Behaviour Policy (Good Discipline for Learning)

School: Caherleaheen NS

Introduction

In compliance with Section 23 of the Education (Welfare) Act 2000, the Board of Management of Naomh Pádraig Measc has prepared and made available a Code of Behaviour for its Pupils, Staff and Parents.

General Details

This policy covers the following areas:

The standards of behaviour that are expected from each pupil attending the school;
The whole school approach in promoting positive behaviour;
The measures that shall be taken when a pupil refuses or fails to observe those standards;
The procedures to be followed before a pupil may be suspended or expelled from the school concerned;
The grounds for removing a suspension imposed in relation to a pupil
The procedures to be followed in relation to a child’s absence from school.

The Code of Behaviour of Caherleaheen NS (Naomh Pádraig Measc.) has been developed in accordance with:

‘Developing a Code of Behaviour: Guidelines for Schools’, National Educational Welfare Board.
Code of Professional Conduct for Teachers
Behavioural, Emotional and Social Difficulties: A Continuum of NEPS 2009
Bí Cinéalta 2025

Policy Formulation

In reviewing this policy, the Board of Management of Caherleaheen completed the following steps;

Parents and Staff were informed that a draft of the Code of Behaviour was available and they were invited to make submissions on the content of the code within a specified timeframe.
Class teachers were requested to discuss the topic of ‘Expectations and Rules’ with their classes and forward a list of pupils suggestions to the Principal.
The initial draft of the Code of Behaviour was reviewed and where appropriate amended in-line with the feedback received from BOM members teachers, children and parents.
The finalised draft of the policy was submitted for the Patron’s Approval.

Aims and Objectives of the Code

The aims and objectives of this Code of Behaviour are:

To allow the school to function in an orderly way where children can make progress in all aspects of their development
To create an atmosphere of respect, tolerance, wellbeing and consideration for others
To promote positive behaviour and self-discipline, and recognise the differences between children and the need to accommodate these differences and the uniqueness of each person
To ensure the safety and well being of all members of the school community To assist school staff, parents and pupils in understanding the systems and procedures that form part of the code of behaviour and to seek their co- operation in the application of these procedures
To ensure that the system of rules, rewards, and sanctions are implemented in a fair and consistent manner throughout the school
To support children with special behavioural needs.

Whole School Approach

The Board of Management recognises the importance of creating consistent values, policies, practices and relationships that support the Code of Behaviour and our anti-bullying Bí Cinéalta-Be Kind policy. Such an environment may only be formed by involving the entire school community and in this respect the Board

acknowledges the importance of the roles played by the principal, teachers, ancillary staff , pupils and parents in the review and operation of the Code. School rules are kept to a minimum and are devised with regard for the health, well-being safety and welfare of all members of the school community.

Standards of Behaviour/ Expectations.

Pupils

General Behaviour

Each pupil is expected to:

Attend school regularly and not miss days without good reason
Arrive on
Not leave during the day without permission
Wear the full day or PE
Respect all school property
Respect property of peers
Mobile phones are not permitted in school or on school
Show respect for yourself and others
Avoid swearing, fighting or name
Listen to messages given and do as
Participate in school activities
Move quietly around the school and avoid causing
Keep the school tidy and litter-

Classroom Behaviour

Each pupil is expected to:

listen – to the teacher and other pupils if they are speaking work – to the best of his/her ability

value – school property and the belongings of fellow pupils. follow – the direction of his/her teacher

obtain – his/her teachers permission to leave the classroom respect – the teacher, other pupils and visitors to the classroom.

Playground Behaviour

Each pupil is expected to:

play – safely avoiding any games or play that are rough or dangerous follow – the directions of the playground supervisor(s)

remain – on school grounds at all times

obtain – permission before re-entering the school building during break periods

respect – the yard supervisor and fellow pupils

avoid – swearing, name calling/bad language/arguing /fighting/mocking/teasing/excluding.

Behaviour in other School Areas

Each pupil is expected to:

Move quietly around the school and avoid causing disturbance. Walk, don’t run, in corridors.
Leave bathroom in a tidy, clean state. Allow adults to pass through door ways.
Keep the school and desk tidy and litter-free. Hang coats

Behaviour during School Outings/Activities

Each pupil is expected to:

follow – his/her teacher’s directions at all times

remain – with the teacher/supervisors and group of pupils at all times behave – politely towards those they meet on such trips

observe – the rules of general good behaviour.

DRESS CODE: SCHOOL UNIFORM

The full school day uniform is worn on all school days other than on days of PE lessons during which day the agreed PE kit is to be worn. Children will, as agreed come to school in their PE uniform on this On hot days, pupils may wear navy shorts. On ‘Novelty Days’, children are encouraged to ‘dress up’ or ‘down’, as they wish.
For Physical Education, runners are compulsory and pupils are obliged to wear their PE gear .
Pupils are not allowed to wear tattoos, earrings or piercings. Sleepers or non-hoop earings are permitted.
Uniform haircuts are allowed. However, extreme hairstyles or cuts (eg. hair that is bleached, dyed or two-tone, partially shaved hair or hair incorporating shaved designs are not encouraged.
Make-up is not permitted to be worn in school.

Staff

It is the Principal’s responsibility to ensure the school’s Code of Behaviour is administered in a manner that is consistent and fair to all pupils. All teachers in Caherleaheen are registered with The Teaching Council and are obliged to model and follow the Code of Professional Conduct for Teachers, which is grounded in the values of:

Respect
Care
Integrity
Trust

Each staff member has responsibility for modelling good behaviour and maintaining good discipline within common areas of the school and on school related outings.
Teaching staff are specifically responsible for the management of behaviour within their own class. They will:
Model respectful behaviour.
Discuss the Code of Behaviour with their class in an age appropriate manner at the beginning of the school year and regularly each term.
Speak calmly and respectfully to all children
Provide and ensure that SN children participate in a continuum of support programme
Ensure the rules are discussed and displayed in the classroom, regularly. Encourage self-discipline and positive behaviour.
Ensure there is an appropriate level of supervision at all times. Implement the reward/sanction scheme in a fair and consistent manner.
Keep a written record of all incidents of continued, serious or gross misconduct. This record will indicate the advice and/or warnings given to the child on the misbehaviour and, the consequences of its repetition. Records may require use of Bí Cinéalta template reports.
Inform pupils when instances of misbehaviour on their part are being recorded.
Communicate behavioural concerns with the child’s parents without delay. Report to Dep Principal regarding behavioural issues or incidents in yard. Report repeated instances of serious misbehaviour to the Principal.
Refer to and follow Bí Cinéalta procedures
Report to LS Team regarding behavioural issues in class.

Parents/Guardians

Parents/guardians play a crucial role in shaping attitudes in their children which produce positive behaviour in school. Parents/guardians can assist the school by encouraging their children to abide by the school rules, encouraging punctuality and regular attendance and by ensuring that homework is completed in due time.

Parents should speak positively to children regarding their teachers and their school. This promotes a happy and positive culture of teaching and learning.

Should a parent/guardian be concerned about any aspect of their child’s behaviour, they are welcome to make an appointment to discuss their concerns. In cases of an identified pattern of misbehaviour, parents will be invited to participate in the intervention processes and protocols of the anti-bullying Bí Cinéalta procedures, or the Continuum of Support.

Should a parent wish to discuss or complain about a teacher’s behaviour, this complaint should follow the Complaints Procedures on our school website- Parents Menu

Promoting Positive Behaviour

As a general rule the school 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.

A reward scheme for promoting positive behaviour will be used. The following general strategies may be utilised to reward good behaviour, but most strategies are personal to individual teachers and assistants:
Ensuring that pupils are treated fairly, equally and firmly A quiet word or gesture to show approval
Matching work with pupil’s abilities.
Weekly acknowledgement by each class and SEN teacher for kindness, patience and similar behaviours
Teachers creating moments of success and then acknowledging them. Notes/cards in pupil’s homework notebook to convey messages of approval from teachers are regular.
Homework concession if particular targets are achieved.
A visit to another member of staff or the Principal for commendation A word of praise at assembly or in front of a group or class
Delegating some responsibility or privilege
A mention to a parent – written or verbal/phone call
Teacher/LS team records improvement in the behaviour of a disruptive pupil Implementation of Programmes such as Circle Time, Walk Tall, Cool Calm and Confident, Bucket Filling. to promote positive behaviour

The above list is not comprehensive and consists of examples of our programmes which are currently in use.

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 One

Level 1: Inappropriate Behaviours

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 behaviours, 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 Behaviour 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 or bad language, tone, or manner Breach of Dress code

Ignoring staff requests

Level 1: Disciplinary Actions

Consequences for Level 1 behaviour are dependent upon the severity and frequency of the specific behaviour. Teachers will discipline students at level 1. Some examples of Level 1 responses are:

Verbal reprimand/reminder(s)
Reinforcement of alternative positive behaviour
Temporary separation from peers, friends or others. (Time Out: 1min per chronological year for juniors.3 to 5mins for a 5yr old)
Prescribing additional work or a sweeping/helping/tidying job during break Loss of privileges
Parent contact.
Behaviour contract between teacher/child/parent.

Level 1 Supportive Interventions

Listed below are some examples of Level 1 supportive actions:

Classroom-based interventions, such as Open Circle 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.
Classroom support (Continuum strategies)

Level Two

Level 2: Inappropriate Behaviours

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, head-locking, kicking, tripping.)
Determined bullying or targeting of another child
Intentionally damaging school or personal property, or other’s property. Stealing.
Cheating.
Use of profanity.
Derogatory reference to another person’s race, gender, religion, physical condition, disability, or ethnic origin.
Serious disrespectful language or behaviour toward an adult. Bullying or targeting of another child
Possession or use of dangerous toys or sporting equipment (e.g. any kind of knives, elastic catapult 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 in consultation with the class teacher and include the formal notification of parents, with written documentation.

Some examples of Level 2 responses are:

Recording of name in the Discipline book and/or in child’s file or both.
In school supervised detention during a break. 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/care management plan.

Level 2: Supportive Interventions

Listed below are some examples of Level 2 supportive actions:

Team conference to include classroom teacher, LS staff, Assistant Principal or Principal. This is clearly documented in Continuum of Support
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 the parent(s)/guardian(s) consent).

Level Three

Level 3: Inappropriate Behaviours

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 or objects as 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 immediate 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 a Level 2 behaviour of regular and 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.

Procedures for Suspensions & Expulsions

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 Board )

Authority to Suspend:

The Board of Management of Naomh Pádraig Measc has formally and in writing, 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 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.

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 of Naomh Pádraig Measc, 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;

A sustained incident of physical assault/violence resulting in serious bodily harm to a pupil or member of staff.

Physical violence resulting in serious damage to school property. Gross Insubordination.

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/her 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 and end, the reasons for the suspension the arrangements for returning to school, including any commitments or apologies 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 Naomh Pádraig Measc acknowledges the fundamental importance of impartiality in the investigation process.

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 Naomh Padraig Measc 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 Naomh Padraig Measc 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.

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
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 provide with information on the submission of such an appeal.

Grounds for removing a suspension

A suspension may be removed if the Board of Management decides to remove the suspension for any reason or if the Secretary General of the Department of Education and Science directs that it be removed following an appeal under section 29 of the Education Act 1998.

A period of suspension will end on the date given in the letter of notification to the parents about the suspension.

Re-integrating the student: School Support.

The school will help the child to catch up on work missed. A short-term plan of work, by the child’s teacher will help to avoid the possibility that suspension may start or amplify a cycle of academic regression. However, successful re-integration goes far beyond academic work. A suspended child may feel angry, hurt or resentful about their suspension, and these feelings can trigger problems with reintegration which, in turn, may lead to further problem behaviour.

Therefore, the school principal and/or deputy principal will meet discreetly with the child, one-to-one, on the days and weeks following his/her return. The class teacher will report to the principal on all progress, ensuring that the child’s return is as smooth and integrative as possible. Every effort will be made to encourage and praise the child in all areas, not just behaviour. Current SPHE programmes, such as Walk Tall, Bucket Fillers and Cool, Calm and Confident can facilitate such support. The parents will be kept informed, initially by the the principal and thereafter by the class teacher of all progress and encouraged to support the child and the school from the home environment.

Clean slate When any sanction, including suspension, is completed, a pupil will be given the opportunity and support for a fresh start. Although a record is kept of the behaviour and any sanction imposed, once the sanction has been completed the school should expect the same behaviour of this student as of all other students.

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 detailed investigation will be carried out under the direction of the Principal (or a Nominee of the Board if required)

As part of the investigation 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 expulsion.

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 Board of Management Nominee) will then 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:

inform the parent(s)/guardian(s) that the Board of Management is being asked to consider expulsion
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
provide the Board of Management with the same comprehensive records as are given to parent(s)/guardian(s)

The Board of Management of Caherleaheen NS acknowledges the fundamental importance of impartiality in the investigation and decision-making process. In this regard the following undertakings are given;

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.

Consideration by the Board of Management of the Principal’s (or BOM’s Nominee)

Recommendations & 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 as to the date, location and time of the hearing

of their right to make a written and oral submission to the Board of Management

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;

the meeting will be properly conducted in accordance with Board procedures the principal (or BoM nominee) and parent(s)/guardian(s) will present their case to the Board in each other’s presence

each party will be given the opportunity to directly question the evidence of the other party

the parent(s)/guardian(s) may make a case for a lesser sanction if they so choose

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

Will notify the Educational Welfare Officer in writing by registered post of its opinion, and the reasons for this opinion.
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 Will in writing notify the parent(s)/guardian(s) of their decision and inform them that the Educational Welfare Officer is being contacted
Will be represented at the consultation to be organised by the Educational Welfare Officer
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.

Consultations arranged by the Educational Welfare Officer

Within twenty days of receipt of a notification from a Board of Management of its opinion that a student should be expelled, the Educational Welfare Officer must:

make all reasonable efforts to hold individual consultations with the Principal, the parents and the student, and anyone else who may be of assistance
convene a meeting of those parties who agree to attend (Education

(Welfare) Act 2000).

The purpose of the consultations and the meeting is to ensure that arrangements are made for the student to continue in education. These consultations may result in an agreement about an alternative intervention that would avoid expulsion. However, where the possibility of continuing in the school is not an option, at least in the short term, the consultation should focus on alternative educational possibilities. In the interests of the educational welfare of the student, those concerned should come together with the Educational Welfare Officer to plan for the student’s future education. Pending these consultations about the student’s continued education, a Board of Management may take steps to ensure that good order is maintained and that the safety of students is secured (Education (Welfare) Act 2000, s24(5)). A Board may consider it appropriate to suspend a student during this time. Suspension should only be considered where there is a likelihood 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 students or staff.

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 Section 29 or the Education Act 1998 and will be provided with information on the submission of such an appeal.

Appeal of Expulsion

A parent may appeal a decision to expel to the Secretary General of the Department of Education and Science (Education Act 1998 section 29). An appeal may also be brought by the National Educational Welfare Board on behalf of a student. Parents may go on to appeal to the Secretary General of the Department of Education and Science. The appeals process under section 29 of the Education Act 1998 begins with the provision of mediation by a mediator nominated by the Appeals Committee (Department of Education and Science). For further details about the Appeals process, including requirements for documentation, and the steps in the process, refer to current DES guidance.

Policy Approval/Ratification

This policy was ratified by the Board of Management of Caherleaheen NS (Naomh Pádraig Measc.) in September, 2017. It was reviewed in 2019, 2021, 2024 and Sept 2025

Review

Further reviews will take place biennially or earlier if deemed necessary by the Board of Management.