BEARTAS FRITHBHULAÍOCHTA:  SCOIL an tSEACHTAR LAOCH

1. I gcomhréir le riachtanais an Acht Oideachais (Leas) 2000 agus na dtreoirlínte faoi chód iompair a d’eisigh an Bord Náisiúnta um Leas Oideachais tá an beartas frithbhulaíochta seo a leanas glactha ag Bord Bainistíochta Scoil an tSeachtar Laoch mar chuid de chód iompair iomlán na scoile.  Géilleann an beartas go huile agus go hiomlán do riachtanais Ghnásanna Frithbhulaíochta Bunscoile agus Iar-bhunscoile a foilsíodh i Meán Fómhair 2013.

1. Aithníonn an Bord Bainistíochta a thromchúisí atá iompar bulaíochta agus a dhiúltaí a d’fhéadfadh a thionchar a bheith ar dháltaí, agus geallann an scoil dé réir cloí leis na príomhphrionsabail dea-chleachtais seo a leanas agus iompar bulaíochta á chosc agus á chomhrac.

• Cultúr dearfach a bheith i réim sa scoil:
  • ina nglactar go fonnmhar le difríocht agus le héagsúlacht agus ina léirítear meas ar chuimsitheacht.
  • ina spreagtar daltaí chun iompar bulaíochta a nochtadh agus a phlé i dtimpeallacht neamhbhagrach; agus
  • ina gcuirtear caidreamh bunaithe ar mheas chun cinn ar fud phobal na scoile

• Ceannaireacht éifeachtach

• Cur chuige scoile uile; Tabharfar cóip den pholasaí seo do ghach ball den bhfoireann múinteoireachta.

• Tuiscint i bpáirt faoin rud is bulaíocht ann agus faoin tionchar is féidir a bheith aige.

Pléifear sainmhíniú agus cur chuige na scoile maidir le déileáil le bulaíocht le tuismitheoirí ag na

grúpchruinnithe tuismitheoirí-múinteoirí a bhíonn ar siúl go luath sa chéad téarma de ghach

scoilbhliain

• Feidhmiú straitéisí oideachais agus coiscthe (lena n-áirítear bearta chun feasacht a mhúscailt)
  • a chothaíonn ionbhá, meas agus athléimneacht sna daltaí; agus
  • ina dtéitear i ngleic go sainráite le ciberbhulaíocht agus le bulaíocht bunaithe ar aitheantas, lena n-áirítear bulaíocht homafóbach agus trasfóbach. Maidir leis seo déanfaidh an scoil gach iarracht an liosta ‘Leideanna Praiticiúla ar conas cultúr dearfach a chothú’ a chur i bhfeidhm. (Féach Aguisín 1 ceangailte leis an bpolasaí seo).

• Maoirseacht agus monatóireacht éifeachtach ar dhaltaí;

• Tacaíocht don fhoireann

• Teagmhais bhulaíochta a thaifeadadh agus a imscrúdú ar shlí chomhsheasmhach agus obair leantach a dhéanamh ina dtaobh (lena n-áirítear straitéisí aitheanta idirghabhála a úsáid); agus

• Meastóireacht leanúnach ar a éifeachtaí atá an beartas frithbhulaíochta.

1. I gcomhréir le Gnásanna Frithbhulaíochta Bunscoile agus Iar-bhunscoile seo é an sainmhíniú ar bhulaíocht.

An rud a thuigtear le bulaíocht ná iompar diúltach neamhiarrtha, bíodh sé i bhfoirm iompar

briathartha, siceolaíoch nó fisiciúil, a dhéanann duine aonair nó grúpa in aghaidh duine nó daoine

eile, agus a dhéantar arís agus arís eile.

Áirítear na cineálacha iompair bhulaíochta seo a leanas ar an sainmhíniú ar bhulaíocht:

• duine a fhágáil as an áireamh d’aon ghnó, gabháil do chúlcaint mhailíseach agus do chineálacha eile caidrimh bhulaíochta idir dhaoine.
• ciberbhulaíochta; agus
• bulaíocht bunaithe ar aitheantas, ar nós bulaíocht homafóbach, bulaíocht chiníoch, bulaíocht bunaithe ar bhallraíocht den Lucht Siúil agus bulaíocht ar dhuine faoi mhíchumas nó ar dhuine a bhfuil riachtanais speisialta oideachais aici/aige.

Ní chuimsíonn an sainmhíniú seo ar bhulaíocht teagmhais aonraithe nó teagmhais aon uaire d’iompar diúltach d’aon turas, lena n-áirítear téacsteachtaireacht mhaslach nó goilliúnach aon uaire nó teachtaireachtaí príobháideacha eile agus ba cheart déileáil leo, mar is cuí, de réir chód iompair na scoile.

Ach, i bhfianaise an bheartais seo, féachfar ar theachtaireacht, íomhá nó ráiteas poiblí goilliúnach aon uaire ar shuíomh Gréasáin líonra poiblí nó ar fhóram poiblí eile ar féidir an teachtaireacht, an íomhá nó an ráiteas sin a fheiceáil air agus/nó a bheith athraithe ag daoine eile mar iompar bulaíochta.

Iompar diúltach nach n-áirítear sa sainmhíniú seo ar bhulaíocht, déileálfar leis de réir chód iompair na scoile.

Gheofar eolas breise ar na cineálacha éagsúla bulaíochta i Roinn 2 de na Gnásanna Frithbhulaíochta Bunscoile agus Iar-bhunscoile.

1. Maoirseacht agus Monatóireacht Éifeachtach ar Dhaltaí

Deimhníonn an Bord Bainistíochta go bhfuil beartais agus cleachtais chuí mhaoirseachta agus

monatóireachta i bhfeidhm chun iompar bulaíochta a chosc agus chun déileáil leis agus chun idirghabháil luath a éascú más féidir.

1. An Ciapadh a Chosc:

Deimhníonn an Bord Bainistíochta go ndéanfaidh an scoil, de réir a oibleagáidí faoin reachtaíocht

chomhionannais, gach beart is indéanta go praiticiúil chun daltaí agus baill foirne a chosaint ar

chiapadh gnéasach agus ar chiapadh ar aon cheann de na naoi bhforas, mar atá inscne lena n-áirítear

trasinscne, stádas sibhialta, stádas teaghlaigh, treoshuíomh gnéasach, reiligiún, aois, míchumas, cine

nó ballraíocht den Lucht Siúil.

• Glac an Bhord leis an bpolasaí seo i mí Marta 2014

1. Tá an beartas seo ar fáil do phearsanra na scoile, foilsíodh é ar shuíomh gréasáin na scoile (nó mura bhfuil suíomh ag an scoil, tá sé ar fáil ar shlí eile do thuismitheoirí agus do dhaltaí ar iarratas) agus do Chumann na dTuismitheoirí (más ann dó).  Cuirfear cóip den bheartas seo ar fáil don Roinn agus do phátrún na scoile má iarrtar é.

1. Athbhreithneoidh an Bord Bainistíochta an beartas agus a fheidhmiú uair amháin i ngach scoilbhliain.  Cuirfear fógra scríofa gur athbhreithníodh beartas frithbhulaíochta na scoile ar fáil do phearsanra na scoile, foilseofar é ar shuíomh Gréasáin na scoile (nó mura bhfuil suíomh an scoil, cuirfear é ar fáil ar shlí eile do thuismitheoirí agus do dhaltaí ar iarratas) agus do Chumann na dTuismitheoirí (más ann dó)  Cuirfear taifead den athbhreithniú agus a thoradh a chur ar fáil don phátrún agus don Roinn, leis, má iarrtar é.

Dáta an chéad athbhreithnithe eile: 03/17

Appendix 1 Practical tips for building a positive school culture and climate

The following are some practical tips for immediate actions that can be taken to help build a positive school culture and climate and to help prevent and tackle bullying behaviour.

• Model respectful behaviour to all members of the school community at all times.

• Explicitly teach pupils what respectful language and respectful behaviour looks like, acts like, sounds like and feels like in class and around the school.
• Display key respect messages in classrooms, in assembly areas and around the school. Involve pupils in the development of these messages.
• Catch them being good – notice and acknowledge desired respectful behaviour by providing positive attenti
• Consistently tackle the use of discriminatory and derogatory language in the school – this includes homophobic and racist language and language that is belittling of pupils with a disability or SEN.
• Give constructive feedback to pupils when respectful behaviour and respectful language are absent.
• Have a system of encouragement and rewards to promote desired behaviour and compliance with the school rules and routine

• Advise pupils about the appropriate use of social media

• Positively encourage pupils to comply with the school rules on mobile phone and internet us

• Follow up and follow through with pupils who ignore the rules.

• Actively involve parents and/or the Parents’ Association in awareness raising campaigns around social medi

• Actively promote the right of every member of the school community to be safe and secure in school.
• Highlight and explicitly teach school rules in pupil friendly language in the classroom and in common area

• All staff can actively watch out for signs of bullying behaviour.

• Ensure there is adequate playground/school yard/outdoor supervisi

• School staff can get pupils to help them to identify bullying “hot spots” and “hot times” for bullying in the school.

• Hot spots tend to be in the playground/school yard/outdoor areas, changing rooms, corridors and other areas of unstructured supervisi
• Hot times again tend to be times where there is less structured supervision such as when pupils are in the playground/school yard or moving classroom
• Support the establishment and work of student councils.

 Appendix 2 Template for recording bullying behaviour     

1. Name of pupil being bullied and class group

Name _________________________________________Class__________________

2. Name(s) and class(es) of pupil(s) engaged in bullying behaviour

5. Name of person(s) who reported the bullying concern

6. Type of Bullying Behaviour (tick relevant box(es)) *

7. Where behaviour is regarded as identity-based bullying, indicate the relevant category:

8. Brief Description of bullying behaviour and its impact

9. Details of actions taken

Signed ______________________________ (Relevant Teacher)   Date ___________________________

Date submitted to Principal/Deputy Principal ___________________

ANTI-BULLYING POLICY:  SCOIL an tSEACHTAR LAOCH

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 Scoil an tSeachtar Laoch 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.

1. 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 behaviours in a non-threatening environment; and

• promotes respectful relationships across the school community;

• Effective leadership

• A school-wide approach – a copy of this policy will be given to all members of the teaching staff.

• A shared understanding of what bullying is and its impact. The school’s definition of and approach to dealing with bullying will be explained to parents by the Principal at the group parent – teacher meetings held early in the first term of each school year.

• 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. In this regard the school will endeavour as far as possible to implement the list of ‘Practical Tips for building a positive school culture and climate,’  (See Appendix 1 attached to policy document)

• Effective supervision and monitoring of pupils;

• Supports for staff;

• Consistent recording, investigation and follow up of bullying behavious )including use of established intervention strategies); and

• On-going evaluation of the effectiveness of the anti-bullying policy

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
• cyberbullying 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.

8. Supervision and Monitoring of Pupils

The Board of Management confirms that appropriate supervision and monitoring policies and

practices are in place to both help prevent and deal with bullying behaviour and to facilitate early

intervention where possible.

9. 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 one 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.

10. This policy was adopted by Board of Management on Márta 2014.

11. 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.

12. 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.

Date of next review: 03/17

Appendix 1 Practical tips for building a positive school culture and climate

The following are some practical tips for immediate actions that can be taken to help build a positive school culture and climate and to help prevent and tackle bullying behaviour.

• Model respectful behaviour to all members of the school community at all times.

• Explicitly teach pupils what respectful language and respectful behaviour looks like, acts like, sounds like and feels like in class and around the school.
• Display key respect messages in classrooms, in assembly areas and around the school. Involve pupils in the development of these messages.
• Catch them being good – notice and acknowledge desired respectful behaviour by providing positive attenti
• Consistently tackle the use of discriminatory and derogatory language in the school – this includes homophobic and racist language and language that is belittling of pupils with a disability or SEN.
• Give constructive feedback to pupils when respectful behaviour and respectful language are absent.
• Have a system of encouragement and rewards to promote desired behaviour and compliance with the school rules and routine

• Advise pupils about the appropriate use of social medi

• Positively encourage pupils to comply with the school rules on mobile phone and internet us

• Follow up and follow through with pupils who ignore the rules.

• Actively involve parents and/or the Parents’ Association in awareness raising campaigns around social medi

• Actively promote the right of every member of the school community to be safe and secure in school.
• Highlight and explicitly teach school rules in pupil friendly language in the classroom and in common area

• All staff can actively watch out for signs of bullying behaviour.

• Ensure there is adequate playground/school yard/outdoor supervisi

• School staff can get pupils to help them to identify bullying “hot spots” and “hot times” for bullying in the school.

• Hot spots tend to be in the playground/school yard/outdoor areas, changing rooms, corridors and other areas of unstructured supervisi
• Hot times again tend to be times where there is less structured supervision such as when pupils are in the playground/school yard or moving classroom
• Support the establishment and work of student councils.

Appendix 2 Template for recording bullying behaviour

1. Name of pupil being bullied and class group

Name _________________________________________Class__________________

2. Name(s) and class(es) of pupil(s) engaged in bullying behaviour

5. Name of person(s) who reported the bullying concern

6. Type of Bullying Behaviour (tick relevant box(es)) *

7. Where behaviour is regarded as identity-based bullying, indicate the relevant category:

8. Brief Description of bullying behaviour and its impact

9. Details of actions taken

Signed ______________________________ (Relevant Teacher)   Date ___________________________

Date submitted to Principal/Deputy Principal ___________________