CALENDAR

SENIOR SCHOOL Calendar 2019/2020
Monday 26th August 2019, 2:00 p.m. – 3:00 p.m. 1st Year Pupils and Parents
Tuesday 27th August 2019, 9:00 a.m. – 10:30 am.2nd Year Pupils and Parents
Tuesday 27th August 2019, 11:00 a.m. – 12:30 p.m.3rd Year Pupils and Parents
Wednesday 28th August 2019, 9:00 a.m. – 10:30 a.m. 5th Year Pupils and Parents
Wednesday 28th August 2019, 11:30 p.m. – 1:00 p.m. 6th Year Pupils and Parents
Thursday 29th August 2019, 11:00 a.m. – 12:30 p.m. Transition Year Return to School
Thursday 29th August 2019 Full School Day – Whole School
Monday 28th October 2019 – Friday 1st November 2019 (inclusive) Mid Term Break (No School)
Monday 4th November, 2019 Return to School 
23rd December 2019 – Friday 3rd January 2020 (inclusive) Christmas Holidays (No School)
Monday 6th January 2020 Return to School
Monday 17th February – Friday 21st February 2020 (inclusive)Mid Term Break (No School)
Monday 24th February 2020 Return to School
Monday 16th March – Tuesday 17th March 2020 St. Patrick’s Day Holiday (No School)
Monday 6th April 2020 – Friday 17th April 2020  (inclusive)Easter Holidays (No School)
Monday 20th April 2020Return to School
Monday 4th May 2020Bank Holiday(No School)
Friday 15th May 20206th Year Graduation
Wednesday 20th May 2020Transition Year Evening
Friday 29th May 2020 End of School Year
Wednesday 3rd June 2020Junior Certificate/ Cycle Exams
Leaving Certificate Exams

Parent Teacher Meetings

Thursday 24th October 2019, 4:15 p.m. – 6:45 p.m.6th Year
Thursday 7th November 2019, 4:15 p.m. – 6:45 p.m.

3rd Year

Thursday 21st November 2019, 4:15 p.m. – 6:45 p.m.5th Year
Thursday 12th December 2019, 4:15 p.m. – 6:45 p.m. 1st Year
Friday 17th January 2020, 4:15 p.m. – 6:45 p.m.2nd Year
Thursday 30th January 2020, 4:15 p.m. – 6:45 p.m.Transition Year

School Exams

Christmas Exams
25th November 2019 – 29th November 2019

1st Year – 6th Year

Mock Exams
6th February 2020 – 14th February 2020

3rd Year and 6th Year

Spring Assessment
24th February 2020 – 6th March 2020

1st, 2nd and 5th Year
Summer Exams
25th May 2020 – 29th May 2020
1st 2nd and 5th Year
Leaving Certificate and
Junior Certificate/Cycle Exams 3rd June 2020
3rd Year and 6th Year

Parent Lunches

Wednesday 25th September 2019, 1:45 p.m.1st Year
Wednesday 9th October 2019, 1:45 p.m.Transition Year
Wednesday 16th October 2019, 1:45 p.m. 2nd Year
Wednesday 23rd October 2019, 1:45 p.m.3rd Year
Wednesday 6th November 2019, 1:45 p.m. 5th Year
Wednesday 13th November 2019, 1:45 p.m. 6th Year

(30.05.2019)

PREPARATORY and JUNIOR SCHOOL Calendar 2019/2020
Tuesday 27thAugust 2019
Senior Infants to 6th Form 
(Full School Day)
Wednesday 28thAugust 2019
– Friday 13thSeptember 2019
Junior Infants
(9:00 a.m. to 11:30 a.m.)
Monday 16th September 2019
Junior Infants Full School Day
(9:00 a.m. to 1:45 p.m.)
Monday 28thOctober 2019
– Friday 1stNovember 2019 (inclusive)
Mid Term Break
(No School)
Monday 4thNovember 2019
Return to School 
(Full School Day)
Friday 20thDecember 2019
End of Term 
(Half Day – 12:00 p.m.)
Monday 23rdDecember 2019
– Friday 3rd January 2020 (inclusive)
Christmas Holidays
(No School)
Monday 6th January 2020Return to School 
(Full School Day)
Monday 17th February
– Friday 21st February 2020 (inclusive)
Mid Term Break
(No School)
Monday 24thFebruary 2020
Return to School 
(Full School Day)
Monday 16th March
– Tuesday 17th March 2020
St. Patrick’s Day Holiday
(No School)
Monday 6th April 2020
–  Friday 17th April 2020 (inclusive)
Easter Holidays
(No School)
Monday 20th April 2020
Return to School
(Full School Day)
Monday 4th May 2020
Bank Holiday
(No School)
Friday 29th May 2020
End of School Year 
(Half Day – 12:00 p.m.)

                                                                                                            10/04/2019

UNIFORM

UNIFORM GUIDELINES

Why is it important?

The school uniform identifies us as Conlethians, both to ourselves and to the surrounding community. The school crest and a neatly presented uniform are part and parcel to our expression of our belief and dedication to our school and ethos. Clothes do not always ‘make the man (or woman)’ but a proper and sensible adherence to an uniform policy helps boys and girls develop the values which help make them into into men and women.

 Dress Code

  • Full school uniform must be worn to and from school.
  • Only current school crested outer garments may be worn to and from school.
  • Students are not permitted to change into or out of school uniform on arriving or leaving school.
  • The following items are strictly forbidden:
    • hoodies
    • multi coloured outer garments
    • trainers
    • piercings
  • Students are expected to have recourse to spare items of uniform in the event of clothing or footwear being soiled or lost.
  • All items of uniform should be clearly labelled with student’s name.
  • Hair must adhere to acceptable standards, natural colour only.

Contravention of these school rules will result in sanctions being applied.

We appreciate the full support of parents in the enforcement of the above standards in uniform and dress code.

SENIOR SCHOOL Uniform

The School Uniform Supplier is:

Uniformity

All items of uniform should be clearly labelled with student’s name.

1st, 2nd and 3rd Year

Boys

Girls

School Uniform

  • Grey trousers
  • White shirt
  • Green crested pullover
  • School tie
  • Standard black or brown shoes
  • Black school coat
School Uniform

  • School skirt
  • White blouse
  • Green crested pullover
  • Navy knee high socks or stockings
  • Standard black or brown shoes
  • Black school coat
Sportswear

  • School tracksuit
  • School crested black polo
    or school crested black T-shirt
  • School crested black fleece
  • Sports shoes
  • Rugby jersey
  • School crested shorts
    (rugby only)
Sportswear

  • School tracksuit
  • School crested black polo
    or school crested black T-shirt
  • School crested black fleece
  • Sports shoes
  • School crested skorts
    (hockey only)

Transition and 5th Year

Boys

Girls

School Uniform

  • Grey trousers
  • White shirt
  • Navy crested pullover
  • School tie
  • Standard black or brown shoes
  • Black school coat
School Uniform

  • School skirt
  • White blouse
  • Navy crested pullover
  • Navy knee high socks or stockings
  • Standard black or brown shoes
  • Black school coat
Sportswear

  • School tracksuit
  • School crested black polo
    or school crested black T-shirt
  • School crested black fleece
  • Sports shoes
  • Rugby jersey
  • School crested shorts
    (rugby only)
Sportswear

  • School tracksuit
  • School crested black polo
    or school crested black T-shirt
  • School crested black fleece
  • Sports shoes
  • School crested skorts
    (hockey only)

6th Year

Boys

Girls

School Uniform

  • Grey trousers (not black)
  • Blue or white plain shirt
  • School crested navy pullover
  • 6th year school tie
    (available in the school)
  • Formal black or brown leather shoes
  • Black school coat
School Uniform

  • School skirt
  • Blue or white plain blouse
  • School crested navy pullover
  • Navy knee high socks/stockings
  • Formal black or brown leather shoes
  • Black school coat
Sportswear

  • School tacksuit
  • School crested black polo
    or school crested black T-shirt
  • School crested black fleece
  • Sports shoes
  • Rugby jersey
  • School crested shorts
    (rugby only)
Sportswear

  • School tacksuit
  • School crested black polo
    or school crested black T-shirt
  • School crested black fleece
  • Sports shoes
  • School crested skorts
    (hockey only)
PREPARATORY and JUNIOR SCHOOL Uniform

The School Uniform Supplier is:

Uniformity

Please note that grey trousers and shirts/blouses are also available at most department stores.

All items of uniform should be clearly labelled with student’s name.

2nd, 3rd, 4th, 5th and 6th Form

Boys

Girls

School Uniform

 

  • Grey crested jumper
  • Grey Trousers
  • Grey Shirt
  • School tie
  • Black shoes
  • School coat
School Uniform

 

  • School pinafore
  • White blouse 
    (Peter Pan collar)
  • Navy cardigan
  • Navy tights
  • Black shoes
  • School coat

Sportswear

  • Full school tracksuit
  • School crested black polo
  • Sports Shoes
    (P.E. – school hall)

Sportswear

  • Full school tracksuit
  • School crested black polo
  • Sports Shoes
    (P.E. – school hall)

Junior Infants, Senior Infants and 1st Form

Boys

Girls

School Uniform

 

  • Grey crested jumper
  • Grey Trousers
  • Grey Shirt
  • School tie
  • Black shoes
  • School coat

School Uniform

  • School pinafore
    (Junior Infants to 3rd Form)
  • School pinafore school skirt
    (4th to 6th Form)
  • White blouse 
    (Peter Pan collar)
  • Navy cardigan
  • Navy tights
  • Black shoes
  • School coat

Sportswear

  • Full school tracksuit
  • School crested black polo
  • Football boots
  • Sports Shoes
    (P.E. – school hall)
  • Rugby Jersey, shorts and socks
Sportswear

 

  • Full school tracksuit
  • School crested black polo
  • Sports Shoes
    (P.E. – school hall)

During the first week Uniformity will visit the school to measure all girls, 2nd – 6th Form for skorts and hockey jerseys.

SCHOOL RULES AND POLICIES

SCHOOL RULES

School Rules (as in School Journal 2017-2018)

  1. Respect and courtesy must be shown at all times to fellow students, teachers and the wider community.
    Bad language is not acceptable.
  2. Proper behaviour is expected at all times.
    Any complaints arising from misbehaviour outside school will result in disciplinary action.
  3. Herbert Park is out of bounds for First, Second and Third Years, unless accompanied by a teacher.
    No student may leave the school during the day without permission.
  4. School dress code must be adhered to. A neat and tidy appearance is essential.
  5. Absences and lates must be explained in writing in School Journal by parent or guardian.
  6. Tippex and chewing gum are not allowed. School property must be respected.
  7. School Property must be respected and free of litter and graffiti. Pupils will be liable for any damage caused to property.
  8. Smoking in the school or in the vicinity of the school is regarded as a serious breach of discipline.
  9. Mobile phones, and/or other electronic equipment which detract from teaching and learning will be confiscated.
  10. Students must comply with the schools Acceptable Use Policy for the Internet and Computers.
  11. Suspension is enforced in cases of serous misdemeanours or repeated instances of misbehaviour.
  12. Sound study habits should be developed and proper maintenance of belongings, i.e. books, copies, Journal, lockers is expected.
  13. The Manager reserves the right to expel any pupil who, in his opinion, is guilty of persistent neglect of studies, misbehaviour or insubordination.

 

ANTI-BULLYING POLICY

St. Conleth’s College Anti-Bullying Policy

Our Ethos and Vision

Every student in St Conleth’s College is entitled to participate in an environment free from fear and intimidation. Bullying is not tolerated in St Conleth’s. It undermines our mission to create a happy, healthy and safe environment. We aim to foster dignity in the workplace and respect among, and between, teachers, staff and pupils.

Code of Behaviour

Good manners, courtesy, co-operation and respect for others and their property are paramount. Every student has the right to enjoy both learning and leisure time in school and to regard it as a place where they can relate in a positive manner towards their teachers and to each other based on tolerance and respect.

We all have a responsibility to watch our own behaviour , to be sensitive to the well- being of everybody, to be vigilant and watch out for each other.
In the first instance prevention is better than cure.

Bullying

Bullying is unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or a group against another person(or persons) and which is repeated over time.

The following types of behaviour are included in the definition of bullying:

  • deliberate exclusion, malicious gossip and other forms of relational bullying
  • cyber-bullying
  • identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs

Isolated or once-off incidents of intentional negative behaviour, including a once off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and will be dealt with, as appropriate, in accordance with the St Conleth’s Code of Behaviour.

However in the context of this policy, by placing a once off offensive or hurtful public message, image or statement on a social network site or other public forum where that message or image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.

Prevention

St Conleth’s recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour.:

  • A positive school culture and climate which-
    • is welcoming of difference and diversity and is based on inclusivity
    • encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment
    • 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)
  • Effective supervision and monitoring of pupils
  • Supports for staff
  • Consistent recording, investigation and follow up
  • On-going evaluation of the effectiveness of the anti bullying policy

Measures to achieve aims

  • Through the school’s pastoral care team. Headed by our form teachers who have daily contact with pupils and close relationship with parents.
  • All classes to participate in the Sticks and Stones Anti-Bullying Programme
  • SPHE programme
  • Guest speakers and talks and/or workshops
  • Re-enforcement of School Policy by Form Teachers
  • Vigilance of St Conleth’s community with an emphasis on the ‘Bystander Effect’
  • The provision of a Guidance Counsellor
  • The introduction of mentoring/Buddy system between 5th and 1st Year
  • The provision of a report from the Principal to the Manager each term on the overall number of bullying cases recorded and confirmation that all cases have been, or are being, dealt with in accordance with the School’s Anti-Bullying Policy and the 2013 DES procedures.

Measures to be taken in the Event of a Bullying Incident

  • The first point of contact for students/parents/guardians is the Form Teacher
  • The Deputy Principal will be informed
  • Every effort will be made to resolve a complaint informally. If this is not possible a formal process will begin.
  • If a complaint is proven to be genuine, disciplinary action up to and including suspension or expulsion will be taken.

The school will go about dealing with any and every incident with seriousness, care, sensitivity, and respect for all involved. It will put in place a system to investigate and resolve each complaint.

Formal Process

  1. Those involved will be spoken to separately. The school takes very seriously any attempt of intimidation during the course of an investigation.
  2. The facts will be established straight away (see template for recording bullying behaviour) i.e time, date, place and details of incidents.
  3. If a group is involved they will be interviewed one by one.
  4. A written account of all discussions and investigations will be made.
  5. If it turns out that the accused has been bullying they have broken the rules of the school and appropriate action will be taken.
  6. Sanctions may include
    • A contract of good behaviour
    • School community service
    • Detention
    • Withdrawal of privileges
    • Suspension
    • Expulsion

Parents will be kept informed of steps being taken.

Policy Review

As is recommended in DES guidelines of 2013 this Anti Bullying Policy will be reviewed on an annual basis.

Practical tips for building a positive school culture and climate

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

  • Model respectful behaviour to all members of the school community at all times.
  • Explicitly teach pupils what respectful language and respectful behaviour looks like, acts like, sounds like and feels like in class and around the school.
  • Display key respect messages in classrooms, in assembly areas and around the school. Involve pupils in the development of these messages.
  • Catch them being good – notice and acknowledge desired respectful behaviour by providing positive attention.
  • Consistently tackle the use of discriminatory and derogatory language in the school – this includes homophobic and racist language and language that is belittling of pupils with a disability or SEN.
  • Give constructive feedback to pupils when respectful behaviour and respectful language are absent.
  • Have a system of encouragement and rewards to promote desired behaviour and compliance with the school rules and routines.
  • Explicitly teach pupils about the appropriate use of social media.
  • Positively encourage pupils to comply with the school rules on mobile phone and internet use.
  • Follow up and follow through with pupils who ignore the rules.
  • Actively involve parents and/or the Parents’ Association in awareness raising campaigns around social media.
  • Actively promote the right of every member of the school community to be safe and secure in school.
  • Highlight and explicitly teach school rules in pupil friendly language in the classroom and in common areas.
  • All staff can actively watch out for signs of bullying behaviour.
  • Ensure there is adequate playground/school yard/outdoor supervision.
  • School staff can get pupils to help them to identify bullying “hot spots” and “hot times” for bullying in the school.
  • Hot spots tend to be in the playground/school yard/outdoor areas, changing rooms, corridors and other areas of unstructured supervision.
  • Hot times again tend to be times where there is less structured supervision such as when pupils are in the playground/school yard or moving
  • Support the establishment and work of student councils.
POLICY ON SCHOOL TOURS AND DAY TRIPS

St. Conleth’s Policy on School Tours and Day Trips

  1. Objectives

    When St. Conleth’s organises tours or day trips, the essential objective is to provide for the educational, cultural, intellectual and social development of the students where such benefits cannot be provided for in-school activities alone. School tours and day trips are intended as an extension and reinforcement of classroom activities and should be designed to include the maximum number of pupils in a class.  They should enhance the learning process of as many pupils as possible by providing educational experiences that the classroom alone cannot provide.
    This policy applies to all activities both during and outside of normal school hours.  It applies where students are clearly identified or identifiable as pupils and in the care of St. Conleth’s College.

  2. Planning and Consultation

    St. Conleth’s adheres to the Department of Education and Science Circular on School Trips. Day trips are sanctioned by the School Principal, and parental request is sought in advance.  In relation to school tours, the final decision rests with the School Manager on the advice of the Principal.  When a tour is in its planning stage, it is best planned in consultation with parents, preferably before the start of the school year and well in advance of the tour dates. The full cost of the tour should be communicated to parents at the planning stage.  This will have the added advantage of facilitating financial preparation with a view to allowing maximum pupil participation.
    Parents/guardians will be notified in advance of all tours and both parents and pupils should sign the appropriate consent form.  In this way, pupils and teachers enter into a partnership promoting good and appropriate behaviour at all times.  Details on the consent form will include any known medical conditions and allergies as well as contact details and contact phone numbers of the next of kin.  Permission should also be given to the group leader from St. Conleth’s College to seek medical attention for a student if required and to keep parents informed by telephone.  This practice will be identified on the school outings permission slip.

  3. Selection of Pupils

    On occasions, a school tour may be oversubscribed and the organisers will determine the most appropriate method of selection of pupils, be it on a first-come first-served basis, or confined to a particular class or age group etc.  Before a pupil is accepted for a tour, his/her behaviour in school will be taken into consideration.   A record or poor and/or inappropriate behaviour before or after the selection process may result in the exclusion of a student from tours and day trips. (Cf. withdrawal of privileges in School Policy on Behaviour.  Note that in certain circumstances where a student is not permitted to attend a trip, or is sent home from a trip due to bad behaviour, monies may be lost if paid in advance.

  4. <43>Insurance

    St. Conleth’s College will ensure that adequate insurance cover is in place and that written parental approval is obtained for each pupil to take part in the tour.  Such written approval must not seek to devolve any liability to the parent for any aspect of the tour

  5. Tour Documentation

    The onus is on pupils and their parents to ensure that they have all the necessary up-to-date documentation well in advance of the tour. If a passport is required for the tour, it is the responsibility of the individual student and his/her parents to ensure that it is in order. All passports must be valid for at least six months following the trip. A photocopy of the pupil’s passport must be included with the tour fees.

    NOTE: Some students who are not Irish citizens may need a visa to enter another country.

    Parents will be informed in good time if there are any mandatory or recommended inoculations required for the tour and that the onus is on them to make arrangements for their son /daughter to receive them
    All pupils should also have their E111 or European Health Insurance Card for travel to countries in the EU

  6. Code of Behaviour on Tours and Day Trips

    St Conleth’s Code of Behaviour applies to all school tours and day trips.  It is important to bear in mind that when a group of students go on a tour or day trip, they are representing the school at all times. Parents are also entering into a partnership with the school in the promotion of appropriate and acceptable behaviour at all times.
    It is important to note that in conjunction with the St. Conleth’s Code of Behaviour, certain specific rules also apply to school tours and day trips. (Cf Appendix 1) Prior to going on a school tour, the group leader will inform both the pupils and the parents of the specific rules which must be adhered to for the duration of the trip. Furthermore, specialised tours (e.g. ski trips or those involving certain physical activities) necessitate additional rules and the students will be informed of these in advance.  Any incidents of bad behaviour reflecting upon the school will be regarded as a serious breach of discipline and may result in a student being sent home at the expense of the parent.
    The school will review the effectiveness of the School Policy on Tours and Trips on a regular basis. The review will take cognizance of changing legislation, information and developments in the school as well as feedback from teachers, group leaders, parents and pupils.

Appendix 1  Behaviour on School Tours 

  • Good behaviour is demanded at all times. It is important to note that the School Policy on Behaviour is applicable to all school trips and must be taken in conjunction with the specific rules governing trips.
  • On school trips, the health, safety and security of the students and teachers is at all times paramount. No action or activity by any individual/s should ever be allowed to undermine the health, safety and security of another individual or the group
  • Please note that St Conleth’s College is a nut free school.  All precautions should be taken to ensure that no nuts are bought, brought or consumed on school trips.
  • Students must be cooperative at all times and do as they are told by the group leader.  At particular at times such as in airports, train stations etc. the utmost co-operation is essential and the group must at all times stay together.
  • Punctuality and good time keeping are essential at all times during the trip. Individual students should not delay departures or hold up events by not turning up on time and/or prevent others from doing so
  • No student may leave the group at any time and go off on his/her own unless under special circumstances and at the direction of the group leader.
  • In places where the public gather such as restaurants, museums, galleries and hotels etc. students must have due consideration for others and respect their right to enjoy themselves without disruption of any kind
  • The dress code for students (outside of the school uniform being worn) should at all times be neat/casual. In certain countries due deference must be paid to the local practices and customs pertaining to dress. The group leader reserves the right at any time to ask a student to dress appropriately.
  • The rules of the hotel must be adhered to, and any incidents that take place must always be reported to the group leader.  Breakages and damages must be paid for
  • Students must leave public areas clean and tidy. In bedrooms, clothes and belongings should not be strewn around the place.  There should be no running in the corridors, banging doors, shouting out loud and in and out of each other’s rooms.  Bear in mind that there are other guests in the hotel  who should be treated with due consideration and respect
  • Parents should be discouraged from giving their sons/ daughters excessive amounts of pocket money.  The group leader will recommend to parents a suitable amount of spending money per student in advance of the trip in question.
  • Smoking or vaping is not permitted at any time. The possession of and/or consumption of alcohol by students is strictly forbidden. Any form of substance abuse, including the purchase, sale, possession and use of same will result in the student/s being sent home and the school Policy on Substance Abuse will be strictly enforced.
  • The irresponsible use of mobile and camera phones will result in their confiscation. (See rules governing the use of mobile phones in the Code of Behaviour Policy. It is recommended that parents should refrain from contacting their sons/daughters by phone during the course of the trip unless in the event of an emergency. Such communication is best done through the group leader or through the school.  Use of mobile phones will be at the discretion of the group leader and may be subject to change depending on the nature of the trip.
  • Students should always be aware of cultural and social differences in the country they are visiting.  They should also understand that certain gestures, comments, modes of dress and behaviour, which may be acceptable at home, might be regarded as offensive in the country visited
  • Students should be aware that items legally available for purchase in other countries may be illegal in Ireland and result in their confiscation
  • Bear in mind that in the event of a criminal offence being committed, it is the law of the country in which the offence took place that is applicable and not Irish law
  • All communication regarding any serious incident which may arise on a trip will first be communicated by the group leader to the school principal/manager and then to the parent when necessary.
  • Any pupil found to be in serious breach of any of the rules in the school’s Code of Behaviour, the school principal/manager must be informed immediately.
  • In exceptional circumstances, the group leader reserves the right to send a pupil home accompanied by a teacher, at his parents’ expense.
  • Depending on the nature of the trip, the group leader may use his/her discretion in certain matters but this will be communicated to the parents in advance.

Updated: September 2017

POLICY ON APPROPRIATE USE OF TECHNOLOGY

St Conleth’s Policy on the Appropriate Use of Technology
(Electronic Devices and ICT Acceptable Use Policy)

Introduction

St Conleth’s College accepts that the use of technology and electronic equipment is increasingly part of school life and that both students and staff in St. Conleth’s College use such equipment on a day-to-day basis.

St. Conleth’s provides access to networked computers to support students’ educational needs.  For the most part, this equipment is the property of the school, though in some cases it may belong to individuals who are permitted to use such equipment on the school premises or at home.

For the purpose of this document, technology/electronic equipment includes, any mobile computing devices e.g. laptops, PC tablets, cameras, mobile phones, sound and or video equipment and any device which may be used to record, store and/or transmit digital or electronic files, pictures or sound.

The purpose of this policy is to define the acceptable use of IT and electronic equipment (both school property and personal property) within the school.  This policy is an extension of the School Rules, covering specifically the use of the St. Conleth’s College network and any computer equipment connected to it.

School Computer Facilities

Overview

St Conleth’s College allows all students access to our computer network, enabling them to use standard applications (word processing, spreadsheet, database etc) as well as online facilities such as the Internet and electronic mail. Each student is issued with a username, password and an e-mail address at the start of his/ her school career.

Access to the school computer network is a privilege and it is each student’s responsibility to use the network for educational purposes, subject research, project work and school business at the direction and discretion of the teachers. Students are encouraged to make use of IT facilities in support of their studies in all subjects, including the writing up of coursework assignments.

Subject to the specific rules below, the use of technology within St. Conleth’s or on school trips, or in any way which affects life in St. Conleth’s, is acceptable only when the general health and welfare of others is not put at risk.  At no time is it acceptable to use any technology for the purposes of bullying, intimidation or hurting others.

NOTE

It is important to note that the St. Conleth’s College provides a network environment in which students can assume that their legitimate use of computers and the data that they store are secure against interference by other users. However, students should not assume that their activities are completely private.

Authority has been delegated to St Conleth’s IT Department to determine appropriate use and to monitor user accounts and fileserver space as judged necessary. Hence, records of usage, files that have been stored, and e-mail messages that have been sent or received may be scrutinised by the members of staff responsible for management of the network either a) during routine system maintenance, or b) if there is reason to suspect misuse of the network.

Rules governing the use of computers

    1. General Conduct and Use

      • No student is allowed to use the computer room unsupervised (i.e. without a teacher present)
      • Only one student should be seated and working at a computer at any one time.
      • Students should conduct themselves properly and show consideration for others
      • No food or drink may be consumed whilst using ICT Equipment.
      • Any malfunction of equipment or damage to computers, furniture or fittings should be reported to a member of the St Conleth’s ICT Department without delay.
      • Before leaving a computer, students must always log off the network and check that the logging off procedure is complete.
      • Students using the computer room must leave the computer rooms in good time to arrive punctually for their next timetabled lesson
      • Chairs should be placed tidily in the room before leaving.
    2. Using the Network

      • When logging on to the network, a student must always use his/her own user identification and password.
      • If a student forgets or loses his/her logon password, he/she is obliged to immediately acquire a new one from a member of the IT team
      • Students must never divulge their passwords to other students or to users of computers outside the School. Any student who suspects that this has happened accidentally should change his password without delay.
      • Students must never log on to the network with another user’s account or log on as a system administrator.  Such action will be treated as a serious offence, as will any attempt to interfere with data stored on the network by another user. These activities are in fact illegal.
      • The St Conleth’s network and/or other networks connected to the Internet must not be vandalised. This includes tampering physically with the equipment, altering the settings, modifying or destroying data, installing software, hacking into unauthorised areas, or uploading or creating computer viruses or otherwise.
      • It is strictly forbidden to attempt to share drives, folders or files across the network.
      • Students must not purchase goods or services via the school computer network.
      • Students must not use computers to send offensive, indecent, abusive, discriminatory, racist or harassing material to others. Harassment includes, but is not limited to, the sending of unwanted e-mail.
      • Students must not access or try to access inappropriate sites or try to circumvent the school filtering system
      • Students must not use school computers for any form of illegal activity, including software and music piracy
      • It is a breach of school rules and the State Examinations Commission to pass off another’s work as your own. This prohibition extends to information accessed electronically as it does to that obtained in other ways.
      • Students must comply with the restrictions placed on certain kinds of usage; including the playing of online games which is strictly prohibited.

      NB. Students using the computer room in class must have the permission of their teacher to print material.

Using the Internet and E-mail

The Internet represents an important learning resource to search for information related to school subjects or school projects and its use is encouraged. Each student in the School has access to the Internet and e-mail account.  Students are given training in the effective use of the Internet as a research tool.

The School’s Internet access for laptops is via the HEAnet (Broadband for schools) a company that has been involved with IT in education for many years. The advantage of HEAnet is that it seeks to deny access to web sites known to contain offensive or inappropriate material.

All other Internet access via the school network is filtered and monitored by the schools Sonicwall.  Both filters are continually updated, though there can be no absolute guarantee that unsuitable material is never accessible to users.

E-mail

All senior students have a St. Conleth’s e-mail account.  In school, students may use their college e-mail account only and none other. Students who access their school e-mail outside of the school must abide by the AUP rules for use of the school’s e-mail facilities.  A student must never use the school’s e-mail facility to bring the school into disrepute or send e-mails which are offensive, indecent, abusive, discriminatory, or racist

The use of web-based e-mail (e.g. Hotmail, Yahoo mail etc) is prohibited.  Students should be aware of St. Conleth’s responsibility to report inappropriate activity to the relevant authorities. It is also important to note that thoughtless use of e-mail and the Internet may jeopardise a student’s personal safety either in school or outside school.

Internet Chat

  • Students may not create, access or use chat rooms
  • Students may not create, access or use instant messenger (IM) programs
  • Students may not create, access guestbooks, message boards or bulletin boards
  • Students may not create, access or contribute to a Web Log (Blogging)

E- Mail and Personal Safety

Students should:

  • Never arrange a meeting in person with anyone they have “met” or only communicated with by computer, without prior parental approval.
  • Not respond to messages or bulletin board items that are indecent, suggestive, belligerent, discriminatory, threatening, or which make the student feel uncomfortable or unsafe in any way. If such a message is encountered the student should report it to the IT team, his/her form teacher and parents.
  • Be aware that any person they “meet” or communicate with online may pretend to be someone else.
  • Remember that anything they read online may not be accurate.
  • Ignore offers that involve either financial transactions or personal meetings.
  • Not disclose any personal details, such as their home address or telephone number, across the Internet.

Mobile Devices (including laptops)

Overview

The number of mobile devices that may or may not be connected to the School network is increasing dramatically. For the purposes of communicating over the School network a mobile device will require an IP address. This is picked up automatically from the server.

Rules (These rules apply to all Mobile Devices):

  • Students may only connect a device to the College Network Student Wifi.
  • Students may only attach a mobile device using wireless networking
  • Only mobile devices with up-to-date anti-virus software where deemed necessary ie Windows laptops may be connected to the College Network and students should ensure that their devices are properly protected from viruses.
  • Under no circumstances should computers, printers or other devices be detached from the network to make way for a mobile device.
  • No mobile device may be plugged directly into any network point, switch, hub or router.
  • The sharing of mobile device local drives, folders or files across the network is strictly forbidden.
  • No servers of any description should be attached to the network.
  • Students are responsible for the material that exists on or is accessed via their mobile device. The ICT Department are empowered to scrutinise, and if necessary retain for further investigation, any mobile device which is or has been attached to the network.
  • Conleth’s College cannot accept responsibility for any damage, howsoever caused, to personal mobile devices or their contents (files, folders etc.).
  • All the above rules of usage for Internet access and computer usage continue to apply.
  • It is the responsibility of the owner to ensure that he has a licence for all software installed on his/her mobile device.
  • No software should be run on a mobile device during lessons which is not appropriate to that lesson.

Sanctions For Misuse of Computer Facilities

Misuse of the computer facilities, the internet and/or mail facilities will result in disciplinary action, withdrawal of access privileges and in extreme cases suspension or expulsion.
Parents will be informed when serious breaches of the Acceptable Use Policy have occurred. The school also reserves the right to report any illegal activities to the appropriate authorities.

NOTE:  This policy document is subject to ongoing review

September 2017

POLICY FOR RESPONDING TO CRITICAL INCIDENTS

St. Conleth’s Policy for Responding to Critical Incidents

What is a Critical Incident?

“A critical incident is any incident or sequence of events which overwhelms the normal coping mechanisms of the school”

Examples may include:

  • Death through illness of student/staff Sudden death of student or staff member
  • Road Traffic Accident School trip accident
  • Serious school accident Drowning
  • Suicide Unforeseen tragedy (eg school fire)
  • Death due to violence School Siege

Critical incidents and the seriousness of their impact may be listed under three response headings:

  • Response Level 1 e.g. the death of a student or staff member who was terminally ill
  • Response Level 2 e.g. the sudden death of a student or staff member
  • Response Level 3 e.g. an accident/incident or deaths involving a number of students; or a violent death with a high media profile

Critical Incident Policy

The object of this policy is to set out the nature and format of the coping skills the school and ancillary services need to apply when the unimaginable happens. It also deals with the assigning of key administrative tasks to various members of staff. It is important to note that the strategies outlined in this policy should be viewed in conjunction with the following documents

  • Responding to Critical Incidents: Guidelines for Schools: DES
  • Responding to Critical Incidents: Resource Materials for Schools : DES
  • St. Conleth’s Health & Safety Policy
  • St. Conleth’s Pastoral Care Policy
  • St. Conleth’s Behaviour Policy

St. Conleth’s Critical Incident Management Team (CIMT)

In the event of a critical incident St. Conleth’s will immediately put in place the management/ planning team of key personnel known as a CIMT.

The composition of the St. Conleth’s CIMT is as follows:

  • CEO
  • Principal of the Secondary School
  • Principal of the Junior School
  • Deputy Principal
  • Pastoral Care Team Convenor

NOTE Because of the nature of St. Conleth’s with a primary and secondary school sharing the same buildings and the close ties between the two, it is both expedient and appropriate to have the same critical incident policy applicable to both

Depending on the seriousness of the incident, others may be co-opted to the CIMT if deemed necessary. They may include:

  • Chairpersons of Parents’ Association
  • School Captain
  • School Chaplain
  • NEPS Psychologist
  • A member of the Garda Siochana (Donnybrook)

Any member of the CIMT will have the option to opt out at any stage in consultation with the principal. Depending on the incident, The CIMT may also need to liaise with other bodies such as the DES, SEC, ASTI. NEPS

Immediate Role of CIMT

In the event of a critical incident the Principals and/or Deputy Principal will contact and convene a meeting of the CIMT: The Principal or in his absence the Deputy Principal will chair the meeting. The CIMT will put the Critical Incident Management Plan into operation.

The Critical Incident Management Plan (CIMP)

The CIMP is put in place to help St. Conleth’s school management and staff react quickly and effectively in the event of an incident. It is designed to help the school cope with a critical incident and maintain a sense of control and to ensure that appropriate support is offered to students and staff.

The plan will ensure that the effects of a critical incident on the students and staff will be limited and that the school can return to normality as soon as possible. Notice should also be taken of the SPHE (Social, Personal and Health Education) programme in schools which addresses such issues as grief, loss, stress and anger

Activating the Plan

The CIMT will do the following:

  • Establish accurate facts about what happened, when it happened, how it happened and the number and names of students and/or staff involved; the extent of injuries and location of those injured
  • Agree on the facts
  • Discuss what agencies must be contacted (Cf. Emergency Contact List below)
  • Discuss the need to close the school. However, it is always important to maintain as normal a routine as possible
  • Delegate responsibilities within the CIMT and allocate any necessary jobs to be carried out. These might include contacting relevant embassy or consulate if the incident occurred abroad; visiting incident site and/or hospital; arranging for collection of personal belongings; arranging transport; arranging home visits by staff representatives: deciding on rooms for parents, students and/or media to assemble etc. For some or all of the above it may also be necessary to draw on the assistance of staff members who are not part of the CIMT
  • Discuss how to break the news to relatives and close friends: who should do this? (They should always be told separately)
  • Discuss how to identify vulnerable students
  • Call a whole staff meeting (including ancillary staff) for a briefing when the above is done
  • Prepare a press statement if necessary
  • If appropriate call a school assembly and inform student population as calmly as possible

The Media

If an incident attracts a lot of publicity, local, national or international, the CIMT will decide who will deal with the media. It is recommended that this be done by the School Principal and/or School Director/School Manager. Teachers and students should be advised against talking to the media and/or providing photographs or memorabilia of the deceased.

See Section 9 of DES Guidelines for Schools Responding to Critical Incidents

Talking to Staff

  • Call a meeting of all staff and allow everyone to express their views and feelings. No one should feel ignored. NOTE: The role of the Pastoral Care Team Convenor is important here
  • Discuss with staff what facts will be shared with students
  • Decide on the best way to inform students (e.g. school assembly: class by class/ form teachers). Students may need to be informed in an age appropriate manner
  • Agree on schedule for the day.
  • Establish contact with absent staff and students. Keep staff updated and dispel rumours
  • Allow any teacher who feels uncomfortable to opt out of playing a role.
  • Staff should be advised not to talk to the media or to give photographs to the press

NEPS: National Educational Psychological Service

If the services of NEPS is required, its response generally involves:-

  • Planning – helping management to assess the significance and impact of the event, to draw up a plan, to mobilise the schools resources and access other support systems
  • Information and Advice – providing information and advice to management and staff as they come to terms with the situation
  • Support – being available for consultation to school staff as they support the students. The is may involve support meetings at the beginning and end of the school day
  • Screening – working with teachers to identify students who are most in need of support and developing procedures for reviewing their needs and for outward referral if necessary

NOTE: NEPS does not provide counselling but rather immediate short-term support information and advice. The psychologist may see a student about whom there are particular concerns and may advise the school and the student’s parents as to whether an onward referral is necessary. Parental permission is required.

It is envisaged that the number of individual students seen by NEPS will be minimal. The psychologist may also meet with a class group or other group of students to support them in talking about what has happened and to give them information about the normal reactions to such an event.

Talking to Parents

The CIMT will decide if it is necessary to convene a meeting of parents in order to show support and to disseminate information. The psychologist may attend this meeting to outline the role of NEPS, answer questions and advise how parents can best support their children.

NOTE: Parents not directly affected by the incident, should be advised not to allow their children to be interviewed by the media or to provide photographs or any memorabilia pertaining to deceased staff or students.

Talking to Students

  • In times of tragedy, young people need support from adults who know them best.
  • The teachers in St. Conleth’s have this invaluable experience.
  • They also have the competence and skills in dealing with students.
  • They are the best people to provide this support.
  • The CIMT and the teaching staff (and form teachers in particular) will be in a position to identify vulnerable students)
  • Partnership with parents is also important in this regard

The over riding principle is the need to promote the safety and well-being of students and to prevent further distress. A very distressed student may need individual support. Teachers should give students the opportunity to talk about what happened and temporarily shelve all academic activities if necessary.

Routine for students is very important in time of tragedy. In the hours, days and weeks following an incident, normal routine should be maintained. In a classroom environment reassure the students that it is OK to be upset. This can best be done by the Form teacher or individual teachers. NOTE: It is important to empathise, reassure, validate feelings encourage talking if they want to talk, allow questions and to listen.

Services Funerals, Memorials following a CI

The CIMT should

  • Designate a suitable staff member to liaise with the family to extend sympathy
  • Clarify the family’s wishes regarding the school’s involvement in the funeral/memorial service and the nature and form of service & readings.
  • Decide on attendance at funeral/s
  • Have regard for different religious traditions and faiths
  • The wishes of the families must always be respected (when reasonable and
  • appropriate)

Offers of Help following a CI

Schools may at times be overwhelmed by many offers of help from individuals and agencies especially when a major incident occurs. The CIMT should co-ordinate offers with the co-operation of the NEPS. In the event of a major incident, one dedicated phone line should be opened. All phone calls should be logged and all offers of help from individuals and agencies should be noted. Over supportive, well meaning or “interfering” personnel, be they parents, or outside agencies should be discouraged from hijacking the CIMP .

Returning to Normal School Activity

It is essential to return to normal school activity as soon as possible. Students should be reassured that returning to normal school activities is not disrespectful. However, this should not adversely affect the follow up work which may need to be carried out in the weeks, months, years, following a critical incident. The goal of a follow-up is to help the school community cope with the impact of the event in the longer term and to monitor those individuals with ongoing difficulties

  • After an incident there will be “normal” distress often lasting several weeks or even months
  • Students who show ongoing signs of distress may need to be referred on
  • The CIMT should discuss the return to school of the bereaved students/s
  • In the long term the school may need to consider what to do by way of a memorial.
  • Remember that anniversaries may trigger emotional responses in students/staff
  • While one must never forget, there must be eventual closure within the school and community to the CI

Suicide

A school’s response to a death by suicide comes within the ambit of a critical incident.

One should also read and note the content of the following documents:-

  • Section 7 of the DES Guidelines for Schools responding to Critical Incidents
  • Guidelines for Schools on How to Respond to the Sudden Unexpected Death of a Student. :AST1 1997
  • Coping with a Major Crisis: City of Dublin VEC Psychological Services
  • When Something Terrible Happens: VEC Psychological Service
  • Reponding to a Critical Incident (Reviewing the Policy)

Like all school policies, the above policy should be subject to ongoing review. It is recommended that the CIMT should meet annually to reassess the policy.

If a critical incident occurs, the review should ask the following questions

  1. What worked? What didn’t work?
  2. What has the school learned?
  3. Were there unforeseen circumstances?
  4. What would one do differently?

Updated September 2017

POLICY for Administration of Medicines

St Conleth’s has a duty to safeguard the health and safety of pupils when engaging in authorised school activities, this does not imply a duty upon teaching or administrative staff to personally undertake to administer medicines.

Medication/medicines in this policy refers to medicines, tablets and sprays administered by mouth and automatic injection devices (eg. anapen) used in cases of anaphylaxis.

  • Parents are requested to complete in full the medical section of the Entrance Form before their child starts school;
  • Any new information can be updated by parents on School base but parents should also inform the School Principal and Class/Form Teacher in writing;
  • Parents are requested to inform the Principal in writing of any medical condition such as asthma, epilepsy, diabetes, allergies and to meet with the Principal to arrange safe storage of medicines and explain procedures to be followed re administration of medicines in cases of emergency;
  • Parents are requested to inform the Class/Form Teacher of any medical condition suffered by their child and symptoms that may present;
  • Pupils may not bring nuts or any item with nut traces to school;
  • Teachers and administrative staff are instructed not to administer medication except in the case of emergency;
  • No staff member can be required to administer medication to a pupil;
  • In administering medication to a pupil in cases of emergency staff members will exercise the standard care of a reasonable and prudent parent.

Reviewed Jan 2018

SENIOR SCHOOL RULES AND POLICIES

Senior School Code of Behaviour

St. Conleth’s Code of Behaviour Policy

September 2017

Preamble

The St. Conleth’s Code of Behaviour and Discipline reflects the Catholic ethos of the school as outlined in the School Prospectus and the School Plan. Clear rules and procedures consistently and fairly applied are necessary in order to ensure that the school is a place where teaching and learning can take place and where all students will feel secure.

St. Conleth’s code of behaviour is a set of programmes, practices and procedures that together form the school’s plan for helping students in the school to behave and learn well. This code of behaviour is intended to help the school community promote the school ethos, as well as policies, procedures and practices that encourage good behaviour and prevent unacceptable behaviour. It also assists teachers, students and parents to work together for a happy, effective and safe school.

At the start of the year, pupils are made aware of the rules and the standards of behaviour expected of them. They are informed of the procedures which will be followed and the sanctions which will be applied when misbehaviour arises.

Although the responsibility for upholding the Code of Behaviour rests principally with the teachers, the support of parents and guardians is also crucial. In drawing up this Code, the requirements as set out in the Education Act 1998 and the Education Welfare Act 2000 have been taken into account. As the Code is a living document, it will be subject to regular review.  

In August 2008, the NEWB(National Education Welfare Board)now known as TUSLA published Developing a Code of Behaviour: Guidelines for Schools, which St Conleth’s has taken into account in auditing and updating our Code of Behaviour. St. Conleth’s acknowledges that the aforementioned guidelines have their basis in law and that the guidelines supersede DES Circular M 33//91: Guidelines towards a positive policy for school behaviour and discipline: A suggested school code of behaviour and discipline for post primary schools

The Education (Welfare) Act 2000 Section 23 (2) sets down what must be included in a school’s code of behaviour. They are:

  • The standards of behaviour that shall be observed by each student attending St. Conleth’s
  • The measures that will be taken when a student fails or refuses to observe those standards
  • The procedures to be followed before a student may be suspended or expelled from the school
  • The grounds for removing a suspension imposed in relation to a student
  • The procedures to be followed relating to notification of a child’s absence from school

Aims of the Code

  • to promote good behaviour and to encourage self-discipline in all
  • to create a disciplined environment in which teaching and learning can take place
  • to ensure the health, safety and welfare of everyone within the school
  • to promote the moral and social development of each pupil giving him/her the necessary skills to enable him/her to play his/her part as responsible members of society
  • to respect school property and the school environment
  • to respect the rights and opinions of others

Good Behaviour

The Code seeks to adopt a positive approach to the kind of behaviour the school wishes to promote. Good manners, courtesy, co-operation and respect for others and for their property are paramount. Every student has the right to enjoy both learning and leisure time in school and to regard it as a place where they can relate in a positive manner towards their teachers and to each other based on tolerance and respect. The school places particular emphasis on good behaviour acknowledging it when it is apparent as well as recognising the individual and collective achievements of the students. Rewards may include:

  • Personal praise of a pupil by a teacher
  • Special mention in assembly, in the newsletter and on school notice boards
  • The awarding of prizes for high achievement or effort in many different disciplines

 School Rules

A list of School Rules is printed each year in the School Journal (See Appendix 1) and discussed with parents before the start of the school year. These Rules form the basis of the Code of Behaviour, and have been drawn up to facilitate the smooth running of the school. It is expected that pupils and parents will co-operate and work positively at all times with the School Rules which must be taken in tandem with the overall Code of Behaviour and relevant school policies.

Classroom behaviour

The classroom is a place where pupils have a right to learn and teachers have a right to teach. Each pupil has a responsibility for maintaining a high level of personal behaviour and co-operation. For example, arriving in school and to class on time; keeping the classroom tidy; organising books and materials; completing homework (Cf. Homework & Study Policy) and accepting instruction from your teacher, all contribute to a positive learning environment.

Out-of-Class Behaviour

The school environment should also be kept clean and pupils should feel safe at all times while on the school premises. Any form of behaviour which may result in damage to property or which places others at risk must be avoided. When travelling to or from school and in the vicinity of the school, students should always behave in a manner which reflects well on both themselves and the school. (This includes adjoining roads, Herbert Park, local shops, local bus stops) Note: The school also has a specific Policy on School Tours.

 Sport & Extra Curricular Activities

Sport is an essential part of the school curriculum and all pupils are expected to take part unless otherwise excused. The school also encourages pupils to participate in the many extra-curricular activities on offer. It is important that students give a high level of commitment to whatever activity they take on. Those selected to represent the school in games, matches or competitions should respond readily with commitment and should regard this as an honour. They should be conscious of the fact that they are role models for others and should act accordingly.

Attendance & Timekeeping

Regular and punctual attendance is essential to the continuity of learning. Sanctions will be imposed for persistent lateness. (See school policy on Lates) A written explanation by a parent or guardian must be given for any absences or lateness. Whenever possible, medical or dental appointments should be arranged outside class hours. It is emphasised that the onus is on students to catch up on work missed whenever they are absent from school. It is important to note that each year reports of student attendance are made to the TUSLA. Any student who is absent for 20 days or more, must be reported to the TUSLA in accordance with the Education Welfare Act 2000.

Bullying

Bullying in any form is totally unacceptable. If detected, it will be acted upon immediately. Anyone who becomes aware of, or suspects such activity on the part of any pupil or pupils should inform an appropriate person in authority. In dealing with such matters, the greatest care is shown in recognizing the needs to protect and support all victims and also to address problems encountered by those who engage in bullying.
(Cf. School Policy on Bullying)

Health & Safety

It is in everyone’s interest that the school should be a safe and healthy place. Every member of the school community has a responsibility to take the greatest care in avoiding accidents or putting others at risk by thoughtless behaviour. Pupils must acquaint themselves with safety procedures, recognising that there are particular dangers present in areas such as the laboratory, the sports hall, the canteen etc. Any pupil who becomes aware of any unusual dangers should immediately bring them to the attention of the teachers.
(Cf. Health & Safety Statement)

School Uniform

The full school uniform should be worn in school and on the way to and from school and at all official school functions. Official sports gear must also be worn when required. Students who are not in full uniform may be sent home or may have other sanctions imposed. Untidy dress and appearance is not acceptable. Hair must be of a conventional length. Boys must be clean–shaven. Excessive jewellery or make up will not be permitted. Body piercing and dyed hair will result in sanctions.
(Cf. Rules on School Uniform & Personal Appearance in School Journal)

Alcohol, Smoking and Illegal Substances

Smoking or the consumption of alcohol is strictly forbidden and offences in this regard are likely to lead to suspension. The possession, use or supply of illegal drugs or substances is an extremely serious offence.
(Cf. Substance Abuse Policy)

Action may also be taken against other students, who indirectly facilitated or supported those engaging in such practices. Smoking of e-cigarettes is also a breach of school rules.

Mobile Phones

It is accepted that mobile phones are widely used by students and may be brought into the school at the owner’s risk. They should be switched off during class time and should not be seen or heard during the day. Mobile phones may not be used between classes or during breaks without the specific permission of a teacher. Otherwise they will be confiscated for a minimum of a week. Parents are requested to contact their sons/daughters through the school landline. Further offences will merit a longer period of confiscation. Phones must never be used to photograph or record any student, teacher or member of staff in the school itself or in the vicinity of the school or at school outings without permission and/or to use such photographs to harass, undermine, intimidate or bully others.

Procedures

  • All incidents of misbehaviour should be documented and recorded.
  • The classroom teacher will manage behaviour within his/her class and seek to resolve any day to day issues which may arise within the class.
    (Cf. Guidelines for Teachers on Classroom Behaviour)
  • Only when the class teacher has exhausted all courses of action does the teacher refer the matter to the Form Teacher and/or to the Deputy Principal.
  • The Deputy Principal will inform the Principal of serious breaches of discipline when further action may be required. Continuous behavioural problems may also be referred to the school’s pastoral care team, guidance counsellor or outside agency with parental approval.

Sanctions

When problems of discipline arise, parents will be informed that sanctions will be invoked. A student may be removed from class while an incident or situation is being investigated prior to any formal sanctions being imposed. Sanctions may include:

  • Being given a verbal reprimand or warning
  • Writing a note in the Journal
  • Contacting the parents and seeking parental support where necessary
  • Being reported to the Form Teacher/Deputy Principal
  • Detention
  • Being detained at lunchtime, after school and/or on Saturday mornings.
  • Withdrawal of privileges ( eg. permission to leave school at lunchtime)
  • Doing School Community Service
  • Being reported to the Principal
  • Being suspended from class or school by the Principal
  • Referral to the pastoral care convenor or outside counsellor
  • Suspension
  • Expulsion

Suspension

Suspension will be imposed when the Principal is satisfied that it is warranted for serious offences or where a student has failed to respond to other forms of sanction for repeated misbehaviour. Appropriate advance notice is given and suspension will be imposed for a fixed number of days, at the expiry of which the student may return to school. Contact is also made with the parents/guardians to discuss the matter and to outline the conditions under which such a return may be permitted. The student may also be asked to give both an apology and a written commitment to good behaviour before being permitted to return to school.

Expulsion

In St. Conleth’s the Manager* reserves the right to expel any student who puts the health and welfare of other students or staff at risk, or any student who engages in persistent or very serious misbehaviour which undermines the ethos of the school or the education of other students or the work or the school staff. Parents/guardians will be informed in writing of the allegations and the sanctions which may result subject to consideration by the Manager. Parents (and students over the age of 18) will also be informed of their right to appeal such a decision under Section 29 of the Education Act 1998. *The manager may act on the advice of the Principal. But the final decision rests with him/her.

It is important to note that on the admission of their son/daughter to St. Conleth’s parents agree in writing to abide by the rules of the school. In issues of serious misbehaviour, the school applies the principle of natural justice and students will be given a right of reply.

Follow Up

The Code of Behaviour is under constant review. Staff meetings afford the opportunity to discuss the Code of Behaviour on a regular basis and to look at specific incidents which may arise from time to time and their repercussions on individual students, teachers and the school body. In such cases, questions should be asked as to whether the current policy has provided a satisfactory mechanism to deal with a particular issue. If not, how should things be changed?

The goal of the follow up in the immediate aftermath of an incident is to help the school to decide whether a review of the Code of Behaviour is warranted. In the case of persistent bad behaviour, the rules referred to above are applied. The key consideration is a positive approach to school behaviour. If necessary, referral procedures (including onward referral) may be considered. Consideration may also be given to the formation of a group of facilitators (or one facilitator) to help St. Conleth’s embark on the development of an ongoing positive approach to discipline and the resolution of existing difficulties. New initiatives, within the boundaries of existing rules and legislation will always be considered.  

APPENDIX 1 ·

School Rules (as in current School Journal)

  1. Respect and courtesy must be shown at all times to fellow students, teachers and the wider community.
    Bad language is not acceptable.
  2. Proper behaviour is expected at all times.
    Any complaints arising from misbehaviour outside school will result in disciplinary action.
  3. Herbert Park is out of bounds for First, Second and Third Years, unless accompanied by a teacher.
    No student may leave the school during the day without permission.
  4. School dress code must be adhered to. A neat and tidy appearance is essential.
  5. Absences and lates must be explained in writing in School Journal by parent or guardian.
  6. Tippex and chewing gum are not allowed. School property must be respected.
  7. School Property must be respected and free of litter and graffiti. Pupils will be liable for any damage caused to property.
  8. Smoking in the school or in the vicinity of the school is regarded as a serious breach of discipline.
  9. Mobile phones, and/or other electronic equipment which detract from teaching and learning will be confiscated.
  10. Students must comply with the schools Acceptable Use Policy for the Internet and Computers.
  11. Suspension is enforced in cases of serous misdemeanours or repeated instances of misbehaviour.
  12. Sound study habits should be developed and proper maintenance of belongings, i.e. books, copies, Journal, lockers is expected.
  13. The Manager reserves the right to expel any pupil who, in his opinion, is guilty of persistent neglect of studies, misbehaviour or insubordination.

These rules to be signed by the student and Parent/Guardian at the beginning of the school year.

Legislation and References

  • Bunreacht na-hEireann 1937
  • The European Convention on Human Rights (1950)
  • The UN Convention on the Rights of the Child (1989)
  • Education Act 1998
  • Education (Miscellaneous Provisions) Act 2007 (Amends provisions of Section 29 of
  • The Education Act 1998
  • Education Welfare Act 2000
  • Ombudsman for Children Act 2002
  • Education of Persons with Special Needs Act 2004 (EPSEN Act)
  • Disability Act 2005
  • Non-Fatal Offences against the Persons Act
  • Data Protection Act 1988
  • Data Protection Amendement Act 2003
  • Age of Majority Act 1995
  • All Health and Safety Legislation Acts
  • The Report of the Task Force on Student Behaviour in Second Level Schools
Senior School Special Needs Policy

St. Conleth’s College Senior School

Special Needs Policy

Mission Statement

St. Conleth’s is imbued with the robust Christian values of its patron and its founding family. Religious instruction follows the prescribed Catholic programme under the guidance of an education co-ordinator and the school chaplain but the Christian ethos of the school is also seen and felt in everything we do. This ethos is reflected in a pastoral care that provides the needs of young people at each stage of their development and promotes a sense of care and responsibility to one another and the wider community, both locally and in the developing world. The majority of our students come from Catholic backgrounds, but those of different denominations and faiths have found their experience at St. Conleth’s to be both spiritually and culturally welcoming. St. Conleth’s seeks to provide a fully rounded Catholic education for all of its students by:

  • creating a happy, healthy and safe environment in which all students may develop their own personal gifts and interests, be valued for who they are, and experience true equality with their fellow students
  • celebrating and deepening our Catholic faith through prayer, liturgy, religion classes, and the general fostering of Christian values
  • providing a disciplined environment in which teaching and learning can take place in a spirit of co-operation
  • promoting academic excellence and habits of perseverance in students
  • equipping students with the necessary moral, social and cultural qualities useful for adult life, and offering them guidance regarding their future role and career in society
  • fostering dignity in the workplace and encouraging respect among and between teachers, staff and students
  • ensuring that students and staff of other churches and faiths are respected and encouraged in their beliefs and religious practices
  • respecting students and staff who follow other beliefs and philosophies, and with whom we share common values of equality, peace, justice, dialogue and concern for the less fortunate members of society
  • creating a sense of belonging to our local Parish, and also to the wider community around us and in countries of the developing world, and encouraging our students’ involvement in social and religious activities

S.E.N. Department Mission Statement

St. Conleth’s is committed to providing a fully rounded Catholic education for all its pupils and, in line with its Mission Statement encourages all pupils to reach his/her potential. In order to achieve this goal St. Conleth’s recognises that some students may have special educational needs and where practicable strives to provide for them within the classroom setting. The Department of Education and Skills recognises that the central role of the class teacher in identifying and planning for the needs of all pupils is essential to the effective inclusion of pupils with Special Educational Needs. In all cases, St. Conleth’s strives to integrate students socially and academically, and encourages participation in all school subjects and activities both in and outside the classroom.

Introduction of the New Allocation Model

September 2017 saw the introduction of the New Allocation Model with regard to Special Education Teaching. This new model provides the autonomy for schools to manage and deploy special education teaching support within their school, based on the individual learning needs of the students, as opposed to being based primarily on a diagnosis of disability. Students under the new allocation model are now identified by the school for additional teaching support in accordance with the Continuum of Support Guidelines.

In identifying Students for support, the School takes into account the following:

  • Pupils who were previously in receipt of supplementary teaching from a resource or learning support teacher and who continue to experience significant learning difficulties.
  • Pupils who are identified as having significant needs through a process of ongoing assessment and intervention as set out in the Continuum of Support Process (DES, 2010). This will be evidenced through school-based assessment of attainment, and behavioural, social and emotional functioning and ongoing monitoring of learning outcomes. The school also takes into account needs set out in professional reports, where available.
  • Pupils with mild or transient educational needs including those associated with speech and language difficulties, social or emotional problems, or co-ordination or attention control difficulties. Pupils who have specific learning disabilities.
  • Pupils with significant learning, behavioural, emotional, physical and sensory needs. These pupils need additional teaching support because they require highly individualised and differentiated learning programmes that are tailored to their needs.
  • The schools also carefully considers the needs of other pupils who may present with a range of learning whose interaction may present a significant barrier to the pupils’ learning and ability to access the curriculum.
  • Pupils who have additional literacy or language learning needs including those pupils who need additional English Additional language Support.

The Role of the Classroom Teacher

Section 22 (1) of the Education Act 1998 states the primacy of the teacher in the education and personal development of pupils in schools. The classroom teacher has primary responsibility for the progress and care of all pupils in his/her classroom, including pupils with special educational needs. It is the responsibility of the classroom teacher to ensure that each pupil is taught in a stimulating and supportive classroom environment where all pupils feel equal and valued. The classroom teacher also has a central role in identifying and responding to pupils with additional needs including differentiating the curriculum as appropriate. These responses will be informed and assisted by collaboration with colleagues, parents/guardians and others such as the school’s NEPS psychologist and the local Special Educational Needs Organiser. The classroom teacher will also make specific accommodations for a pupil within the class as a result of concerns about a pupil’s progress, application, communication, behaviour or interaction with peers and the development of a programme of differentiated instruction for that pupil.

Learning Support

A small number of pupils have Special Educational Needs that require support from other teachers within the school community in addition to the support provided by their class teacher. In such circumstances, the classroom teacher will be supported by Special Educational Needs Teachers, who have access to additional training in the area of special education, and who work closely with the class teacher to provide additional teaching support for children with special educational needs.

The classroom teacher, in consultation with the Special Education Teacher as required, will consider ways in which the curriculum can be differentiated or adapted to suit the needs of individual pupils. This may also involve identifying the most appropriate teaching strategies and programmes to meet the child’s needs and deciding  which additional teaching supports  are required. Parents are consulted as part of this process.

Type of Teaching provided

Additional Teaching support can be provided in a variety of ways. The special education teacher might work in the classroom with the class teacher or withdraw pupils in small groups and/or individually for a period of time (depending upon the nature of pupils needs) for intensive teaching of key skills. The range of teaching supports currently includes small group teaching and, where necessary, individualised teaching to address specific learning needs. It is envisaged that, with CPD, team-teaching should be introduced as another form of teaching support.Individualised learning needs can be addressed in a variety of ways and should not be solely equated with withdrawal from class for one-to-one or group tuition, or be seen as “grind classes”.  The provision of support for small groups of pupils, or use of in class support teaching for a number of pupils, as opposed to primarily one to one teaching, also means that qualifying pupils will often be able to receive more support than they otherwise would have done.

Special Needs Team

The Special Needs Team in St. Conleth’s Senior School is comprised of the:

  • Special Educational Needs Coordinator
  • Deputy Principal
  • Learning Support Teachers
  • Special Needs Assistant

The team meets on a weekly basis to discuss the progress of each pupil with Special Needs and works in conjunction with the pupil and his/her parents to offer whatever support possible.

Admission of Pupils with Special Educational Needs

The ethos of the Senior School encourages all pupils to reach their potential and to participate in all school subjects and activities.  Pupils with Special Needs are welcome in St. Conleth’s. The school promotes an inclusive ethos whereby the needs of the majority of the pupils within a mainstream class can be met by differentiating teaching approaches for that class. Where applicants with Special Needs are eligible to attend St. Conleth’s the School Management will request an up to date copy of the applicant’s medical/psychological report. While fully supportive of parents’ rights to have the school of their choice for their children the school’s ability to accept pupils with additional needs is dependent on the resources available.

New Pupils

From information received by the school on the Entrance Form, a list of incoming pupils with additional educational needs is drawn up. A copy of the school’s Special Needs Policy is available on the school website. Parents are also informed of the name of the  S.E.N. Coordinator and are asked to send her a short list of how their child’s special needs present  and how they might impact on her/him in school, as well as a copy of any  Psycho/Educational Report. The S.E.N. Coordinator will organise to meet parents with the pupil’s class teacher as soon as is practicable.

The purpose of the meeting will be an opportunity:

  • For parents:
    • To pass on as much information as possible about their child
    • To go through any Reports on their child, which will be kept on file by the school
    • To express their expectations of St Conleth’s for their child.

 

  • For the S.E.N. Coordinator and the Form Teacher:
    • To offer their support in any way they can.
    • To explain to parents how they will pass on all necessary information to the staff of St. Conleth’s.
    • To clarify the School’s Policy of inclusion, encouragement and participation for all pupils.
    • For 6th Form pupils transferring to St.Conleth’s Secondary School, a meeting will be arranged to meet with the Secondary School’s Special Needs Coordinator to ensure a smooth transition for the student.

Exemption from a subject.

It is important that parents are aware that even if a Psychologist’s Report recommends  an exemption from a subject this can only be granted by the Principal in conjunction with the Department of Education and Skills.

Review and Evaluation

The S.E.N. Department meets twice yearly to review their progress, before Christmas and Easter. A third review is held at the end of the school year. At this stage, a Self-Reflective Questionnaire “ Better outcomes for Students with Special Educational Needs “, is used by the whole staff to examine their existing practices and to identify any changes needed to evaluate their progress in implementing the allocation model.

S.E.N. Coordinator: Caroline Killen

Email:killenc@stconleths.ie
Reviewed January 2019

 

 

Senior School Child Safeguarding Statement

St. Conleth’s College is a senior school providing secondary education to pupils from 1st Year to 6th Year.

In accordance with the requirements of the Children First Act 2015, Children First: National Guidance for the Protection and Welfare of Children 2017, the Child Protection Procedures for Primary and Post Primary Schools 2017 and Tusla Guidance on the preparation of Child Safeguarding Statements, the Manager of St. Conleth’s has agreed the Child Safeguarding Statement set out in this document.

  1. The Manager has adopted and will implement fully and without modification the Department’s Child Protection Procedures for Primary and Post Primary Schools2017 as part of this overall Child Safeguarding Statement
  2. The Designated Liaison Person (DLP) is Dónal Ó Dúlaing
  3. The Deputy Designated Liaison Person (Deputy DLP) is Angelina Hopkins
  4. The Manager recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, procedures, practices and activities In its policies, procedures, practices and activities, the school will adhere to the following principles of best practice in child protection and welfare:
    The school will:

    • recognise that the protection and welfare of children is of paramount importance, regardless of all other considerations;
    • fully comply with its statutory obligations under the Children First Act 2015 and other relevant legislation relating to the protection and welfare of children;
    • fully co-operate with the relevant statutory authorities in relation to child protection and welfare matters;
    • adopt safe practices to minimise the possibility of harm or accidents happening to children and protect workers from the necessity to take unnecessary risks that may leave themselves open to accusations of abuse or neglect;
    • develop a practice of openness with parents and encourage parental involvement in the education of their children; and
    • fully respect confidentiality requirements in dealing with child protection matters.

    The school will also adhere to the above principles in relation to any adult pupil with a special vulnerability.

  5. The following procedures/measures are in place:
    • In relation to any member of staff who is the subject of any investigation (howsoever described) in respect of any act, omission or circumstance in respect of a child attending the school, the school adheres to the relevant procedures set out in Chapter 7 of the Child Protection Procedures for Primary and Post-Primary Schools 2017 and to the relevant agreed disciplinary procedures for school staff which are published on the DES website a copy of which may be found in the Principal’s Office and on Schoolbase.
      In relation to the selection or recruitment of staff and their suitability to work with children, the school adheres to the statutory vetting requirements of the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 and to the wider duty of care guidance set out in relevant Garda vetting and recruitment circulars published by the DES and available on the DES website.
    • In relation to the provision of information and, where necessary, instruction and training, to staff in respect of the identification of the occurrence of harm (as defined in the 2015 Act) the school
      • Has e-mailed each member of staff with a copy of the school’s Child Safeguarding Statement
      • Ensures all new staff are provided with a copy of the school’s Child Safeguarding Statement
      • Encourages staff to avail of relevant training
      • The Manager maintains records of all staff training
    • In relation to reporting of child protection concerns to Tusla, all school personnel are required to adhere to the procedures set out in the Child Protection Procedures for Primary and Post-Primary Schools 2017, including in the case of registered teachers, those in relation to mandated reporting under the Children First Act 2015.
    • In this school the Manager has appointed the above named DLP as the “relevant person” (as defined in the Children First Act 2015) to be the first point of contact in respect of the s child safeguarding statement.
    • All registered teachers employed by the school are mandated persons under the Children First Act 2015.
    • In accordance with the Children First Act 2015, the Manager has carried out an assessment of any potential for harm to a child while attending the school or participating in school activities. A written assessment setting out the areas of risk identified and the school’s procedures for managing those risks is attached as an appendix to these procedures.
    • The various procedures referred to in this Statement can be accessed via the school’s website, the DES website or will be made available on request by the school.
  6. This statement has been published on the school’s website and has been provided to all members of school personnel, the Trustees and Board of Directors and the Parents’ Association. It is readily accessible to parents and guardians on request. A copy of this Statement will be made available to Tusla and the Department if requested.
  7. This Child Safeguarding Statement will be reviewed annually or as soon as practicable after there has been a material change in any matter to which this statement refers.

This Child Safeguarding Statement was adopted by the Manager on …

Date: …

Signed …
Ann Sheppard, 
Manager           

Reviewed February 2018

Senior School Child Safeguarding Risk Assessment

Child Safeguarding Risk Assessment

In accordance with section 11 of the Children First Act 2015 and with the requirement of Chapter 8 ofthe Child Protection Procedures for Primary and Post-Primary Schools 2017, the following is the Written Risk Assessment of St Conleth’s  College Junior and Senior School

  1. List of school activities:

    • Daily arrival and dismissal of pupils
    • Recreation breaks for pupils
    • Classroom teaching
    • One-to-one teaching
    • One-to-one counselling
    • Outdoor teaching activities
    • Sporting Activities
    • School outings
    • School trips involving overnight stay
    • School trips involving foreign travel
    • Use of toilet/changing/shower areas in schools
    • Annual Sports Days
    • Fundraising events involving pupils
    • Use of off-site facilities for school activities
    • School transport arrangements
    • Care of children with special educational needs
    • Administration of Emergency Medicine
    • Administration of First Aid
    • Curricular provision in respect of SPHE, RSE, Stay Safe
    • Prevention and dealing with bullying amongst pupils
    • Training of school personnel in child protection matters
    • Use of external personnel to supplement curriculum
    • Use of external personnel to support sports and other extra-curricular activities
    • Care of pupils with specific vulnerabilities/ needs such as —
      • Pupils from ethnic minorities/migrants
      • Lesbian, gay, bisexual or transgender (LGBT) children
      • Pupils perceived to be LGBT
      • Pupils of minority religious faiths
      • Children in care
    • Recruitment of school personnel including —
      • Teachers/SNA’s
      • Caretaker/Secretary/Cleaners
      • Sports coaches
      • External Tutors/Guest Speakers
      • Volunteers/Parents in school activities
      • Visitors/contractors present in school during school hours
      • Visitors/contractors present during after school activities
    • Participation by pupils in religious ceremonies/religious instruction external to the school
    • Use of Information and Communication Technology by pupils in school
    • Application of sanctions under the school’s Code of Behaviour including detention of pupils, confiscation of phones etc.
    • Students participating in work experience in the school
    • Students from the school participating in work experience elsewhere
    • Student teachers undertaking training placement in school
    • Use of video/photography/other media to record school events
    • After school use of school premises by other organisations
    • Early Morning Drop Off
    • Afterschool Care / Evening Study
  2. The school has identified the following risk of harm in respect of its activities:

    •  Risk of harm not being recognised by school personnel
    • Risk of harm not being reported properly and promptly by school personnel
    • Risk of child being harmed in the school by a member of school personnel
    • Risk of child being harmed in the school by another child
    • Risk of child being harmed in the school by volunteer or visitor to the school
    • Risk of child being harmed by a member of school personnel, a member of staff of another organisation or other person while child participating in out of school activities e.g. school trip, swimming lessons
    • Risk of harm due to bullying of child
    • Risk of harm due to inadequate supervision of children in school
    • Risk of harm due to inadequate supervision of children while attending out of school activities
    • Risk of harm due to inappropriate relationship/communications between child and another child or adult
    • Risk of harm due to children inappropriately accessing/using computers, social media, phones and other devices while at school
    • Risk of harm to children with SEN who have particular vulnerabilities
    • Risk of harm due to inadequate code of behaviour
    • Risk of harm in one-to-one teaching, counselling, coaching situation
    • Risk of harm caused by member of school personnel communicating with pupils in an inappropriate manner via social media, texting, digital device or other manner
    • Risk of harm caused by member of school personnel accessing/circulating inappropriate material via social media, texting, digital device or other manner
  3. The school has the following procedures in place to address the risks of harm identified in this assessment

    •  All school personnel are provided with a copy of the school’s Child Safeguarding Statement on Schoolbase
    • The Child Protection Procedures for Primary and Post-Primary Schools 2017 are made available to all school personnel on Schoolbase
    • School Personnel are required to adhere to the Child Protection Procedures for Primary and Post-Primary Schools 2017 and all registered teaching staff are required to adhere to the Children First Act 2015
    • The Junior School implements in full the Stay Safe Programme
    • The school implements in full the SPHE curriculum
    • The school implements in full the Wellbeing Programme at Junior Cycle
    • The school has an Anti-Bullying Policy which fully adheres to the requirements of the Department’s Anti-Bullying Procedures for Primary and Post-Primary Schools
    • The school has a yard/playground supervision rota to ensure appropriate supervision of children during breaks and in respect of specific areas such as toilets, corridors etc
    • The school has in place a policy and clear procedures in respect of school outings
      (see School Base- School tours and day trips)
    • The school has a Health and Safety policy
    • The school adheres to the requirements of the Garda vetting legislation and relevant DES circulars in relation to recruitment and Garda vetting.
    • Procedures for a vetting disclosure: The Principal (Senior and Junior School) makes an informed decision based on the merits of an individual case
    • The school has a code of conduct for school personnel (teaching and non-teaching staff)
      see school base: Legal Liabilities
    • The school complies with the agreed disciplinary procedures for teaching staff
      (see School Base: disciplinary Procedures for Teaching Staff other than professional Competency;
      Gross Misconduct; Procedures relating to professional competencies issues)
    • The school has a Special Educational Needs policy
    • The school has in place a policy and procedures for the administration of medication to pupils – available on School Base
    • The school —
      • Has e-mailed each member of school staff with a copy of the school’s Child Safeguarding Statement part of New Teachers’ Pack
      • Ensures all new staff  are provided with a copy of the school’s Child Safeguarding Statement
      • Encourages staff to avail of relevant training
      • Encourages Board of Directors members to avail of relevant training
      • Maintains records of all staff and board member training
    • The school has in place a policy and procedures for the administration of First Aid  and admin of medicines on school base
    • The school has in place a code of behaviour for pupils
    • The school has in place an ICT policy in respect of usage of ICT by pupils
    • The school has in place a mobile phone policy in respect of usage of mobile phones by pupils
      (School Base: Behaviour Policy Senior School, Mobile Phone policy Jun School)
    • The school has in place a Critical Incident Management Plan
    • The school has in place a policy and procedures for the use of external sports coaches
    • The school has in place a policy and clear procedures for one-to-one teaching activities     see school base x 2
    • The school has in place a policy and procedures for one-to-one counselling
      X 3, special needs, counselling and teacher (See school base)
    • The school has in place a policy and procedures in respect of student teacher placements
      (see school base: mentoring of student teachers and status and responsibilities of student teachers)
    • The school has in place a policy and procedures in respect of students undertaking work experience in the school
      (pack in place kept at reception )
    • The school has in place a policy and procedures in respect of pupils of the school undertaking work experience in external organisations
    • The school has a School Trips Policy
    • The school has the names of the DLP and Deputy DLP in a prominent place
    • The school has contact details of Tusla and Gardai prominently displayed in front office.
    • School has Child Safety Guidelines Statement on Website, Schoolbase and prominently displayed in front office.
    • School does annual risk assessment.

Important Note:

It should be noted that risk in the context of this risk assessment is the risk of “harm” as defined in the Children First Act 2015 and not general health and safety risk. The definition  of harm is set out in Chapter 4 of the Child Protection Procedures for Primary and Post- Primary Schools 2017

In undertaking this risk assessment, the Manager has endeavoured to identify as far as possible the risks of harm that are relevant to this school and to ensure that adequate procedures are in place to manage all risks identified.  While it is not possible to foresee and remove all risk of harm, the school has in place the procedures listed in this risk assessment to manage and reduce risk to the greatest possible extent.

This risk assessment has been completed by the Manager on 18thDecember 2018. It shall be reviewed as part of the school’s annual review of its Child Safeguarding Statement.

Signed
Date
Manager

Signed
Date
Senior School Principal

Signed
Date
Junior School Principal

Child Safeguarding Risk Assessment

SSE and SIP

School Self Evaluation is a very important process which we undertake each year and it is an integral part of our School Improvement Plan.  Here are the latest versions of the documents detailing our efforts in these essential aspects of school development: Our Self Evaluation Report and Improvement Pla2018-19;  Our Self Evaluation Report and Improvement Plan 2017-18 (Updated Sept 2018).

JUNIOR SCHOOL RULES AND POLICIES

Junior School Code of Behaviour Policy

St. Conleth’s Junior School Code of Behaviour Policy

Preamble 

The St. Conleth’s Code of Behaviour and Discipline reflects the Catholic ethos of the school as outlined in the School Prospectus and the School Plan. Clear rules and procedures consistently and fairly applied are necessary in order to ensure that the school is a place where teaching and learning can take place and where all students will feel secure.

St. Conleth’s code of behaviour is a set of programmes, practices and procedures that together form the school’s plan for helping students in the school to behave and learn well. This code of behaviour is intended to help the school community promote the school ethos, as well as policies, procedures and practices that encourage good behaviour and prevent unacceptable behaviour.  It also assists teachers, students and parents to work together for a happy, effective and safe school.

At the start of the year, pupils are made aware of the rules and the standards of behaviour expected of them. They are informed of the procedures which will be followed and the sanctions which will be applied when misbehaviour arises.

Although the responsibility for upholding the Code of Behaviour rests principally with the teachers, the support of parents and guardians is also crucial. In drawing up this Code, the requirements as set out in the Education Act 1998 and the Education Welfare Act 2000 have been taken into account. As the Code is a living document, it will be subject to regular review.  

In August 2008, the NEWB(National Education Welfare Board)now known as TUSLA published Developing a Code of Behaviour: Guidelines for Schools, which St Conleth’s has taken into account in auditing and updating our Code of Behaviour.  St. Conleth’s acknowledges that the aforementioned guidelines have their basis in law and that the guidelines supersede DES Circular M 33//91: Guidelines towards a positive policy for school behaviour and discipline: A suggested school code of behaviour and discipline for post primary schools

The Education (Welfare) Act 2000  Section 23 (2) sets down what must be included in a school’s code of behaviour.
They are:

  • The standards of behaviour that shall be observed by each student attending St. Conleth’s
  • The measures that will be taken when a student fails or refuses to observe those standards
  • The procedures to be followed before a student may be suspended or expelled from the school
  • The grounds for removing a suspension imposed in relation to a student
  • The procedures to be followed relating to notification of a child’s absence from school

Aims of the Code

  • to promote good behaviour and to encourage self-discipline in all
  • to create a disciplined environment in which teaching and learning can take place
  • to ensure the health, safety and welfare of everyone within the school
  • to promote the moral and social development of each pupil giving him/her the necessary skills to enable him/her to play his/her part as responsible members of society
  • to respect school property and the school environment
  • to respect the rights and opinions of others

Good Behaviour

The Code seeks to adopt a positive approach to the kind of behaviour the school wishes to promote. Good manners, courtesy, co-operation and respect for others and for their property are paramount.  Every student has the right to enjoy both learning and leisure time in school and to regard it as a place where they can relate in a positive manner towards their teachers and to each other based on tolerance and respect.  The school places particular emphasis on good behaviour acknowledging it when it is apparent as well as recognising the individual and collective achievements of the students.  Rewards may include:

 

  • Personal praise of a pupil by a teacher
  • Special mention in assembly, in the newsletter and on school notice boards
  • The awarding of prizes for high achievement or effort in many different disciplines

School Rules

A list of School Rules is printed each year in the School Journal (See Appendix 1) and discussed with parents before the start of the school year. These Rules form the basis of the Code of Behaviour, and have been drawn up to facilitate the smooth running of the school.  It is expected that pupils and parents will co-operate and work positively at all times with the School Rules which must be taken in tandem with the overall Code of Behaviour and relevant school policies.

Classroom Behaviour

The classroom is a place where pupils have a right to learn and teachers have a right to teach.  Each pupil has a responsibility for maintaining a high level of personal behaviour and co-operation.  For example, arriving in school and to class on time; keeping the classroom tidy; organising books and materials; completing homework; and accepting instruction from your teacher, all contribute to a positive learning environment.

Out-of-Class Behaviour

The school environment should also be kept clean and pupils should feel safe at all times while on the school premises.  Any form of behaviour which may result in damage to property or which places others at risk must be avoided.  When travelling to or from school and in the vicinity of the school, students should always behave in a manner which reflects well on both themselves and the school. (This includes adjoining roads, Herbert Park, local shops, local bus stops) Note: The school also has a specific Policy on School Tours.

Sport and Extra Curricular Activities

Sport is an essential part of the school curriculum and all pupils are expected to take part unless otherwise excused. The school also encourages pupils to participate in the many extra-curricular activities on offer. It is important that students give a high level of commitment to whatever activity they take on.  Those selected to represent the school in games, matches or competitions should respond readily with commitment and should regard this as an honour.  They should be conscious of the fact that they are role models for others and should act accordingly.

Attendance and Timekeeping

Regular and punctual attendance is essential to the continuity of learning. A written explanation by a parent or guardian must be given for any absences or lateness.  Whenever possible, medical or dental appointments should be arranged outside class hours. It is emphasised that the onus is on students to catch up on work missed whenever they are absent from school. It is important to note that each year reports of student attendance are made to the TUSLA.  Any student who is absent for 20 days or more, must be reported to the TUSLA in accordance with the Education Welfare Act 2000.

Bullying

Bullying in any form is totally unacceptable.  If detected, it will be acted upon immediately. Anyone who becomes aware of, or suspects such activity on the part of any pupil or pupils should inform an appropriate person in authority.  In dealing with such matters, the greatest care is shown in recognizing the needs to protect and support all victims and also to address problems encountered by those who engage in bullying. (Cf. School Policy on Bullying) 

Health and Safety

It is in everyone’s interest that the school should be a safe and healthy place.  Every member of the school community has a responsibility to take the greatest care in avoiding accidents or putting others at risk by thoughtless behaviour.  Pupils must acquaint themselves with safety procedures, recognising that there are particular dangers present in areas such as the laboratory, the sports hall, the canteen etc.  Any pupil who becomes aware of any unusual dangers should immediately bring them to the attention of the teachers.  (Cf. Health & Safety Statement)

School Uniform

The full school uniform should be worn in school and on the way to and from school and at all official school functions.  Official sports gear must also be worn when required. Students who are not in full uniform may be sent home or may have other sanctions imposed.

Mobile Phones

It is accepted that mobile phones are widely used by students and may be brought into the school at the owner’s risk. They should be switched off on entry to the classroom and handed in to the designated container in each classroom until hometime. Phones must never be used to photograph or record any student, teacher or member of staff in the school itself or in the vicinity of the school or at school outings without permission and/or to use such photographs to harass, undermine, intimidate or bully others.

Procedures 

  • All incidents of misbehaviour should be documented and recorded.
  • The classroom teacher will manage behaviour within his/her class and seek to resolve any day to day issues which may arise within the class. (Cf. Guidelines for Teachers on Classroom Behaviour)
  • Only when the class teacher has exhausted all courses of action does the teacher refer the matter to the Principal.
  • Continuous behavioural problems may also be referred to the school’s pastoral care leader or outside agency with parental approval.

Sanctions

When problems of discipline arise, parents will be informed that sanctions will be invoked. A student may be removed from class while an incident or situation is being investigated prior to any formal sanctions being imposed.  Sanctions may include:

  • Being given a verbal reprimand or warning
  • Contacting the parents and seeking parental support where necessary
  • Being reported to the Principal
  • Withdrawal of privileges (access to school events or trips)
  • Being suspended from class or school by the Principal
  • Referral to the pastoral care convenor or outside counsellor
  • Suspension
  • Expulsion

Suspension

Suspension will be imposed when the Principal is satisfied that it is warranted for serious offences or where a student has failed to respond to other forms of sanction for repeated misbehaviour. Appropriate advance notice is given and suspension will be imposed for a fixed number of days, at the expiry of which the student may return to school.  Contact is also made with the parents/guardians to discuss the matter and to outline the conditions under which such a return may be permitted.  The student may also be asked to give both an apology and a written commitment to good behaviour before being permitted to return to school.

Expulsion

In St. Conleth’s the Manager* reserves the right to expel any student who puts the health and welfare of other students or staff at risk, or any student who engages in persistent or very serious misbehaviour which undermines the ethos of the school or the education of other students or the work or the school staff.  Parents/guardians will be informed in writing of the allegations and the sanctions which may result subject to consideration by the Manager.  Parents (and students over the age of 18) will also be informed of their right to appeal such a decision under Section 29 of the Education Act 1998.  *The manager may act on the advice of the Principal.  But the final decision rests with him/her.

It is important to note that on the admission of their son/daughter to St.Conleth’s parents agree in writing to abide by the rules of the school. In issues of serious misbehaviour, the school applies the principle of natural justice and students will be given a right of reply.

 

Follow Up

The Code of Behaviour is under constant review. Staff meetings afford the opportunity to discuss the Code of Behaviour on a regular basis and to look at specific incidents which may arise from time to time and their repercussions on individual students, teachers and the school body. In such cases, questions should be asked as to whether the current policy has provided a satisfactory mechanism to deal with a particular issue.  If not, how should things be changed?

The goal of the follow up in the immediate aftermath of an incident is to help the school to decide whether a review of the Code of Behaviour is warranted.  In the case of persistent bad behaviour, the rules referred to above are applied. The key consideration is a positive approach to school behaviour.  If necessary, referral procedures (including onward referral) may be considered. Consideration may also be given to the formation of a group of facilitators (or one facilitator) to help St. Conleth’s embark on the development of an ongoing positive approach to discipline and the resolution of existing difficulties. New initiatives, within the boundaries of existing rules and legislation will always be considered.  

 

APPENDIX 1

SCHOOL RULES (as in current School Journal )

  1. Respect and courtesy must be shown at all times to fellow students, teachers and the wider community.
    Bad language is not acceptable.
  2. Proper behaviour is expected at all times.
    Any complaints arising from misbehaviour outside school will result in disciplinary action.
  3. No student may leave the school during the day without permission.
  4. School dress code must be adhered to.
  5. Absences and lates must be explained in writing in School Journal or via email by parent or guardian.
  6. Tippex and chewing gum are not allowed.
    School property must be respected.
  7. School Property must be respected and free of litter and graffiti.
    Pupils will be liable for any damage caused to property.
  8. Students must comply with the schools Acceptable Use Policy for the Internet and Computers.
  9. Suspension is enforced in cases of serous misdemeanours or repeated instances of misbehaviour.
  10. Proper maintenance of belongings is expected.
  11. The Manager reserves the right to expel any pupil who, in his/her opinion, is guilty of persistent and serious misbehaviour which is a source of danger to fellow pupils or staff members.
  • These rules to be signed by the student and Parent/Guardian at the beginning of the school year.

Legislation and References

Bunreacht na-hEireann 1937
The European Convention on Human Rights (1950)
The UN Convention on the Rights of the Child (1989)
Education Act 1998
Education (Miscellaneous Provisions) Act 2007 (Amends provisions of Section 29 of
The Education Act 1998
Education Welfare Act 2000
Ombudsman for Children Act 2002
Education of Persons with Special Needs Act 2004 (EPSEN Act)
Disability Act 2005
Non-Fatal Offences against the Persons Act
Data Protection Act 1988
Data Protection Amendement Act 2003
Age of Majority Act 1995
All Health and Safety Legislation Acts
The Report of the Task Force on Student Behaviour in Second Level Schools

Updated May 2016

Junior School Homework Policy

St. Conleth’s Junior School Homework Policy

Introduction

Homework is anything that children do outside of the normal school day that contributes to their learning in response to guidance from the school.
Homework encompasses a whole variety of activities instigated by teachers and parents to support children’s learning.

 Rationale for homework

  • Homework can be an important part of a child’s education and can add much to a child’s development.
  • We recognise that the time and resources available limit the educational experience that any school by itself can provide, children benefit greatly, therefore, from the mutual support of parents and teachers in encouraging them to learn both at school and at home.
  • Homework can be an important way of establishing a successful dialogue between teachers and parents. One of the aims of the Junior School is for children to develop as independent learners.
  • We strongly believe that the pupils in St. Conleth’s Junior School should be the recipients of personalised learning and any homework exercises should reflect this.
  • We believe that homework is one way in which children can acquire the skill of independent learning.
  • Homework can play a positive role in raising a child’s level of attainment.
  • We also acknowledge the important role of play and free time in a child’s growth and development.
  • While homework is important, it should not prevent children from taking part in the wide range of out-of-school clubs and organisations that play an important part in the lives of many children.
  • We are well aware that children spend more time at home than at school, and we believe that they develop their skills, interests and talents to the full, only when parents encourage them to make maximum use of their experiences and opportunities that are available out of school

 Aims and objectives

The aims and objectives of homework are:

  • To enable pupils to make maximum progress in their academic and social development.
  • To help pupils develop the skills of an independent learner.
  • To promote a partnership between home and school in supporting each child’s learning.
  • To enable aspects of the curriculum to be covered in greater depth.
  • To provide educational experiences outside of the school environment.
  • To open conversations about learning done in school and allow children to practice skills taught in lessons.
  • To help children develop good work habits for the future.
  • To support children in exploring appropriate themes and subjects that they are particularly curious or passionate about.

 Types of Homework

We set a variety of homework activities.

  • In infant classes we encourage the children to read by giving them books to take home to read with their parents.
  • We give guidance information to parents to help them achieve the maximum benefit from this time spent reading with their child.
  • We also ask children from our infant classes to learn spellings linked to phonic patterns as part of their homework.
  • From 1st – 6th Form we expect pupils to attempt tasks more independently.
  • Homework exercises on the fundamental building blocks in mastering mathematical concepts
    e.g. mathematical tables and literacy concepts
    e.g. reading comprehension should be set for pupils where it is deemed necessary.
  • We also set home exercises as a means of further consolidating knowledge, as well as to ensure that previous learning has been understood.
  • Junior School teachers should endeavour to give homework that is based on enquiry and the natural curiosity of Junior School pupils.
  • Numeracy exercises can be based on puzzles, problems and riddles which can excite the pupils’ interest. Literacy exercises should be focused on the individual.
  • Large pieces of written work to be completed outside of school is not recommended for many students as it can be counterproductive in their learning journey.
  • The goal of any homework exercise for any subject is that a pupil can approach the task independently and in a positive frame of mind.
  • There should be a clearly defined rationale for the given exercise and it should not be merely a repeat of the lesson taught in class.
  • Multiples of similar sums to be completed for homework is also not recommended as there is little knowledge to be gained after the first example and often amounts to little more than “busy work” with no defined benefit.

IXL Adaptive Learning Resource

St. Conleth’s Junior School strongly believes in educating our pupils as individuals and to this end has invested in an adaptive learning resource which enables pupils to login and engage in stimulating numeracy and literacy exercises adapted to their level. Each pupil has an individual learning journey which the class teacher and parent can monitor and receive detailed feedback on. It is a resource designed for both school and home and will allow pupils to revise lessons as well as challenge themselves to attempt new exercises. Work completed at home will be converted to detailed usable data to aid scaffolding in their learning journey.

Amount of time spent on Homework

  • Learning exercises should be clearly defined without the need for specific time frames as every pupil works as an individual.
  • Research and enquiry based learning rooted in individual interests should be open ended.

Pupils with special education needs

  • Learning exercises done at home are for ALL children as a normal part of school life.
  • We ensure that all tasks set are appropriate to the ability of the child.
  • If a child has special needs, we endeavour to adapt any task set so that all children can contribute in a positive way and so that it is accessible to them.

The role of parents

  • Parents have a vital role to play in a child’s education, and homework is an important part of this process.
  • We ask parents to encourage their child to complete the homework tasks that are set.
  • We invite them to help their children as they feel necessary and provide them with the sort of environment that allows children to do their best.
  • Parents can support their child by providing a good working space at home, by providing access to educational material and by discussing the work that their child is doing.
  • If parents have any problems or questions about homework, they should contact the child’s class teacher.

 

Junior School Assessment Policy

St. Conleth’s Junior School Assessment Policy

Assessment is the means by which the progress and achievement of all children is monitored and is a tool to inform curriculum planning in all areas of learning and development.

The purpose of assessment is to communicate accurate information about a child that is useful to teachers, parents and other educational agencies.

Aims

  • to ensure consistency of approach and provide a clear framework for assessment
  • for children to develop an understanding of their own progress through Assessment for Learning
  • to ensure positive Home/School partnerships

At St. Conleth’s Junior School we believe in the important relationship between educational achievement and well-being. Children learn and thrive when they are healthy, safeguarded from harm and engaged.

Equal Opportunities

At St. Conleth’s Junior School we believe that all children, regardless of first language, disability, race, gender, cultural or socio-economic background, should receive equal access to the full school curriculum.

Special Educational Needs Statement

St. Conleth’s Junior School is proud to be an inclusive organisation. We are able to offer access to the full curriculum for children who have a specific learning disability. As with any additional needs the school works closely with parents and appropriate outside agencies.

At St. Conleth’s Junior School we acknowledge that assessment, based on observation of children’s learning and development is an integral part of a pupil’s education.

Principles

  • We recognise the value of a whole school policy for assessment that ensures the school complies with statutory requirements.
  • We use assessment to reveal children’s strengths and identify areas where support is needed.
  • We use assessment to inform future planning and target setting: to ensure continuity and progression in learning and development.
  • We recognise the importance of the interaction of the three key elements of effective assessment-: Assessment, Teaching and Learning and Curriculum.

Values

  • We acknowledge that clear and accurate assessment of learning enables progress to be recognised, celebrated and built upon.
  • We acknowledge that a consistent approach leads to the successful identification of children with special educational needs.
  • We acknowledge the importance of having clear, shared and consistent approach to assessment.

Strategies for Effective Assessment

  • Pupils know how they will be assessed
  • Learning Objective shared with the children
  • Work assessed/marked against learning Objectives
  • Feedback from the teacher on how they have performed and in what way they can improve further

Assessing Pupil Progress in St. Conleth’s J.S. Primary Learning Programme

The overarching pillar of the St. Conleth’s Junior School PLP is the idea of personalised learning. Assessing pupil progress is a structured approach to personalised assessment, enabling teachers to make secure judgements about the standard of pupils’ work, refine teachers’ understanding of progression and help pupils understand what they need to do to improve. This also enable teachers to track pupils’ progress over time, provide diagnostic information for planning and interventions, support the transfer between classes and inform curricular planning.

Assessment for Learning in St. Conleth’s Primary Learning Programme

Formative assessment is the process for identifying what the learner has achieved in order to plan the next steps in teaching and learning. Feedback is provided to the learner in such a way that either the teacher adjusts the teaching to help the learner learn more effectively, or the learner changes her/his approach to the task, or both. Unlike assessment of learning (see below), AfL can be a joint activity between pupils and teacher which moves both forward.

A range of AfL strategies are used to monitor progress towards these targets. Some are    written, others are verbal.

  • Verbal assessments to individuals.
  • Written comments in logbooks, copies and projects.
  • Self assessment using various methods.
  • Peer assessment where a peer measures the pupils learning against the objective.
  • 6th Form My Educational Passport

Assessment of Learning (summative assessment)

Assessment of Learning describes retrospective assessment of learning that has taken place. It includes both internal school tests and assessments and external and standardised tests.

For all pupils in St Conleth’s Junior School summative assessment data is collected via logbooks in to which exercises are entered weekly. In the first term all pupils from Senior Infants to 6th Form undergo standardised assessment in numeracy and literacy. Exercises completed in the IXL adaptive learning resource create data models unique to individual pupils which inform lesson planning.

Use of summative assessment data Grades derived from assessments are used to monitor the progress of individuals and groups of pupils. This identifies areas that need improvement or specific development so we can intervene and tackle it. Teachers also use summative data in a formative way with pupils by giving feedback for each assessment exercise to include an explanation of the standard achieved with respect to the relevant criteria and targets for further improvement towards the next level or grade. Pupils should then be given opportunities to improve. In this way summative assessments also serve as an invaluable formative teaching and learning tool.

Feedback on Learning

The feedback of pupils work is an important assessment tool which is essential for both progression in pupil learning and effective teaching. Giving specific feedback helps pupils to understand how they can improve.  Good practice is promoted through regular, accurate and consistent marking by all staff as part of a whole school approach to teaching and learning.

Sharing Learning Objectives and Success Criteria

All staff should share learning objectives and success criteria for each individual lesson. These should be displayed in the classroom as a point of reference for pupils and staff to enhance assessment opportunities. This enables the class to focus on the learning that is taking place.

Oral Feedback

Teachers and practitioners should ensure that there is a continuous dialogue with pupils throughout the lesson. This enables pupils to reflect upon, improve, refine and ultimately be successful in their learning. The use of open ended questioning is vital to this process.

Written Feedback

Marking is specifically linked to the learning objective and success criteria (I can…). It should identify elements of success and either an area to improve upon or a next step target. Pupils are given time to read their feedback or have a discussion with a teacher to enable them to carry out any improvements.

Peer and Self Assessment

Peer and Self Assessment are important ways in which pupils are engaged in becoming self-critical and independent. Teacher modelling and whole class marking enable pupils to identify their own successes and improvement needs. A recommended technique within peer assessment would be to give two positive comments and an area to improve upon to create a mutually supportive atmosphere.

Marking Guidelines

Written feedback should provide evidence of the following:

  • What has the pupil done well?
  • Where has an error occurred?
  • What can the pupil do next to improve their work?

Staff will use their professional judgment as to the format written feedback will take, this should allow for variations in ages, learning styles and curricular area.

Junior School Mobile Phone Policy

St. Conleth’s Junior School Mobile Phone Policy

There are strict guidelines regarding mobile phones.

  • If a pupil needs to have a mobile phone at school his/her parents must sign the official Consent Form below.
  • If a pupil is found in possession of a phone, without a consent form having been signed by his/her parent/guardian, it may be confiscated.
  • Under no circumstances can a pupil have a mobile phone switched on during the school day (either in the building or while in the yard)
  • Pupils in possession of an ‘approved’ phone must put it in the box provided in their classroom during the school day.
  • A pupil may switch on their phone after school, while in the school grounds, for the purpose of communication.  However, they must not use it at this time for playing games or displaying/taking images.

Any breach of the above guidelines will result in the confiscation of the phone for a period.

The school will take no responsibility for any phone which is lost, damaged or stolen from a pupil while on the school premises.

 

Please see attached Consent Form.

Mobile Policy Use Junior School 01.09.2017

Junior School Special Needs Policy

Aims

St. Conleths is committed to providing a fully rounded Catholic education for all its pupils and in line with its Mission Statement encourages all pupils to reach his/her potential. In order to achieve this goal St. Conleths recognises that some students may have special educational needs and where practicable strives to provide for them within the classroom setting. The Department of Education and Skills recognises that the central role of the class teacher in identifying and planning for the needs of all pupils is essential to the effective inclusion of pupils with Special Educational Needs. In all cases St. Conleths strives to integrate students socially and academically, and encourages participation in all school subjects and activities both in and outside the classroom.

Definition

Students who fall within the Special Needs definition include:

  • Pupils with learning difficulties
  • Pupils with physical and sensory disabilities
  • Pupils with emotional and behavioural disorders

Special Needs Team

The special needs Team in St. Conleth’s Junior School is comprised of:

  • Learning Support co-ordinator
  • Principal
  • Head of Preparatory School
  • Class teacher of student

The team meets to discuss the progress of each pupil with Special Needs and works in conjunction with the pupil’s parents to offer whatever support possible.

Admission of pupils with Special Needs

(from Admissions Policy 2013)
The ethos of the Junior School encourages all pupils to reach their potential and to participate in all school subjects and activities.  Pupils with Special Needs are welcome in St. Conleth’s. The school promotes an inclusive ethos whereby the needs of the majority of the pupils within a mainstream class can be met by differentiating teaching approaches for that class. Where applicants with Special Needs are eligible to attend St. Conleth’s the School Management will request an up to date copy of the applicant’s medical/psychological report. While fully supportive of parents’ rights to have the school of their choice for their children the school’s ability to accept pupils with additional needs is dependent on the resources available.

New Pupils

From information received by the school on the Entrance Form a list of incoming pupils with additional educational needs is drawn up. A copy of the school’s Special Needs Policy is available on the school website. Parents are also informed of the name of the  Learning Support co-ordinator and are asked to send him/her a short list of how their child’s special needs present  and how they might impact on her/him in school, as well as a copy of a recent psychological/medical report. The Learning Support coordinator will organise to meet parents with the pupil’s class teacher as soon as is practicable.

The purpose of the meeting will be an opportunity:

  • For parents:
    • To pass on as much information as possible about their child
    • To go through any psychological/medical reports on their child kept on file by the school
    • To express their expectations of St Conleths for their child.
  • For the Learning Support co-ordinator and the Class Teacher:
    • To offer their support in any way they can
    • To explain to parents how they will pass on all necessary information to the staff of St. Conleths
    • To clarify the school’s policy of inclusion, encouragement and participation for all pupils
    • For 6th Form pupils transferring to St.Conleth’s Secondary School a meeting will be arranged to meet with the Secondary School’s Special Needs co-ordinator to ensure a smooth transition for the student.

Exemption from a subject.

It is important that parents are aware that even if a psychologist’s report recommends  an exemption from a subject this cannot be granted in  St Conleth’s Junior School

Learning Support

A small number of pupils have Special Educational Needs that require support from other teachers within the school community in addition to the support provided by their class teacher.

  • Where practicable the school will endeavour to arrange extra support but parents must be aware that if a pupil is withdrawn from classes for learning support it may not be possible to make good all of the topics missed.
  • Learning Support can be arranged after school in conjunction with the Principal at parents’ own expense

Learning Support Co-ordinator 2017/18: Sara Long  email: longs@stconleths.ie
Reviewed September 2017

 

Junior School Child Safeguarding Statement

St. Conleth’s College is a junior school providing primary education to pupils from Junior Infants to Sixth Class.

In accordance with the requirements of the Children First Act 2015, Children First: National Guidance for the Protection and Welfare of Children 2017, the Child Protection Procedures for Primary and Post Primary Schools 2017 and Tusla Guidance on the preparation of Child Safeguarding Statements, the CEO of St. Conleth’s has agreed the Child Safeguarding Statement set out in this document.

  1. The CEO has adopted and will implement fully and without modification the Department’s Child Protection Procedures for Primary and Post Primary Schools 2017 as part of this overall Child Safeguarding Statement
  2. The Designated Liaison Person (DLP) is Tony Kilcommons
  3. The Deputy Designated Liaison Person (Deputy DLP) is Dolores Kelly
  4. The CEO recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, procedures, practices and activities In its policies, procedures, practices and activities, the school will adhere to the following principles of best practice in child protection and welfare:
    The school will:

    • recognise that the protection and welfare of children is of paramount importance, regardless of all other considerations;
    • fully comply with its statutory obligations under the Children First Act 2015 and other relevant legislation relating to the protection and welfare of children;
    • fully co-operate with the relevant statutory authorities in relation to child protection and welfare matters
    • adopt safe practices to minimise the possibility of harm or accidents happening to children and protect workers from the necessity to take unnecessary risks that may leave themselves open to accusations of abuse or neglect;
    • develop a practice of openness with parents and encourage parental involvement in the education of their children; and
    • fully respect confidentiality requirements in dealing with child protection matters.
  5. The school will also adhere to the above principles in relation to any adult pupil with a special vulnerability.
    The following procedures/measures are in place:

    • In relation to any member of staff who is the subject of any investigation (howsoever described) in respect of any act, omission or circumstance in respect of a child attending the school, the school adheres to the relevant procedures set out in Chapter 7 of the Child Protection Procedures for Primary and Post-Primary Schools 2017 and to the relevant agreed disciplinary procedures for school staff which are published on the DES website a copy of which may be found in the Principal’s Office and on Schoolbase.
    • In relation to the selection or recruitment of staff and their suitability to work with children, the school adheres to the statutory vetting requirements of the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 and to the wider duty of care guidance set out in relevant Garda vetting and recruitment circulars published by the DES and available on the DES website.
    • In relation to the provision of information and, where necessary, instruction and training, to staff in respect of the identification of the occurrence of harm (as defined in the 2015 Act) the school
      • Has e-mailed each member of staff with a copy of the school’s Child Safeguarding Statement
      • Ensures all new staff are provided with a copy of the school’s Child Safeguarding Statement
      • Encourages staff to avail of relevant training
      • The CEO maintains records of all staff training
    • In relation to reporting of child protection concerns to Tusla, all school personnel are required to adhere to the procedures set out in the Child Protection Procedures for Primary and Post-Primary Schools 2017, including in the case of registered teachers, those in relation to mandated reporting under the Children First Act 2015.
    • In this school the CEO has appointed the above named DLP as the “relevant person” (as defined in the Children First Act 2015) to be the first point of contact in respect of the s child safeguarding statement.
    • All registered teachers employed by the school are mandated persons under the Children First Act 2015.
    • In accordance with the Children First Act 2015, the CEO has carried out an assessment of any potential for harm to a child while attending the school or participating in school activities. A written assessment setting out the areas of risk identified and the school’s procedures for managing those risks is attached as an appendix to these procedures.
    • The various procedures referred to in this Statement can be accessed via the school’s website, the DES website or will be made available on request by the school.
  6. This statement has been published on the school’s website and has been provided to all members of school personnel, the Trustees and Board of Directors and the Parents’ Association. It is readilyaccessible to parents and guardians on request. A copy of this Statement will be made available to Tusla and the Department if requested.
  7. This Child Safeguarding Statement will be reviewed annually or as soon as practicable after there has been a material change in any matter to which this statement refers.

This Child Safeguarding Statement was adopted by the CEO Ann Sheppard in February 2018

Junior School Child Safeguarding Risk Assessment

Child Safeguarding Risk Assessment

In accordance with section 11 of the Children First Act 2015 and with the requirement of Chapter 8 ofthe Child Protection Procedures for Primary and Post-Primary Schools 2017, the following is the Written Risk Assessment of St Conleth’s  College Junior and Senior School

  1. List of school activities:

    • Daily arrival and dismissal of pupils
    • Recreation breaks for pupils
    • Classroom teaching
    • One-to-one teaching
    • One-to-one counselling
    • Outdoor teaching activities
    • Sporting Activities
    • School outings
    • School trips involving overnight stay
    • School trips involving foreign travel
    • Use of toilet/changing/shower areas in schools
    • Annual Sports Days
    • Fundraising events involving pupils
    • Use of off-site facilities for school activities
    • School transport arrangements
    • Care of children with special educational needs
    • Administration of Emergency Medicine
    • Administration of First Aid
    • Curricular provision in respect of SPHE, RSE, Stay Safe
    • Prevention and dealing with bullying amongst pupils
    • Training of school personnel in child protection matters
    • Use of external personnel to supplement curriculum
    • Use of external personnel to support sports and other extra-curricular activities
    • Care of pupils with specific vulnerabilities/ needs such as —
      • Pupils from ethnic minorities/migrants
      • Lesbian, gay, bisexual or transgender (LGBT) children
      • Pupils perceived to be LGBT
      • Pupils of minority religious faiths
      • Children in care
    • Recruitment of school personnel including —
      • Teachers/SNA’s
      • Caretaker/Secretary/Cleaners
      • Sports coaches
      • External Tutors/Guest Speakers
      • Volunteers/Parents in school activities
      • Visitors/contractors present in school during school hours
      • Visitors/contractors present during after school activities
    • Participation by pupils in religious ceremonies/religious instruction external to the school
    • Use of Information and Communication Technology by pupils in school
    • Application of sanctions under the school’s Code of Behaviour including detention of pupils, confiscation of phones etc.
    • Students participating in work experience in the school
    • Students from the school participating in work experience elsewhere
    • Student teachers undertaking training placement in school
    • Use of video/photography/other media to record school events
    • After school use of school premises by other organisations
    • Early Morning Drop Off
    • Afterschool Care / Evening Study
  2. The school has identified the following risk of harm in respect of its activities:

    •  Risk of harm not being recognised by school personnel
    • Risk of harm not being reported properly and promptly by school personnel
    • Risk of child being harmed in the school by a member of school personnel
    • Risk of child being harmed in the school by another child
    • Risk of child being harmed in the school by volunteer or visitor to the school
    • Risk of child being harmed by a member of school personnel, a member of staff of another organisation or other person while child participating in out of school activities e.g. school trip, swimming lessons
    • Risk of harm due to bullying of child
    • Risk of harm due to inadequate supervision of children in school
    • Risk of harm due to inadequate supervision of children while attending out of school activities
    • Risk of harm due to inappropriate relationship/communications between child and another child or adult
    • Risk of harm due to children inappropriately accessing/using computers, social media, phones and other devices while at school
    • Risk of harm to children with SEN who have particular vulnerabilities
    • Risk of harm due to inadequate code of behaviour
    • Risk of harm in one-to-one teaching, counselling, coaching situation
    • Risk of harm caused by member of school personnel communicating with pupils in an inappropriate manner via social media, texting, digital device or other manner
    • Risk of harm caused by member of school personnel accessing/circulating inappropriate material via social media, texting, digital device or other manner
  3. The school has the following procedures in place to address the risks of harm identified in this assessment

    •  All school personnel are provided with a copy of the school’s Child Safeguarding Statement on Schoolbase
    • The Child Protection Procedures for Primary and Post-Primary Schools 2017 are made available to all school personnel on Schoolbase
    • School Personnel are required to adhere to the Child Protection Procedures for Primary and Post-Primary Schools 2017 and all registered teaching staff are required to adhere to the Children First Act 2015
    • The Junior School implements in full the Stay Safe Programme
    • The school implements in full the SPHE curriculum
    • The school implements in full the Wellbeing Programme at Junior Cycle
    • The school has an Anti-Bullying Policy which fully adheres to the requirements of the Department’s Anti-Bullying Procedures for Primary and Post-Primary Schools
    • The school has a yard/playground supervision rota to ensure appropriate supervision of children during breaks and in respect of specific areas such as toilets, corridors etc
    • The school has in place a policy and clear procedures in respect of school outings
      (see School Base- School tours and day trips)
    • The school has a Health and Safety policy
    • The school adheres to the requirements of the Garda vetting legislation and relevant DES circulars in relation to recruitment and Garda vetting.
    • Procedures for a vetting disclosure: The Principal (Senior and Junior School) makes an informed decision based on the merits of an individual case
    • The school has a code of conduct for school personnel (teaching and non-teaching staff)
      see school base: Legal Liabilities
    • The school complies with the agreed disciplinary procedures for teaching staff
      (see School Base: disciplinary Procedures for Teaching Staff other than professional Competency;
      Gross Misconduct; Procedures relating to professional competencies issues)
    • The school has a Special Educational Needs policy
    • The school has in place a policy and procedures for the administration of medication to pupils – available on School Base
    • The school —
      • Has e-mailed each member of school staff with a copy of the school’s Child Safeguarding Statement part of New Teachers’ Pack
      • Ensures all new staff  are provided with a copy of the school’s Child Safeguarding Statement
      • Encourages staff to avail of relevant training
      • Encourages Board of Directors members to avail of relevant training
      • Maintains records of all staff and board member training
    • The school has in place a policy and procedures for the administration of First Aid  and admin of medicines on school base
    • The school has in place a code of behaviour for pupils
    • The school has in place an ICT policy in respect of usage of ICT by pupils
    • The school has in place a mobile phone policy in respect of usage of mobile phones by pupils
      (School Base: Behaviour Policy Senior School, Mobile Phone policy Jun School)
    • The school has in place a Critical Incident Management Plan
    • The school has in place a policy and procedures for the use of external sports coaches
    • The school has in place a policy and clear procedures for one-to-one teaching activities     see school base x 2
    • The school has in place a policy and procedures for one-to-one counselling
      X 3, special needs, counselling and teacher (See school base)
    • The school has in place a policy and procedures in respect of student teacher placements
      (see school base: mentoring of student teachers and status and responsibilities of student teachers)
    • The school has in place a policy and procedures in respect of students undertaking work experience in the school
      (pack in place kept at reception )
    • The school has in place a policy and procedures in respect of pupils of the school undertaking work experience in external organisations
    • The school has a School Trips Policy
    • The school has the names of the DLP and Deputy DLP in a prominent place
    • The school has contact details of Tusla and Gardai prominently displayed in front office.
    • School has Child Safety Guidelines Statement on Website, Schoolbase and prominently displayed in front office.
    • School does annual risk assessment.

Important Note:

It should be noted that risk in the context of this risk assessment is the risk of “harm” as defined in the Children First Act 2015 and not general health and safety risk. The definition  of harm is set out in Chapter 4 of the Child Protection Procedures for Primary and Post- Primary Schools 2017

In undertaking this risk assessment, the Manager has endeavoured to identify as far as possible the risks of harm that are relevant to this school and to ensure that adequate procedures are in place to manage all risks identified.  While it is not possible to foresee and remove all risk of harm, the school has in place the procedures listed in this risk assessment to manage and reduce risk to the greatest possible extent.

This risk assessment has been completed by the Manager on 18thDecember 2018. It shall be reviewed as part of the school’s annual review of its Child Safeguarding Statement.

Signed
Date
Manager

Signed
Date
Senior School Principal

Signed
Date
Junior School Principal

Child Safeguarding Risk Assessment

CANTEEN

We are very proud of our canteen and dedicated kitchen staff. Students may pay with cash but using the Easypay credit system on the website is the quickest way to ensure a nutritious and delicious meal for your child. The menu was composed following a survey of parents and ties in with St. Conleth’s Healthy Eating Programme.

A message from Mark McColgan, head chef in the school:

My name is Mark and I will be running the canteen this year. Our aim is to provide simple home cooked food in a friendly environment. All the food is made in-house and is as fresh as can be. We normally operate our menu on a three-week rotation basis, except for Wednesday and Thursday. On Wednesday we make homemade pizza and on Thursday we cook beefburgers and french fries. However, there are hot alternatives available on these days also.

Rather than classifying foods as healthy and unhealthy we think of amounts as healthy and unhealthy. For example, something as simple as water in too great or too small a quantity can be damaging, so it is about finding the right amount. And of course we all deserve a chocolate bar now and again.As well as a hot main course, we also provide soups, salads, a range of rolls and sandwiches, fresh fruit and yoghurts. We will be posting the menu weekly along with recipes and cookery tips on the school website and the Parents' Association Facebook page.

I look forward to working with you and should you have any questions I am in the kitchen from 8am most mornings.

Dishes

Remember, St. Conleth’s is a ‘Nut-Free School’!

A Sample of the Delicacies on Offer from Chef Mark and his Team:

  • Soups
    (Pea and Mint, Minestrone, Potato and Leek, Tomato and Roasted Red Pepper, Mushroom)
  • Pastries
  • Breakfast Roles
  • Sausage Rolls
  • Water
  • Juices
  • Salads
    (Caesar, Chicken and Roasted Red Pepper, Greek, Nicoise, Falafel, Hummus and Carrot)

Main Courses

  • Chicken Pesto and Pasta
  • Bolognese and Pasta
  • Meatballs and Rice
  • Tandoori Chicken with Rice
  • Lentils and Mango Chutney
  • Home-made Pizza
  • 100% Irish Beef Burgers (a once a week treat!)
  • Irish Stew
  • Roast Chicken
  • Ratatouille
  • Baked Ham with Mash
  • Cabbage and Parsley Sauce
  • Pork Stir Fry

*Made-to-order sandwiches, rolls and wraps are always available.
*All foods served are nut-free.

And for the occasional treat … there is the Tuckshop at breaktime!

Cashless Canteen System

Cashless Canteen System

  • A computerised cashless system, “Debitrak” is in operation in the canteen.
  • Parents can top up their child’s account from any device with internet connection.  Full details will be distributed at the beginning of the school year.
  • Parents can view the current balance and canteen purchases online whenever they wish.
  • The weekly menu is available on the school website.

(21 May 2019)

BOOK LISTS

Books, Stationery and Art Materials Suppliers

Books are available from the suppliers listed below or any local school book supplier.

Opening Minds (formerly Wise Owl)

Supervalue SC

  • Ballinteer Ave, Dublin 16
    Phone: (01) 296 2027
    Email: ballinteer@openingminds.ie

School Supply Centre

Email: schoolsupplycentre@gmail.com
Web: buybooks.ie

Stationery and art materials are available from the suppliers listed below or any local stationery and materials supplier.

Kennedy Art Supplies

Eason

Evans

SIXTH YEAR Booklist

Sixth Year Book List 2019/ 2020

English

  • Excellence in Texts 2020 – Higher Level (Educate.ie)  (Includes Hamlet)
  • Poetry Focus 2020 by Martin Kiernan and Frances Rocks (Gill and Macmillan)
  • Persepolis by Marjane Satrapi (only for 6A, Mr. Gallagher)
  • The Great Gatsby by F. Scott Fitzgerald
  • Observe the Sons of Ulster Marching Towards the Somme!
    By Frank McGuinness (only for 6B, Mr. Latvis)   
  • Leaving Certificate Past Papers, including 2019 (Edco)

Irish

  • Leaving Cert Edco Papers 2019
    Higher (Red) or Ordinary (Blue)

Higher Level:

  • Fiúntas Nua
  • Ar Aghaidh Libh Ardleibheal Edco
    (Keep from 5th Year)

Ordinary Level:

  • Fuinneamh Nua
  • Ar Aghaidh Libh Gnáthleibheal Edco,
    (Keep from 5th Year)

Maths

Higher Level:

  • Active Maths 4 Book 2 (O. Murphy & C.Townsend) Folens
  • Active Maths 4 Book 1 and Activity Book (O. Murphy & C.Townsend) Folens
    (same book as last year).

Ordinary Level:

  • Active Maths 3 (2nd Edn) (O. Murphy & C. Townsend) – Folens
    (same book as last year).

Ordinary and Higher Level:

  • Mathematical Tables, State Examinations Commission.
  • Scientific Calculator
  • Past Leaving Cert Papers Higher/Ordinary Level 2019 Edco
  • A4 Project Maths squared paper copy book

Careers

  •  Revise Wise, Start Your Career Journey Here, Brian Mooney,  EdCo

French

  • Mosaïque (3rd edition) Edco 2015
  • Bonne Chance, 2014, Elizabeth Hayes-Lynn (Gill & Macmillan)
  • Yuri’s Study Cards French (Michael Doherty School Supplies)
  • 1 x A4 Copy Book
  • 1 x A4 Hardback copy book (Oral copy to continue from 5th year)
  • Install the WordReference and Duolingo Applications
  • Past Leaving Cert Papers Higher Level (Edco) 2019
  • Revise Wise French Leaving Cert Higher Level Edco (latest edition)

Spanish

  • El Español Bien Hablado Folens
  • Vamos a Escuchar 2
  • Español en Acción Folens
  • Past Papers Educational Company (2018)
  • Yuri’s study cards Spanish (Michael Doherty School Supplies)
  • 2 A4 and 2 A5 Copies

Music

  •  Past Leaving Cert Papers – Listening and Composition

History

  • Dictatorship & Democracy 1920-45, Stephen Tonge, Edco.
  • Politics and Society in Northern Ireland , M E Collins, Edco.
  • Sovereignty & Partition 1912-1949, M.E. Collins, Edco
  • Case Study – The United States and the World 1945–1989, By Stephen Tonge and Máire De Buitléir, Edco
  • A4 Soft Cover Manuscript Copy Book.
  • A4 Four Ring Binder with Plastic Sleeves
  • Leaving Certificate History Higher Level Exam Papers Edco

Business

  • Business Express (second edition). Enda Connolly, Mentor.
    (same as last year)
  • EDCO examination papers (2019).
  • A4 refill pad with detachable sheets.
  • A4 Hardback Copy

Economics

  • Positive Economics, Hayes, Murray, O’Connor – Edco ISBN 9781845364717 Same as 5th year

Art

All books and materials follow through from 5th Year and materials should be replenished if necessary.

  • Pencils, HB, 2B, 4B, 6B & Conte pencils, black, white and sepia
  • White Rubber & Sharpener, Scissors & Pritt Stick ● Pack of 12/24 oil pastels
  • A2 Card Portfolio & A4 Sketch Pad
  • Ruler, 12 inches (steel is best) & Roll 1 inch masking tape
  • Watercolour Pencils, Derwent or Faber Castell (24)
  • Watercolour paint tablet
  • Acrylic paint, Burnt Umber, Titanium White, Cadium Yellow, Cadium Red, Ultramarine, Black.
  • Paint Brushes, a selection of synthetic brushes. Sizes 2, 4, 6,8.

Art History

  • Appreciating Art 2nd edition Áine Ni Charthaigh & Aidan O’Sullivan (Gill Publications)
    ISBN: 978-0-7171-7438-6
  • A4 Ring Binder
  • A4 Hardback Ring-Bound Lined Notebook (for notes and essays)

Classical Studies

Books serve for Fifth and Sixth Year; those marked with an * are also available as free photocopies from the teacher

  • The OdysseyHomer (Trans. by E.V. Rieu; Revised by D.C.H. Rieu) ISBN 9780140449112 Penguin Classics
  • The Aeneid – Virgil (Trans. by West) ISBN 9780140449327 Penguin Classics
  • The Campaigns of Alexander by Arrian (Trans. by De Selincourt; Revised by J.R. Hamilton) ISBN 9780140442533 Penguin Classics
  • * The Age of Alexander: Nine Greek Lives by Plutarch (Intro. by G. T. Griffith; Trans. By Ian ScottKilvert)  ISBN 9780141920368 Penguin Classics
  • * The Three Theban Plays by Sophocles (Trans. by Fagles; Intro. by Knox)
    ISBN 9780140444254 Penguin Classics
  • * Medea and Other Plays by Euripides (Trans. by Vellacott) ISBN 9780140441291 Penguin Classics
  • * Prometheus Bound and Other Plays by Aeschylus (Trans. by Vellacott) ISBN 9780140441123 Penguin Classics
  • *A Handbook of Greek Art & Architecture by G.M. Richter ISBN0714824968 (Phaidon) (if available)

Latin (optional extracurricular class)

Books serve for Fourth, Fifth and Sixth Year

  • Wheelock’s Latin by Richard A. LaFleur 7th Editio
    ISBN: 9780061997228 (available through Amazon.UK)
  • The Roman Empire by Colin Wells 2nd Edition (Harvard UP)
    ISBN: 0674777700 (available through Amazon.UK)
  • Roman Art and Architecture by Mortimer Wheeler (Thames and Hudson)
    ISBN: 0500200211(available through Amazon.UK)

L.C.V.P.

  • LCVP Link Modules Making It Happen Caroline McHale (2nd Edition 2014) (Folens)
  • Ring Binder, dividers and polypockets

Geography

  • Horizons Textbook Book 1 (Tara Fitzharris) ( Second Edition ) Folens (same as 5th year).
  • Large Ring Binder Folder with Dividers and Plastic Sleeves.
  • Edco Examination Papers incl 2018 paper.
  • A4 Refill Pad (Detachable Sheets).
  • Horizons Book 2 (Tara Fitzharris & Brian Daly) (Second Edition) Folens.
  • Geographical Investigation: Coastal (Sue Honan) Mentor.

Chemistry

Same as last year

  • Chemistry Live! (2nd edition 2014) Textbook & Workbook Set by Declan Kennedy (Folens)
  • Chemistry Student Lab Notebook , (Folens)

Physics

Same as last year

  • Investigating Physics (Andrew Kenny / Gill)
  • Past exam papers 2019
  • Hardback A4 Copy Book
  • Folder (for holding notes)

Biology

Same books as last year

  • Bio (by John Loughlin) Educate.ie
  • Hardback A4 Copy Book
  • Folder (for holding notes)
  • Past exam papers 2019
FIFTH YEAR Booklist

5th Year Booklist 2019/2020

 English

  • Excellence in Texts 2021 Higher Level (Educate.ie)
    (Includes King Lear)
  • Poetry Focus 2021 by Martin Kiernan and Frances Rocks (Gill and Macmillan)
  • Never Let Me Go by  Kazuo Ishiguro
  • Philadelphia, Here I Come! By Brian Friel

Irish

Higher Level:

  • Fiúntas Nua (Edco) 2016 Edition
  • An Triail Máiréad Ní Ghráda (An Gum)

Irish Ordinary Level:

  • Ordinary Level Fuinneamh Nua (Edco) 2016 Edition

Maths

Higher Level:

  •  Active Maths 4 Book 1 & Activity Book
    (O. Murphy & C. Townsend) – Folens 2nd Edition

Ordinary Level:

  • Active Maths 3 (2nd Edn) (O. Murphy & C. Townsend) Folens

Higher and Ordinary Level:

  • Mathematical Tables – State Examinations Commission.
  • Scientific Calculator
  • A4 Project Maths Squared Paper Copy Book

French

  • Mosaïque (3rd edition) Edco 2015
  • Bonne Chance, 2014 Elizabeth Hayes-Lynn (Gill & Macmillan)
  • Yuri’s Study Cards French (Michael Doherty School Supplies)
  • 1 x A4 Copy Book
  • 1 x A4 Hardback Copy Book (Oral copy started in TY)
  •  Install the WordReference and Duolingo Applications

History

  • Dictatorship and Democracy 1920-1945 2nd Edition, Stephen Tonge, Edco
  • Politics and Society in Northern Ireland 1949-1993 M E Collins, Edco.
  • Sovereignty & Partition 1912-1949 M E Collins, Edco.
  • Case Study – The United States and the World 1945–1989 Máire De Buitléir & Stephen Tonge, Edco (Make Sure to Get Case Study Book)
  • A4 Soft Cover Manuscript Copy Book
  • A4 Four Ring Binder with Plastic Sleeves

Physics

  • Real World Physics (Dan O’Regan / Folens)
  • Hardback A4 Copy Book with Graph Paper for experiments
  • Hardback A4 homework copy
  • Hard Folder (for holding notes)

Geography

  • Horizons Textbook Book 1 (Tara Fitzharris) (Second Edition ) Folens
  • Large Ring Binder Folder with Dividers and Plastic Sleeves.
  • EDCO Examination Papers incl 2018 paper.
  • A4 Refill Pad (Detachable Sheets)

Chemistry

  • Chemistry Live! (2nd edition 2014) Textbook & Workbook Set by Declan Kennedy (Folens)
  • Chemistry Student Lab Notebook (Folens)

Economics

  • Economics Positive Economics Hayes, Murray, O’Connor – Edco  (NEW EDITION- Black cover)
  • Large hardback copy

Spanish

  • Español en Acción (Folens)
  • Vamos a Escuchar 2 (New Edition) (Folens)
  • El Español Bien Hablado (Folens)
  • 2 x A4 Copy Books and 2 x A5 Copy Books

Music

  • Mozart, Piano Concerto No.23 (score)
  • Berlioz, Symphonie Fantastique Movements 2 & 4 (score)
  • Deane, Seachanges (score)
  • Notes – Full package (Higgins and Higgins) includes textbook and two composing workbooks
  • Notes – Listening B workbook (Higgins and Higgins)
  • A4 Manuscript Copy Book

Latin (Optional Extra-Curricular Class)

(Books serve for Fourth, Fifth and Sixth Year )

  • Wheelock’s Latin by Richard A. La Fleur 7 th Edition (Paperback or Hardback)
    ISBN: 9780061997228 (available through Amazon.co.uk)
  • The Roman Empire by Colin Wells 2 nd Edition (Harvard UP)
    ISBN: 0674777700 (available through Amazon.co.uk)
  • Roman Art and Architecture by Mortimer Wheeler (Thames and Hudson)
    ISBN: 0500200211(available through Amazon.co.uk)
  • L.C.V.P. LCVP Link Modules Making It Happen Caroline McHale ( 2nd Edition 2014 ) (Folens)
  • Ring Binder, Dividers and Poly Pockets

Business

  • Inside Business, Leaving Certificate, Davin Kielthy & Lisa O’Byrne (Edco 2019)   
  • Large Ring Binder Folder with Dividers and Plastic Sleeves.
  • A4 Refill Pad (Detachable sheets)
  • A4 Hardback Copy

Biology

  • Bio (by John Loughlin) Educate.ie
  • Hardback A4 Copy Book for experiments
  • Hardback A4 copy for homework/notes
  • Folder (for holding notes)

Classical Studies

(Books serve for Fifth and Sixth Year ) NB those marked with an * are also available as free photocopies from the teacher.

  • The Odyssey – Homer (Trans. by E.V. Rieu; Revised by D.C.H. Rieu)
    ISBN 9780140449112 Penguin Classics
  • The Aeneid – Virgil (Trans. by West) ISBN 9780140449327 Penguin Classics
  • The Campaigns of Alexander by Arrian (Trans. by De Selincourt; Revised by J.R. Hamilton) ISBN 9780140442533 Penguin Classics
  • * The Age of Alexander: Nine Greek Lives by Plutarch (Intro. by G. T. Griffith; Trans. by Ian Scott-Kilvert ) ISBN 9780141920368 Penguin Classics
  • *The Three Theban Plays by Sophocles (Trans. by Fagles; Intro. by Knox)
    ISBN 9780140444254 Penguin Classics
  • *Medea and Other Plays by Euripides (Trans. by Vellacott)
    ISBN 9780140441291 Penguin Classics
  • * Prometheus Bound and Other Plays by Aeschylus (Trans. by Vellacott)
    ISBN 9780140441123 Penguin Classics
  • *A Handbook of Greek Art & Architecture by G.M. Richter
    ISBN-0714824968 (Phaidon) (if available)

Art

  • Pencils, HB, 2B, 4B, 6B & Conte pencils, black, white and sepia
  • White Rubber & Sharpener, Scissors & Pritt Stick ● Pack of 12/24 oil pastels
  • A2 Card Portfolio & A4 Sketch Pad
  • Ruler, 12 inches (steel is best) & Roll 1 inch masking tape
  • Watercolour Pencils, Derwent or Faber Castell (24)
  • Watercolour paint tablet
  • Acrylic paint, Burnt Umber, Titanium White, Cadium Yellow, Cadium Red, Ultramarine, Black.
  • Paint Brushes, a selection of synthetic brushes. Sizes 2, 4, 6, 8.

Art History

  • Appreciating Art 2nd edition Áine Ni Charthaigh & Aidan O’Sullivan (Gill Publications)
    ISBN: 978-0-7171-7438-6
  • A4 Ring Binder
  • A4 Hardback Ring-Bound Lined Notebook (for notes and essays)
TRANSITION YEAR Booklist

Transition Year Booklist 2019/2020

 English

  • Language Lessons  (Gill Education)
    (Also to be used in 5th and 6th Year)
  • Softback A4 copy

Irish

  • A4 Hardback copy

Maths

  • Textbook will be advised in September
  • A4 Project Maths Copy Book,
  • Calculator 
  • Mathematical Tables,
  • Geometry Set

French

  • 1 x A4 Copy Book
  • 1 x A4 Hardback Copy Book  192 pages (to be kept until Leaving Cert)
  • Install the ‘ WordReference ’ and Duolingo Applications

History

  • The TY syllabus in History is module based. There is no text book. Documents and other source materials will be made available throughout the year.

Spanish

  • The TY syllabus in Spanish is module based. There is no text book. Documents and other source materials will be made available throughout the year.
  • One A4 Copy Book

Biology

  •  A5 Science Hardback Copy Book with Graph Paper

Business

  • The TY syllabus in Business is module based. There is no text book. Documents and other source materials will be made available throughout the year.

Geography

  • The TY syllabus in Geography is module based. There is no text book. Documents and other source materials will be made available throughout the year.

Physics

  • A5 Science Hardback Copy Book with Graph Paper

Careers

  •  Be Real Game Workbook (ordered through school).

Classics

  • Texts will be provided by the teacher.

Latin (Optional Extra-Curricular Class )

  • Wheelock’s Latin by Richard A. LaFleur 7 th Edition (Paperback or Hardback) ISBN: 9780061997228 (available through Amazon.co.UK)
  • The Roman Empire by Colin Wells 2nd Edition (Harvard UP) 
    ISBN: 0674777700 (available through Amazon.co.UK)
  • Roman Art and Architecture by Mortimer Wheeler (Thames and Hudson) ISBN: 0500200211(available through Amazon.co.UK)
    (Books serve for Fourth, Fifth and Sixth Year )

klist 2018-2019

THIRD YEAR Booklist

Third Year Booklist 2019-2020

English

  • Edco Past Papers Junior Cycle English HL
  • Crescents New Junior Cycle English, 2nd and 3rd Year, by Philip Campion et al, Edco.
  • Crescents Students Portfolio
  • Romeo and Juliet by Shakespeare + Student Portfolio , Mentor. (They should come together).
  • True Grit by Charles Portis

Irish

  • Turas 2 – same book as last year (Risteard Mac Liam) Educate.ie
  • Foclóir Scoile An Gúm (dictionary, same as First Year)
  • Hóng by Anna Heussaff, Higher Level Novel

Classics

  • The Iliad by Homer (Penguin Classics- Translated by E. V. Rieu) ISBN:0140447946
  • The Aeneid by Virgil ( Penguin Classics-Trans. by West) ISBN: 9780140449327
  • The Parthenon by Susan Woodford  (Cambridge University Press) ISBN: 9780521226295
  • Pompeii by Peter Connolly (Oxford University Press) ISBN: 0199171580

French

  • Bienvenue en France 2 4th edition – (Joseph Dunne) Folens 2017
  • Exam Papers to be advised at a later stage
  • 1 x A4 Copy Book
  • 1 x A5 Hardback copy book (from 2nd year)
  • Download the WordReference and Duolingo applications

Maths

Higher Level Maths:

  • Active Maths 2 (Oliver Murphy & Colin Townsend) Folens
    (Same book as last year)
  • Exam papers 2019

Ordinary Level Maths:

  • Active Maths 1 and Activity Book (O.Murphy & C. Townsend) Folens 
    (Same book as last year)
  • Exam papers 2019

All Maths Levels:

  • Maths Formula and Tables Booklet, State Exam Commission
  • A6 Notebook for key words
    (please reuse 2nd year keywords notebook)
  • Geometry Set
  • Scientific Calculator
  • A4 Project Maths Squared Paper Copy Book

Geography

  • New Complete Geography and Skills Book 5th Edition, Hayes (Gill & MacMillan).
  • A4 Hardback Copy Book
    (If you have these books already do not purchase )
  • Edco Higher Level Examination Papers Including 2018

History

  •  The Past Today (New Edition) Dermot Lucey, Gill & Macmillan
  • The Past Today Workbook (New Edition )
  • A4 Manuscript Soft Cover Copy Book
  • Shortcuts to Success Junior Certificate History
  • Edco Higher Level Examination Papers or
    Edco Higher and Ordinary 
    Level Papers Combined.

Science

  • Same book as last year
  • The Nature of Science Textbook with Student Resources & Revision Book by Gill, Grant, Meredith & Odongo (Mentor)
  • Science A4 Hardback Copy Book

Latin 

  • So You Really Want To Learn Latin Book III by N.R.R. Oulton
    (Galorepark, ISBN: 9781902984094 (Paperback) or 9781902984025 (Hardback)) available from websites: https://www.galorepark.co.uk and/or openingminds.ie.  Alternatively, the teacher will provide photocopies.
  • Carpe Viam: Junior Certificate Latin Poetry Anthology
    Available from the School of Classics, UCD, Belfield, Dublin 4
    Tel: 7168166  email: michelle.mcdonnell@ucd.ie
    Published by the Classical Association of Ireland. ISBN 978-0-99926580-0-7
  • Pocket Latin Dictionary

Religion

▪ Faith Alive (Mentor Books)

Spanish

  • ¡Aprendemos! Book 2 (Elaine Higgins) Folens 2018
    (Same book as last year)
  • Spanish Pocket dictionary
  • Vamos a escuchar 1 Folens 2009
  • Cardboard or Paper Folder
  • 1 x A4 Hardback (keep 2nd year hardback if not full)
  • 2 x A5 Copy Books

C.S.P.E.

  • Stand up, Speak up! ( with workbook ) (Holmes, O’ Dwyer) Mentor
    (Same book as last year)
  • Edco Exam papers Including 2018

Business

  • Time for Business Junior Cycle Business with Workbook by Joe Stafford, Siobhan O’Sullivan, Ultan Henry & James Cummiskey
    (Same book as last year)
  • Calculator

S.P.H.E.

  • I Belong 3 (Folens)

Music

  •  Sounds Good Corebook and Set C (Edco) Mary McFadden and Katherine Kearns
    (Same book as last year)
  • Junior Certificate Exam Papers Higher & Ordinary level 2019

ART

  • A3 Tuff Bag
  • 25 Watercolours tablet
  • Synthetic Brush size 8
  • Synthetic Brush size 6
  • Synthetic Brush size 4
  • A4 Sketchpad x2
  • 40g Glue Stick
  • Medium Scissors
  • 2 hole sharpener
  • Eraser
  • Fabercastel 24pk watercolour pencils
  • Drawing Graphite Pencils HB/2B/4B/6B
  • Fine liner
  • Sharpie permanent
  • Roll Masking tape
  • 12 inch Ruler

* If students opted in for the ‘Art Pack’ they DO NOT NEED TO purchase the above list and will receive their pack in September 2019 once Easy payment is made.
All the above materials can be purchased in at the following shops:
Kennedy’s, Harcourt Street
Easons, O’Connell Street
Evans, 5/6 Meetinghouse Lane, Mary’s Abbey, Dublin 7; Tel: (01) 872 6855; Email: info@kmevans.com .

SECOND YEAR Booklist

Second Year Booklist 2019-2020

English

  • Crescents New Junior Cycle English, 2nd and 3rd Year, by Philip Campion et al, Edco.
  • Crescents Students Portfolio
  • To Kill a Mockingbird by Harper Lee
  • Twelve Angry Men by Reginald Rose

Irish

  • Turas 3 (Risteard Mac Liam) Educate.ie
  • Foclóir Scoile An Gúm (dictionary, same as First Year )

Classics

  • The Iliad by Homer (Penguin Classics- Translated by E. V. Rieu) ISBN:0140447946
  • The Aeneid by Virgil ( Penguin Classics-Trans. by West) ISBN: 9780140449327
  • The Parthenon by Susan Woodford  (Cambridge University Press) ISBN: 9780521226295
  • Pompeii by Peter Connolly (Oxford University Press) ISBN: 0199171580

Maths

  • Active Maths 1 and Activity Book (O.Murphy & C. Townsend) Folens.
    Same book as first year
  • Maths Formula and Tables Booklet, State Examinations Commission.
  • Active Maths 2 (Oliver Murphy & Colin Townsend) Folens (To be purchased later in the year if advised)
  • Scientific Calculator
  • Geometry Set
  • A6 Notebook for key words (please reuse 1st year keywords notebook)
  • A4 Project Maths Squared Paper Copy Book

French

  • Bienvenue en France 2 4th edition – (Joseph Dunne) Folens 2017
  • 1 x A4 Copy Book
  • 1 x A5 Hardback copy (from 1st year)
  • Install the WordReference and Duolingo applications

History

  • Discovering History 2019 (Patsy McCaughey) – Mentor Press
  • Discovering History, Sources and Activity Book Hannah Browning and Patsy McCaughey
  • A4 Soft Cover Copy Book

Geography

  • New Complete Geography 5th Edition and Skills Book by Hayes (Gill & MacMillan)
  • A4 Hardback copy
  • Colouring pencils

Science

  • The Nature of Science Textbook with Student Resources and Revision Book by Gill, Grant, Meredith & Odongo (Mentor)
    Same book as first year
  • Science A4 Hardback Copy Book

Spanish

  • ¡Aprendemos! Book 1 (Elaine Higgins) Folens 2017
  • ¡Aprendemos! Book 2 (Elaine Higgins) Folens 2018
  • 1 x A5 Copy Book
  • 1 x A4 Hardback Copy (to be kept until the end of Junior Cycle)
  • Spanish Pocket Dictionary
  • Cardboard or Plastic Folder

Music

  • Book to be decided in September
  • A4 Music Manuscript Copy Book

Religion

  • Faith Alive (Mentor Books)

Business

  • Time for Business Junior Cycle Business (with Workbook) by Joe Stafford, Siobhan O’Sullivan, Ultan Henry & James Cummiskey
    Same book as first year 
  • Calculator

CSPE

  • Take a Stand with Workbook (Holmes, O’ Dwyer) Mentor.
    Same book as first year 

SPHE

  • I Belong 2 (Folens)

Art

  • A3 Tuff Bag
  • 25 Watercolours tablet
  • Synthetic Brush size 8
  • Synthetic Brush size 6
  • Synthetic Brush size 4
  • A4 Sketchpad x2
  • 40g Glue Stick
  • Medium Scissors
  • 2 hole sharpener
  • Eraser
  • Fabercastel 24pk watercolour pencils
  • Drawing Graphite Pencils HB/2B/4B/6B
  • Fine liner
  • Sharpie permanent
  • Roll Masking tape
  • 12 inch Ruler
    * If students opted in for the ‘Art Pack’ they DO NOT NEED TO purchase the above list and will receive their pack in September 2019 once Easy payment is made.
    All the above materials can be purchased in at the following shops:
    Kennedy’s, Harcourt Street
    Easons, O’Connell Street
    Evans, 5/6 Meetinghouse Lane, Mary’s Abbey, Dublin 7; Tel: (01) 872 6855; Email: info@kmevans.com .
FIRST YEAR Booklist

First Year Book List 2019-2020

English

  • Be Inspired by Larry Cotter, Kevin McDermott and Della Meade, Edco
  • The Curious Incident of the Dog in the Night-Time by Mark Haddon
  • A4 plastic portfolio folder to be used for 1st – 3rd year.

Irish

  • Turas 1 – (Risteard Mac Liam) Educate.ie
  • Foclóir Scoile An Gúm

Maths

  • Active Maths 1 2nd Edition  (Oliver Murphy & Colin Townsend) Folens
    Includes Active Maths 1 Workbook
  • Geometry Set
  • A6 Notebook for keywords (preferably hardback)
  • A4 Project Maths Copy Book (buy at least 2)

French

  • Bienvenue en France 1 4th edition – (Joseph Dunne) Folens 2017
  • 1 x A4 Copy Book
  • 1 x A6 notebook (to be kept until end of Junior Cycle)
  • Install the WordReference and Duolingo Applications

History

  • Discovering History 2019 (Patsy McCaughey) Mentor Press
  • Discovering History, Sources and Activity BookHannah Browning and Patsy McCaughey
  • 2A4 Manuscript Soft Cover Copy Book

Geography

  • Cyclone and Skills Book by Kenny & Horan (Hayes (consultant author) Gill & MacMillan
  • A4 Hardback Copy Book
  • Colouring Pencils

Religion

  • Faith Alive (Mentor Books)

Classics

  • The Romans: Usborne Internet Linked (Illustrated World History)  by Graham Tingay and Anthony Marks ISBN: 9781409566380 Usborne
  • Usborne Illustrated Guide to Greek Myths and Legends by Anna Claybourne ISBN: 9780746087190 Usborne
  • The Iliad by Homer (Penguin Classics- Translated by E. V. Rieu) ISBN:0140447946

Science

  • The Nature of Science Textbook with Student Resources & Revision Book by Gill, Grant, Meredith & Odongo (Mentor)
  • Science A4 Hardback Copy Book

C.S.P.E.

  • Take A Stand (with Workbook) by Hugh Holmes and Robert Clougher (Mentor )

Business

  • Time for Business Junior Cycle Business (with Workbook) by Joe Stafford, Siobhan O’Sullivan, Ultan Henry & James Cummiskey
  • Calculator

Spanish

  • ¿Qué Pasa?  Book 1 (Maria Fenton ) Edco 2017
  • 2 x A5 Copy Books and 1 x A4 Hardback Copy
    (to be kept until the end of Junior Cycle)
  • Spanish Pocket Dictionary
  • 40 Page Display Folder for worksheets

SPHE

  • My Life – Book 1 – 2017 (Folens)

Music

  • Tones 1 (Higgins and Higgins)
  • A4 Music Manuscript (staff) copy and pencil

Art

  • A2 Card Portfolio (€1.50)
  • A3 Tuff Bag (€2.50)
  • 25 Watercolours tablet  (€3.50)
  • Synthetic Brush size 8  (€2.61)
  • Synthetic Brush size 6  (€1.41)
  • Synthetic Brush size 4   (€1.37)
  • A4 Sketchpad x2 (€1.84)
  • 40g Glue Stick  (€0.80)
  • Medium Scissors (€1.40)
  • 2 hole sharpener (€0.45)
  • Eraser (€0.28)
  • Fabercastel 24pk watercolour pencils  (€9.80)
  • Drawing Graphite Pencils HB/2B/4B/6B (€2.67)
  • Fine liner (€0.59)
  • Sharpie permanent (€0.63)
  • 12 inch Ruler  (€0.40)
  • Roll of masking tape (€0.95)
  • Art Odyssey, A junior Cycle Visual Art Sketchpad by McKeever, McDonogh and Kavanagh. Gill Education (€12.95)
    Overall Total (Including Book for 1stYrs) — €46.65
    All of the above will be ordered by the Art teacher.
    Students will receive their materials and book in September 2019 once payment is made through the schools Easy Payment system.
SIXTH FORM Booklist

Sixth Form Book List 2019-2020

Maths

  • No Maths Book Required

English

  • Wordwise 6 (C. J. Fallon)
  • My Word A Day 6 (C. J. Fallon)

Irish

  • Seo Leat 6 (C.J. Fallon)

Religion

  • Grow in Love – 6th Class  (Veritas)

SESE

  • Small World 6th Class History (C. J. Fallon)
  • Small World 6th Class Geography and Science (C. J. Fallon)

Art

  • Pack of Colouring Pencils     

Copy Books

  • A4 Hardback Notebook
  • Maths Copy Books (2)
  • A4 Hardback Folder 
  • One Packet of Poly Pockets and Dividers
  • 9” x 7” Hardback Notebooks – not A5 (3) 
  • Geometry Set
  • Calculator

Please ensure that all books and stationery, including copybooks, are covered with clear plastic and labelled with name on front.

FIFTH FORM Booklist

Fifth Form Book List 2019-2020

Maths

  • No Maths Book Required

English

  • Wordwise 5 (C. J. Fallon)
  • My Word A Day 5 (C. J. Fallon)

Irish

  • Seo Leat 5 (C.J. Fallon)

Religion

  • Grow in Love – 5th Class  (Veritas)

SESE

  • Small World 5th Class History (C. J. Fallon)
  • Small World 5th Class Geography and Science (C. J. Fallon)
  • Map wise 5th and 6th Class (Edco)

Music

  • New Music Box 5 and 6 (Edco)

Art

  • Pack of Colouring Pencils     

Copy Books

  • A4 Hardback Notebook
  • 9”x 7” Hardback Copy (3)
  • Maths Copy Books (2)
  • Lined Copy Books (4)
  • Geometry Set
  • Calculator

Please ensure that all books and stationery, including copybooks, are covered with clear plastic and labelled with name on front.

FOURTH FORM Booklist

Fourth Form Book List 2019-2020

Maths

  • No Maths Book Required

English

  • Wordwise 4 (C. J. Fallon)
  • My Word A Day 4 (C. J. Fallon)

Irish

  • Seo Leat 4 (C.J. Fallon)
  • Pocket Irish/English Dictionary

Religion

  • Grow in Love – 4th Class (Veritas)

SESE

  • Small World 4th Class History (C. J. Fallon)
  • Small World 4th Class Geography and Science (C. J. Fallon)

Music

  • New Music Box 4 (Edco)

Art

  • 2 Packs of Colouring Pencils     

Copy Books

  • A4 Hardback Copy (1)
  • 9”x 7” Hardback Copy (1)
  • Hard Cover Folder (1)
  • Packet of Poly Pockets
  • Packet of Dividers
  • Small Hard Cover Notebook
  • Maths Copies (1)
  • Pencils
  • Red Pens (3)
  • Blue Pens (3)
  • Sharpener
  • Eraser
  • 30cm ruler

Please ensure that all books and stationery, including copybooks, are covered with clear plastic and labelled with name on front.

THIRD FORM Booklist

Third Form Book List 2019-2020

Maths

  • No Maths Book Required

English

  • Wordwise 3 (C. J. Fallon)
  • My Word A Day 3 (C. J. Fallon)

Irish

  • Seo Leat 3 (C.J. Fallon)

Religion

  • Grow in Love – 3rd Class (C. J. Fallon)

SESE

  • Small World 3rd Class History (C. J. Fallon)
  • Small World 3rd Class Geography & Science(C. J. Fallon)

Music

  • New Music Box 3 (Edco)

Art

  • 2 Packs of Colouring Pencils     

Copy Books

  • A4 Hardback Copy                                
  • Maths Copy (2)                                
  • Lined Copy Book (2)                      
  • Ring Binder Folder                             
  • Packet of Punched Pockets            
  • Pritt Sticks (2) 
  • 30 cm Ruler
  • Lead Pencils (3)  
  • Red Pens (2)
  • Erasers (2)
  • Sharpeners (2)

Please ensure that all books and stationery, including copybooks, are covered with clear plastic and labelled with name on front.

SECOND FORM Booklist

2nd Form Booklist 2019-2020

Maths

  • Busy at Maths 2 (C.J. Fallon)

English

  • Revised Spelling and Tables (Folens)
  • Wordwise 2 (C.J. Fallon)
  • Go With the Flow D (C.J. Fallon)

Irish

  • Céim ar Chéim 2 (C.J. Fallon)

Religion

  • No Religion Book Required

SESE

  • Small World – Second Class (C.J. Fallon)

Music

  • New Music Box 2 (Edco)

 Copy Books

  • A4 Hardback Copy
  • Eraser (2)
  • Project Copy 15A (1)
  • Sharpener (2)
  • C5 Maths Copy (1)
  • A4 Zip Folder (3)
  • Lined Copies A11 (3)
  • Pritt Stick (4)
  • Pencil (5)
  • 30cm Ruler (2)
  • Pack of 12Colouring Pencils (2)
  • Pack of 12markers  

Please ensure that all books and stationery, including copybooks, are covered with clear plastic and labelled with name on front

FIRST FORM Booklist

1st Form Booklist 2019-2020

Maths

  • Busy at Maths 1 – First Class    (C. J. Fallon)
  • Busy at Maths 1 – First Class – Shadow Book (C. J. Fallon)

English

  • Revised Spelling and Tables (Folens)
  • Handwriting Made Easy – Looped Style (C.J. Fallon)
  • Wordwise 1 (C.J. Fallon)
  • Sounds Like Phonics Activity Book C (C.J. Fallon)                                            

Irish

  • Céim ar chéím  1 – (C. J. Fallon)
  • Ag an Zú Leabhar 1 (included with the above) – (C. J. Fallon)

Religion

  • Grow in love – First Class – Primary  3 (Veritas)

SESE

  • Small World – First Class – (C.J. Fallon)

Music

  • Ready to Rock 1 -–(C.J Fallon)

Art

  • Pack of 12 colouring pencils
  • Pack of 12 markers

 Copy Books

  • C5 Maths Copy
  • Lined Copy Books (1)
  • Lined Copy Books (1)
  • A5 Hard Back Copy Book  (9”x7”)
  • Project copybook – 236mm
  • Handwriting Copy – B2
  • Scrapbook – 490mmx750mm (2)
  • A4 zip folders (2)
  • Triangular pencils (labelled) (5)
  • Eraser (2)
  • Sharpener (2)
  • A4 Display folder with plastic pockets
  • Sharpener (2)
  • Pritt Stick (5)
  • 30cm ruler

Please ensure that all books and stationery, including copybooks, are covered with clear plastic and labelled with name on front

SENIOR INFANTS Booklist

Senior Infants Book List 2019-2020

Maths

  • Busy at Maths – Senior Infants (C.J. Fallon)

English

  • Just Phonics – Senior Infants (Educate.ie)

Irish

  • Abair Liom B (Folens)

Religion

  •   Grow in Love – Senior Infants, Primary 1 – Pupil’s Book (Veritas)            

SESE

  • Small World Junior Infants (C. J. Fallon)
  • Small World 6th Class Geography and Science (C. J. Fallon)

Music

  • Ready to Rock B (C.J Fallon)     

Copy Books

  • Maths Copy Book – 20mm Squares (2)
  • Project Copy Book – 15A (2)
  • Scrap Book (2)
  • A3 Strong Plastic Folder  – With Zip
  • A4 Hardback Copy – 160 pages

Pencil Case · sturdy and easily accessible containing…

  • Pencil
  • Eraser
  • Sharpener
  • Twistables (one pack of each thick/thin)
  • Glue Stick
 

Please ensure that all books and stationery, including copybooks, are covered with clear plastic and labelled with name on front.

 

JUNIOR INFANTS Booklist

Junior Infants Book List 2019-2020

Maths

  • Busy at Maths – Junior Infants (C.J. Fallon)

English

  • Sounds Like Phonics Activity Book A (C. J. Fallon)

Irish

  • Abair Liom A (Folens)

Religion

  •   Grow in Love – Junior Infants, Primary 1 – Pupil’s Book (Veritas)            

SESE

  • Small World Junior Infants (C. J. Fallon)
  • Small World 6th Class Geography and Science (C. J. Fallon)

Music

  • Ready to Rock A (C.J Fallon)     

Copy Books

  • Maths Copy Book (20mm Squares)
  • A3 Strong Plastic Folder (With Zip)
  • Hardback Copy
  • B2 Writing Copy

Pencil Case · sturdy and easily accessible containing…

  • Pencil
  • Eraser
  • Sharpener
  • Twistables (one pack of each thick/thin)
  • Glue Stick

Please ensure that all books and stationery, including copybooks, are covered with clear plastic and labelled with name on front.

 

COMMUNICATIONS

SCHOOL CONTACT AND MESSAGING SERVICE

School Contact Numbers

E-mail Phone Ext
Dolores MacMahon,
Director of Admissions
admin@stconleths.ie (01) 668 0022 2
Rachel Lennon,
Head of Administration
lennonr@stconleths.ie (01) 668 0022 1
Pamela Reilly,
Financial Controller
murphypam@stconleths.ie (01) 668 0022 0
Ann Sheppard,
C.E.O.
shepparda@stconleths.ie (01) 668 0022 3

Senior School Contact Numbers

E-mail Phone Ext
Donal Ó Dúlaing,
Senior School Principal
odulaingd@stconleths.ie (01) 668 0022 5
Angelina Hopkins,
Deputy Principal
hopkinsa@stconleths.ie (01) 668 0022 7

Junior School Contact Numbers

E-mail Phone Ext
Tony Kilcommons,
Junior School Principal
kilcommonst@stconleths.ie (01) 668 0022 6
Dolores Kelly,
Head of Preparatory School
kellyd@stconleths.ie via Rachel Lennon

If the phone lines are engaged or if there is no one available to take a call, please leave a message and it will be dealt with as soon as possible.

Reception

Rachel is available to meet and talk to parents and address any queries they may have between the following hours:
9:00 a.m. – 10:00 a.m.
2:30 p.m. – 3:30 p.m.

N.B. It may not always be possible to pass on messages to pupils except in cases of emergency.

Text Messaging Service

The School use a text messaging service to alert parents of pupil absences and to send reminders of meetings and events to parents and to notify them of any changes to proposed schedules. There is a €5.00 charge per child which is included in the school extras.