
Anti-Bullying Policy
SACRED HEART SCHOOL
Ratified April 2017
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 Sacred Heart School, Drogheda 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-
o
is
welcoming of difference and diversity and is based on inclusivity;
o
encourages
pupils to disclose and discuss incidents of bullying behaviour in a
non-threatening environment; and
o
o
promotes respectful relationships across the school community;
·
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-
o
build
empathy, respect and resilience in pupils; and
o
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); and
·
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
this definition of bullying and should be dealt with, as appropriate, in
accordance with the school’s code of behaviour.
However,
in the context of these procedures 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.
A
single incident can have a serious effect on a pupil and may also constitute
harassment which is legally prohibited in schools under equality legislation.
Harassment is any form of unwanted conduct related to any of the nine
discriminatory grounds (gender including transgender, civil status, family
status, sexual orientation, religion, age, disability, race and membership of
the Traveller community).
Negative
behaviour that does not meet this definition of bullying will be dealt with in
accordance with the school’s code of behaviour.
Types of Bullying
The following are some of the types of bullying
behaviour that can occur amongst students:
·
Physical
aggression: This behaviour
includes pushing, shoving, punching, kicking, poking and tripping people. It
may also take the form of severe physical assault.
·
Intimidation:
Some bullying behaviour
takes the form of intimidation: it may be based on the use of very aggressive
body language with the voice being used as a weapon. Particularly upsetting can
be a facial expression which conveys aggression and/or dislike.
·
Isolation/exclusion
and other relational bullying:
This occurs where a certain person is deliberately isolated, excluded or
ignored by some or all of the class group. This practice is usually initiated
by the person engaged in bullying behaviour and can be difficult to detect. It
may be accompanied by writing insulting remarks about the pupil in public
places, by passing around notes about or drawings of the pupil or by whispering
insults about them loud enough to be heard. Relational bullying occurs when a
person’s attempts to socialise and form relationships with peers are repeatedly
rejected or undermined. One of the most common forms includes control: “Do this
or I won’t be your friend anymore”(implied or stated); a group ganging up
against one person; non-verbal gesturing; malicious gossip; spreading rumours
about a person or giving them the “silent treatment”.
·
Cyber-bullying:
This type of bullying is
increasingly common and is continuously evolving. It is bullying carried out
through the use of information and communication technologies such as text,
social network sites, e-mail, instant messaging (IM), apps, gaming sites,
chat-rooms and other online technologies. Being the target of inappropriate or
hurtful messages is the most common form of online bullying. As cyber-bullying
uses technology to perpetrate bullying behaviour and does not require face to
face contact, cyber-bullying can occur at any time (day or night). Many forms
of bullying can be facilitated through cyber-bullying. For example, a target
may be sent homophobic text messages or pictures may be posted with negative
comments about a person’s sexuality, appearance etc.
·
Name
calling: Persistent
name-calling directed at the same individual(s) which hurts, insults or
humiliates should be regarded as a form of bullying behaviour. Often
name-calling of this type refers to physical appearance, e.g., size or clothes
worn. Accent or distinctive voice characteristics may attract negative
attention. Academic ability can also provoke name calling. This tends to
operate at two extremes. There are those who are singled out for attention
because they are perceived to be weak academically. At the other extreme there
are those who, because they are perceived as high achievers, are also targeted.
·
Damage
to property: Personal
property can be the focus of attention for bullying behaviour. This may result
in damage to clothing, mobile phone or other devices, school books and other
learning material or interference with a student's locker or bicycle. The
contents of school bags and pencil cases may be scattered on the floor. Items
of personal property may be defaced, broken, stolen or hidden.
·
Extortion: Demands for money may be made, often
accompanied by threats (sometimes carried out in the event of the targeted
pupil not delivering on the demand). A student may also be forced into theft of
property for delivery to another who is engaged in bullying behaviour.
The
above list is not an exhaustive list of bullying behaviours.
4.
The relevant teacher(s) for investigating and dealing with bullying is (are) as
follows:
All
members of the school community have an obligation to report incidents of
bullying. Students may report
an incident of bullying in the following ways:
·
Direct approach to a Subject Teacher, Form Teacher,
Guidance Counsellor, Deputy Principal, Principal
·
A note from a student or parent/guardian handed to a
teacher e.g. with homework
·
A phone call by a
parent/guardian or student to the Guidance
Counsellor, Form Teacher, Deputy Principal, Principal in the school
·
A note can be placed under the door of the Guidance Counselling Office
Incidents of bullying behaviour, no matter how
trivial, which are drawn to the attention of a teacher, will be dealt with by
the relevant member of staff e.g.:
Principal, Deputy Principal, Guidance Counsellor, Form Teacher.
Non-teaching staff e.g. Secretaries, Caretakers and
Cleaners are encouraged to
report any incidents of bullying behaviour witnessed by them, to the
appropriate member of staff.
5.
The education and prevention strategies (including strategies specifically
aimed at cyber- bullying and identity-based bullying including in particular,
homophobic and transphobic bullying) that will be used by the school are as
follows:
5.1 Publicising
and Promoting the Anti-Bullying Policy
5.1.1 Staff
·
All staff share a collegiate responsibility, under
the direction ofthe Principal to act in preventing bullying and harrassment by
any member of the school community.
Teachers will regularly emphasise the importance of raising issues of
concern with their Subject Teacher/Form Teacher/Guidance Counsellor/Deputy
Principal/Principal
·
Provision of guidelines for staff in dealing with
reports of bullying
·
A Student Support Committee is in place in the
school. Its roles include:
o development of strategies that will help prevent bullying
o monitoring of the issue of bullying
o awareness-raising around the issue of bullying amongst students, staff
and parents
o organisation of training of staff in the area of anti-bullying
o ongoing monitoring, evaluation and review of the anti-bullying policy
·
Teachers encourage students to be inclusive in their
activities
·
Staff, students and parents are made aware of
expectations through the inclusion of information around conduct and respect in
the School Journal
·
The Anti-Bullying Policy is available on the school
website
·
Regular reminders of the Anti-Bullying Policy are
given at School Assembly
5.1.2 Students
·
Prominant presence of materials throughout the school
highlighting the importance of fostering a warm, inclusive and bullying-free
school environment
·
Students are asked to sign the school’s Code of
Conduct which promotes respect for self, others and other people's property
·
Staff, students and parents are made aware of
expectations through the inclusion of information around conduct and respect in
the School Journal
·
The Anti-Bullying Policy is available on the school
website
·
Regular reminders of the Anti-Bullying Policy are
given at School Assembly
·
Provision of support for students by Form Teachers,
Guidance Counsellor, SPHE Teachers, Subject Teachers
·
Involvement of students in decision-making processes
through development of the Student Leadership and Representative Councils, the
Mentor system, Prefects, the School Tuck Shop, Library and other positions of
leadership
·
Mentors, members of Student Leadership Council and
Prefects are vigilant in their monitoring of students’ relationships and report
unacceptable behaviour to the appropriate authorities
5.1.3 Parents/Guardians
·
Provision of information about bullying at meetings
of incoming First Year Parents and other suitable opportunities during the
academic year
·
Staff, students and parents are made aware of
expectations through the inclusion of information around conduct and respect in
the School Journal
·
The Anti-Bullying Policy is available on the school
website
·
Parents/guardians and the wider community are invited
to assist in promoting a consistent message against bullying across home,
school and community through:
o their involvement in the formulation of the school’s Anti-Bullying Policy
o their involvement in the parents’/guardians’ evenings during the first
term of First Year. These meetings
provide an opportunity for First Year parents/guardians engage with the Principal,
the Teacher with Special Responsibility for New Students and the Guidance
Counsellor in order to develop and maintain supportive practices for students
which are endorsed by both the school and parents/guardians.
o Parents/guardians are invited to information evenings on issues that have
at their core the aim of promoting students wellbeing and healthy development
throughout the school year e.g. Open
Evenings, Parent-Teacher Meetings, Incoming First Year Evening, Post Junior
Certificate Options Evening etc.
5.2 Inclusion
of Anti-Bullying Education in the Curriculum
·
Social Personal and Health Education class is
timetabled as part of the junior cycle core curriculum. SPHE provides students with opportunities to
develop the skills and competencies to care for themselves and others and to
make informed decisions about their health, personal lives and social
development. The issue of bullying is
dealt with in each of the three years of the SPHE junior cycle programme
·
Opportunities are taken to educate students on
bullying when they arise in other subjects and activities e.g. CSPE, Transition
Year Programme, Guidance class, Young Social Innovators Programme etc.
·
The informal curriculum also provides opportunities
to promote awareness of the unacceptable nature of bullying and they have at
their core the aim of encouraging the development of responsible and caring
attitudes in students and affirming diversity e.g. International Club, Sports
Clubs, Orchestra, Choir etc.
·
A mentor system is in place wherby Sixth Year
students are paired with First Year Students at the start of the new academic
year. Training is provied for the Fifth
Years on how to be a good mentor. This
pairing continues for the duration of the students’ First Year in secondary
school or for as long as it is practicable
·
Participation of First and Second Year students in an
anti-bullying drama workshop in the first semester of school and subsequent
follow-up in SPHE class
·
A schedule of visiting speakers to the school with a
view to promoting the mental health, relationship and confidence building and
wellbeing of all students
5.3
Fostering a Positive School Culture and Climate:
·
Modelling
respectful behaviour to all members of the school community at all times.
·
Explicitly
teaching pupils what respectful language and respectful behaviour looks like,
acts like, sounds like and feels like in class and around the school.
·
Displaying
key respect messages in classrooms, in assembly areas and around the school.
Involve pupils in the development of these messages.
·
Catching
students being good - notice and acknowledge desired respectful behaviour by
providing positive attention in class
and assembly and through the awarding of Merit Sheets
·
Consistently
tackling 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.
·
Giving
constructive feedback to pupils when respectful behaviour and respectful
language are absent.
·
Having
a system of encouragement and awards to promote desired behaviour and
compliance with the school rules and routines.
·
Promoting
the appropriate use of social media.
·
Mobile
phone use is prohibited during the
school day and at school events. Internet use is limited to class time
and is authorised under direction from teachers. There is follow up and follow through with
pupils who ignore these rules.
·
Actively
involving parents and/or the Parents’ Association in awareness raising
campaigns around social media.
·
Actively
promoting the right of every member of the school community to be safe and
secure in school.
·
Highlighting
and explicitly teaching school rules in pupil friendly language in the
classroom, during induction and during Assembly.
·
All
staff actively watching out for signs of bullying behaviour.
·
Ensuring
there is adequate supervision.
·
Supporting
the establishment and work of the Student Representative and Leadership
Councils
6. 1The school’s procedures for investigation,
follow-up and recording of bullying behaviour and the established intervention
strategies used by the school for dealing with cases of bullying behaviour are
as follows:
(i) The primary
aim for the relevant teacher in investigating and dealing with bullying is to
resolve any issues and to restore, as far as is practicable, the relationships
of the parties involved (rather than to apportion blame);
(ii) In investigating and dealing with bullying, the
teacher will exercise his/her professional judgment to determine whether
bullying has occurred and how best the situation might be resolved;
(iii) All reports will be investigated and dealt with
by the relevant teacher. In that way students will gain confidence in
‘telling’. This confidence factor is of vital importance. It is made clear to
all pupils that when they report incidents of bullying they are not considered
to be telling tales but are behaving responsibly;
(iv) Parents
and students are required to co-operate with any investigation and assist the
school in resolving any issues and restoring, as far as is practicable, the
relationships of the parties involved as quickly as possible;
(v) It is very important that all involved (including
each set of students and parents) understand the above approach from the
outset;
(vi) Teachers should take a calm, unemotional
problem-solving approach when dealing with incidents of alleged bullying
behaviour reported by students, staff or parents;
(vii) Incidents are generally best investigated
outside the classroom situation to ensure the privacy of all involved;
(viii) All interviews should be conducted with
sensitivity and with due regard to the rights of all students concerned.
Students who are not directly involved can also provide very useful information
in this way;
(ix) When analysing incidents of bullying behaviour,
the relevant teacher should seek answers to questions of what, where, when, who
and why. This should be done in a calm manner, setting an example in dealing
effectively with a conflict in a non-aggressive manner;
(x) Where a group of students is affected by a
bullying incident, each member of a group should be supported through the
possible pressures that they may face from the other members of the group after
interview by the teacher;
(xi) It may also be appropriate or helpful to ask
those involved to write down their account of the incident(s);
(xii) In cases where it has been determined by the
relevant teacher that bullying behaviour has occurred, the parents of the
parties involved should be contacted at an early stage to inform them of the
matter and explain the actions being taken (by reference to the school policy).
The school should give parents an opportunity of discussing ways in which they
can reinforce or support the actions being taken by the school and the supports
for their students;
(xiii) Where the relevant teacher has determined that
a student has been engaged in bullying behaviour, it should be made clear to
her how she is in breach of the school’s anti-bullying policy and efforts
should be made to try to get her to see the situation from the perspective of
the pupil being bullied;
(xiv) Where the relevant teacher has determined that
bullying has taken place, a verbal warning will be given to the perpetrator to
stop the inappropriate behaviour, pointing out how she is in breach of the Code
of Behaviour and helping her to see the situation from the victim’s point of
view. This may involve a meeting between both or all parties if they are
willing
(xv) 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;
(xvi) Follow-up meetings with the relevant parties
involved should 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;
(xvii) In cases where the relevant teacher considers
that the bullying behaviour has not been adequately and appropriately addressed
within 20 school days after he/she has determined that bullying behaviour has
occurred, it must be recorded by the relevant teacher in the recording template
at Appendix 1 and appropriate sanctions will be imposed.
(xviii) Sanctions may include:
- An agreement of good behaviour
- Withdrawal of privileges e.g.
participation in school trips, events
- Other sanctions as may be deemed
appropriate
- Suspension
- Expulsion
(xix) In determining whether a bullying case has been
adequately and appropriately addressed the relevant teacher must, as part of
his/her professional judgment, take the following factors into account:
- Whether the bullying behaviour has
ceased;
o
Whether
any issues between the parties have been resolved as far as is practicable;
o
Whether
the relationships between the parties have been restored as far as is
practicable; and
o
Any
feedback received from the parties involved, their parents or the school
Principal or Deputy Principal;
(xx) Those affected by bullying may be referred to the
Guidance Counsellor and/or relevant external agencies for counselling or other
supports/interventions.
(xxi) 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;
(xxii) 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.
(xxiii) In the case of a complaint regarding a staff
member, this should be referred immediately to the Principal.
6.2
Procedures for recording bullying behaviour
The Board of Management ensures that the school has
clear procedures for the formal noting and reporting of bullying behaviour and
these must be documented in the school’s anti-bullying policy. All records must
be maintained in accordance with relevant data protection legislation. The
school’s procedures for noting and reporting bullying behaviour must adhere to
the following:
(i) While all reports, including anonymous reports of
bullying are investigated and dealt with by the relevant teacher, the relevant
teacher will use his/her professional judgment in relation to the records to be
kept of these reports, the actions taken and any discussions with those
involved regarding same;
(ii) If it is established by the relevant teacher that
bullying has occurred, the relevant teacher must keep appropriate written
records which will assist his/her efforts to resolve the issues and restore, as
far as is practicable, the relationships of the parties involved.
(iii) The relevant teacher must use the recording
template at Appendix 1 to record the bullying behaviour in the following
circumstances:
a) in cases where he/she considers that the bullying
behaviour has not been adequately and
appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred; and
b)
where the relevant member of staff deems a particular incident or repetition of
an incident(s) to be of such a
serious nature that it merits the immediate completion of a recording template (Appendix 1) and reported immediately to the Principal or Deputy Principal as applicable.
In each of the circumstances at (a) and (b) above, the
recording template at Appendix 1 must be completed in full and retained
by the teacher in question and a copy provided to the Principal or Deputy
Principal as applicable. It should also be noted that the timeline for
recording bullying behaviour in the recording template at Appendix 1 does
not in any way preclude the relevant teacher from consulting he Principal or
Deputy Principal at an earlier stage in relation to a case.
6.3 Referral
of serious cases to the HSE
6.3.1 In
relation to bullying in schools, Children First National Guidance for the
Protection and Welfare of Children 2011 (Children First) and the Child
Protection Procedures for Primary and Post-Primary Schools provide that in
situations where “the incident is serious and where the behaviour is regarded
as potentially abusive, the school must consult the HSE Children and Family
Social Services with a view to drawing up an appropriate response, such as a
management plan”.
6.3.2 Serious
instances of bullying behaviour should, in accordance with the Children First
and the Child Protection Procedures for Primary and Post-Primary Schools,
be referred to the HSE Children and Family Services and/or Gardaí as
appropriate.
6.3.3 The Child Protection Procedures for Primary
and Post-Primary Schools also provide that where school personnel have
concerns about a child but are not sure whether to report the matter to the
HSE, the Designated Liaison Person must seek advice from the HSE Children and
Family Social Services.
7. The school’s programme of support for working with
pupils affected by bullying is as follows:
The
Guidance Counsellor is available to support all parties affected by
bullying. During this/these session(s),
the situation is monitored and students may access support in rebuilding
relationships, developing self esteem, resilience and implementing positive
coping strategies.
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.
Throughout
the academic year, opportunities are provided in which students may develop
self esteem, resilience and positive relationships in both the informal and formal
curriculum (see Section 5).* The
Guidance Plan gives details of the supports in place for all students
particularly those affected by bullying.
8. Supervision
and Monitoring of Pupils
The Board of Management confirms that appropriate
supervision and monitoring policies and practices are in place to both 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 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 the Board of Management
on ________________ [date].
11. This policy has been made available to school
personnel, published on the school website and provided to the Parents’
Association. 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 and provided to the Parents’
Association (see Appendix2). A record of the review and its outcome will
be made available, if requested, to the patron and the Department.
Signed: ____________________________________ Signed:
___________________________
(Chairperson of Board of Management) (Principal)
Date: ______________ Date: __________________
Date
of next review: _______________
Appendix 1
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
|
|
|
|
|
|
|
3. Source of bullying concern/report (tick relevant box(es))*
|
4. Location of incidents (tick relevant box(es))*
|
|
Pupil concerned
|
|
Other Pupil
|
|
Parent
|
|
Teacher
|
|
Other
|
|
Other
|
|
|
Outdoors
|
|
Classroom
|
|
Corridor
|
|
Toilets
|
|
School Bus
|
|
Other
|
|
|
|
|
|
5. Name
of person(s) who reported the bullying concern
6. Type of Bullying Behaviour (tick the relevant
box(es))*
Physical Aggression
|
|
Cyber-bullying
|
|
Damage to Property
|
|
Intimidation
|
|
Isolation/Exclusion
|
|
Malicious gossip
|
|
Name Calling
|
|
Other (specify)
|
|
7.
Where behavior is regarded as identity-based bullying, indicate the relevant
category:
Homophobic
|
Disability/SEN related
|
Racist
|
Membership of Traveller
community
|
Other (specify)
|
|
|
|
|
|
8. Brief Description of bullying behavior and
its impact
9. Details of actions taken
Signed: __________________________(Relevant Teacher) Date: __________________
Date
submitted to Principal/Deputy Principal:
L. Carroll / D. Lynch
*Note: The categories listed in the tables 3,4 &
6 are suggested and schools may add to or amend these to suit their own
circumstances.
Appendix 2
Checklist for annual review of the
anti-bullying policy and its implementation
The
Board of Management (the Board) must undertake an annual review of the school's
anti-bullying policy and its implementation.
The following checklist must be used for this purpose. the checklist is an aid to conducting this
review and is not intended as an exhaustive list. In order to complete the
checklist, an examination and review involving both quantitative and
qualitative analysis, as appropriate across the various elements of the
implementation of the school's anti-bullying policy will be required.
Yes
/ No
Has
the Board formally adopted an anti-bullying policy that fully complies with
the requirements of the Anti-Bullying
Procedures for Primary and Post-Primary Schools?
|
|
Has
the Board published the policy on the school website and provided a copy to
the parents' association?
|
|
Has
the Board ensured that the policy has been made available to school staff
(including new staff)?
|
|
Is the
Board satisfied that school staff are sufficiently familiar with the policy
and procedures to enable them to effectively and consistently apply the
policy and procedures in their day to day work?
|
|
Has
the Board ensured that the policy has been adequately communicated to all
pupils?
|
|
Has
the policy documented the prevention and education strategies that have the
school applies?
|
|
Have
all of the prevention and education strategies been implemented?
|
|
Has
the effectiveness of the prevention and education strategies that have been
implemented been examined?
|
|
Is the
Board satisfied that all teachers are recording and dealing with incidents in
accordance with the policy?
|
|
Has
the Board received and minuted the periodic summary reports of the Principal?
|
|
Has
the Board discussed how well the school is handling all reports of bullying
including those addressed at an early stage and not therefore included in the
Principal's periodic report to the Board?
|
|
Has
the Board received any complaints from parents regarding the school's
handling of bullying incidents?
|
|
Have
any parents withdrawn their child from the school citing dissatisfaction with
the school's handling of a bullying situation?
|
|
Have
any Ombudsman for Children investigations into the school's handling of a
bullying case been initiated or completed?
|
|
Has
the data available from cases reported to the Principal (by the bullying
recording template) been analysed to identify any issues, trends or patterns
in bullying behaviour?
|
|
Has
the Board identified any aspects of the school's policy and/or its
implementation that require further improvement?
|
|
Has
the Board put in place an action plan to address any areas for improvement?
|
|
Signed ______________________________ Date: ___________________________
Chairperson, Board of
Management
Signed ______________________________ Date: ___________________________
Principal
Appendix 3
Notification
regarding the Board of Management’s annual review of the anti-bullying policy
To:
________________________________________
The Board of Management of Sacred Heart School
Drogheda wishes to inform you that:
- The Board of Management's annual review of the
school's anti-bullying policy and its implementation was completed at the
Board meeting of _________________ [date]
- The review was conducted in accordance with the
checklist set out in Appendix 3 of the Department's Anti-Bullying Procedures for Primary and Post-Primary Schools.
Signed ______________________________ Date:
___________________________
Chairperson,
Board of Management
Signed ______________________________ Date:
___________________________
Principal