Code of Behaviour
Scoil Bhride, Rathdowney.

Mission Statement
Scoil Bhride places great emphasis on the fact that school should be a pleasant environment
in which academic learning and personal growth can take place. To enable this to happen, a
high standard of behaviour is expected from the pupils. We endeavour to make Scoil Bhride
a place where everyone is valued, respected and given every opportunity to grow and
achieve their full potential. We endeavor to foster a strong sense of co-operation among
staff, pupils and parents.
The overall purpose of our Code of Behaviour is to:
• Create a climate that encourages and reinforces good behaviour
• Create a positive and safe environment for teaching and learning
• Encourage students to take personal responsibility for their learning and their behaviour
• Help young people to mature into responsible participating citizens
• Build positive relationships of mutual respect and mutual support among students, staff
and parents
• Ensure that the school’s high expectations for the behaviour of all the members of the
school community are widely known and understood.
Background
In compliance with Section 23 of the Education (Welfare) Act 2000, the Board of
Management of Scoil Bhride, Rathdowney, has drawn up and made available a Code of
Behaviour for its Pupils, Staff and Parents.
The Code of Behaviour of Scoil Bhride, Rathdowney, has been developed in accordance with
‘Developing a Code of Behaviour: Guidelines for Schools’, National Educational Welfare
Board, 2008.
Our Code of Behaviour details:
1. The standard of behaviour that shall be observed by adults & pupils attending the
school.
2. Understanding Behaviour
3. The whole school approach in promoting positive behaviour.
4. The measures to be taken when a pupil fails or refuses to observe those standards.
5. The procedures to be followed before a pupil is suspended or expelled from the
school concerned.
6. The grounds for removing a suspension imposed on a pupil.
7. The school’s Anti-Bullying Policy
8. The procedures to be followed in relation to a child’s absence from school.

1. The standard of behaviour that shall be observed by each pupil attending the
school.
Responsibilities of Adults within the School
The adults encountered by the pupils at our school have an important responsibility to model
high standards of behaviour, both in their dealings with the children and with each other as their
example has an important influence on the pupils. In our school we treat all our children with
respect and dignity. There is a strong sense of community and co-operation among staff, pupils
and parents and the common focus is primarily on the promotion and recognition of positive
behaviour. Every effort is made by all staff at Scoil Bhride to adopt a positive approach to
behaviour and discipline within the school. Teachers use positive techniques of motivation and
encouragement.
The rules of the school are kept to a minimum and are positively stated.
As adults we should aim to:
● Create a positive climate with realistic expectations
● Promote, through example, honesty and courtesy
● Provide a caring and effective learning environment
● Encourage relationships based on kindness, respect and understanding of the needs of others
● Ensure fair treatment for all regardless of age, gender, race, ability and ability
● Show appreciation of the efforts and contribution of all.
● Discourage physical aggression and encourage alternative means of communication.
The Board recognises the role of the parents as being paramount in their child`s development.
Their support is crucial in enabling the staff of Scoil Bhride to implement the code of behaviour
successfully.
Responsibilities of Pupils within the School
Respect & Courtesy
 All pupils are expected to treat staff, their fellow pupils with respect and courtesy at all
times. the use of bad language, derogatory comments or racial abuse are completely
unacceptable.
Punctuality & Attendance
While we endeavour to bring the pupils` awareness to the importance of attending school and
being punctual, it remains the overall responsibility of parents to ensure this.
 School commences for all pupils at 8:50a.m.
 Junior & Senior Infants go home at 1:30p.m. and pupils from 1 st – 6 th Classes go home at
2:30p.m.
 Each child, to whom the School Attendance Act applies, is obliged by law to attend school
every day on which the school is in operation unless there is a reasonable excuse for not
attending. Under The Education (Welfare) Act 2000 the school is obliged to notify the
National Education Welfare Board when a child has been absent for 20 days or more

 Every absence of a child must be accounted for. This should be done through Aladdin
Connect or by writing a note in the homework journal. If a child wishes to leave school
early a note must be given to the class teacher.

Arriving at & Departing School
 Pupils and parents are advised not to send their child to school excessively early.
 Supervision commences at 8:40 until 8:50 a.m.
 Pupils arriving to school by bike are advised to dismount upon entering the school gate and
wait until they have left the school gate to re-mount their bike.
 Pupils from 1 st – 6 th Classes are reminded to walk the track in a safe manner in the mornings.
 Pupils may only leave the school during the school day with written or verbal permission
which has been given to the teacher.
Personal Care
 Pupils are encouraged to maintain a high standard of personal care.
Dress Code
 Pupils must wear the school uniform. Branded or clothing with logos does not form any part
of our school uniform.
School Property and the School Environment
● Pupils must respect all school property and keep the school environment litter free.

Behaviour in the Classroom
We expect each pupil to:
 Listen to the teacher and other pupils if they are speaking.
 Work to the best of their ability
 Value school property and the belongings of fellow pupils.
 Follow the direction of his/her teacher.
 Obtain their teachers permission to leave the classroom.
 Respect the teacher, other pupils and visitors to the classroom.
 Complete homework assignments to an acceptable standard.
 Walk in the corridors.
Any behaviour that interferes with the rights of others is unacceptable in our school.

Behaviour outside the Classroom
 Pupils are expected to behave in a manner that is mindful of the safety of themselves and
others.
 Pupils may enter the building at break times with the permission of a teacher on yard duty.

Technology/ Phones
 Pupils are not permitted to use or display their phones or any personal recording device
during school time.

School Tours / School Related Activities
 The Code of Behaviour encouraged in school is also applicable on outings and other off-
site school related activities and excursions.
2. Understanding Behaviour
The staff are cognisant of the face that behaviours have meaning and is a method of
communication. It serves a purpose for the child, though it`s purpose may not be easy to
recognise.
Behaviour can be learned. This means it can change. Behaviour takes place within a particular
context and in relation to other people. Understanding the context is central to understanding
the behaviour.
What teachers, other adults and other students do in response to a student’s behaviour is
critical in influencing the choices students make about how they behave. Effective teaching
and learning are closely linked to good behaviour. Positive acknowledgement is a very effective
way of influencing and promoting good learning behaviour.
Teachers, parents and students may at times, have different understandings about behaviour. A
common understanding will provide a sound foundation for a whole-school approach to
promoting good behaviour and for responding to inappropriate behaviour.
Knowledge about what shapes the behaviour of children and young people, as individuals and as
groups, enables the teachers and other school staff of Scoil Bhride to:

a. Plan and implement a team approach to helping students to behave well
b. Develop ways of responding to unacceptable behaviour that are more likely to
work and avoid responding in ways that may worsen it
c. Avoid an individualised or personal stance about the behaviour of students

By giving students insight into their own and others’ behaviour, the school can equip them to
think about and understand what makes people behave in particular ways. It can build their
capacity to take responsibility for their behaviour and to help each other to behave well.
The Board and Staff acknowledge that there may be factors within the person and those that
are external or interpersonal that may influence behaviour.
Within-person factors include:
• age and stage of development
• personality and temperament

• personal history and experience
• physical, sensory or medical characteristics
• skills, ability to comprehend or learn
• beliefs about self and others
• resilience and self-efficacy.

External and interpersonal factors include:
• parental and family patterns and relationships
• social networks, including friends and peer groups
• neighbourhood and community factors • the status and standing of different groups in
society
• school factors
• time, opportunity and support for personal and social development

Changing Behaviour
The staff of Scoil Bhride believe that students’ behaviour can change and know what they can
do to make this more likely. With a good understanding of behaviour in general, and with
accurate observation and good analysis of particular behaviours, our teachers can influence
some of the factors involved in helping students to manage or change their behaviour.
Those factors include:
• motivating pupils to aspire to a better way of behaving
• setting goals
• discrete teaching of skills through SPHE lessons in class or in the Support teaching setting
• previous experience of trying to change, especially experience of success
• parental, family, teacher or other adult and peer support
• incentives /rewards for improved behaviour

3. The whole school approach in promoting positive behaviour.
As a general rule, the staff of Scoil Bhride will endeavour to create an environment where
positive behaviour is reinforced through praise and reward. School staff will use encouraging
language and gestures, both in class and around the school, so that positive behaviour is
instantly recognised and positively rewarded. Special attention will be paid to pupils who
have previously been associated with poor behaviour so that not only good behaviour but
also improvement in behaviour is acknowledged.

Rewarding Good Behaviour
Reward systems are more likely to motivate students when:
● They are meaningful to the individual student or group
● The student understands what the reward is given for
● They acknowledge behaviour that is valued and wanted
● They are closely linked in time to that specific behaviour
● They are based on a knowledge of the individual and are sensitive to personal,
developmental and cultural factors
● They are given for effort and not only for achievement
● They are used consistently and by all staff
● They are used in an inclusive way
Good behaviour is rewarded in Scoil Bhride through a variety of ways:
● Communication with parents
● Oral and written praise
● Work displayed
● Student of the Week presentation at weekly assembly
● Homework Pass
● Golden Time

4. Measures to be taken when a pupil fails or refuses to observe those standards.

The use of sanctions
The Board of Management should promote a whole-school approach to the use of sanctions.
This approach should provide for: • clarity about the role and purpose of sanctions • good
practice in the use of sanctions • the school’s duty of care • supports for students with special
educational needs

Inappropriate Behaviour
In order to establish a common understanding and consistent response, the Code of Behaviour
classifies misbehaviour into three levels based on the degree of disruption caused by the
misconduct. The Code also specifies the disciplinary actions and supportive interventions that
will be employed.

Level 1
Level 1 behaviours are those that interfere with the orderly learning environment of the
school, classroom, and common areas. Students learn through their mistakes. To this extent,
responses to the daily misbehaviours, which occur in school, will be developmentally
appropriate, instructive and positive. Children will be taught what is expected and how they
should behave.
Listed below are some examples of the types of misbehaviour that are included in Level 1.
Please note the list is not exhaustive.
 Failure to prepare for class, as defined by individual teachers
 Running in the hallways
 Disturbing the work or play of others
 Disrespectful language, tone, or manner
 Ignoring staff requests

Level 1: Disciplinary Actions
Consequences for Level 1 behaviour are dependent upon the severity and frequency of the
specific behaviour. Teachers may respond to Level 1 behaviours in some of the following
ways:
 Gestured warning – look/whisper
 Verbal reprimand/reminder(s)
 Teacher talks to pupil about their behaviour.
 Reinforcement of alternative positive behaviour.
 Within the classroom, pupil may be moved to another table, offside area in the classroom
 Pupil may be sent to another classroom to complete designated work quietly, pupil may
be given a behaviour sheet to fill in to emphasise how he can improve his behaviour
 Lose points for class on weekly behavioural competition
 Prescribing additional work
 Loss of privileges
 Parents/guardians to be contacted
 Behaviour contract

Level 1 Supportive Interventions:
Listed below are some examples of Level 1 supportive actions:
 Classroom-based interventions, such as Circle Time or class meetings, with the option of
informal consultation, (e.g. with parent(s)/guardian(s) or staff members)
 Discussion of behaviour with the child

 Informal notes regarding incident/intervention/date. This information would be useful should a
problem persist.

Level 2 Behaviours are those that seriously interfere with the orderly environment of the
school and are potentially dangerous to the safety and well-being of the students and staff.
Listed below are some examples of the types of behaviour that are included in Level 2. Please
note the list is not exhaustive.
 Repeated instances of Level 1 behaviour which have not been modified by intervention
 Behaviour which is dangerous to self or others (e.g. shoving, pushing, hitting)
 Intentionally damaging school or personal property
 Stealing
 Cheating
 Use of profane or obscene language.
 Derogatory reference to another person’s race, gender, religion, physical condition, disability, or
ethnic origin
 Disrespectful language or behaviour toward another
 Possession or use of dangerous toys or sporting equipment (e.g. bow and arrows, any kind of
knives, etc.)

Level 2: Disciplinary Actions
The disciplining of students for Level 2 behaviour is dependent upon the severity and frequency of
the specific behaviour and developmentally appropriate levels. The disciplinary actions at Level 2
are administered by the Principal, and include the formal notification of parents, with written
documentation. Some examples of Level 2responses are:
 In-school supervised detention
 Report submitted to the Board of Management
 Meeting with parent(s)/guardian(s)
 Suspension from school of one to five days, depending on the severity of the Behaviour
 Implementation of extensive behaviour management plan
LEVEL 2: Supportive interventions
Listed below are some examples of Level 2 supportive actions:
 Team conference to include classroom teacher, other involved staff, Deputy Principal or
Principal.
 Request for assistance from external agencies such as the National Educational
Psychological Service, Health Service Executive Community Services, the National
Behavioural Support Service, Child and Adolescent Mental Health Services, National
Council for Special Education.
 Referral of a Child displaying behavioural problems for psychological assessment (with
parental consent )
 Having a mobile phone or any recording devise in school.

 We may also open a Behaviour Support Plan, which outlines the change in behaviour
required and strategies used in school to assist the pupil, as outlined in
“Strategies for Supporting Positive Behaviour and Learning in a School Setting “ NCSE 2020.

Level 3
Level 3 behaviours are considered the most serious violations. These behaviours endanger the
immediate health, safety and personal well-being of the pupils and staff of the school. They
represent a direct threat to the orderly operation of the school environment. Situations, which
include illegal activity, may result in contact with the Garda Síochána after parental involvement.
Listed below are some examples of the types of behaviour that are included in Level 3. Please
note that the list is not exhaustive.
 Repeated or serious instances of Level 2 behaviour which have not been modified by
intervention
 Setting fires
 Intentional possession or use of weapons
 Violent fighting or intentionally causing physical harm to others
 Discriminatory or prejudicial activities or actions toward another person or group
involving race, gender, religion, physical condition, disability, or ethnic origin.
Level 3: Disciplinary Actions
Behaviour at Level 3 may involve suspension from school. The length of the suspension will
depend upon the severity and frequency of the specific behaviour. Specific information about due
process and procedures in respect of the issuing of a suspension is contained in this document.
Level 3 responses:
 Suspension from school for one to five days: This response will occur with the first
incidence of Level 3 behaviour or Level 2 behaviour of significant severity. The Principal
following due process and procedure, can issue a suspension.
 Suspension from school for five to ten days: This response will occur with the repeated
incidence of Level 3 behaviour or a severe expression of this behaviour. A suspension of
this magnitude will only be issued with the approval of the Board of Management.
 Expulsion: Repeated incidents of Level 3 behaviour can result in a pupil being expelled.

Pupils with Additional Educational Needs
Pupils with additional needs will be required to follow the school’s ‘Code of Behaviour’ but
teachers will use their professional judgment in the application of the Code.
Teaching the rules to children with SEN and helping them understand behaviour and its
consequences will be a main focus of teacher’s work.
Parents of these children will be kept informed of their child’s behaviour on a regular basis and
may be requested to work with the school in devising effective strategies to help the child to
improve his/her behaviour.

This may involve working and co-operating with a Special Needs Assistant, and/or agreeing a
Behavioural Support Plan.
Support services such as NEPS, the SENO and the SESS may be involved in this context.

5. The procedures to be followed before a pupil is suspended or expelled from the
school concerned.

Procedures for Suspensions & Expulsion:
Suspension: Definition of Suspension: ‘Requiring the student to absent himself/herself from the
school for a specified, limited period of school days’
`Developing A Code of Behaviour: Guidelines for Schools `, National Educational Welfare
Authority to Suspend:
The Board of Management of Scoil Bhride, Rathdowney, has delegated the authority to impose
an ‘Immediate Suspension’ to the Principal Teacher. An ‘Immediate Suspension’ may be for a
period of one to three school days depending on the severity of the specific behaviour, in
exceptional circumstances with the approval of the Chairperson of the Board the suspension
may be for a longer period but in any event will not exceed 5 school days.
Furthermore, the Board of Management has formally and in writing delegated to the Principal
Teacher the authority to impose an ‘Automatic Suspension’ for named behaviours detailed in
this policy. An Automatic Suspension may be for a period of one to three school days depending
on the severity of the specific behaviour, in exceptional circumstances and with the approval of
the Chairperson of the Board the suspension may be for a longer period but in any event will not
exceed 5 school days. The Board retains its authority to suspend a student in all other
cases/circumstances.
Immediate Suspension and Automatic Suspension
An ‘Immediate Suspension’ will be deemed to be necessary where after a preliminary
investigation, the Principal reaches the determination that the continued presence of the pupil
in the school at the time would represent a serious threat to the safety and wellbeing of pupils
or staff of the school.
An `Immediate Suspension’ may be for a period of one to three school days depending on the
severity of the specific behaviour, in exceptional circumstances and with the approval of the
Chairperson of the Board, the suspension may be for a longer period but in any event will not
exceed 5 school days.
An ‘Automatic Suspension’ is a suspension imposed for named behaviours. The Board of
Management Scoil Bhride, Rathdowney, having given due consideration to its duty of care as
prescribed by Health & Safety Legislation, has determined that the following named behaviours
will incur ‘Automatic Suspension’ as a sanction;
 Physical assault/violence resulting in bodily harm to a pupil or member of staff

 Physical violence resulting in serious damage to school property.
An Automatic Suspension may be for a period of one to three school days depending on the
severity of the specific Behaviour, in exceptional circumstances and with the approval of the
Chairperson of the Board , the suspension may be for a longer period but in any event will not
exceed 5 school days.
Parent(s)/Guardian(s) will be informed of an ‘Immediate’ or ‘Automatic Suspension’ by
telephone and arrangements will be made with them for the pupil to be collected.
In no circumstance will a student be sent home from school prior to his parent(s)/guardian(s)
being notified. Formal written notification of the suspension will issue in due course, but no later
than 2 school days after the imposition of the suspension.
Such a notification will detail:
 the duration of the suspension and the dates on which the suspension will begin
 the reasons for the suspension
 any study programme to be followed
 the arrangements for returning to school, including any commitments to be entered into
by the pupil and the parent(s)/guardian(s).

The Board of Management acknowledges that the decision to impose either an Immediate or
Automatic Suspension does not remove the duty to follow due process and fair procedures. In
this regard, and following a formal investigation, to be completed no later than 2 school days
after the incident the Board will invite the pupil and his/her parent(s)/guardian(s) to a meeting
to discuss;
 the circumstances surrounding the suspension
 interventions to prevent a reoccurrence of such misconduct
The Board of Management of Scoil Bhride, Rathdowney, acknowledges the fundamental
importance of impartiality in the investigation process. In this regard the following undertaking
is given – No person with a vested interest or personal involvement in the matter will be
involved in the organisation or implementation of the investigation procedure.

Procedures in Respect of Other Suspensions:
In cases other than those of Immediate or Automatic Suspension the following procedures will
apply;
 Where a preliminary assessment of the fact confirms serious misbehaviour that could
warrant suspension, the Board of Management of Scoil Bhride, Rathdowney, will initiate
a formal investigation of the matter.
The following procedures will be observed;
 A written letter containing the following information will issue to Parent(s)/guardian(s);
Details of the alleged misbehaviour, details of the impending investigation process, and
notification that the allegation could result in suspension.

 An invitation to a meeting, to be scheduled no later than 5 school days from the date of
the letter, where parent(s)/guardian(s) are provided with an opportunity to respond
before a decision is made or a sanction imposed .
The Board of Management of Scoil Bhride, Rathdowney, acknowledges the fundamental
importance of impartiality in the investigation and decision-making process.
In this regard the following undertakings are given;
a) No person with a vested interest or personal involvement in the matter will be involved in
the organisation or implementation of the investigation procedure, nor will such a person
be involved in the decision making process.
b) The person(s) involved in the investigation process will on presentation of a full report of
the facts absent themselves from the decision-making process. Where a decision to
suspend has been made the Chairperson of the Board of Management will provide written
notification to the parent(s)/guardian(s) and the pupil of the decision. The letter will
confirm:
 the duration of the suspension and the dates on which the suspension will begin and
end
 the reasons for the suspension
 any study programme to be followed
 the arrangements for returning to school, including any commitments to be entered
into by the pupil and the parent(s)/guardian(s)
 the provision for an appeal to the Board of Management.
Where a suspension brings the total number of days for which the pupil has been
suspended in the current school year to twenty days the parent(s)/guardian(s) will be
informed of their right to appeal to the Secretary General of the Department of Education
and Science under Section 29 or the Education Act 1998 and will be provided with
information on the submission of such an appeal.

Expulsion
Definition of Expulsion: ‘A student is expelled from a school when a Board of Management makes a
decision to permanently exclude him or her from the school, having complied with the provisions of
section 24 of the Education(Welfare) Act 2000.
’Developing A Code of Behaviour: Guidelines for Schools,` (National Educational Welfare Board)

Authority to Expel:
The authority to expel a pupil is reserved by the Board of Management.

Procedures in Respect of Expulsion:
Where a preliminary assessment of the facts confirms serious misbehaviour that could warrant
expulsion , the following procedures will apply:
a) A detailed investigation will be carried out under the direction of the principal (or a
nominee of the Board if required).
b) As part of the investigation a written letter containing the following information will
issue to parent(s)/guardian(s);
1. Details of the alleged misbehaviour, details of the impending investigation process, and
notification that the allegation could result in expulsion.
2. An invitation to a meeting, to be scheduled no later than 5 school days from the date of the
letter, where parent(s)/guardian(s) are provided with an opportunity to respond.
The principal (or BOM nominee) will make a recommendation to the Board of Management.

Where the principal (or nominee) forms a view, based on the investigation of the alleged
misbehaviour, that expulsion may be warranted, the principal (or nominee) makes a
recommendation to the Board of Management to consider expulsion.
In this event the Principal (or nominee) will:
1. inform the parent(s)/guardian(s) that the Board of Management is being asked to consider
expulsion.
2. ensure that parent(s)/guardians have records of: the allegations against the student; the
investigation and written notice of the grounds on which the Board of Management is being
asked to consider expulsion
3. provide the Board of Management with the same comprehensive records as are given to
parent(s)/guardian(s)

c) Consideration by the Board of Management of the principal’s (or BOM’s nominee)
Recommendations and the Holding of a Hearing.
If, having considered the principal’s report, the Board of Management decides to consider
expelling a student, a hearing will be scheduled. The parent(s)/guardian(s) will be notified in
writing
I. as to the date, location and time of the hearing
II. of their right to make a written and oral submission to the Board of Management
III. that they may if they so choose be accompanied at the hearing.

The Board of Management undertakes that the timing of such written notification will ensure
that parent(s)/guardian(s) have enough notice to allow them to prepare for the hearing.
In respect of the expulsion hearing the Board gives an undertaking that;
I. the meeting will be properly conducted in accordance with board procedures.
II. the principal (or BOM nominee) and parent(s)/guardian(s) will present their case to the
board in each other’s presence.
III. each party will be given the opportunity to directly question the evidence of the other
party.
IV. the parent(s)/guardian(s) may make a case for a lesser sanction if they so choose.

d ) Board of Management Deliberations & Actions following the Hearing
Where the Board of Management, having considered all the facts of the case, is of the opinion
that the pupil should be expelled the Board
I. Will notify the Educational Welfare Officer in writing by registered post of its opinion,
and the reasons for this opinion.
II. Will not expel the student before the passage of 20 school days from the date on which
the Educational Welfare Officer receives this written notification.
III. Will in writing, notify the parent(s)/guardian(s) of their decision and inform them that
the Educational Welfare Officer is being contacted.
IV. Will be represented at the consultation to be organized by the Educational Welfare
Officer.
V. Will suspend the student, if it is deemed likely that the continued presence of the
student during this time, will seriously disrupt the learning of others, or represent a
threat to the safety of other pupils or staff.

e) Confirmation of the Decision to Expel
Where the twenty-day period following notification to the Educational Welfare Officer has
elapsed, and where the Board of Management remains of the view that the student should
be expelled, the Board of Management will formally confirm the decision to expel.
Parent(s)/guardian(s) will be notified in writing that the expulsion will now proceed. They
will also be informed of their right to appeal to the Secretary General of the Department of
Education and Science under Section29 or the Education Act 1998 and will be provide with
information on the submission of such an appeal.
The Board of Management of Scoil Bhride, Rathdowney, acknowledges the fundamental
importance of impartiality in the investigation and decision-making process.
In this regard, the following undertakings are given
 No person with a vested interest or personal involvement in the matter will be
involved in the organisation or implementation of the investigation procedure, nor
will such a person be involved in the decision-making process.
The person(s) involved in the investigation process will on presentation of a full report of
the facts, absent himself/herself/themselves from the decision-making process.

6. The procedures to be followed in relation to a child’s absence from school.

Parent(s)/guardian(s) should adhere to the following procedures when notifying the school of
a pupil’s absence;
 The school should be notified of the absence on the first day the pupil returns to school
 The reason for the absence should be notified to the class teacher
 The absence should be notified in writing by letter / using the school journal or by phone
call
 Details pertaining to the absence, such as duration and reason, should be provided
 Significant absences cause by ill health (i.e. absences longer than 10 school days) should
be certified. The school will inform the Education Welfare Officer in writing where a child is
suspended or expelledfor6daysor more, where the child has missed 20 or more days in a
school year, where attendance is irregular and when the pupil is removed from the school
register.

Implementation Date: 7 th February 2024
Review: The Code of Behaviour will be discussed regulary at staff meetings and reviewed yearly