. Training of school personnel in Child Protection matters|
|2. One to one teaching|
|3. Toilet areas|
|4. Curricular Provision in respect of SPHE, RSE, Stay safe.|
|5. Daily arrival and dismissal of pupils|
|6. Managing of challenging behaviour amongst pupils, including appropriate use of restraint|
|7. Sports Coaches|
|8. Students participating in work experience|
|9. Recreation breaks for pupils|
|10. Classroom teaching|
|11. Sporting Activities – Football Matches / Sport’s Day|
|12. School Outings|
|13. Use of off-site facilities for school activities /Forest Walks /Library / Swimming|
|14. Administration of Medicine / Administration of First Aid|
|15. Use of external personnel to supplement curriculum|
|16. Participation by pupils in Religious Ceremonies. Instruction external to the school
Recruitment of school personnel including –
· Sports coaches
· External Tutors/Guest Speakers
· Volunteers/Parents in school activities
· Visitors/contractors present in school during school hours
· Visitors/contractors present during after school activities
|17. Use of Information and Communication Technology by pupils in school|
|18. Application of sanctions under the school’s Code of Behaviour including detention of pupils, confiscation of phones etc.|
|19. Student teachers undertaking training placement in school|
- The school has identified the following risk of harm in respect of its activities
|1. Harm not recognised or reported promptly|
|2. Harm by school personnel|
|3. Inappropriate behaviour
Harm by students
Harm by school personnel
|4. Non-teaching of same|
|5. Harm from older pupils, unknown adults on the playground|
|6. Injury to pupils and staff|
|7. Harm to pupils by coaches|
|8. Harm by student|
|9. Harm by student|
|10. Student / School Personnel|
|11. Students / School Personnel / Parents – Guardians|
|12. Students / School Personnel / Strangers / Staff of outside organisations|
|13. Students / School Personnel / Parents/guardians / Strangers|
|14. Harm by school personal|
|16. School Personnel / Harm not recognised or properly or promptly reported|
|18. School Personnel|
- The school has the following procedures in place to address the risks of harm identified in this assessment
|1. Child Safeguarding Statement & DES procedures made available to all staff
Encourage staff to avail of relevant training
DLP& DDLP to attend PDST face to face training
All Staff to view Túsla training module & any other online training offered by PDST
Encourage BOM members to avail of relevant training
BOM records all records of staff and board training
|2. School has policy in place for one to one teaching
No one to one teaching if possible
Table between teacher and pupil
Glass in window
|3. Usage and supervision policy|
|4. School implements SPHE, RSE, Stay Safe in full|
|5. Arrival and dismissal supervised by Teachers|
|6. Restraint Policy
Health & Safety Policy
Code Of Behaviour
|7. Policy & Procedures in place – vetting
|8. Work experience Policy
Child Safeguarding Statement. Form of Undertaking
Agreement between school & Organisation
|9. Supervision Policy|
|10. Classes never unattended / No one to one teaching|
|11. Supervision Policy
Vetting Policy for Parents
Sport’s Day with Teachers only
|12. Excursions and Tours Policy / Supervision Policy|
|13. Supervision Policy / Vetting Policy|
|14. Administration of Medicine Policy / First Aid Policy|
|15. Supervision Policy
Letter of Agreement
Form of Undertaking
|16. Supervision Policy / Vetting Policy
Child Safeguarding Statement & DES procedures made available to all staff & New staff
Staff to view Tusla training module & any other online training offered by PDST
Vetting Procedures, Statutory Declaration & Form of Undertaking
Policy of Parents / Volunteers
Code of Conduct – School Personnel
|17. ICT policy
Code of Behaviour
|18. Code of BehaviourSupervision Policy|
|19. Vetting DisclosureLetter of Agreement
Student Teacher Policy
It should be noted that risk in the context of this risk assessment is the risk of
“harm” as defined in the Children First Act 2015 and not general health and safety risk.
The definition of harm is set out in Chapter 4 of the Child Protection Procedures
for Primary and Post- Primary Schools 2017
In undertaking this risk assessment, the board of management has endeavoured to identify as far as possible the risks of harm that are relevant to this school and to ensure that adequate procedures are in place to manage all risks identified. While it is not possible to foresee and remove all risk of harm, the school has in place the procedures listed in this risk assessment to manage and reduce risk to the greatest possible extent.
This risk assessment has been completed by the Board of Management of Forgney National School. It shall be reviewed as part of the school’s annual review of its Child Safeguarding Statement.
Examples of activities, risks and procedures
The examples listed in this document are provided to assist schools in undertaking their risk assessment under the Children First Act, 2015. Schools should note that this list of examples is not intended to be exhaustive. It is the responsibility of each school to ensure, as far as possible, that any other risks and procedures that are relevant to its own particular circumstances are identified and specified in the written risk assessment and that adequate procedures are in place to address all risks identified.
It is acknowledged that schools already have in place a range of policies, practices and procedures to mitigate the risk of harm to children while they are participating in the activities of the school and that some school activities will carry low or minimal risks of harm compared to others. In the context of the risk assessment that must be undertaken by schools, the Children First Act, 2015 refers to risk as “any potential for harm”. Therefore, it is important that, as part of its risk assessment process, each school lists and reviews all of its various activities (which shall include identifying those that may carry low risk of harm as well as those that carry higher risks of harm). Doing so will help the school to (1) identify, as required under the Children First Act, 2015, any risks of harm that may exist in respect of the school’s activities, (2) identify and assess the adequacy of the various procedures already in place to manage those risks of harm and (3) identify and put in place any such additional procedures as are considered necessary to manage any risk identified.
Important Note: It should be noted that risk in the context of this risk assessment is the risk of “harm” as defined in the Children First Act, 2015 and not general health and safety risk. The definition of harm is set out in chapter 4 of the Child Protection Procedures for Primary and Post-Primary Schools 2017.
Examples of School Activities
- Daily arrival and dismissal of pupils
- Recreation breaks for pupils
- Classroom teaching
- One-to-one teaching
- One-to-one counselling
- Outdoor teaching activities
- Sporting Activities
- School outings
- School trips involving overnight stay
- School trips involving foreign travel
- Use of toilet/changing/shower areas in schools
- Provision of residential facilities for boarders
- Annual Sports Day
- Fundraising events involving pupils
- Use of off-site facilities for school activities
- School transport arrangements including use of bus escorts
- Care of children with special educational needs, including intimate care where needed,
- Care of any vulnerable adult students, including intimate care where needed
- Management of challenging behaviour amongst pupils, including appropriate use of restraint where required
- Administration of Medicine
- Administration of First Aid
- Curricular provision in respect of SPHE, RSE, Stay Safe
- Prevention and dealing with bullying amongst pupils
- Training of school personnel in child protection matters
- Use of external personnel to supplement curriculum
- Use of external personnel to support sports and other extra-curricular activities
- Care of pupils with specific vulnerabilities/ needs such as
- Pupils from ethnic minorities/migrants
- Members of the Traveller community
- Lesbian, gay, bisexual or transgender (LGBT) children
- Pupils perceived to be LGBT
- Pupils of minority religious faiths
- Children in care
- Children on CPNS
- Recruitment of school personnel including –
- Sports coaches
- External Tutors/Guest Speakers
- Volunteers/Parents in school activities
- Visitors/contractors present in school during school hours
- Visitors/contractors present during after school activities
- Participation by pupils in religious ceremonies/religious instruction external to the school
- Use of Information and Communication Technology by pupils in school
- Application of sanctions under the school’s Code of Behaviour including detention of pupils, confiscation of phones etc.
- Students participating in work experience in the school
- Students from the school participating in work experience elsewhere
- Student teachers undertaking training placement in school
- Use of video/photography/other media to record school events
- After school use of school premises by other organisations
- Use of school premises by other organisation during school day
- Breakfast club
- Homework club/evening study
Examples of Risks of Harm
- Risk of harm not being recognised by school personnel
- Risk of harm not being reported properly and promptly by school personnel
- Risk of child being harmed in the school by a member of school personnel
- Risk of child being harmed in the school by another child
- Risk of child being harmed in the school by volunteer or visitor to the school
- Risk of child being harmed by a member of school personnel, a member of staff of another organisation or other person while child participating in out of school activities e.g. school trip, swimming lessons
- Risk of harm due to bullying of child
- Risk of harm due to inadequate supervision of children in school
- Risk of harm due to inadequate supervision of children while attending out of school activities
- Risk of harm due to inappropriate relationship/communications between child and another child or adult
- Risk of harm due to children inappropriately accessing/using computers, social media, phones and other devices while at school
- Risk of harm to children with SEN who have particular vulnerabilities
- Risk of harm to child while a child is receiving intimate care
- Risk of harm due to inadequate code of behaviour
- Risk of harm in one-to-one teaching, counselling, coaching situation
- Risk of harm caused by member of school personnel communicating with pupils in appropriate manner via social media, texting, digital device or other manner
- Risk of harm caused by member of school personnel accessing/circulating inappropriate material via social media, texting, digital device or other manner
Examples of Procedures to address risks of harm
- All school personnel are provided with a copy of the school’s Child Safeguarding Statement
- The Child Protection Procedures for Primary and Post-Primary Schools 2017 are made available to all school personnel
- School Personnel are required to adhere to the Child Protection Procedures for Primary and Post-Primary Schools 2017 and all registered teaching staff are required to adhere to the Children First Act 2015
- The school implements in full the Stay Safe Programme
- The school implements in full the SPHE curriculum
- The school implements in full the Wellbeing Programme at Junior Cycle
- The school has an Anti-Bullying Policy which fully adheres to the requirements of the Department’s Anti-Bullying Procedures for Primary and Post-Primary Schools
- The school has a yard/playground supervision policy to ensure appropriate supervision of children during, assembly, dismissal and breaks and in respect of specific areas such as toilets, changing rooms etc.
- The school has in place a policy and clear procedures in respect of school outings
- The school has a Health and safety policy
- The school adheres to the requirements of the Garda vetting legislation and relevant DES circulars in relation to recruitment and Garda vetting
- The school has a codes of conduct for school personnel (teaching and non-teaching staff)
- The school complies with the agreed disciplinary procedures for teaching staff
- The school has a Special Educational Needs policy
- The school has an intimate care policy/plan in respect of students who require such care
- The school has in place a policy and procedures for the administration of medication to pupils
- The school –
- Has provided each member of school staff with a copy of the school’s Child Safeguarding Statement
- Ensures all new staff are provided with a copy of the school’s Child Safeguarding Statement
- Encourages staff to avail of relevant training
- Encourages board of management members to avail of relevant training
- Maintains records of all staff and board member training
- The school has in place a policy and procedures for the administration of First Aid
- The school has in place a code of behaviour for pupils
- The school has in place an ICT policy in respect of usage of ICT by pupils
- The school has in place a mobile phone policy in respect of usage of mobile phones by pupils
- The school has in place a Critical Incident Management Plan
- The school has in place a Home School Liaison policy and related procedures
- The school has in place a policy and procedures for the use of external persons to supplement delivery of the curriculum
- The school has in place a policy and procedures for the use of external sports coaches
- The school has in place a policy and clear procedures for one-to-one teaching activities
- The school has in place a policy and procedures for one-to-one counselling
- The school has in place a policy and procedures in respect of student teacher placements
- The school has in place a policy and procedures in respect of students undertaking work experience in the school
- The school has in place a policy and procedures in respect of pupils of the school undertaking work experience in external organisations
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 Forgney National School has agreed the following Child Protection Policy.
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 –Mr. Adrian Coughlan (Principal)
- The Designated Liaison Person (Deputy DLP) is – Ms. Claire Birmingham
- In its policies, practices and activities, Forgney 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; and
- Fully respect confidentiality requirements in dealing with child protection matters.
- The School will also adhere to the above principles in relation to any adult pupil with a special vulnerability.
This section of the child protection policy should be used to list school policies. Practices and activities that are particularly relevant to child protection (e.g. the Code of Behaviour/anti-bullying Policy, Pupil Attendance Strategy. Supervision of Pupils Sporting Activities/School Outings/Pupil Work Placements at post primary etc). The Board has ensured that the necessary policies, protocols or practices as appropriate are in place in respect of each of the above listed items.
This policy has been made available to school personnel and the Parent’s Association and is readily accessible to parents on request. A copy of this policy will be made available to the Department and the Patron if requested. This Policy will be reviewed by the Board of Management once in every school year.
Forgney National School
Cloncallow, Ballymahon, Co. Longford
Tel:- 090 6452659. Mobile 086 3811437
email: email@example.com www.forgneyns.com
Data Protection Privacy Statement For Parents, Guardians & Pupils
Effective from 25th May 2018
Individuals have a number of rights in relation to their personal information – ie. Personal data – and these rights have been enhanced by the General Data Protection Regulation (GDPR). This Data Protection statement describes how we at Forgney National School collect and process personal data, in accordance with the GDPR and the school;s legal obligations generally in relation to the provision of education. Processing is the legal term used to describe vaious acts including – the collection, recording, organisation, structuring, storage, alteration, use of, retrieval, disclosure or transmission of information.
This statement applies to pupils, parents, and guardians. By enrolling your child in and/or by attending Forgney National School you acknowledge and agree to the collection and processing of personal information by the school.
For your information this Statement outlines:
- Who we are and how to contact us;
- What information we collect, process and retain;
- How information is collected and processed and the purpose and legal basis for so doing;
- Sharing information with third parties;
- Individual legal rights.
- WHO WE ARE AND HOW TO CONTACT US
Forgney National School is a data controller responsible for personal data – ie. Information relating to an identified or identifiable natural person. Forgney National School processes personal data, i.e. the school collects, records, stores, retains and uses personal data.
Forgney National School will respond to your questions in relation to this data protection statement and our approach to privacy.
If you have any questions about this data protection statement, including any request to exercise your legal rights, please contact us using the details below:
Address: Forgney National School, Cloncallow, Ballymahon, Co. Longford.
Phone: 09064 52659
- INFORMATION COLLECTED Forgney National School may collect the following personal information on pupils and parents/guardians:
(i) Pupil Information
- Personal details such as name. address, date of birth, gender, PPS number, nationality, emergency contact information and information in relation to the pupil’s family as may be required.
- Any Special Education Needs (SEN)
- Any Child Protection information
- Academic records, school reports, pupils learning needs, pupils behaviour needs, permission for access to educational reports, individual education and learning support plans.
- Personal pupil profiles (including whether English is the pupil’s first language or if except from any subjects e.g. Irish or Religion)
- Psychological referral/assessment documentation and permission for access to psychological reports.
- Information for the Primary Online Database (POD).
- Information for Special Education Needs Organiser (SENO).
- Information for Tusla (the child and family agency) and/or the Health Service Executive (HSE).
- Attendance records and explanatory notes in relation to absences.
- Disciplinary records including notes that may be held by the teacher(s), incident and accident reports, investigations and sanctions if imposed.
- Permission notes in respect of school activities e.g. school tours/trips and outings, extra-curricular activities (including curricular, RSE/Stay Safe programme(s).
- Photographs and recorded images of pupil(s) (including at school events).
- School Transport information
- CCTV footage and other information obtained through electronic means.
(ii) Sensitive Personal Information – Pupils
Forgney National School may collect and process the following personal information from parents/guardians such as:
- Contact details of parent/guardian e.g. name, address, email address, telephone number(s).
- Information regarding legal orders in respect of any family law disputes in respect of guardianship, custody or access.
- Occupation and nationality.
- Number of children, position of pupil(s) in family.
- Consent in respect of medical/other emergencies.
- Consent in respect of school activities e.g. school tours/trips and outings, extra-curricular activities.
- Consent to publish photographs and schoolwork of pupils on school website/print media etc.
- Records, correspondence or notes arising from interaction with parents/Guardians.
3. PURPOSE & LEGAL BASIS FOR COLLECTING 7 PROCESSING INFORMATION
Forgney National School collects and processes personal information (as listed above) about pupils and parents/guardians for a variety of purposes and relies on a number of legal grounds to do so.
Forgney National School requires this information to perform our duties and responsibilities and to comply with our legal and statutory obligations. In addition Forgney National School requires this personal information to pursue the legitimate interests upon which we rely is the effective operation and management of Forgney National School and managing the education and welfare needs of our pupils.
Forgney National School processes personal data on the basis of the following lawful purpose.
a) Legal Obligation
Forgney National School collects and processes personal information to comply with our legal and statutory obligations, including, but not limited to those under the Education Act 1998 (as amended), the Education (welfare) Act 2000, the Education for Persons with Special Needs (EPSEN) Act 2004, the Health Act 1947, the Children First Act 2015, the Child Protection Procedures for Primary and Post-Primary Schools 2017, the Teaching Council Acts 2001-2015 and Safety, Health and Welfare at Work legislation.
b) Legitimate Interests
Forgney National School may also process personal information to:
- Enable pupils to develop to their full potential and meet the educational, social, physical and emotional requirements of the pupil.
- Enable parents and guardians to be contacted in the case of an emergency, school closures and to inform parents and guardians of their child’s educational progress.
- Secure and benefits from the support and services of relevant third parties.
- c) Consent
Forgney National School sometimes process some of pupils’ personal information with consent e.g. photograph which may be displayed on the school’s website or on social media platforms or in the print media. Please note that consent can be withdrawn at any time by contacting the school.
- HOW PERSONAL INFORMATION IS COLLECTED
Forgney National School collect personal information about pupils through the enrolment process and/or through expressions of interest in relation to enrolment. Additional information is collected from third parties, including former schools and through school activities and general interaction(s) during the course of the pupil’s time at Forgney National School.
(ii) Parents and Guardians
Forgney National School collect personal information about parents and guardians through the enrolment process or expressions of interest for enrolment. We collect additional personal information through general interaction during the course of the pupil’s time at Forgney National School.
- INFORMATION AND THIRD PARTIES
Forgney National School may receive from, share and/or transfer information to a range of third parties such as the following:
- The Department of Education and Skills
- TUSLA / the Child and Family Agency
- The National Council for Special Education
- National Educational Psychological Service (NEPS)
- Department of Social Protection and/or other state benefit providers
- An Garda Siochána
- School Insurance Provider
- Third Party Service providers: We share personal information with third party service providers that personal services and functions at our direction and on our behalf such as our accountants, IT service providers including, printers, lawyers and other advisors, and providers of security and administrative services, including data processing/cloud storage service providers e.g. (Aladdin/cloud storage service proved as relevant to school).
- Any other third parties
- DATA RETENTION
We will only retain personal information for as long as it is necessary to fulfil the purposes the information was collected for, including any legal, accounting or reporting requirements.
- INDIVIDUAL RIGHTS
Individuals have several rights under GDPR which in certain circumstances are limited and/or constrained. These individual rights include the right – free of charge and subject to any limitations as may apply – to:
- Request a copy of the personal information held about the individual
- Rectify any inaccurate personal information data held about the individual.
- Erase personal information held about the individual
- Restrict the processing of individual personal information
- Object to the use of individual personal information for our legitimate interests.
- Receive individual personal information in a structured commonly used and machine-readable format and to have that data transmitted to another data controller. If you wish to exercise any of these rights please contact the school as outlined.
Forgney National School will endeavour to respond to your request within a month. If we are unable to deal with your request within a month we may extend this period by a further two months and we will explain why. You also have the right to lodge a complaint to the office of the Data Protection Commission.
We will update this Data Protection Statement from time to time. Any updates will be made available and where appropriate notified to you.
Forgney National School is a co-educational primary school under the patronage of the Catholic Bishop of Meath. The school aims to promote the full and harmonious development of all pupils: cognitive, intellectual, physical, cultural, moral and spiritual, including a living relationship with God and other people and promotes a Christian philosophy of life.
Children enrolled in Forgney National School are required to co-operate with and support the school’s Code of Behaviour as well as all other policies. Parents/Guardians are responsible for ensuring that their child(ren) co-operate with these policies in an age-appropriate way. A copy of the Code of Behaviour will be issued to all parents and each parent will be requested to sign an undertaking to uphold the school code of Behaviour and policy.
Forgney National School operates under the rules for National Schools and Departmental Circulars and is funded by grants and teachers resourced by the Department of Education and Skills.
The school is subject to:
- The Education Act (1998)
- The Education Welfare Act (2000).
- The Education for Persons with Special Education Needs Act (2004) and all relevant equality legislation.
Forgney National School follows the curricular programmes laid down by the Department of Education and Skills.
The Board of Management will communicate generally to the school community through appropriate channels e.g. newsletter, parish bulletin, parents letters to outline the application for enrolment procedures.
Parents seeking to enrol their child(ren) in Forgney school should return a completed enrolment application form (available in the office) with an original birth/adoption certificate to the school by 30th April each year.
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 and values, family or social circumstances.
While recognising the rights of the parents to enrol their child in the school of their choice, the Board of Management of Forgney National School is also responsible to respect 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 the children.
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 the school.
Enrolment of Junior Infant pupils takes place in the school from Monday 7th to Friday 11th March 2016.
Parents and Guardians are welcome to call to the school during this time. If for any reason you can’t visit us at this time please contact us on 090 6452659 – 086 3811437 or email us at firstname.lastname@example.org to make other arrangements.
Code of behaviour and discipline
In Forgney National School it is our aim to create a happy, secure and caring environment where the children will develop and learn to potential, it is necessary to provide a framework, which promotes constructive behaviour and discourages unacceptable behaviour. The aim is to ensure that the individuality of each child is accommodated, while acknowledging the right of each child to an education in a relatively disruptive free environment, the school code places a greater emphasis on rewards rather than sanctions, and the ideal is that pupils will acquire self-discipline.
- To help create a positive, stimulating learning environment in which every pupil can benefit from the school.
- To help pupils become more self-disciplined, and to encourage good standards of behaviour at home, at school and locally based on consideration, respect and tolerance for others.
- The maintenance of good order throughout the school and respect for the school environment.
Forgney National School Rules:
- Pupils must show respect for teachers, parents, and fellow pupils at all times.
- School property and the property of others must be treated with respect. Interfering with or damaging school property i.e writing on tables, walls, etc. will be regarded as a serious offence.
- Aggressive behaviour or foul language will not be tolerated in the school.
- Running indoors, pushing, jostling and any sort of rough play is not permitted.
- No child is allowed leave the school grounds without permission. All absences shall be explained by written notification.
- High standards of hygiene should be required at all times throughout the school. Children are encouraged to use the litter bins to keep the school and grounds tidy.
- Punctuality is encouraged at all times. Children should arrive in school no later than 9.20 am.
- The use of mobile phones is strictly forbidden within the school grounds. If found to do so, the phone will be confiscated until 3.00pm.
- While your child is in school he/she will be known by the names (Christian name and Surname) that is on his/her birth & baptismal certificate. The school will only change the name if evidence of changing name by deed poll is made available to the Principal. Slang name-calling, surnames or nicknames is discouraged, as we would like all children to be treated with respect.
- The following are not permitted on the school premises.
- Eating during class time.
- Dangerous articles, i.e knives, glass bottle etc; sharp objects, aerosols, matches, lighters or any object that is considered a danger to any pupil or others.
- Fizzy drinks, chewing gum, or any other junk food.
- All pupils are required to line up promptly and in an orderly manner at the end of breaks. During inclement weather pupils stay in their classrooms for breaks. They must observe implicitly any directions given by teachers and safety procedures must be followed at all times.
Examples of Misbehaviour:
In Class: Continuously talking Disrupting out of turn
Cheeky behaviour Distracting others Untidy work
In School Yard: Fighting Kicking Rough play
Foul language Name-calling Spitting Littering
In the School Building: Running Shouting Vandalism
Serious Misbehaviour: Bullying Mitching Stealing
- Aggressive/threatening behaviour towards teacher or pupil.
- Deliberate damage to school property.
- Leaving school grounds without permission
Sanctions: Forgney school places greater emphasis on rewards than on sanctions. To encourage each child to behave and to co-operate fully with regulations we emphasise positive action. Verbal praise and encouragement is used as much as possible. Each teacher adopts their own system within the classroom e.g. points for individuals and groups, special privileges, rewards.
Pupils in senior classes share as much as possible in maintaining the code of behaviour of the school. School duties are assigned. It is accepted that there is need for sanctions to show disapproval of unacceptable attitudes and behaviour.
- Reasoning with the pupil.
- Verbal reprimand, including advice on how to improve.
- Temporary separation from peers, friends and others
- Prescribed additional work signed by parents.
- Recording of incident of misbehaviour in the incident book, signed by offender.
- Detention during breaks
- Referral to Principal
- Communications with parents.
- Suspension (temporary).
Pupils who misbehave frequently and who have no remorse for their actions will not be allowed to participate in school outings for their own safety and that of others, although incidents of misbehaviour are recorded, the emphasis is on encouraging children to behave well and praise is given for commendable behaviour.
Parents will be informed at an early stage if problems occur and not simply at the point where a crisis has arisen.
At times, it has been suggested by some parents that the matters to which their attention is being drawn are of a trivial nature, and that there was no necessity to have informed them that their child had misbehaved. The response to this is that while the misbehaviour may appear to be of a trivial nature, it is the cumulative effects of such breaches of the rules which are important as it undermines the ethos of the school.
Homework fosters independence, self-reliance, self-esteem, co-operation and responsibility and life long learning. It is an essential part of primary education as it re-enforces what children learn in school. It provides a link between teacher and parent and encourages parental involvement in their child’s education.
In general, homework is meant to be achievable by a child working on their own to the best of their ability. It is normally prepared by the teacher in class. It can be used to practice what is done in school or can be designed to challenge children’s ability and provide opportunities for creativity.
How often is homework given?
Homework is given Mondays, Tuesdays, Wednesdays and Thursdays but not on Fridays with certain exceptions:
- If homework has been neglected during the week.
- In senior classes some project work is undertaken at weekends.
Sometimes at the discretion of the class teacher or the principal, children are given “homework off” as a treat or as acknowledgement of some special occasion.
Usually, homework contains a balance between reading tasks, learning tasks and written tasks. This balance is not always possible and can vary considerably form day to day. However, it should be noted that homework time devoted to reading and learning is as important as written work.
Homework will regularly contain reading, spellings, tables, written work, pieces to be “learned by heart” drawing/colouring, collecting information/items and finishing work started in class.
Children often feel that reading and “learning by heart” is not real homework.
Parents can play an important role in listening to reading and items to be learned, ensuring this work is done well.
Duration of Homework:
The following are guidelines for time spent at homework. Different children will complete the same homework in different lengths of time. Time spent will vary from day to day and also from the beginning to the end of the school year. It is important to remember that it is the quality and not the quantity of homework that matters. The following are general guidelines.
Rang 1 & 2 20-30mins.
Rang 3 & 4 30-40mins.
Rang 5 & 6 40-50mins.
- Enter homework accurately in homework diary.
- Ensure they take home relevant books and copies.
- Complete homework assignments to the best of their ability.
- Present written work neatly.
- Encourage a positive attitude towards homework in all subjects from an early age.
- Encourage children to work independently as far as possible. Resist over-helping.
- Encourage children to organise themselves for homework. Have all books and materials to hand.
- The pupil should have the Homework Journal open to tick off work as it is completed.
- Agree a suitable time for doing homework, taking into account of age, the need for playtime, relaxation and family time.
- Provide a quiet place, suitable work surface, free from distractions, interruptions and T.V.
- Encourage good presentation and neatness within a reasonable time.
- Sign the homework diary (1st – 6th classes) checking that all homework is complete.
- Check that the child has all necessary books, homework journal, copies, pencils, mathematical equipment, dictionary, P.E. clothes, if needed for the next school day.
- Communicate difficulties to the teacher using the homework journal.
Set homework, review assignments and provide feedback to students. Monitor homework to help identify pupils with special difficulties.
How often do teachers monitor homework?
Ideally, teachers check homework on a daily basis. However, with large class numbers, it is not always possible to check each child’s homework journal every day. As children get older and learn to work independently, some items of homework are checked less often, e.g. every second day or once a week. Some items of homework (and class work) may be checked by children themselves, under the direction of the teacher.
This can be a useful part of the learning process for children as it promotes responsibility and self esteem.
What happens when homework is not done?
When homework is not done regularly the teacher contacts parents with a view to resolving the situation. If the situation continues, then the matter is brought to the attention of the principal who will contact the parent(s)/guardian and arrange a meeting to discuss how the matter can be resolved.
Assessment and Reporting Policy
It is the policy of this school to assess pupil’s progress in curricular areas on a continuous basis. Continuous Assessment includes the following:
- Teacher Observation
- Teacher designed tasks and tests
- Pupil projects and portfolios
- Self-Assessment by pupils
- Pupil Profiles
- Samples of pupils work
- Record Keeping
- Annual Report
This continuous assessment will form the basis of Parent/Teacher consultations. Standardised Tests will be administered on a regular basis and discussed with parents at parent/teacher meetings. At present these are the Micra-T and Sigma-T Tests.
The results of these tests may also be used in the allocation of pupils to classes as per school policy. It is the policy of the school to issue written reports to parents once per academic year. The results of pupil assessments will form the basis of these reports. Written reports should be:
- Clear, concise and factual
- Presented to the Principal and a copy of the report entered into the pupil file
- Signed and dated
Assessment of Pupils for Supplementary Teaching
Tests are organised by the Learning Support Teacher in conjunction with the class teachers as per Learning Support Policy.
- Standardised Tests
- Diagnostic Tests
- Ability Tests (Verbal and Non-Verbal)
Screening Tests and Standardised Test are administered on a class basis. Pupils who score at or below the 10th percentile or pupils about whom teachers have concerns are referred to the Learning Support Teacher for assessment using diagnostic/ability tests. Screening tests are given to all pupils during the Infant cycle or 1st class. Tests are administered to pupils transferring from another school.
Reporting to Outside Agencies on Individual Pupils
All requests should be notified to the Principal. When the report is complete, it should be sent to the Principal for forwarding to the Outside Agency. The Staff member should keep a copy of the report and a copy should be kept in the school records. A copy of the request should also be kept on file and the reason whey the report was sought. The Principal will have the discretion to bring any sensitive reports or request to the Board of Management for their attention, advice or direction.
Critical Incident Policy
The Board of Management through the Principal, the Staff and the Parents’ Association has drawn up a critical incident management plan. They have established a Critical Incidents Management Team to steer the development and implementation of the plan.
What is a Critical Incident?
“A critical incident is any incident or sequence of events which overwhelms the normal coping mechanism of the school and disrupts the running of the school”.
- Death, major illness/outbreak of disease (foot & mouth)
- Criminal incidents e.g ( Dunblane shooting, shooting at first communion in Ballymun)
- Major accidents, serious injury e.g (Navan bus crash)
- Civil unrest, war (foreign nationals may be traumatised by events that happened in their country of origin)
- Fire, natural and technological disaster e.g (school ceiling collapsing in Cork)
- Disappearance of student from home or school e.g (Middleton incident in Cork)
- Unauthorised removal of student from school or home
- World events that may affect the student body and/or staff, may be a need for provision of discussion and involvement in ceremonies e.g 9/11, tsunami.
Critical Incidents Management Team:
Leadership Role: Principal Mr.Adrian Coughlan
Communication Role: Mainstream Teacher Ms. Claire Birmingham
Counselling Role: National Ed .Psychological Fr. Oliver Deine
Chaplaincy Role: Fr. Oliver Devine
Family Liaison Role: Fr. Oliver Devine
Principal Mr. Adrian Coughlan
Parents Association: Representative Mr. Seamus Finlass
Board of Management Representatives Mrs. Michelle Mullan
Mr. Séan Gilbride
The first named person has the responsibility as defined.
The second named person assists and only assumes responsibility on the absence of the first named.
Roles and Responsibilities
- Confirm the event.
- Activate the Critical Incident response team
- Liaise with the Gardai/Emergency services
- Lead briefing meetings for staff on the facts as known, give staff members an opportunity to express their feelings and ask questions, outline the routine for the day.
- Express sympathy to family
- Clarify surrounding events
- Make contact with other relevant agencies.
- Decide how news will be communicated to different groups (staff, pupils, outside school)
- Ensure provision of ongoing support to staff and students
- Facilitate any appropriate memorial events
- Review plan.
- With Team, prepare a public statement.
- Organise a designated room to address media promptly
- Ensure telephone lines are free for outgoing and important incoming calls.
- Designate mobile numbers for contact.
- Liaise with relevant outside support agencies.
- Review and evaluate effectiveness of communication response.
Student Liaison/Counselling Role:
- Advise the staff on the procedures for identification of vulnerable pupils.
- Alert staff to vulnerable pupils.
- Outline specific services available in the school.
- Put in place clear referral procedures.
- Address immediate needs of staff.
- Provide materials for staff (from critical incident folder)
- Provide information.
- Provide counselling.
- Provide ongoing support to vulnerable students.
- Monitor class most affected.
- Refer as appropriate
- Review and evaluate Plan.
- Visit home(s), if appropriate.
- Assist with prayer services
- Make contact with other local clergy
- Be available as personal and spiritual support to staff.
- Provide follow-up support to families in conjunction with Home/School Community Liaison.
- Work in partnership with Critical Incident Team.
- Review and Evaluate Plan.
Family Liaison Role:
- Co-ordinate contact with families (following first contact by Principal).
- Consult with family around involvement of school in e.g. funeral service.
- Assist with all communication dealing with parents of any student affected by critical incident.
- Provide ongoing support to families affected by the incident.
- Involve as appropriate the family in school liturgies/memorial services
- Offer to link family with community support groups.
- Review and evaluate plan.
SHORT TERM ACTIONS – DAY 1
- Immediate contact with family/families.
- Consult with the family regarding appropriate support from the school e.g funeral service.
- Ensure that a quiet place can be made for students/staff.
Media Briefing (if appropriate)
- Designate a spokesperson (Leader)
- Gather accurate information
- Prepare a brief statement (Team)
- Protect the family’s privacy
- It is important to obtain accurate information about the incident
- What happened?
- What is the extent of the injuries?
- How many were involved and what are their names?
- Is there a risk of further injury?
- What agencies have been contacted already?
Contact appropriate agencies:
- Emergency Services
- Medical Services
- H.S.E Psychology Dept/Community Care Services
Board of Management
- Convene a meeting with Key Staff/Critical Management Team.
- Organise a staff meeting, if appropriate.
- Ensure any absent staff members are kept informed.
- Organise timetable/routine for the day. (Adhering to the normal school routine is important, if this is possible)
- Class Teachers to take note of any absentees who might need to be contacted, list of friends, etc, or any other relevant information. This is to be given to the Student Liaison Person.
- Arrange supervision of students.
- Liaise with the family regarding funeral arrangements/memorial service.
- The Chaplain/Principal will liaise with the family, to extend sympathy and clarify the family’s wishes regarding the school’s involvement in funeral/memorial service.
- Arrange a home visit by two staff representatives within 24 hours, if appropriate.
(Student Liaison Person & Class Teacher)
- Have regard for different religious traditions and faiths.
MEDIUM TERM ACTIONS (24 – 72 HOURS)
- Preparation of students/staff attending funeral
- Involvement of students/staff in liturgy if agreed by bereaved family.
- Facilitation of students/staff responses, e.g. Sympathy cards, flowers, Book of Condolences, etc.
- Ritual within the school
- Review the events of the first 24 hours.
- Reconvene Key Staff/Critical Incident Management Team.
- Decide arrangements for support meetings for parents/students/staff.
- Decide on mechanism for feedback from teachers on vulnerable students.
- Have review of Critical Incident Managements Team meeting.
- Establish contact with absent staff and pupils.
- Arrange support for individual students, groups of students, and parents, if necessary.
- Hold support/information meeting for parents/students, if necessary in order to clarify what has happened.
- Give any teacher who feels uncomfortable with involvement in support meetings the choice of opting out.
- Arrange in consultation, with outside agencies, individual or group debriefings or support meetings with parental permission.
- Plan for the re-integration of students and staff e.g absentees, injured, siblings, close relative etc)
- Student Liaison person to liaise with above on their return to school.Plan visits to injured:
- Family Liaison Person & Class Teacher & Principal to visit home/hospital
- Attendance and participation at funeral/memorial service (to be decided).
- Decide this in accordance with Parent’s wishes, school management decisions and in consultation with close school friends.
- School Closure (if appropriate)
- Request a decision on this from school management.
LONGER TERM ACTIONS:
Monitor students for signs of continuing distress. If over a prolonged period of time, a student continues to display the following, he/she may need assistance from the HSE. Constant communication with family is essential.
- Uncharacteristic behaviour.
- Deterioration in academic performance.
- Physical symptoms – e.g – weight loss/gain, lack of attention to appearance, tiredness, restlessness.
- Inappropriate emotional reactions.
- Increased absenteeism.
Evaluate response to incident and amend Critical Incident Management Plan appropriately
- What went well?
- Where were the gaps?
- What was most/least helpful?
- Have all necessary onward referrals to support services been made?
- Is there any unfinished business?
Formalise the Critical Incident Plan for the future.
- Consult with NEPS Psychologist.
- Inform new staff/new school pupils affected by Critical Incidents where appropriate.
- Ensure that new staff are aware of the school policy and procedures in this area.
- Ensure they are aware of which pupils were affected in any recent incident and in what way.
- When individual pupils or a class of pupils affected by an incident are transferring to a new school, the Principal should brief the Principal of the new school.
Decide on appropriate ways to deal with anniversaries (Be sensitive to special days and events)
- Anniversaries may trigger emotional responses in students/staff and they may need additional support at this time.
- Acknowledge the anniversary with the family
- Need to be sensitive to significant days like Birthday’s Christmas, Mother’s Day and Father’s Day
- Plan a school memorial service.
- Care of deceased person’s possessions. What are the parent’s wishes?
- Update and amend school records.
Acceptable use of the Internet
The Aim of this Acceptable use Policy is to ensure that pupils will benefit from learning opportunities offered by the school’s Internet resources in a safe and effective manner. Internet use and access is considered a school resource and privilege. Therefore, if the school AUP is not adhered to this privilege will be withdrawn and appropriate sanctions as outlined in the AUP will be imposed.
It is envisaged that school and parent representatives will revise the AUP annually. Before signing, the AUP should be read carefully in indicate that the conditions of use are accepted and understood.
This version of the AUP was created by Adrian Coughlan and Mary Dully. Sept 2010.
School Strategy: The School will employ a number of strategies in order to maximise learning opportunities and reduce risks associated with the Internet.
These strategies are as follows:
- Internet sessions will always be supervised by a teacher.
- Filtering software and/or equivalent systems will be used in order to minimise the risk of exposure to inappropriate material.
- The School will regularly monitor pupils Internet usage.
- Students and teachers will be provided with training in the area of Internet safety.
- Uploading and downloading of non-approved software will not be permitted.
- Virus protection software will be used and updated on a regular basis.
- The use of personal floppy disks or CD-ROMS in school requires a teacher’s permission.
- Students will observe good “netiquette” (i.e. etiquette on the Internet) at all times and will not undertake any actions that may bring the school into disrepute.
Legislation: The school will provide information on the following legislation relating to use of the Internet which teachers, students and parents should familiarise themselves with:
- Data Protection (Amendment Act 2003)
- Child Trafficking the Pornography Act 1998
- Interception Act 1993
- Video recordings Act 1989
- The Data Protection Act 1988
Support Structures: The School will inform students and parents of key support structures and organisations that deal with illegal material or harmful use of the Internet.
Sanctions: Misuses of the Internet may result in disciplinary action, including written warnings, withdrawal of access privileges and, in extreme cases, suspension or expulsion.
The school also reserves the right to report any illegal activities to the appropriate authorities
Forgney National School – Child Safeguarding Risk Assessment (of any potential harm)