Polasaí Frithbhulaíochta

 

Polasaí Frithbhulaíocht

Coláiste Ailigh                                                                     

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

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

· Cultúr dearfach a bheith i réim sa scoil:

o ina nglactar go fonnmhar le difríocht agus le héagsúlacht agus ina léirítear meas ar chuimsitheacht;

o ina spreagtar daltaí chun iompar bulaíochta a nochtadh agus a phlé i dtimpeallacht neamhbhagrach; agus

o ina gcuirtear caidreamh bunaithe ar mheas chun cinn ar fud phobal na scoile;

· Ceannaireacht éifeachtach;

· Cur chuige scoile uile;

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

· Feidhmiú straitéisí oideachais agus coiscthe (lena n-áirítear bearta chun feasacht a mhúscailt)

o a chothaíonn ionbhá, meas agus athléimneacht sna daltaí; agus

o ina dtéitear i ngleic go sainráite le cibearbhulaíocht agus le bulaíocht bunaithe ar aitheantas, lena n-áirítear bulaíocht homafóbach agus trasfóbach;

· Maoirseacht agus monatóireacht éifeachtach ar dhaltaí;

· Tacaíochtaí don fhoireann;

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

· Meastóireacht leanúnach ar a éifeachtaí atá an beartas frithbhulaíochta.

Ráiteas Tosaigh 

Glacann an scoil cur chuige ‘gan mhilleán’ agus é ag fiosrú líomhaintí bulaíochta agus déantar gach iarracht torthaí diúltacha a leithéid d’iompar a chur in iúil don dá ghrúpa. Téann an scoil i dteagmháil leis na tuismitheoirí má leanann an fhadhb, agus úsáidtear an nós imeachta araíonachta má theipeann ar na céimeanna eile. Tá fáil ag an scoil ar sheirbhísí tacaíochta siceolaíochta ó Choiste Gairmoideachais Chontae Dhún na nGall. 

Is pobal scoile cuíosach beag é Coláiste Ailigh áit gur féidir forbairt oideachasúil agus tréadchúraim an dalta a aithint níos éasca. Leagann an scoil béim ar Chúram Tréadach agus tá coiste Chúram Tréadach bunaithe againn. Pléitear bulaíocht sna siollabais Creidimh, OSPS agus OSSP freisin. Eagraíonn an scoil seachtain frithbhulaíochta gach bliain chun aird a tharraingt air freisin. 

Scóip: 

Má é atá i gceist le bulaíocht ná ‘aon rud a dheirtear nó a dhéantar a chuireann as do chompórd, saoirse nó sábháilteacht an duine’, caithfear gach duine a oibríonn agus a fhoghlaimíonn sa scoil a bheith san áireamh sa pholasaí.  

Tagraíonn an polasaí do chearta saoirse agus sábháilteachta gach duine. Clúdaíonn an polasaí gach ball foirne (baill bhreise san áireamh), scoláirí agus tuismitheoirí nuair a bhíonn siad i dteagmháil leis an scoil. Tá sé de dhualgas ar gach duine a bhíonn i dteagmháil leis an scoil meas a léiriú ar chearta dhaoine eile. Ach tugann an cúram aire le fios gurb é príomhaidhm na scoile an beartas frithbhulaíochta a chur i bhfeidhm tré oideachas a chur ar fáil do dhaltaí i dtimpeallacht sábháilte, saor agus compórdach. Tá freagrachtaí reachtaíochta eile ar an scoil i leith fostaithe agus tá Oifigeach a phléann le ciapadh / gnéaschiapadh / bulaíocht ar an bhfoireann. 

Bíonn an polasaí seo i bhfeidhm aon uair a bhíonn daltaí ar láthair na scoile faoi stiúir na scoile. Clúdaítear freisin turais scoile agus eachtraí seach-churaclaim taobh amuigh den scoil ach faoi stiúir mhúinteora. 

Réasúnaíocht 

Go minic ní thuigtear go bhfuil bulaíocht ar siúl i saol an dalta scoile. Tá gach iarracht á ndéanamh againn feasacht na ndaltaí a dhíriú ar iompar bulaíochta agus tá seans ann go méadóidh na cásanna a ardaítear dá bharr. Beidh gá le athbhreithniú a dhéanamh ar pholasaí frithbhulaíochta  ionas go mbeimid in ann bulaíocht níos caolchúisí a aithint níos luaithe.

Molann an polasaí frithbhulaíochta athbhreithnithe:  

  • Samhail de phróiseas sheasmhach chur ar fáil chun gach cás bulaíochta sa scoil a láimhseáil
  • Dearbhú a thabhairt do thuismitheoirí agus do dhaltaí gurb é aidhm na scoile timpeallacht shábháilte a chur ar fáil áit nach nglactar le bulaíocht agus nach ndéantar neamhaird air ach oiread
  • Soiléireacht a thabhairt ar an sainmhíniú atá ag an scoil ar bhulaíocht agus na structúir a bheidh in úsáid ag an bhfoireann / ag an mbainistíocht agus iad ag déileáil leo siúd a bhíonn ag tabhairt faoi iompar bulaíochta.
  • Nuair a chuirtear polasaí frithbhulaíochta i bhfeidhm go hiomlán, cabhróidh sé le muinín na foirne agus tabharfaidh sé tacaíocht dá n-iarrachtaí eachtraí bulaíochta a láimhseáil.
  • Nár chóir díriú ar bhulaíocht i rith seachtain amháin nó dhá sheachtain i rith na bliana ach gur chóir aird a choimeád air i rith na bliana ar fad. Tabharfaidh an polasaí frithbhulaíochta a dheartar anois áit i gcroílár éiteas na scoile agus ba chóir go gcabhródh sé seo tabhairt faoin bhfadhb go leanúnach.

Gaol le Ráiteas Misin 

I gColáiste Ailigh, tá meas againn ar a chéile. Creidimid go mbraitheann dul chun cinn na scoile agus caighdeán an oideachais ar an meas seo thar aon rud eile. Is ar an meas seo a bhunaítear an gaol idir na daltaí, an fhoireann, na tuismitheoirí agus bainistíocht na scoile. Déanann bulaíocht damáiste do na gaolta seo. Mar sin, tá an scoil tiomanta timpeallacht shábháilte a chruthú áit nach nglacfar le nó nach ligfear le bulaíocht riamh. 

  • Cuireann an polasaí seo leis an misean agus fís atá ag an scoil cheana féin. Tugann sé structúr agus sonraí a chabhróidh leis an bhfoireann an fhadhb leanúnach seo a láimhseáil. Léireoidh an polasaí frithbhulaíochta an dea-thoil a mhaireann sa scoil i leith fadhbanna bulaíochta a réiteach ar aon bhealach.
  • Go praiticiúil, tabharfaidh sé timpeallacht foghlama atá sábháilte agus slán. Cuireann sé meas ar luachanna, creideamh, traidisiún, modh maireachtála ilchineálacha sa sochaí chun cinn.
  • Spreagann sé nósanna measa, cúirtéise, agus tarraingítear ar idirspleáchas dhaoine i ngrúpaí, sa phobal nó ar scoil.
  • Féachann an beartas le aire faoi leith a thabhairt do dhaltaí i mbaol agus monatóireacht rialta a dhéanamh orthu chun idirghabháil luath a dhéanamh más/nuair a bhíonn gá, chomh maith le riachtanais, imní agus ábhar buartha na ndaltaí a láimhseáil i slí mhothálach.

Aidhmeanna agus Cuspóirí 

Is é aidhm an pholasaí seo: 

  1. Feasacht a spreagadh ar bhulaíocht go leanúnach mar mhodh iompair nach nglacfar leis i measc daltaí, múinteoirí/caomhnóirí agus bainistíocht na scoile.
  2. Éiteas scoile a chruthú a spreagann daltaí eachtraí d’iompar bulaíocht a roinnt agus a phlé. An tromlach tostach a mhealladh seasamh a thógáil agus gan glacadh le iompar mar seo inár scoil.
  3. Éiteas scoile a chruthú a aithníonn, a fhreastalaíonn agus a léiríonn meas ar ilchineálacht na ndaltaí faoin naoi n-ábhar a chlúdaítear sa reachtaíocht comhionannais.
  4. Cinntiú go spreagann clár OSPS agus/nó Cúram Tréadach na scoile feasacht ar na tosca atá gaolta le iompar bulaíochta agus go bhforbraítear eolas, scileanna agus iompar cuí.
  5. Nós imeachta a fhorbairt chun tuairisc a thógáil agus chun eachtraí d’iompar bulaíochta a fhiosrú agus a láimhseáil.
  6. Éifeachtacht an pholasaí ar iompar frithbhulaíochta sa scoil a mheas.

Sainmhíniú ar Iompar Bulaíochta: 

Is é a thugann an Roinn Oideachais agus Eolaíochta mar shainmhíniú ar bhulaíocht ná,

‘…ionsaí leanúnach á dhéanamh, ó bhéal, go síceolaíoch nó go fisiciúil ag duine aonair nó ag grúpa ar dhaoine eile. Ní háirítear tarlóga aonaracha d’iompar ionsaitheach mar bhulaíocht, cé nach chóir maitheamh dóibh. Ach nuair a bhíonn an t-iompar córasach agus leanúnach, is é atá ann ná bulaíocht.’ (Treoirlínte 1993) 

Is é atá sa tábla thíos ná sainmhíniú cuimsitheach ar iompar bulaíochta faoi na príomhcheannteidil mar atá sa cholún ar chlé. Caithfear a thuiscint áfach nach bhfuil na samplaí a leanas uileghabhálach:  
 

   

  •  
     
     
    GINEARÁLTA Ciapadh bunaithe ar aon cheann de na naoi bhforas sa reachtaíocht chomhionannais m.sh. gnéaschiapadh, bulaíocht hómafóbach, bulaíocht chiníoch srl.
  • Forrántacht fhisiciúil
  • Damáiste do mhaoin
  • Baisteachán
  • Táirgeadh, taispeáint nó scaipeadh focail scríofa, pictiúir nó ábhair eile a bhfuil sé mar aidhm acu imeaglú a dhéanamh ar dhuine eile
  • Graffiti
  • Fáisceadh
  • Imeaglú
  • Gothaí
  • Sárú spás pearsanta
  • Meascán de chineálacha ar bith díobh siúd atá ainmnithe.
  •  
    MODHANNA LEICTREONACHA Glaonna gutháin/gutháin phóca gan aon chaint
  • Glaonna gutháin/gutháin phóca ionsaitheacha
  • Téacsteachtaireachtaí ionsaitheacha
  • Teachtaireachtaí ionsaitheacha ríomhphoist
  • Tagairtí/Blaganna/Pictiúir ionsaitheacha ar shuíomhanna gréasáin
  •  
    HÓMAFÓBACH Ráflaí a scaipeadh i dtaobh claonadh gnéasach duine
  • Ag greannú duine de chlaonadh gnéasach difriúil
  • Baisteachán m.sh. Duine aerach, leispiach
  •  
    CINÍOCH Idirdhealú, claontacht, tagairtí nó maslaí i dtaobh dath craicinn, náisiúntacht, cultúr, aicme shóisialta, creideamh nó de chúlra eitneach nó lucht siúil
  •  
     
     
    IDIRGHAOLTA Is éard atá i gceist leis seo ná feidhm a bhaint as caidreamh pearsanta le bulaíocht a dhéanamh. Mar shampla:
  • Cúlchaint mailíseach
  • Aonrú & eisiamh
  • Neamhaird a dhéanamh
  • Eisiamh a dhéanamh ón ngrúpa
  • Cairde duine a thógáil
  • Ráflaí a scaipeadh
  • Rún a sceitheadh d’aon ghnó
  • A bheith ag caint ard go leor le go bhféadfadh an t-íospartach é a chloisteáil
  • GNÉASACH Tagairtí gnéasacha nó teagmháil fhisiciúil nach bhfuil fáilte rompu
  • Ciapadh

 
 
An Ciapadh a Chosc

Deimhníonn an Bord Bainistíochta go ndéanfaidh an scoil, de réir a oibleagáidí faoin reachtaíocht chomhionannais, gach beart is indéanta go praiticiúil chun daltaí agus baill foirne a chosaint ar chiapadh gnéasach agus ar chiapadh ar aon cheann de na naoi bhforas, mar atá inscne lena n-áirítear trasinscne, stádas sibhialta, stádas teaghlaigh, treoshuíomh gnéasach, reiligiún, aois, míchumas, cine nó ballraíocht den Lucht Siúil.

Ghlac an Bord Bainistíochta an beartas seo an 20 Aibrean 2016.

Gníomhartha chun iompar bulaíochta a chosc 

Is é atá mar aidhm ag an polasaí frithbhulaíochta ná na deiseanna bulaíochta a laghdú trí eolas ar nádúr agus ar iarmhairtí na bulaíochta a scaipeadh. Leis an bhfadhb a chosc, tá sé i gceist: 

Go gcuirfí cairt bulaíochta na scoile ar thaispeáint thart timpeall na scoile agus go gcuirfí daltaí ar an eolas faoi. 

Go mbunófaí seachtain chairdis i rith an chéad téarma scoile.  

I rith an dara téarma scoile, go bhféadfaí seachtain eolais a eagrú ar an mbulaíocht, sé sin, seachtain frithbhulaíochta.  

Go bhfágfaí boscaí daingnithe in áiteanna ar leith ionas gur féidir le daltaí tuairisc rúnda a thabhairt ar eachtraí bulaíochta orthu féin nó ar dhaoine eile./ suirbhé bulaíocht 

Go mbeadh nósanna imeachta agus céimeanna ceannais shoiléire ann chun tuairisc a thabhairt ar eachtraí bulaíochta. 

Maoirseacht & Monatóireacht 

Tá sé an-deacair monatóireacht a dhéanamh ar bhulaíocht mar nach féidir le múinteoirí gach tráth a fhreastail agus tugann suirbhéanna ar leith le fios go dtarlaíonn 50% den bhulaíocht i seomra ranga faoi stiúir. Déanaimid gach iarracht an deis bulaíochta a laghdú trí bheith eolach ar iompair bhulaíochta agus bheith in ann é a aithint. Spreagaimid na daltaí gan glacadh leis an saghas sin iompair agus a thuiscint go bhfuil áiteanna sa scoil inar mó an baol go ndéanfar bulaíocht iontu:

8.45 i.n. – 9.00.r.n.   Múinteoir Amháin

Lóin Beag               Beirt Múinteoiri

Lóin Mór                Beirt Múinteoir

4.00 i.n. – 4.15 i.n.                Múinteoir Amháin

Polasaí Úsáide Inghlactha   (le haghaidh úsáid ríomhairí sa scoil) 
 

Cad is féidir le mic léinn a dhéanamh 

Is minic ar féidir leis an mbulaíocht a bheith an-chaolchúiseach agus nach dtugann na múinteoirí é faoi deara. Mar sin spreagaimid na daltaí a bheith freagrach trí na moltaí seo a leanas a chur i ngníomh:  

Iad féin a chur ar an eolas maidir le beartas agus nós imeachta na scoile i leith na bulaíochta.  

Tuairisc a thabhairt ar eachtraí bulaíochta a fheiceann siad fiú mura mbaineann siad leo go díreach

Boscaí eolais a úsáid

É a insint do mhúinteoirí

É a insint do dhaltaí eile

É a insint do thuismitheoirí/do chaomhnóirí

Díoltas a sheachaint

Seachain do tharraingt isteach i mbulaíocht, sé sin, go mbeadh páirt agat i ngrúpa bulaíochta

Meantóirí a cheapadh ar ghrúpaí scoile

Meas agus tuiscint ar dhaoine eile a chur chun cinn

Coiste na nDaltaí a úsáid leis an gceist a choimeád beo 

Tuismitheoirí /Caomhnóirí 

Iad féin a chur ar an eolas maidir le polasai na scoile agus a leithéid, i leith na bulaíochta.

Béim a leagan ar cé chomh mí-oiriúnach is atá an bhulaíocht sa bhaile srl.

Tacaíocht a thabhairt do bheartas frithbhulaíochta na scoile.

Córas cumarsáide éifeachtach agus rialta a chothú idir na tuismitheoirí agus an scoil, sé sin, cruinnithe tuismitheoirí-múinteoirí, tráthnónta eolais, coiste na dtuismitheoirí, foirmeacha a thabhairt ar ais, dialanna scoile a shíniú srl. 

An Dialann Scoile  

Tá sé i gceist as seo amach polasaí na scoile i leith na bulaíochta a chur sa Dialann Scoile agus rannóg ann le síniú an dalta agus an tuismitheora/caomhnóra araon. 
 

Clár Molta don Seachtain Chairdis 

Le linn na seachtaine seo, ceachtanna frithbhulaíochta a theagasc an chéad rang gach lá.

Ba cheart go mbeadh réimse ábhair (dánta, gearrscéalta, DVD) ar fáil do na múinteoirí ranga ar fad (tá acmhainní ar fáil ó bhlianta roimhe seo).

D’fhéadfadh lá spraoi na hIdirbhliana a reachtáil le linn na seachtaine seo.

Féachaint arbh fhiú an ‘Córas Dlúthcharad’ a thosú arís don chéad bhliain agus don dara bliain agus plean cinnte aige. Caithfear ar dtús áfach traenáil a thabhairt agus/nó é a phlé le meantóirí (sa chúigiú bliain).

Sula dtarlaíonn an tseachtain chairdis d’fhéadfaí b’fhéidir ceistneoirí gairide a thabhairt do na daltaí ar cé mar atá an bhulaíocht i gColáiste de hÍde. B’fhéidir go mb’fhiú na torthaí seo a roinnt leis na daltaí sa chaoi is go dtuigfeadh siad an aidhm agus an gá atá leis an bhfeachtas frithbhulaíochta. 
 

Nós imeachta 

Céimeanna le heachtraí a thuairisciú, a nótáil agus a thaifeadadh.  

Tá na nósanna imeachta a d’aithin an coiste chun eachtraí (líomhnaithe nó amhrasacha) bulaíochta a thuairisciú, a nótáil agus a thaifeadadh leagtha amach thíos. Tá sé chéim ann a chlúdaíonn na nósanna imeachta le nótáil, tuairisciú agus leanúint a dhéanamh ar chás bulaíochta amhrasach, líomhnaithe nó deimhnithe. Le go dtabharfaí an bhulaíocht a tharlaíonn faoi chúram an mhúinteora faoi dearadh, tá dhá chás a d’fhéadfaí a bheith i gceist. Is é atá i gcás 1 ná iarracht an bhulaíocht is comónta a nochtadh, de ghnáth greannaíocht nó pleidhcíocht a bhíonn i gceist. Má fheiceann múinteoir iompar den saghas seo agus má cheapann sé/sí go bhfuil níos mó i gceist, is féidir foirm thuairisce ‘Iompar Mí-Oiriúnach’ a chomhlánú. Leanann céim 2 agus céim 3 an chéad chéim má bhíonn cúpla foirm thuairisce ann don dalta céanna nó má thugann an t-íospartach tuairisc ar thuilleadh eachtraí. Tagann cás 1 agus cás 2 le chéile ag céim 3 nuair a dhéanann dalta, tuismitheoir nó múinteoir líomhain, nó mura dtagann feabhas ar chúrsaí i ndiaidh céimeanna 1 agus 2.   
 

Cás 1

Má fheiceann múinteoir iompar bulaíochta a chuireann imní air/uirthi:  

Céim 1 

Comhlíontar an fhoirm ‘Iompar Mí-Oiriúnach’ tar éis don mhúinteoir caint leis an dalta ag an am a tharlaíonn an eachtra. Cuirtear an múinteoir ranga ar an eolas agus téann sé/sí ag caint leis an dalta sin. 

Céim 2

Má leanann an iompar* cuirtear comhairle agus/nó pionós ar an dalta – cuirtear nóta sa dialann scoile.

      * fianaise ón íospartach agus/nó tuilleadh foirmeacha ‘Iompar Mí-Oiriúnach’ 

Céim 3

Mura dtagann deireadh leis an iompar agus go dtuigtear gur bulaíocht atá i gceist, leantar an nós imeachta seo:

Labhraítear leis an dalta go haonarach

Tugtar Comhairle/Treoir

Labhraítear leis na daltaí le chéile (gan mhilleán)* 

Is ag an bpointe seo a leantar an nós imeachta atá i bhfeidhm. Cuirtear béim ar an iompar in ionad milleán a chur ar an duine. Déantar an cás a iniúchadh. Cuirtear agallamh ar na daltaí go haonarach agus ansin le chéile leis an bhfadhb a shárú. Nuair atá iniúchadh á dhéanamh ar chás caithfear a thuiscint nach ionann dalta a chur faoi agallamh agus bulaí a ghlaoch air/uirthi. Caithfear é seo a shoiléiriú nuair a chuirtear an beartas i láthair na ndaltaí. 
 

Céim 4

Má leanann an bhulaíocht is ag an bpointe seo a chuirtear cód iompraíochta na scoile i bhfeidhm.

Fanacht siar

Fanacht siar Inmheánach

Fionraí

Nótaí, litreacha agus plé le tuismitheoirí 

Céim 5 

Tógtar an cás go leibhéal Boird Bainistíochta agus bíonn na daltaí agus na tuismitheoirí páirteach ann. 

Céim 6

CGOCAC – díbirt. 
 

Cás 2 

Má dhéanann dalta nó tuismitheoir gearán go díreach le húdarás na scoile i leith iompar mí-oiriúnach tosaíonn an próiseas ag céim 3, sé sin déantar an cás a iniúchadh gan aon mhilleán a chur sa chaoi is gur féidir na fíricí a chinntiú. 
 

* Tá sé tábhachtach go dtuigfeadh an dalta nach ionann fiosrúchán i leith líomhna agus cúiseamh ina choinne agus go n-éistfí leis an scéal iomlán sula ndéanfaí gníomh 

Naisc le Polasaí eile

Agus an Polasaí seo á chur i bhfeidhm caithfear monatóireacht a dhéanamh ar na himpleachtaí a d’fhéadfadh a bheith aige ar bheartais eile na scoile, mar shampla an cód iompraíochta, treoirlínte do chosaint leanaí, beartas OCG, baill foirne nua á n-ionduchtú srl. Déanfar athbhreithniú air seo ar bhonn rialta.

 

Naisc leis an gcuraclam

I gColáiste Ailigh cuirimid béim ar an ngné thréadach den oideachas.  Déantar an bhulaíocht a phlé i réimsí eile den churaclam ach tugann an rang OSPS deis don rang agus don mhúinteoir fiosrúchán agus plé níos doimhne a dhéanamh ar iompar mí-oiriúnach agus cur ina choinne go héifeachtach.

 

Sna h-iarbhunscoileanna caithfear an t-Oideachas Sóisialta Pearsanta agus Sláinte (OSPS) a thráthchlárú mar chuid do chroíchuraclam na sraithe sóisearaí. Cuireann an OSPS deiseanna ar fáil do na daltaí a gcuid scileanna agus inniúlachtaí a fhorbairt chun aire a thabhairt dóibh féin agus do dhaoine eile agus chun cinneadh feasach a dhéanamh i dtaca lena sláinte, lena saolta pearsanta agus lena bhforbairt shóisialta. Tugtar faoi cheist na bulaíochta i ngach ceann de na trí bliana i gclár OSPS na sraithe sóisearaí.

 

Plean ceachta an ‘Cool School Programme’*

 
 Naisc eile a d’fhéadfaí a bheith ann

 

OSSP

Clár Treoir agus Comhairleoireachta*

An Idirbhliain

Cúram Tréadach

Curaclam neamhfhoirmeálta m.sh spóirt, gníomhaíochtaí seach-churaclam a chuireann béim ar an tábhacht a bhaineann le comhoibriú agus caoinfhulaingt.

 

 

Monatóireacht

 

Cuirfear an polasaí ar gach clár gnó cruinniú foirne agus buailfidh an coiste le chéile go rialta le monatóireacht a dhéanamh ar bharúil na foirne agus na ndaltaí i leith an bheartais agus a chur i bhfeidhm.

Déanfar nóta de aon mhionathrú ar gá a dhéanamh ag an staid seo. Mar sin féin ba cheart go ndéanfar athbhreithniú agus measúnú iomlán ag deireadh na bliana acadúla 20018-19.

Colaiste Ailigh

Iompar Mí-oiriúnach

 

Dáta:  ___________________________  Am:  _____________________

 

Ainm Dalta:  __________________________ Rang:  ____________________

 

Daltaí eile i gceist:  ____________________________________________________

 

      Sonraí

 

Brú    _____________________________________________

 

                        _____________________________________________

 

                        _____________________________________________

 
 

Bualadh/ciceáil  _____________________________________________

 

                        _____________________________________________

 

                        _____________________________________________

 

Baisteachán/  

Maslú    _____________________________________________

 

                        _____________________________________________

 

                        _____________________________________________

 
 

Bagairtí   _____________________________________________

 

                        _____________________________________________

 

                        _____________________________________________

 
 

Eile    _____________________________________________

 

                        _____________________________________________

 

                        _____________________________________________

 
 

Síniú an Mhúinteora: _________________________________________________

Is ar an bpríomhoide agus/nó ar an leas-phríomhoide a bheidh an fhreagracht na foirmeacha ‘iompar mí-oiriúnach’ a bhailiú agus a chomhordú. Beidh freagracht orthu freisin an t-eolas iontu a scaipeadh mar is cuí.

Má tharlaíonn sé go bhfuil bulaíocht déanta ag ball foirne ba cheart an Príomhoide a chur ar an eolas láithreach.

Anti-Bullying Policy                                                                          

 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 Coláiste Ailigh 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.

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 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.

Introductory Statement: 

The school adopts a no-blame approach when investigating allegations of bullying and tries to inform both parties of the negative effects of such behaviour. Parents are involved if the problem persists and the discipline procedure comes into play if all other steps have failed.

Coláiste Ailigh is a relatively small school community where both the educational and pastoral development of the pupil is more easily identifiable. The school prioritises pastoral care with a very active pastoral care team. Bullying is also addressed in the Religion, SPHE and CSPE syllabi. The school also runs an anti-bullying week each year to raise awareness.  
 

Scope: 

If the definition of bullying is ‘anything that is said or done which interferes with any person’s comfort, freedom or safety’ then the policy will have to apply to the behaviour of all persons working and learning in the school. 

The policy refers to the right of all to comfort freedom and safety. The policy must therefore encompass all staff members (ancillary staff included), pupils and parents when dealing with the school. Respect for each other’s rights extends to all in contact with the school. However the duty of care entrusted to schools implies that the primary objective of the anti-bullying policy is to uphold the rights of the pupils to come to a safe, free and comfortable environment for their education. There are other legislative requirements pertaining to employees and there is also a Harassment/sexual harassment/bullying officer on the staff. 

The policy applies to any time the pupils are on school premises under school supervision. School tours, trips and extra curricular activities outside the school under teacher supervision would also be covered by this policy.  
  

Rationale: 

Bullying is an area of a pupil’s school life which can often go undetected. A determined effort has been made to raise awareness and because of this more cases may present themselves. It was felt that a review of the anti-bullying policy (2004) was necessary in order to identify more subtle cases of bullying at an early stage.  

The revised anti-bullying policy proposes;  

  • To provide a consistent model of procedure in dealing with all cases of bullying in the school.
  • To assure parents and students that the school aspires to be a safe environment where bullying is never tolerated or ignored.
  • To offer clarity on what the school defines as bullying and make known the structured way in which staff/management will discipline those engaging in such behaviour.
  • A fully functioning anti-bullying policy will serve to increase staff confidence and support their efforts to address any incidents of bullying.
  • To ensure that spreading general awareness of bullying is not limited to a week or two a year in the school calendar. An anti-bullying policy devised at this time will make the issue an integral part of the school’s ethos and should ensure continuity in efforts to address the problem.

Relationship to Mission Statement: 

‘In Coláiste Ailigh we all treat each other with respect.  It is our belief that the success of our school and the quality of the education provided depends on this more than anything else. The relationships between students, staff, parents and management are all built on these foundations of mutual respect. Bullying damages these relationships. Therefore, this school is committed to creating a safe environment for all where bullying is never accepted or tolerated.’ 
 

  • This policy supplements the current mission and vision of the school. It provides structure and detail in support of an issue which staff is dealing with on an ongoing basis. An anti-bullying policy will reflect the general goodwill that exists in the school to tackle this problem by all means possible.

 

  • In practice it should provide a safe and secure environment for learning. It aims to promote respect for the diversity of values, beliefs, traditions and ways of life in society.
  • It encourages habits of mutual respect, courtesy and an awareness of the interdependence of people in groups such as communities or schools.
  • It seeks to take particular care of at risk students and to monitor them regularly in an effort to provide early intervention when/if necessary and to respond to the needs, fears and anxieties of individual students in a sensitive manner.
     

Goals and Objectives: 

      It is the aim of this policy; 

  1. To continually raise awareness of bullying as an unacceptable form of behaviour with students, teachers, parents/guardians, school management.
  2. To create a school ethos which encourages students to disclose and discuss incidents of bullying behaviour. To persuade the silent majority to stand up and not accept this behaviour in our school.
  3. To create a school ethos that acknowledges, accommodates and respects a diversity of students across the nine grounds covered by the equality legislation.
  4. To ensure that the school’s SPHE programme and/or  Pastoral Care team raises awareness of the factors associated with bullying behaviour and develops the appropriate knowledge, skills and behaviours

5.  To develop procedures for noting and reporting and to develop procedures for        investigating and dealing with incidents of bullying behaviour. 

6.   To evaluate the effectiveness of school policy on anti-bullying behaviour. 
 
 
 

Definition of Bullying Behaviour: 

The Department of Education & Science defines bullying as,

‘…repeated aggression, verbal, psychological or physical conducted by an individual or group against others. Isolated incidents of aggressive behaviour, which should not be condoned, can scarcely be described as bullying. However, when the behaviour is systematic and ongoing it is bullying.’ (Guidelines 1993) 

The table below provides a comprehensive definition of bullying behaviour under the main headings as shown in the left column. However it must also be understood that the following examples are not exhaustive:

   

  •  
     
     
    General Harassment based on any of the nine grounds in the equality legislation e.g. sexual harassment, homophobic bullying, racist bullying etc.
  • Physical aggression
  • Damage to property
  • Name calling
  • The production, display or circulation of written words, pictures or other materials aimed at intimidating another person
  • Grafitti
  • Extortion
  • Intimidation
  • Gestures
  • Invasion of personal space
  • A combination of any of the types listed.
  •  
    Cyber Silent telephone/mobile phone call
  • Abusive telephone/mobile phone calls
  • Abusive text messages
  • Abusive email
  • Abusive website comments/Blogs/Pictures
  •  
    Homophobic Spreading rumours about a persons sexual orientation
  • Taunting a person of a different sexual orientation
  • Name calling e.g. Gay, queer, lesbian
  •  
    Racial Discrimination, prejudice, comments or insults about colour, nationality, culture, social class, religious beliefs, ethnic or traveller background

 
 
 
Relational This involves manipulating relationships as a means of bullying. Behaviours include:

  • Malicious gossip
  • Isolation & exclusion
  • Ignoring
  • Excluding from the group
  • Taking someone’s friends away
  • Spreading rumours
  • Deliberately breaking confidence
  • Talking loud enough so that the victim can hear
  • Sexual Unwelcome sexual comments or touching
  • Harassment

 
 
 


 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.

This policy was adopted by the Board of Management on  20 April 2016.

Harassment and sexual harassment

The definition of harassment and sexual harassment

Harassment is any form of unwanted conduct in relation to any of the discriminatory grounds.

Sexual harassment is any form of unwanted verbal, non-verbal or physical conduct of a sexual nature.

In both cases, it is conduct which has the purpose or effect of violating a person’s dignity and creating an intimidating, hostile, degrading or offensive environment for the person.

In both cases the unwanted conduct may include acts, requests, spoken words, gestures or the production, display or circulation of written words, pictures or other materials.

Harassment on the discriminatory grounds and sexual harassment are prohibited in Coláiste Ailigh.

  • Principals, teachers and others in positions of responsibility in this school may not harass or sexually harass students at the school or anyone who has applied for admission. They must not permit students – or anybody else who has the right to be in the school, such as parents – to harass or sexually harass other students. This protection for students also applies to visiting students.

Issues that have arisen include a range of school yard incidents of harassment on the sexual orientation, race, Traveller, disability and gender grounds.

A person’s rejection of, or submission to, sexual or other harassment may not be used by any other person as a basis for a decision affecting that person.

Actions to prevent bullying: 

Prevention is better than cure and the aim of any anti-bullying policy is to minimise the opportunities for bullying in raising awareness of its nature and its consequences. In order to prevent the problem arising it is intended to: 

  • Display the school charter on bullying and posters around the school and create an awareness of it amongst the students.

 

  • During the first term of school a friendship week will be introduced.

 

  • In the second term of school, we could have an awareness week on bullying will be organised i.e. an anti bullying week.

 
 

  • Questionnaires will be issued so that pupils can report confidentially on bullying incidents regarding themselves or others.

 

  • Clear defined procedures and chain of command when it comes to reporting bullying incidents.

Supervision & Monitoring: 

      Bullying is very difficult to monitor as teachers cannot be in all places at all times and certain surveys suggest that 50% of bullying happens in a supervised classroom. Every attempt is made to reduce the opportunity for bullying by familiarising ourselves with and recognising bullying behaviour. We encourage pupils not to accept such behaviour and to be aware that certain areas of the school are more vulnerable to facilitating bullying than others. Areas where the risk is increased are supervised as follows; 

Supervision

9.15.r.n.   Múinteoir Amháin

Lóin Beag   Beirt Múinteoiri

Lóin Mór    Beirt Múinteoir

3.45.i.n.       Múinteoir Amháin

AUP Policy   (for use of computers in school) 
  

What students can do; 

Bullying can often be extremely subtle and can go undetected by teachers. We therefore encourage pupils to take some of the responsibility by following these recommendations;  

  • Familiarise themselves with the schools policy and procedure relating to bullying. 

 

  • Report incidents of bullying they see even if it doesn’t relate directly to them.   
    • Fill in questionnaires
    • Telling teachers
    • Telling other pupils
    • Telling parents/Guardians
  • Avoid retaliation
  • Avoid getting caught into the bullying cycle, i.e. being drawing into mob mentality.
  • Mentors to certain student groups.
  • Promote respect and consideration of others.
  • Use the Student Council to keep issue alive.

Parents/Guardians:

  1. Familiarise themselves with the school policy etc., on bullying.
  2. Emphasis the unacceptability of bullying at home etc.,
  3. Support the school policy on bullying
  4. Promote a culture of effective and regular communication of parents with the school i.e. Parent-Teacher meetings, information evenings, parents council, returning forms, signing diaries etc

The School Diary:  

In future it is proposed that the school policy on bullying is placed in the School Diary with a section for both pupil and parent/guardian to sign. 
 

Suggested Programme for  Friendship Week: 

    • Teaching anti-bullying lessons for the first class each day during this week.
    • A range of material (poems, short stories, DVD) should be made available to all class teachers (Resources from previous years exist.)
    • The Transition Year games day could also take place during this week.
    • Consider ‘Buddy- system’ idea to be reintroduced for 1st / 2nd years with structured plan and only after reasonable training and/or discussion with mentors (5th Yrs).
    • In advance of the friendship week perhaps issue brief questionnaires to students about the presence and nature of bullying in Coláiste Ailigh. It may be worthwhile to share these results with the students so they may understand the purpose and necessity of the anti-bullying campaign.

Procedure 

Steps for Reporting, Noting and Recording Incidents.  
 
 

Outlined below are the procedures the committee has laid out for reporting, noting and recording incidents, (alleged or suspected) of bullying. There are 6 steps covering the noting, reporting and follow up procedures if a case of bullying is suspected, alleged or proven. In order to detect the bullying that occurs under the teachers’ radar we have two possible scenarios. Case 1 is an attempt to uncover the most common type of bullying which can often come across as ‘messing’ or horseplay . If a teacher sees such behaviour and suspects there is more involved a report sheet, ‘Iompar Mí-Oiriúnach’ can be filled in. Steps 2 and three evolve from step one if there are a few report sheets for the same pupil or if the victim reports more incidents. Case 2 and case one merge at step 3 where an allegation is made by student, parent or teacher or if after steps 1 & 2 no improvement is seen.  
 

Cás 1/Case 1

If a teacher observes behaviour which is of concern in relation to bullying;

      Céim 1/Step 1 

The ‘unacceptable behaviour’ form is filled in after speaking to the pupil at the time of incident. The class teacher is informed, who speaks to the said pupil.

      Céim 2/Step 2

If the behaviour continues* the pupil is advised and/or sanctioned – note in school journal.

      *evidence from victim and/or more ‘unacceptable behaviour’ forms 

      Céim 3/Step 3

If the behaviour does not stop and it is understood to be bullying the following procedure is followed:

      Pupils spoken to individually

      Advice/Direction

      Pupils spoken to together (no blame)*

It is at this point that the current procedure is followed. The focus is on the behaviour rather than blaming the individual. The case is investigated. The pupils are interviewed separately and then together in order to overcome the problem. It must be clearly understood that investigating a case does not imply that a pupil being interviewed is automatically considered a bully. This will have to be made clear when the policy is being introduced to the pupils.

      Céim 4/Step 4

      If the bullying continues at this point the school’s code of behaviour comes  into action.

        • Detention
        • Internal Detention
        • Suspension
        • Notes, letters, discussion with parents 

      Céim 5/Step 5 

      The case brought to Board of Management level, pupils and parents involved

      Céim 6 /Step 6

      CGOCDNAG – díbirt/ Co DonegalETB – expulsion 

Cás 2/Case 2 

If a complaint comes directly to the school authorities from a pupil or parent regarding inappropriate behaviour the process begins at step 3, that is to say that the case is investigated using the no blame approach in order to ascertain the facts.

* It is important that the pupils understand that an inquiry relating to an allegation does not amount to an accusation and that every side of the story must be heard before action can be taken 

If an incident of bullying by a staff member should arise the Principal should be informed directly.

Links to other Policies:

During the implementation of this policy one has to monitor any possible implications on other school policies such as the school’s code of behaviour, child protection guidelines,, induction of new staff etc. This will be reviewed on a continual basis. 

Links to curriculum delivery:

  • In Coláiste Ailigh we emphasise the importance of the pastoral aspect of education. The theme of bullying is raised and discussed in other curricular areas and the SPHE gives the class and the teacher the opportunity to probe deeper, discuss in more depth, challenge more effectively behaviour which is unacceptable.

 

  • Social, Personal and Health Education (SPHE) 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.  
     
  • Other links may include:
    • CSPE
    • Guidance and Counselling Programme*
    • Transition Year
    • Pastoral Care
    • Informal curriculum e.g. sports, extra-curricular activities which focuses on the importance of cooperation and tolerance.

Monitoring:

The policy will be on each staff meeting agenda and the committee shall meet regularly to monitor staff and student reaction to the policy and its implementation.

Any minor changes necessary should be picked up at this stage. However a full review and evaluation should happen at the end of the 2018-2019 academic year.                                 

Coláiste Ailigh

Iompar Mí-oiriúnach

 

Dáta:  ___________________________   Am:  _____________________

 

Ainm Dalta:  __________________________   Rang:  ____________________

 

Daltaí  eile i gceist:  ___________________________________________________

Other pupils

 

SONRAÍ/Details

 

Brú/pushing _________________________________________

                 _____________________________________________

  Bualadh/ciceáil _____________________________________________

Hitting/kicking

                        _____________________________________________

 

                        _____________________________________________

 

Glaoch ainm/  

Maslú    _____________________________________________

Name calling/insults

                        _____________________________________________

 

                        _____________________________________________

 
 

Bagairt   _____________________________________________

Threats

                        _____________________________________________

 

                        _____________________________________________

 
 

Eile    _____________________________________________

Other

                        _____________________________________________

 

                        _____________________________________________

 
 

Síniú  Múinteora: ___________________________________________

The Principal and/or Deputy Principal will be responsible for the collection and collation of the ‘inappropriate behaviour’ forms. The dissemination of the information contained within them is also their responsibility.

COLÁISTE AILIGH