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Child Safeguarding Statement and Risk Assessment
St. Mary's Primary 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 Addendum to Children First (2019), 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 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 PEADAR O'DWYER, PRINCIPAL
The Deputy Designated Liaison Person (Deputy DLP) is BRÍD GIRARD, DEPUTY PRINCIPAL
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 risk that may leave themselves open to accusations of abuse or neglect;
fully respect confidentiality requirements in dealing with child protection matters.
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 DE 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 Department of Education and available on the DE 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-
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 abovenamed DLP as the "relevant person" (as defined in the Children First Act 2015) to be the first
point of contact in respect of the schools 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 and the Addendum to Children First (2019), 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 included with the Child Safeguarding Statement.
The various procedures referred to in this Statement can be accessed via the school's website, the DE 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 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.
This Child Safeguarding Statement was adopted by the Board of Management on _________________
This Child Safeguarding Statement was reviewed by the Board of Management on _________________
Signed: ________________________ Signed: ______________________
Chairperson of Board of Management Principal/Secretary to the Board of Management
Date: __________________________ Date: ___________________
Child Safeguarding Risk Assessment
Written Assessment of Risk of St. Mary's Primary School, Nenagh
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 ST. Mary's Primary School, Nenagh.
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
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.
The Addendum to Children First: National Guidance for the Protection and Welfare of Children published in January 2019 clarifies that organisations providing relevant services to children should consider the specific issue of online safety when carrying out their risk assessment and preparing their Child Safeguarding Statement.
The Guidance on Continuity of Schooling for primary and post-primary schools (April 2020) advises of the importance of teachers maintaining the safe and ethical use of the internet during distance learning and assisting parents and guardians to be aware of their role also. Schools should ensure that their Acceptable Use Policy (AUP) informs and guides remote or distance learning activity.
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.
• Daily arrival and dismissal of pupils
• Recreation breaks for pupils
• Classroom teaching
• One-to-one teaching
• Outdoor teaching activities
• Sporting Activities
• School outings
• Use of toilet areas in schools
• Annual Sports' Day
• Fundraising events involving pupils
• Use of off-site facilities for school activities
• School transport arrangements
• Care of children with special educational needs, 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 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 on CPNS
• Recruitment of school personnel including –
Teachers/SNA's
Caretaker/Secretary/Cleaners
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
• Students participating in work experience in the school
• Student teachers undertaking training placement in school
• Student SNA's 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 organisations during school day
• Breakfast and homework clubs supplied in school by an external provider.
The school has identified the following risk of harm in respect of its activities –
• 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
• 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
The school has the following procedures in place to address the risks of harm identified in this assessment –
• 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 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 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 complies with the agreed disciplinary procedures for 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
• Only staff sanctioned by the Board of Management may administer medication to pupils
• The school –
o Has provided each member of school staff with a copy of the school's Child Safeguarding Statement
o Ensures all new staff are provided with a copy of the school's Child Safeguarding Statement
o Encourages staff to avail of relevant training
o Encourages board of management members to avail of relevant training
o Maintains records of all staff training
• 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 procedures and a Volunteer Policy for the use of external persons to supplement delivery of the curriculum
• The school has in place procedures for the use of external sports coaches
• The school has in place procedures in respect of student teacher placements
• The school has in place procedures in respect of students undertaking work experience in the school.
In undertaking this risk assessment, the Board of Management has endeavored 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 was reviewed by the Board of Management and ratified on 12th June, 2019. This assessment will be reviewed as part of the school's annual review of its Child Safeguarding Statement.
Updated June 16th, 2021
COVID 19 Risk Assessment ST MARY'S CONVENT PRIMARY SCHOOL
Is the hazard present?
Y/N What is the risk? Risk rating
H=High
M=Medium L=Low Controls
(When all controls are in place risk will be reduced) Is this control in place? Action/to do list/outstanding controls
*Risk rating applies to outstanding controls outlined in this column Person responsible Signature and date when action completed
covid-19 N Illness H School Covid19 Response Plan in place in line with Department of Education guidance and the Return to Work Safely Protocol and public health advice YES Social Distancing Measures in place
Acquisition of PPE and Cleaning/hygiene products/desk screens
Establishment of agreed protocols and publication to Staff and Parents
Staggered break-times
Visitors to school only by appointment
Follow public health guidance from HSE re hygiene and respiratory etiquette
Complete School COVID-19 Policy Statement
Return to Work Forms received and reviewed
Induction Training provided
Contact log in place
Complete checklists as required:
How to deal with a suspected case, agreed and distributed
Detailed PROTOCOLS distributed to staff/parents./BOM
If there is one or more High Risk (H) actions needed, then the risk of injury could be high and immediate action should be taken. Medium Risk (M) actions should be dealt with as soon as possible. Low Risk (L) actions should be dealt with as soon as practicable.
Risk Assessment carried out by: Principal, Deputy Principal and Assistant Principal Date: 31 / 1 / 22
Signed _____________________________________ Date ________________
Chairperson, Board of Management
Principal/Secretary to the Board of Management
COVID-19 ADDITIONAL CLASSROOM MEASURES FOR THE SCHOOL YEAR 2021/2022.
Children will be given access to the yard at 8.45am. 1st to 6th Class will all line up at their set entrance each day. Children must line up in their designated line. No playing or mixing of bubbles is permitted. Teachers are to be in the school from 8.45am each day. Children are to be collected from their line at 8.55am. Formal instruction will begin at 9.am.
Staff will be provided PPE in the form of visors, masks, gloves and wipes on the first day of school. After this staff will be required to collect their own PPE when needed from the school meeting room.
Children should not attend school if they display any symptoms of COVID-19. If a child becomes unwell with symptoms of COVID-19 they must be placed in the school isolation room (Meeting Room Corridor). The principal is to be phoned and informed. He will make arrangements for the immediate contact of parents and for the supervision of the child who has become unwell. Pupil confidentiality is paramount here.
Children are not advised to wear face coverings. However this is permitted.
Children bring all their books to school on September 1st. These books are to be kept at the child's place. Homework will resume as normal in September. Please meet with your class counterpart and decide what level of homework will be set for your class in line with the school Homework Policy. Children can bring home their homework in their schoolbag nightly and return it to school the next day. Class money is to be collected by electronic payment. If a child presents with cash it is to be logged and sent to the office.
Teachers are responsible for the correction of the pupils work and to ensure that this is done in a safe manner.
Children must sanitise on entry to school, after playing on the yard, before and after play and art activities. Children must wash their hands before sanitising when they are visibly dirty.Children must hand wash before eating at both breaks.
Children are not to share classroom resources: pencils, colours etc.
P.E. equipment is to be kept to a minimum requirement. If you wish to use equipment this is permitted, but you must accept full responsibility for the sanitising/cleaning of the equipment (using sanitising wipes/ sanitising spray). Children must sanitise before and after P.E.Staff will operate on the assumption that all equipment has been previously sanitised.In Junior classes, we recommend the purchasing of a class set of bean bags.
Children are not to be sent on messages to other classrooms. If you are absent, your substitute is to bring the roll call to Ms. Girard at the end of the school day. Any other communication is to be done via Aladdin. In case of emergency please phone the office or school principal.
We will have two 20 minute breaks daily. Children will play for 20 minutes and eat on return from the yard, after washing their hands and sanitising. Children will remain in set quadrants as last year. Staff are to supervise their own class while they are eating. Junior Infant to 2nd Breaks: 10.20 -10.40 and 12.20-12.40.3rd Class to 6th Class Break: 10.45-11.05 and 12.50-1.10.Children hand wash on their return from yard.Eating is to take place after play time. No food can be taken outside.
Teachers are to bring their own cups, cutlery, tea, coffee, milk etc. If teachers wish to use the school kettle, they must firstly sanitise and wipe the kettle down with a wipes when finished.No supplies of cups are to be kept in the staff room.
Classroom doors are to be left open during the school day, with the windows also allowing in fresh air.
Children will keep their coats on their chair and will store their lunch bag at their place.
Staff must wipe down the school photocopier and printer after use.
Classes are not to be split for EPV days. Children are to remain in pods or bubbles as per D.E.S.
Children will exit the school on a staggered basis Junior Infants: 1.35pm (From September 20th)Senior Infants 1.35pm1st Class: 1.40 pm.2nd , 3rd, 4th Class: 2.35 pm. 5th and 6th Class: 2.40pmEach class has a designated exit door and gate. Please familiarise yourself with the appropriate exit route and gate for your class.
Ethos Statement
St. Mary's Convent Primary School is a Catholic School for girls under the Trusteeship of the Mercy Sisters and the Patronage of the Bishop of Killaloe.
We, the school community, seek to give a Christian and comprehensive education to our pupils with due regard to the rights and denominations of each child and to each child's uniqueness. We endeavour to stimulate and motivate each child to attain their full potential, spiritual, moral, physical, emotional and academic, so that she may live a happy and contented life in harmony with herself, others and the environment.
The following are the aims regarding the ethos of our school that each group decided on after deliberation and discussion.
We the Staff of St. Mary's endeavour to:
Promote the full and harmonious development of all the school community including their relationship with God, with other people and with the environment.
Ensure the school's Code of Discipline reflects the Christian Values, with an emphasis on forgiveness, reconciliation, new beginnings and hope.
Provide a sense of the presence of God in the lives of the pupils.
Teach the Alive-O Religious Education at all class levels.
We the Parents of St. Mary's endeavour to:
Assist the school in recognising the dignity and value of each person.
Support the school's Code of Behaviour to reflect the important values of equality, acceptance and forgiveness.
Become actively involved in the communal life of the school, to lead young people to the fullness of their potential.
We as the Board of Management endeavour to:
Formulate policies, practices and attitudes of St. Mary's in accordance with Christian Values.
Foster a sense of community between management, parish, teachers, parents and pupils.
Promote a spirit of respect, encouragement, praise and positivity within the school community.
We as the Pupils of St. Mary's endeavour to:
Be kind and thoughtful.
Respect ourselves and others.
Participate in school masses, prayer services and daily prayers.
Include all children in our games in the yard.
Respect our own property and the property of others.
We the Parish Team of Nenagh endeavour to:
Foster close links with the school so that the Christian ethos is our guiding light.
Engage with the teachers, pupils, parents, management and staff of the school in whatever way that will promote Christian values.
Be available in whatever way necessary for catechetical formation as outlined in the Alive-O programme.
Offer a pastoral presence to all in the school.
Attendance Policy and Strategy Statement
Drafted by Senior Management Peadar O'Dwyer, Principal and Bríd Girard, Deputy Principal
Introductory Statement
This draft policy has been formulated by the Principal and Deputy Principal for consideration of i. the Middle Management and ii. the teaching staff of St. Mary's Convent Primary School. The policy will then be distributed to the Steering Committee members. The Parents' Association will also consider the policy and make their recommendations to the Deputy Principal who will provide feedback to the formulation process. Following further consultation the Policy will be presented to the Board of Management for ratification.
The purpose of this policy and statement is:
To outline procedures and practices in St. Mary's CPS relating to Attendance
To comply with legislation and department circulars
To identify a clear strategy and assign responsibilities in promoting attendance and maximizing attendance
To satisfy the requirements of the document "A Guide to Whole-School Evaluation in Primary Schools".
Attendance at school is a requirement under law.
Relationship to characteristic spirit of the school
St. Mary's Convent Primary School seeks to provide an appropriate education for all pupils of the school. Our Mission Statement states that we seek to give a "comprehensive education to our pupils" and it further states that the staff are "committed to catering for the needs of all their pupils". Attendance in school is essential so that we can achieve those aims for all the pupils in our care.
Through recording this document we hope to highlight the importance of education in the life of a child. We hope to raise awareness of the importance of the academic and social aspects of education for a child.
We aim
• to foster an appreciation of learning in the school community.
• to raise awareness of the importance of good attendance and an awareness of forming good patterns of attendance in early years.
• to identify pupils at risk of leaving school early and reporting this to the NEWB.
• to promote positive attitudes to learning
• to ensure that the system of rules, rewards, and sanctions are implemented in a fair and consistent manner that encourage pupils to attend school
• to make parents aware where appropriate of their responsibilities, under the Education Welfare Act and practices in relation to NEWB.
• to comply with requirements under Education Welfare Act 2000/Guidelines form NEWB
Defining and recording attendance
• Children are entitled to be in school every day the school is open for instruction. A calendar is forwarded to parents at the beginning of the school year. This is also posted on the website.
• Parents are notified of the schools opening and closing times. Children should arrive at school for 9am and be collected promptly at 2pm (Junior Cycle) and 3pm (Middle and Senior Cycle).
• Parents are asked to send a written note to the class teacher when a child is absent. (This is an obligation under the Education Welfare Act). This note should be dated and explain the reason for absence. This assists the class teacher in completing returns about absences to the NEWB. When no note is sent to the school absences are reported as unknown reason. If we are made aware of parents, who have a learning difficulty, procedures will be put in place to assist them in reporting absences.
• Notes sent detailing absences are kept by the class teacher for the school year. If/when a child misses 20 days these notes are used to inform the NEWB the reasons for absences. Notes are then kept in the child's file.
• If the child does not miss 20 days the notes are shredded at the end of the school year.
• Each class teacher has a roll book. This roll book is marked every morning before 10am. Once the roll book is filled it should not be changed (following guidelines from the Department of Education). At the end of each quarter attendances for individual children are recorded in the roll book. Yearly attendances are also recorded and this helps with the completion of NEWB Annual Returns forms.
• Individual children's attendances are transferred to the school register at the end of the school year.
• The Deputy Principal has an attendance book which is then completed with daily attendance numbers for each class. This is also completed to show collective monthly attendances and percentages. Collective yearly attendances are recorded at the rear of the book.
• Dates for reporting non-attendance are received from the NEWB each year. The staff of our school checks individual attendances of pupils on these dates and when children have missed 20 days or more they are reported to the NEWB.
• It is the parents' responsibility to inform the class teacher if a child is going to be late arriving to school or if the child has to leave school early.
Whole school strategies to promote attendance
• Early intervention: A pack is prepared each year for new enrolments. This pack will contain information on the importance of attendance and the NEWB. A copy of this policy will be published on the school website.
• Communication with parents: Parents are informed of their responsibility to send a note explaining absences to the staff. A reminder is given to parents that the staff are legally obliged to report absences of 20 days or more.
• School Records of Attendance: The staff is involved in keeping daily, monthly and annual records of attendance. The staff also keep notes received from parents re absences.
• School Reports: It is proposed in this policy that children's individual attendances will be recorded in the annual school report which is sent home to parents.
• NEWB: Quarterly and annual returns are forwarded to the NEWB about attendance every year.
• Promotion of Good attendance: Certificates are presented at the end of year ceremony to children who have had full attendance. The school certificates and medals are purchased from school funds.
• SPHE: As part of our Social Personal and Health Education Programme each class teacher teaches SPHE. This hopes to promote self-esteem and encourage attendance through areas such as "Making choices".
• Homework: Our school has a Homework Policy. Homework creates a good link between school and home and also helps to nurture life-long learning. A copy of the Homework Policy and the Code of Behaviour is available on the school website and issued to pupils on enrolment. Parents are free to approach the teacher if the child is experiencing issues with homework.
• Assessment: Individual teachers make arrangements for their own class tests. If lack of attendance was due to fear of tests parents would be encouraged to talk to the class teacher. Tests reflect class work and homework. Encouraging children to do homework will help alleviate their fears. Weekly tests are differentiated by teachers so that all pupils experience success in their tests.
• Equality of Participation: In St. Mary's CPS we strive to make education available to all. School books will be made more affordable with the launch of the Book Rental Scheme in 2014. Research is carried out annually to select school tours which are the best value for money. Bus charges are often supplemented by the BOM to reduce costs. A grant is normally secured from the North Tipperary Sports Partnership to subsidise swimming lessons. Charges for swimming are generally borne by the parents but the BOM and/or the PA generally help with the cost of bus charges to keep costs to a minimum. If parents have difficulty with funding for school tours/swimming they can discuss this with the Principal.
• Equality issues: We in St. Mary's promote the Catholic Ethos and we welcome children of all faiths and nationalities. We are currently completing our Equality and Inclusivity Statement for Section 2 of the School Plan.
• Learning Needs: We have a LS/RT/EAL team here in the school to support children with Special Educational Needs. See Draft SEN Policy September 2013 for further details
• Learning Needs and absences: Extra support may be offered to children who are long term absent due to illness or hospitalisation. Support may also be offered to children to encourage them to attend school more regularly or to allow them to catch up on work due to absences. Teachers liaise with parents in the event of a child being absent where necessary.
Communication with other schools/other providers
• If a child is enrolled in our school from another primary school in the state, the principal contacts the other school to inform them of the request. Any concerns re attendance are discussed. Once the child is enrolled in our school the principal will send a letter to the other primary school informing them that the child has now enrolled in the school.
• If a child from our school transfers to another school details about the child are passed onto the other school. These details may include attendance figures, results of standardised tests (where applicable) and any other relevant educational report.
• When a child transfers to secondary school the school report for the previous year and results of standardised tests are passed on to the person responsible in that school.
• Returns are made to the NEWB each quarter outlining the number of children who have missed 20 days. Annual returns are forwarded showing total attendance for all children and total absence numbers.
• Referral forms are also completed by the staff and returned to the NEWB when we have a concern about a child's attendance level at school.
• The NEWB will also be informed if a child has been suspended and also if a child is being expelled.
• The principal of the school may also contact Social Workers (if involved) to discuss children's long term absences or repetitive absences in the best interest of the child.
Code of Behaviour, Homework Policy, Enrolment Policy, Equality and Inclusivity Statement, SEN Policy, Assessment Policy.
Success Criteria
We will reflect on the success of our Attendance Strategy in a number of ways:
• Termly records and reporting of absences.
• Awards for attendance.
• Discussed at Senior Management Meetings.
• Annual attendance figures.
• Feedback from Inspectorate, informal feedback from NEWB, parents and outside agencies.
Roles and Responsibility
Attendance is a community responsibility
• Senior Management: The Deputy Principal oversees the collection of attendance records in the school. The Principal and Deputy Principal ensure the NEWB returns are forwarded and liaises with the NEWB re non-attendance.
• Class Teacher: Each class teacher is responsible for the daily calling of the roll, for the collection of absence notes, for the compiling of termly and annual attendance figures and for communicating these figures to parents through annual school reports.
• Learning Support Teacher: The learning support teacher will support the principal and other staff in dealing with issues around attendance.
• Parents: It is parents' responsibility to ensure their child attends school. If the child is unable to attend school it is the responsibility of parents to inform the teacher of a reason for the child's absence, in written form. Parents should also send a written note to the class teacher to explain reasons for their child being late or leaving early.
• Pupils: We hope that children will begin to take responsibility for their learning as they move through our school. They will then see the importance of attending school for learning and social reasons. Children will also see the benefits of doing homework.
• Education Welfare Officer: The EWO should communicate with the school to introduce themselves, to support the staff with issues around non-attendance and respond to reports forwarded by the school.
• Board of Management: The BOM should support the staff in their work and make any training/finances available to staff that are required.
1. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of St. Mary's Convent Primary School has adopted the following anti-bullying policy within the framework of the school's overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.
2. The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:
A positive school culture and climate which-
is welcoming of difference and diversity and is based on inclusivity;
encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
promotes respectful relationships across the school community;
A cornerstone in the prevention of bullying is a positive school culture and climate that is welcoming of difference and diversity and is based on inclusivity and respect. A school policy on bullying is most effective when supported by a positive school climate which encourages respect, trust, care, consideration and support for others.
Central to a positive school culture is respectful relationships across the entire school community. This encompasses relationships amongst peers (e.g. pupil to pupil, teacher to teacher) and relationships between the following groups in the school:
Effective leadership;
A school-wide approach;
A shared understanding of what bullying is and its impact;
Implementation of education and prevention strategies (including awareness raising measures) that-
build empathy, respect and resilience in pupils; and
explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.
Effective supervision and monitoring of pupils;
Supports for staff;
Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies);
On-going evaluation of the effectiveness of the anti-bullying policy.
3. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:
Bullying is unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time.
The following types of bullying behaviour are included in the definition of bullying:
deliberate exclusion, malicious gossip and other forms of relational bullying,
cyber-bullying and identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person's membership of the Traveller community and bullying of those with disabilities or special educational needs.
Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school's code of behaviour.
However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.
Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school's code of behaviour.
Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
Key Principles of Best Practice
The school acknowledges the right of each member of the school community to enjoy school in a secure environment.
The school acknowledges the uniqueness of each individual and his/her worth as a human being.
The school promotes positive habits of self-respect, self-discipline and responsibility among all its members.
The school prohibits vulgar, offensive, sectarian or other aggressive behaviour or language by any of its members.
The school has a clear commitment to promoting equity in general and gender equity in particular in all aspects of its functioning.
The school has the capacity to change in response to pupils' needs.
The school identifies aspects of curriculum through which positive and lasting influences can be exerted towards forming pupils' attitudes and values.
The school takes particular care of "at risk" pupils and uses its monitoring systems to facilitate early intervention where necessary and it responds to the needs, fears or anxieties of individual members in a sensitive manner.
The school recognises the need to work in partnership with and keep parents informed on procedures to improve relationships on a school-wide basis.
The school recognises the role of parents in equipping the pupil with a range of life-skills.
The school recognises the role of other community agencies in preventing and dealing with bullying.
The school promotes habits of mutual respect, courtesy and an awareness of the interdependence of people in groups and communities.
The school promotes qualities of social responsibility, tolerance and understanding among all its members both in school and out of school.
Staff members share a collegiate responsibility, under the direction of the Principal, to act in preventing bullying/aggressive behaviour by any member of the school community.
4. The relevant teacher for investigating and dealing with bullying is the Class teacher. The matter will be reported to the Principal and/or Deputy Principal.
5.1 The education and prevention strategies that will be used by the school are as follows;
The SPHE curriculum, including the Walk Tall and Stay Safe programmes, is used throughout the school to support the anti-bullying policy.
Positive self-esteem is fostered among the pupils by celebrating individual differences, by acknowledging good behaviour and by providing opportunities for success.
Pupils are helped to develop empathy by discussing feelings and by trying to put themselves in the place of others.
Teachers respond sensitively to pupils who disclose incidents of bullying.
The school's anti-bullying policy is discussed regularly with the pupils.
Staff are particularly vigilant in monitoring pupils who are considered at risk of bullying/ being bullied, with particular regard to pupils with SEN.
All disclosed incidents of bullying are investigated.
Members of the BOM are familiar with the school's policy on bullying and promote it on a repeated basis among staff, parents and pupils through the roles of the Board Members in the school, by reviewing the policy with input from all stakeholders in the School Community, by example and by promoting and improving communication and supporting the Principal in ensuring the Policy is adhered to.
Parents contribute to and support the school's policy on bullying by encouraging positive behaviour both at home and at school, by being vigilant for signs and symptoms that their child is being bullied or is bullying others, by communicating concerns to the school.
Cyber-Bullying requires access to technology. Pupils are supervised at all times when working with technology in the school. Pupils do not have access to their smartphones during the school day.
The Catholic Ethos of the school encourages positive attitudes to inclusivity and equality. This permeates all aspects of the school day and throughout the teaching of the curriculum.
5.2 Maintaining awareness of bullying as a form of unacceptable behaviour
St. Mary's Convent Primary School will emphasise and reinforce the view that bullying behaviour is unacceptable by;
Using school assemblies to remind pupils of the school's anti bullying policy
Using both the formal and informal curriculum to emphasise that bullying is unacceptable… visual arts activities, posters, drama, role play, SPHE, cooperative games…
Devising a school anti-bullying charter for display in classrooms and other prominent locations
5.3 Supervision
Insofar as is reasonably practicable school activities will be supervised and monitored at all times, with particular emphasis on those occasions when situations of bullying are more likely to occur, such as play time and dismissal time.
6.1 Procedures for Dealing with Instances of Bullying:
I. All incidents of bullying will be recorded in an incident book which will be retained in the school.
II. Pupils will be informed that when they report incidents of bullying they are acting responsibly.
III. A calm unemotional problem solving approach will be used to deal with bullying.
IV. Incidents of bullying will initially be dealt with by the class teacher. Incidents that are of a serious nature or those that involve pupils from a number of classes will be referred to the Principal.
V. On being informed of an alleged incident of bullying, the teacher dealing with the report will first interview the victim(s) and discuss the feelings which the victim(s) experienced because of the bullying behaviour. This investigation should take place outside of the class situation to ensure the privacy of all concerned.
VI. An interview will then take place with the alleged perpetrator(s). If the bullying involves a group of pupils, members of that group will first be met individually and then as a whole. Having discussed the negative impact which bullying has on both perpetrator(s) and victim(s) responsibility will be placed on all individuals within the group to resolve the difficulty and to take appropriate steps to ensure that it does not happen again.
VII. If on the conclusion of the preliminary investigation the teacher is convinced that bullying has occurred the Principal will be informed by way of Appendix 3 Report being completed and submitted. Parent(s)/guardian(s) of all concerned will be contacted.
VIII. Depending on the seriousness of the bullying some or all of Level 2 Supportive Interventions will be utilised.
IX. Repeated incidents of bullying behaviour will result in the imposition of sanctions. Such sanctions will be proportionate to the seriousness of the bullying Behaviour. The sanctions and interventions used in St. Mary's Convent Primary School are contained in the Code of Behaviour.
X. It must also be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parents and the school;
XI. Follow-up meetings with the relevant parties involved could be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable. This can have a therapeutic effect;
XII. Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the school's complaints procedures;
XIII. In the event that a parent has exhausted the school's complaints procedures and is still not satisfied, the school must advise the parents of their right to make a complaint to the Ombudsman for Children.
6.2 Bullying as part of a continuum of behaviour;
Bullying behaviour can be part of a continuum of behaviour rather than a stand-alone issue and in some cases behaviour may escalate beyond that which can be described as bullying to serious physical or sexual assault or harassment. The school may refer cases to relevant external agencies and authorities where appropriate. In cases where the school has serious concerns in relation to managing the behaviour of a pupil, the advice of the National Education Psychological Service (NEPS) will be sought and advice may also be sought from the HSE Children and Family Social Services with a view to drawing up an appropriate response, such as a management plan.
Further Supports for pupils affected by bullying
All pupils who have been involved in bullying behaviour will be supported in the first instance by the class teacher. If required opportunities to participate in activities designed to raise their self esteem and self worth will be organised. Further interventions where appropriate will be put in place on a case by case basis.
7. Prevention of Harassment
The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
8. This policy was adopted by the Board of Management on ________________ [date].
9. This policy has been made available to school personnel, published on the school website (or where none exists, is otherwise readily accessible to parents and pupils on request) and provided to the Parents' Association (where one exists). A copy of this policy will be made available to the Department and the patron if requested.
10. This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website (or where none exists, be otherwise readily accessible to parents and pupils on request) and provided to the Parents' Association (where one exists). A record of the review and its outcome will be made available, if requested, to the patron and the Department.
Admission Policy of St. Mary's Primary School
School Address: Nenagh, Co. Tipperary
School Website: www.stmarysprimary.ie
Roll number: 16112A
School Patron: Most Rev. Fintan Monahan, Bishop of Killaloe
This Admission Policy complies with the requirements of the Education Act 1998, the Education (Admission to Schools) Act 2018 and the Equal Status Act 2000. In drafting this policy, the board of management of the school has consulted with school staff, the school patron and with parents of children attending the school.
The policy was approved by the school patron on 16th December 2021. It is published on the school's website and will be made available in hardcopy, on request, to any person who requests it.
The relevant dates and timelines for St. Mary's Primary School admission process are set out in the school's annual admission notice which is published annually on the school's website at least one week before the commencement of the admission process for the school year concerned.
This policy must be read in conjunction with the annual admission notice for the school year concerned.
The application form for admission is published on the school's website and will be made available in hardcopy on request to any person who requests it.
Characteristic spirit and general objectives of the school
St. Mary's Primary School is a Catholic Co-educational primary school with a Catholic ethos under the patronage of the Bishop of Killaloe.
"Catholic Ethos" in the context of a Catholic primary school means the ethos and characteristic spirit of the Roman Catholic Church, which aims at promoting:
(a) the full and harmonious development of all aspects of the person of the pupil, a living relationship with God and with other people; and
(b) including the intellectual, physical, cultural, moral and spiritual aspects; and
(c) a philosophy of life inspired by belief in God and in the life, death and resurrection of Jesus; and
(d) the formation of the pupils in the Catholic faith;
and which school provides religious education for the pupils in accordance with the doctrines, practices and traditions of the Roman Catholic Church, and/or such ethos and/or characteristic spirit as may be determined or interpreted from time to time by the Irish Episcopal Conference.
In accordance with S.15 (2) (b) of the Education Act, 1998 the Board of Management of St. Mary's Primary School shall uphold, and be accountable to the patron for so upholding, the characteristic spirit of the school as determined by the cultural, educational, moral, religious, social, linguistic and spiritual values and traditions which inform and are characteristic of the objectives and conduct of the school.
As a Christian community we aim to be warm, welcoming and respectful, accommodating diversity in culture, religion, gender and ability. We strive to nurture each pupil in all dimensions of their life – spiritual, moral, cognitive, emotional, imaginative, aesthetic, social and physical. We promote equality and support all our pupils to live a happy and contented life in harmony with themselves, others and the environment.
Admission Statement
St. Mary's Primary School will not discriminate in its admission of a student to the school on any of the following:
(a) the gender ground of the student or the applicant in respect of the student concerned,
(b) the civil status ground of the student or the applicant in respect of the student concerned,
(c) the family status ground of the student or the applicant in respect of the student concerned,
(d) the sexual orientation ground of the student or the applicant in respect of the student concerned,
(e) the religion ground of the student or the applicant in respect of the student concerned,
(f) the disability ground of the student or the applicant in respect of the student concerned,
(g) the ground of race of the student or the applicant in respect of the student concerned,
(h) the Traveller community ground of the student or the applicant in respect of the student concerned, or
(i) the ground that the student or the applicant in respect of the student concerned has special educational needs
As per section 61 (3) of the Education Act 1998, 'civil status ground', 'disability ground', 'discriminate', 'family status ground', 'gender ground', 'ground of race', 'religion ground', 'sexual orientation ground' and 'Traveller community ground' shall be construed in accordance with section 3 of the Equal Status Act 2000.
St. Mary's Primary School is a school which has established a class, with the approval of the Minister for Education and Skills, which provides an education exclusively for students with a category or categories of special educational needs specified by the Minister and may refuse to admit to the class a student who does not have the category of needs specified.
St. Mary's Primary School is a school whose objective is to provide education in an environment which promotes certain religious values and does not discriminate where it refuses to admit as a student a person who is not of the Catholic faith and it is proved that the refusal is essential to maintain the ethos of the school.
Note for Parents: the inclusion of the above wording was mandated by the Education (Admission to Schools) Act 2018.
Categories of Special Educational Needs catered for in the school/special class
St. Mary's Primary School, with the approval of the Minister for Education and Skills, has established a class to provide an education exclusively for students with a diagnosis of an ASD/DSM V/ICD 10 along with evidence of complex needs and a professional recommendation for enrolment in a Special Class setting.
Children with other special education needs are catered for by their mainstream class teacher with the support of the Special Education Team.
This school shall admit each student seeking admission except where –
a) the school is oversubscribed (please see section 6 below for further details)
b) a parent of a student, when required by the principal in accordance with section 23(4) of the Education (Welfare) Act 2000, fails to confirm in writing that the code of behaviour of the school is acceptable to him or her and that he or she shall make all reasonable efforts to ensure compliance with such code by the student.
St. Mary's Primary School is a Catholic school and may refuse to admit as a student a person who is not of the Catholic faith where it is proved that the refusal is essential to maintain the ethos of the school.
The special class attached to St. Mary's Primary School Nenagh to provide an education exclusively for students with a diagnosis of an ASD/DSM V/ICD 10 along with evidence of complex needs and a professional recommendation for enrolment in a Special Class setting.
Oversubscription
In the event that the school is oversubscribed, the school will, when deciding on applications for admission, apply the following selection criteria in the order listed below to those applications that are received within the timeline for receipt of applications as set out in the school's annual admission notice:
Selection criteria (Mainstream class enrolment):
Applicants with siblings currently enrolled in the school (including stepsiblings, resident at the same address), priority eldest;
Children residing in the Catholic parish, priority eldest;
Children of staff members, priority eldest ;
Random selection (independently verified).
The placement is subject to an annual review to ensure it continues to be the most appropriate placement for the student.
Oversubscription to Early Intervention/ASD preschool:
In the event that the ASD Classes are oversubscribed, (exceeding twelve qualifying enrolments) the school will, when deciding on applications for admission, apply the following selection criteria in the order listed below to those applications that are received within the timeline for receipt of applications as set out in the school's annual admission notice to the Special Classes and that meet the set criteria:
• Siblings of current pupils in mainstream and Special Classes, priority youngest
• Children of staff members, priority youngest
• Children who live in the Nenagh Town Parish, priority youngest
• Siblings of past pupils in mainstream and Special Classes, priority youngest
• Children of past pupils in mainstream and Special Classes, priority youngest
• All other applications, priority youngest.
The rationale behind prioritising youngest is that we;
i. Intend to build the age profile of the classes year on year
ii. Can facilitate co-educational integration more-so in the early years while transitioning to co-education throughout the school
In the event that there are two or more students tied for a place or places in any of the selection criteria categories above by virtue of their date of birth (and the number of applicants exceeds the number of remaining places), the following arrangements will apply:
A lottery will be held of the remaining applicants by the Principal, with SEN team leader and Senior Management (Deputy and Assistant Principals) present.
In the event that there are two or more students tied for a place or places in any of the selection criteria categories above (the number of applicants exceeds the number of remaining places), the following arrangements will apply:
Priority to eldest/youngest as appropriate in accordance with the above criteria.
What will not be considered or taken into account
In accordance with section 62(7) (e) of the Education Act, the school will not consider or take into account any of the following in deciding on applications for admission or when placing a student on a waiting list for admission to the school:
(a) a student's prior attendance at a pre-school or pre-school service, including naíonraí,
(b) the payment of fees or contributions (howsoever described) to the school;
(c) a student's academic ability, skills or aptitude;
(d) the occupation, financial status, academic ability, skills or aptitude of a student's parents;
(e) a requirement that a student, or his or her parents, attend an interview, open day or other meeting as a condition of admission;
(f) a student's connection to the school by virtue of a member of his or her family attending or having previously attended the school, other than siblings of a student attending or having attended the school
(g) the date and time on which an application for admission was received by the school,
This is subject to the application being received at any time during the period specified for receiving applications set out in the annual admission notice of the school for the school year concerned.
Decisions on applications
All decisions on applications for admission to St. Mary's Primary School will be based on the following:
• Our school's admission policy
• The school's annual admission notice
• The information provided by the applicant in the school's official application form received during the period specified in our annual admission notice for receiving applications
(Please see section 14 below in relation to applications received outside of the admissions period and section 15 below in relation to applications for places in years other than the intake group.)
Selection criteria that are not included in our school admission policy will not be used to make a decision on an application for a place in our school.
Notifying applicants of decisions
Applicants will be informed in writing as to the decision of the school, within the timeline outlined in the annual admissions notice.
If a student is not offered a place in our school, the reasons why they were not offered a place will be communicated in writing to the applicant, including, where applicable, details of the student's ranking against the selection criteria and details of the student's place on the waiting list for the school year concerned.
Applicants will be informed of the right to seek a review/right of appeal of the school's decision (see section 18 below for further details).
Acceptance of an offer of a place by an applicant
In accepting an offer of admission from St. Mary's Primary School you must indicate—
(i) whether or not you have accepted an offer of admission for another school or schools. If you have accepted such an offer, you must also provide details of the offer or offers concerned and
(ii) whether or not you have applied for and awaiting confirmation of an offer of admission from another school or schools, and if so, you must provide details of the other school or schools concerned.
Circumstances in which offers may not be made or may be withdrawn
An offer of admission may not be made or may be withdrawn by St. Mary's Primary School where—
(i) it is established that information contained in the application is false or misleading.
(ii) an applicant fails to confirm acceptance of an offer of admission on or before the date set out in the annual admission notice of the school.
(iii) the parent of a student, when required by the principal in accordance with section 23(4) of the Education (Welfare) Act 2000, fails to confirm in writing that the code of behaviour of the school is acceptable to him or her and that he or she shall make all reasonable efforts to ensure compliance with such code by the student; or
(iv) an applicant has failed to comply with the requirements of 'acceptance of an offer' as set out in section 10 above.
Sharing of Data with other schools
Applicants should be aware that section 66(6) of the Education (Admission to Schools) Act 2018 allows for the sharing of certain information between schools in order to facilitate the efficient admission of students.
Section 66(6) allows a school to provide a patron or another board of management with a list of the students in relation to whom—
(i) an application for admission to the school has been received,
(ii) an offer of admission to the school has been made, or
(iii) an offer of admission to the school has been accepted.
The list may include any or all of the following:
(i) the date on which an application for admission was received by the school;
(ii) the date on which an offer of admission was made by the school;
(iii) the date on which an offer of admission was accepted by an applicant;
(iv) a student's personal details including his or her name, address, date of birth and personal public service number (within the meaning of section 262 of the Social Welfare Consolidation Act 2005).
Waiting list in the event of oversubscription
In the event of there being more applications to the school year concerned than places available, a waiting list of students whose applications for admission to St. Mary's Primary School were unsuccessful due to the school being oversubscribed will be compiled and will remain valid for the school year in which admission is being sought.
Placement on the waiting list of St. Mary's Primary School is in the order of priority assigned to the students' applications after the school has applied the selection criteria in accordance with this admission policy.
Applicants whose applications are received after the closing date, outlined in the Annual Admission Notice, will be placed at the end of the waiting list in order of the date of receipt of the application.
Offers of any subsequent places that become available for and during the school year in relation to which admission is being sought will be made to those students on the waiting list, in accordance with the order of priority in relation to which the students have been placed on the list.
Late Applications
All applications for admission received after the closing date as outlined in the annual admission notice will be considered and decided upon in accordance with our school's admissions policy, the Education Admissions to School Act 2018 and any regulations made under that Act.
Late applicants will be notified of the decision in respect of their application no later than three weeks after the date on which the school received the application. Late applicants will be offered a place if there is place available. In the event that there is no place available, the name of the applicant will be added to the waiting list as set out in Section 13.
Procedures for admission of students to other years and during the school year
The procedures of the school in relation to the admission of students who are not already admitted to the school to classes or years other than the school's intake group are as follows:
Applications for enrolment during the school year will be considered subject to school policy, available space and the provision of information concerning attendance and the child's educational progress.
Such applications will be dealt with on a case-by-case basis but will normally only be considered for admission on the first day of each new term unless the applicant is newly resident in the area.
The procedures of the school in relation to the admission of students who are not already admitted to the school, after the commencement of the school year in which admission is sought, are as follows:
Junior Infants, with the exception of students transferring from another school, may only be admitted to the school prior to 30th of September.
Declaration in relation to the non-charging of fees
The board of St. Mary's Primary School or any persons acting on its behalf will not charge fees for or seek payment or contributions (howsoever described) as a condition of-
(a) an application for admission of a student to the school, or
(b) the admission or continued enrolment of a student in the school.
Arrangements regarding students not attending religious instruction
Our school is of a Catholic ethos and, in keeping with that ethos, children of all or no other faith are welcome to apply to this school.
We respect the decision of parents to withdraw their child/children from taking part in the religious education curriculum, religious ceremonies, school Masses, etc.
The following are the school's arrangements for students, where the parent(s)/guardian(s) have requested that the student attend the school without attending religious instruction (etc.) in the school. These arrangements will not result in a reduction in the school day of such students:
A written request should be made to the Principal of the school. A meeting will then be arranged with the parent(s)/guardian(s) of the student, to discuss how the request may be accommodated by the school.
Reviews/appeals
Review of decisions by the board of Management
The parents/guardians of the student, may request the board to review a decision to refuse admission. Such requests must be made in accordance with Section 29C of the Education Act 1998.
The timeline within which such a review must be requested and the other requirements applicable to such reviews are set out in the procedures determined by the Minister under section 29B of the Education Act 1998 which are published on the website of the Department of Education and Skills.
The board will conduct such reviews in accordance with the requirements of the procedures determined under Section 29B and with section 29C of the Education Act 1998.
Note: Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998.
Where an applicant has been refused admission due to a reason other than the school being oversubscribed, the applicant may request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998.
Right of appeal
Under Section 29 of the Education Act 1998, the parents/guardians of the student, may appeal a decision of this school to refuse admission.
An appeal may be made under Section 29 (1) (c) (i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed.
An appeal may be made under Section 29 (1) (c) (ii) of the Education Act 1998 where the refusal to admit was due a reason other than the school being oversubscribed.
Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. (see Review of decisions by the Board of Management)
Where an applicant has been refused admission due to a reason other than the school being oversubscribed, the applicant may request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. (see Review of decisions by the Board of Management)
Appeals under Section 29 of the Education Act 1998 will be considered and determined by an independent appeals committee appointed by the Minister for Education and Skills.
The timeline within which such an appeal must be made and the other requirements applicable to such appeals are set out in the procedures determined by the Minister under section 29B of the Education Act 1998 which are published on the website of the Department of Education and Skills.
The policy was ratified by the Board of Management of St. Mary's Primary School on 29th April, 2020.
Signed: ______________________ Chairperson, Board of Management
The contents of this policy have been approved by St. Senan's Education Office, acting on behalf of the Patron.
School Name Enrolment Year
Pupil's First Name: _____________ Surname: _____________
Date of Birth: _____________ Gender: _____________
Address (at which the applicant resides): _________________________________ ____________________________________________________________
Name and class of Sibling(s) currently enrolled:_____________________________
Parish in which the applicant resides: _____________________________________
Parent(s)/Guardian(s) Details:
Name: ___________________________ [ ] Parent [ ] Custodian [ ] Legal Guardian
Address: _____________________________________________________________
Home Tel. ______ Mobile ______ Email. ___________
Home Tel. ______ Mobile ______ Email. ____________
Signature 1: _____________ Signature 2: _____________
Date: _____ Date: _____
Completed enrolment applications must be returned to St. Mary's Primary School no later than 3pm on 28th June, 2020.
Enrolment Registration Form
St. Mary's Primary School, Nenagh
Pupil's First Name: _______ Surname: _____________
Date of Birth: _______ PPS Number: _____________
Nationality: _______ Religion: _____________
Address (at which the applicant resides): __________________________________________________________________________________________________________________________________________
Parent(s)/Guardian(s) Details: Mother
Name: ____________________ [ ] Parent [ ] Guardian [ ] Legal Guardian
Address:___________________________________________________________________________________________________________________________________
Home Tel: __________ Mobile: ______________
Email: ___________________
Parent(s)/Guardian(s) Details: Father
Other Emergency Contact Person: Name: ___________No:______________
Are both parents legal guardians of the child?: Yes / No
Signature: ______________ Date: _______________
I give permission for my daughter to participate in all aspects of:
The School Curriculum and Stay Safe Programme: Yes ? No ?
The Relationships and Sexuality Programme: Yes ? No ?
Internet usage including uploading of pupil's image to the school website:
Yes ? No ?
I have read the School's Code of Behaviour, Discipline and Anti-Bullying Policy I agree to co-operate with the Principal and Staff in implementation of same: Yes ? No ?
Place of child in family: (eg 1st, 2nd etc) _
Child's Doctor: ____________________
Doctor's Contact Details: ___________
Please state below if your daughter has any allergies, medical condition and / or disability that the school needs to be made aware of:
The Staff, Parents and Board of Management of St Mary's Convent Primary School, Nenagh, have developed and agreed this policy in line with the current recommendations and guidelines relating to child abuse prevention and child protection guidelines.
This policy addresses the responsibilities of the school in the followings areas:
PREVENTION – curricular provision
PROCEDURES – procedures for dealing with concerns /disclosure
PRACTICE – best practice in child protection
An individual copy of this policy document and a copy of the Department of Education and Science Child Protection Guidelines and Procedures will be made available to all staff.
It is incumbent on all staff to familiarise themselves with 'Children First' and the DES child protection guidelines and procedures.
A Sign and Verification system will be put in place for staff for this purpose.
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 the DES guidelines and procedures in relation to reporting concerns and/or disclosures of child abuse
• Provide for ongoing training in this and related areas for all school staff.
The Stay Safe programme is the primary resource used in this school to provide education for children on abuse prevention. The programme is taught as part of the schools' Social Personal and Health Education (SPHE) curriculum under the strand unit Safety and Protection. On enrolment of their child parents will be informed that the Stay Safe programme is in use in the school. The formal lessons of the programme will be taught in their entirety with the SPHE plan annually commencing February every year. Staff will make every effort to ensure that the messages of the programme are reinforced whenever possible.
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 Science document, 'Child Protection, Guidelines and Procedures'. The Board of Management of this school has appointed Peadar O'Dwyer, Principal, as the Designated Liaison Person (DLP), and The Deputy or Acting Deputy Principal as the deputy DLP.
The staff and management of this school have agreed:
• 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 that report
• A strict adherence to maintaining confidentiality – information regarding concerns or disclosures of abuse should only be given on a
'need to know' basis.
The staff and board of management of this school have identified the following as areas of specific concern in relation to child protection.
Following discussion and consultation the staff and board of management have agreed that the following practices be adopted:
The Practices outlined in Circular 0063/2010, (Appendix 1 of this policy) and other relevant policy and procedural publications will be complied with in full.
Statutory Declarations and Forms of Undertaking will also be completed by teaching and non-teaching appointments, where the guidelines deem it to be appropriate.
It is also the responsibility of the Board of Management to ensure that all personnel are properly supervised and supported in the work they are doing.
General Conduct:
It is imperative that in all dealings with the children in our care a balance is struck between the rights of the child and the need for intervention. As a general rule any physical contact between school personnel and the child should be in response to the needs of the child and not the needs of the adult. While physical contact can be used to comfort, reassure or assist a child the following should be factors in assessing its appropriateness:
• it is acceptable to the child concerned
• it is open and not secretive
• it is appropriate to the age and developmental stage of the child
School personnel should not do things of a personal nature for a child which the child can do for him/herself. Inappropriate physical contact also includes rough physical play and horseplay (tickling, wrestling etc). All children should be treated with equal respect – favouritism is not acceptable.
School personnel should never engage in or allow:
• the use of inappropriate language or behaviours, e.g sarcasm
• physical punishment of any kind
• sexually provocative games or sexually suggestive comments about or to a child
• the use of sexually explicit or pornographic material etc.
All media products: Books, CDs, DVDs, computer software, online materials etc. should be checked for appropriateness with regard to age and suitability. Where a doubt exists with regard to the suitability of material, parents, principal and/or board of management should be consulted as necessary. It is incumbent on the Board of Management to ensure that all school personnel are familiar with the DES guidelines on child protection and to ensure that they are adhered to in the event of concerns or disclosures around child protection.
The Designated Liaison Person should be notified promptly of any concerns with regard to the behaviour of a staff member or any allegations of abuse made by a child or an adult.
Toileting/Intimate Care
a. Children with specific toileting/intimate care needs
Normally a child who has specific toileting needs will have a special needs assistant assigned to him/her. Before the child is enrolled in our school, a meeting will be held at which all school personnel involved with the child attend along with the child's parents/guardians. At that meeting the needs of the child should be addressed and agreement reached as to how the school can meet those needs. It is important that those involved with the intimate care of the child agree practices which are acceptable to the staff, the child and the parents. An Intimate Care Policy will outline the agreed practices. Practices agreed should be sufficiently flexible to cover unforeseen situations, e.g. if personnel involved in assisting the child are absent. The Board of Management should be made aware of practices agreed. A Template will be adopted to devise such policies with parents.
b. Toileting 'Accidents'
Toileting accidents are not uncommon, particularly at junior level, and it is therefore prudent that schools address how these situations will be dealt with in the school. Parents may not be in a position to come to the school immediately should their child have a toileting accident and consideration has to be given to the implications of leaving a child unattended to in this situation. Unless there are very specific reasons why school staff should not attend to the child, procedures with which staff members are comfortable and which have due regard to minimising upset to the child should be agreed. A note should be kept of such incidents and parents should be informed.
Changing for Games/PE and Swimming
Where possible the school will avoid difficulties in this area by requesting parents to ensure that children wear suitable clothing for games/PE and swimming e.g. shoes with 'Velcro' fastenings and clothes that children can change easily. However, in activities that require children to change clothing, appropriate steps will be taken to ensure that reasonable protection is afforded to the children and staff members involved. Due regard needs to be given to the potential health, safety and abuse concerns.
To that end the staff will ensure that
• a balance is struck between the child's right to privacy
• where children need assistance with changing agreement should be reached between parents and staff as to how best those needs can be met
• clear boundaries are set down if volunteers are involved in assisting with changing, supervision etc.
• boundaries will vary depending on age/needs of child and on the physical constraints
• parents are notified if volunteers are assisting children
• staff should avoid assisting children with anything of a personal nature that the child can do for him/herself
It is good practice to have at least two adults present while children are changing for swimming / band uniforms etc or at any 'out-of-school' event.
Supervision of Children
School staff have agreed arrangements for the recording of accidents or incidents that take place while children are under the supervision of school staff. An Accident Report form is always signed by the Principal or Deputy Principal.
First Aid: Teachers will not administer medicines brought from home. In the Junior Classes Parent's are required to come to administer Medicines. In the Senior Classes Parental permission is sought if pupils are to self administer medication. In cases of asthmatic children, the child is only permitted to use their own inhaler. Teachers must at all times be very aware of the well-being of pupils. In any instance of head injury, parents/guardians must be contacted. Teachers must use gloves in treating blood injury. More severe blood injuries will require contact with parents/guardians also.
Journeys: On required journeys a member of staff will not travel with one pupil. If a child has to be brought somewhere, at least two other children or one adult will accompany them. Parental permission/agreement will be sought in this instance.
Lift: If a pupil has to use the lift in the school, at least one other child or one adult will accompany the staff member with the pupil.
Collection by a person not known to staff: Parents must inform the school if a child is to be released to an adult unknown to the staff.
Where the school is aware of a court order being in place which prevents someone from having access to a child, a copy of that order will be requested by the school before any decision is made on the matter. In the event of the parent/guardian's non compliance with the court order the Gardaí will be summoned to the school to enforce it.
One-to-one teaching
If the school deems it necessary for an individual, one-to-one teaching may be provided. Every effort will be made to ensure the protection of children and staff. The following factors will be considered in relation to one-to-one teaching:
Seating arrangements
If a child needs learning support or one-to-one teaching parents will be advised of any arrangements in place.
Visitor/Guest Speakers
Visitors/guest speakers should not be left alone with children. The school has a responsibility to check out the credentials of the visitor/guest speaker and to ensure that the content/material in use is appropriate.
The AUP Policy is in place and will be revised regularly, particularly in relation to technological developments.
Links to other policy/planning areas
SPHE curriculum – Strand Unit on 'Safety and Protection',
The School Code of Discipline
Anti – Bullying
Health and Safety Statement
Swimming Policy
School Tours/Outings
Review and Monitoring
This policy will be monitored and reviewed by the Board of Management when the need arises. The board of management will ensure that adequate training/information and support is provided for all staff, parents and board of management members.
Policy adopted by the BOM on ______________________
Signed: __________________________________________


text:
Music writing by Joel Francis. Concerts. Albums. Songs. Features. History.
Iggy Pop – "Preliminaires"
June 12, 2009 June 7, 2009 by thedailyrecord, posted in Album review
By Joel Francis
Purists of all stripes can relax: Iggy Pop's much ballyhooed 15 studio album, "Preliminaires," is not the jazz album Pop talked up before its release.
That said, the album's lone foray into the genre is actually one of its best songs. Borrowing enough of Louis Armstrong's New Orleans hot jazz sound and arrangements to earn Satchmo a partial songwriting credit, "I Want to Go to the Beach" is surprising triumph that should throw a nice curveball into dinner party playlists.
The rest of "Preliminaries," however, is more French café than bebop bistro. Pop opens and closes the album with two spoken word pieces in French and provides two versions of "She's the Business" – both with and without French narration – that are straight from the Serge Gainsbourg model.
Other tracks find Pop channeling late-period Leonard Cohen for "I Want to Go to the Beach," dropping in some acoustic Delta blues for "He's Dead/She's Alive" and delivering another spoken word piece about how dogs are the ultimate companion based on the Michel Houellebecq novel "The Possibility of an Island." On the gentle yet foreboding "Spanish Coast," Pop croons in a deep baritone on what could be a lost Marianne Faithful song. There's also a cover of Antonio Carlos Jobim's "How Insensative."
Try as he might, Pop can't repress his rock side for the entire album. "Nice To Be Dead" is a solid rocker that is one of the album's best tracks and very much what one would expect from Pop. The electronic "Party Time" is to cocktail parties what "Night Clubbing" was to nights on the town.
While "Preliminaires" is a departure, it doesn't arrive out of the blue. Pop first dabbled in jazz on a 1990 duet with Debbie Harry on Cole Porter's "Well, Did You Evah!" He also did an entire album of jazz-tinged spoken word pieces. And although that album, "Avenue B," was a disaster, "Preliminaires" succeeds in large part because Pop delivers each track with authority and authenticity.
While Pop's genre hopping could be a bizarre recipe for disaster, he turns this into a strength, weaving the diverse threads together for a cohesive listen. The resulting variance in mood and texture is another element that keeps "Preliminaires" from being as stilted and dreary as "Avenue B." "Preliminaires" greatest strength, though, might simply be that Pop knows when to quit. Most songs hover between two and three minutes and the 12-track affair is over in a brief 36 minutes.
"Preliminaries" will not bump "Lust for Life" or "The Passenger" off the pedestal atop Pop's catalog and likely won't even stand as a major entry in his canon, but curious fans interested in what the Wild One can do when stripped of his raw power should find something to like.
Tagged Antonio Carlos Jobim, Blondie, Cole Porter, Debbie Harry, hot jazz, Iggy Pop, Leonard Cohen, Louis Armstrong, Lust for Life, Marianne Faithful, Michel Houllebecq, Preliminaires, Serge Gainsbourg, Stooges
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2 thoughts on "Iggy Pop – "Preliminaires""
Dr. Rock says:
Firstly, I don't understand why people universally put down Avenue B as a failure.
I'm an Iggy fanatic, and even though Ave B is his least Iggy-like album, I personally love it. I think it's the best thing he's done since New Values.
That is, until Preliminaires came along. This album may even surpass the superb Avenue B. I have to listen a few more times.
I love the blues number. The production is as rustic as some dusty old Blind Lemon Jefferson recording from the 20s. That guitar sound is so raw.
But the whole album is excellent. This is Iggy's classiest, most mature record to date. He should explore this side of his music further. A man in his 60s can only stay a shirtless wildman for so long. Preliminaires is the sound of Iggy growing old gracefully. It sounds right.
thedailyrecord says:
Thanks for reading, Dr. Rock. First off, more power to you for enjoying "Avenue B." Heaven knows The Daily Record is not adverse to celebrating unappreciated outliers. My problem with the album, though is that while I kind of see what Iggy's going for, I don't think it works. He doesn't really blend that well with Medeski, Martin and Wood and the spoken word/jazz pieces feel more like novelties than statements to me.
I agree, though, that "Preliminaires" is a great portrait of an artist aging gracefully. I respect that Iggy isn't trying to recapture his youth or go through the motions (he failed on both levels with the disappointing Stooges reunion album).
It is always interesting to see what happens when artists age. Paul Simon embraced world music. Paul McCartney turned to classical. Mick Jagger tries to stay hip as Keith Richards cajoles him into remaking Chuck Berry records again and again.
I think we've seen with "Preliminaires" that Iggy still has plenty to say. Listening to how it comes out – whatever the results – is the fun part.
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Southern architecture stands out with large porches, columned entries, extensive gardens and classical details being a mark of the region's architecture. From the French traditions of Louisiana to the African heritage of the Atlantic barrier islands, Southern plans cover a myriad of house styles. The common link in the stylistic details of every Southern home is their connection to the land, stemming from a long history of agriculture. Southern floor plans draw from Plantation, Greek Revival, French Country, Farmhouse and Coastal stylings. These homes are always welcoming, due to the prevalence of spacious front porches and natural building materials. Imagine large coastal plantations in Charleston and Savannah, or mountain retreats in the hills of the Blue Ridge Mountains. Southern homes have a unique bond to the land, whether it is coastal islands thick with live oaks and Spanish moss or mountainous terrain rich with waterfalls and lush forests. History always plays a large part in Southern Floor Plans. They draw on the rich culture of the region and feature stylistic details from a bygone era such as thick columns supporting the grand entry of a Greek Revival home or the wide front porch and low-pitched roof of a Tidewater treasure. Symmetry often plays a large role in Southern floor plans, which is a key element in the simple grace these homes depict. Floor to ceiling sash windows may flank a formal front door topped with a fanlight. Step inside to a central hall flanked by rooms on either side. They may be a study, formal living room or dining room. Southern floor plans are often two stories, with living space on the first floor and bedrooms above. Outdoor living space will be a key element of your Southern home, so take advantage of warm summer nights, relaxing on the rear veranda.


Spain-Greece video - Norman P. Lewis, Ph.D.
This video contains a sample of some terrific student interviews and a glimpse of our fantastic voyage in Barcelona and Greece. The opening song was created by Jason Cain, and I created the ending ditty with Garage Band. Thus, no copyrights were infringed in the making of this video.