Yes, we Boomers did have a ‘World Wide Web’ back in the 70s and 80s and it was even more exciting than your top ten Tik Tok twitchings! See, we had ‘pen pals’ organised in school and we would converse with ‘friends’ half-way across the world, using old-fashioned pen and paper (see glossary below), honing our second language skills and learning about foreign cultures. Yes, we mostly forgot about Pierre or Miguel once the summer holidays began, but for some, ‘Pen Pals’ became lifelong friends. There was something special about receiving that strangely dimensioned envelope with a letter marked with weird accents and full of references to weird music and weirder foods, and yet also touchstones of unexpectedly shared experiences.

Well, Ms. Crowley is bringing all the joys of Pen Palling back, forcing some sustained literacy (and patience) on this generation of Instant Gramaficators… with her TY French class starting an ‘email relationship’ with Saint-Alyrea, a French school in Clermont-Ferrand! Stay tuned!

Any valuable items brought in to school should be separately insured under the family household insurance e.g. laptops or expensive phones.

The school’s insurance policy does provide cover for a pupil’s personal effects which go missing. However an excess of €300 would apply.

Monday

Main Course 1: Pasta Bolognese with Parmesan 1, 9, 7
Main Course 2: Vegetarian Option
Soup of the Day: Vegetable 9
Salad of the Day: Bacon and Avocado 10

Tuesday

Main Course 1: Chicken with Tarragon and Broccoli and Rice
Main Course 2: Vegetarian Option
Soup of the Day: Tomato and Lentil 9
Salad of the Day: Niçoise 3, 4, 10

Wednesday

Main Course 1: Homemade pizza with side salad 1, 7
Main Course 2: Vegetarian Option
Soup of the Day: Roasted Celeriac
Salad of the Day: Spinach and Red Onion Frittata 3, 7

Thursday

Main Course 1: Stir-fry Noodles with Chicken 1, 6
Main Course 2: Vegetarian Option
Soup of the Day: Vegetable 9
Salad of the Day: Green Orzo 1, 7

Friday

Main Course 1: Tandoori Chicken with Brown Rice, Lentils and Fresh Mango Chutney 1
Main Course 2: Vegetarian Option
Soup of the Day: Minestrone 9, 12
Salad of the Day: Tandoori Chicken 1, 7

Introductory Statement 

This policy aims at ensuring that a high-quality, comprehensive programme of Relationship and Sex Education (RSE) is delivered to the students of St Conleth’s College in a professional manner and with a view to the holistic development of the student. 

The policy aims at delivering this as a Relationship and Sex Education module within the Social, Personlal and Health Education (SPHE) programme at Junior Cert Level and as a distinct and independent module within the scheduled timetable for Religious Education (RE) at Senior Cycle. 

The policy has been developed over the years since 2006. The process included discussions with the Manager, the School Teaching Staff, the Parents’ Association and the Students’ Council. 

Scope 

• The policy will apply to all aspects of teaching and learning about relationships and sexuality within our school. Discussion about relationships and sexuality also takes place in classes other than SPHE/RSE e.g. Science, Biology, Religious Education, and in the contact between students and their Form Teacher. It is therefore important that all teachers are familiar with the RSE policy. 
• The policy will apply to all school staff – teaching staff and non-teaching staff – to students, the Manager, parents/guardians, visiting speakers and external facilitators. 

Rationale 

• Sexuality is a key element of healthy social and personal development. Young people are exposed to a wide variety of messages about sexuality and sexual activity. Schools, in consultation with parents/guardians, need to reflect on how to provide for the needs of their students. 

• The Education Act http://www.irishstatutebook.ie/eli/1998/act/51/enacted/en/pdf requires that schools should promote the social and personal development of students and provide health education for them. 

• Section 4 of the Rules and Programme for Secondary Schools requires schools to have an agreed policy for RSE and a suitable RSE programme in place for all students at both junior and senior cycle. https://www.education.ie/en/Schools-Colleges/Information/Rules-and-Programmes-for-Schools/ 

• Circulars M4/95 and M20/96 request schools to commence a process of RSE policy development. https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/Post-Primary-Circular-M04-95-Relationship-and-Sexuality-Education.pdf and https://www.education.ie/Circulars-and-Forms/Active-Circulars  

• We also refer to the following circulars: RSE 0027/2000, SPHE and RSE Best Practice for Post-Primary Schools, 0023/2010 and 0037/2010 https://sphe.ie/downloads/Circulars/DES%20CIRCULAR-0023%20APRIL%202010.pdf and https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0037_2010.pdf 

• We recognise that the effectiveness of an RSE programme is dependent on a collaborative policy process involving all stakeholders- the Manager, teachers, parents/guardians, and students. 

Relationship of this policy to the characteristic spirit of St. Conleth’s 

• St. Conleth’s College is committed to the care and development of each individual and to the creation of a safe, caring and happy environment. Our RSE policy acknowledges the significance of integrated and holistic human development which fosters in students an awareness of and a capacity for healthy and fulfilling human relationships. 

• Our RSE policy reflects the values we promote in St Conleths as expressed in our Mission Statement including, for example, active listening, mutual respect, kindness and inclusivity. 

• Our RSE policy reflects and respects the religious values expressed in our Mission Statement. 

• The RSE policy recognises that spiritual, moral and ethical issues will arise in the teaching of RSE. The policy is intended as a guide to teachers in the treatment of these issues in accordance with the ethos of the school. 

• It is noted that schools are required to deliver all aspects of the RSE curriculum, including those in relation to sexual identity, contraception, sexually transmitted infections etc. 

• It is also noted that in providing RSE, teachers are not conveying their own personal views on sensitive issues but facilitating students in discussing a wide range of views in relation to topics within the RSE programme in a manner respectful of our school ethos. 

Goals/ Objectives 

The objectives of our RSE policy 

• It will ensure clarity on how RSE is taught in the school. 
• It will articulate the relationship of RSE to SPHE. 
• It will articulate the aims of the RSE programme. 
• It will clarify the rights, roles and responsibilities of all within the school community in relation to the RSE programme, with particular reference to school staff, students, parents/guardians and the Manager. 
• It will ensure that teachers, parents/guardians and students understand how the teaching of RSE is linked to the school ethos. 
• It will provide information on the practicalities of delivering the programme. It will offer students an opportunity to learn about relationships and sexuality in a safe and caring environment, fostering in them the capacity to think and act in a moral, caring and responsible way. 

The goals of our policy 

• It aims to help students to understand and develop healthy friendships. 
• It will help them to have a better understanding of human sexuality and to have a positive attitude towards their own sexuality and that of others. 
• It will help students to have an understanding of and respect for human reproduction. 
• It will make students aware of diversity, heighten their sensitivity to others and foster attitudes of inclusivity. 

Key Measures 

A. Provision of Training and Staff Development. 

• The school has appointed a staff member as Coordinator of SPHE, who is clear about what this role involves. 
• Teachers are consulted prior to being timetabled for SPHE/RSE 
• All teachers assigned to teach RSE will be offered training in this area. 
• The school encourages and welcomes a gender balance among the teachers assigned to SPHE/RSE. 
• All teachers of these subjects have access to the resource materials such as the TRUST manual, the online information available (the SPHE coordinator will guide teachers in the use of this material) SPHE text books and back up material related to these texts, etc. 

B. Inclusion of Parents/Guardians 

• Parents are the primary educators of their children and their role in education concerning relationships and sexuality is seen by the school as paramount. 
• Parents are invited to participate in the process of drawing up the school policy on RSE. Representatives of the Parents Association will reflect the diversity of age and gender of our students – eg Junior Cycle and Senior Cycle. 
• Ordinarily, parents will be informed of the RSE programme at the Information Meeting with each group of parents at the beginning of the school year, and by letter on enrolment. They may request to withdraw their child from the RSE programme/class, should they so wish. This is communicated in writing to the school Principal. 
• Through the school website, parents are made aware of the content of the SPHE/RSE programmes and of the other school policies which relate to these subjects. 

C. Ethical/Moral Considerations 

Answering Questions:
While it is important to create an environment in SPHE/RSE in which students can discuss issues openly, teachers may not be able to answer all questions asked by students and will set appropriate limits. Students may ask questions which are not appropriate to a classroom setting. On these, and on all questions, teachers should use their professional judgement, be guided by the age of the students, the RSE curriculum and the RSE policy for the school. Reference should also be made to the “Ground Rules”, which are drawn up with the SPHE/RSE class at the beginning of each year. 

Confidentiality:
While students should be encouraged not to disclose personal or private information in SPHE/RSE classes, there may be times when they do talk about personal issues. It is important that students are made aware of the limits of confidentiality from the beginning and that teachers do not give an unconditional guarantee of confidentiality. Confidentiality should be respected unless a teacher becomes aware that a child is at risk, in which case the appropriate action should be to notify the Designated Liaison Person, who will then follow the procedures outlined in the Child Protection Procedures and Guidelines for Post-Primary Schools. 

However, if a student is not at risk but chooses to confide in a teacher, the following procedure applies: the meeting should take place in a room where the staff member and pupil are visible through a glass panelled door and /or with the door slightly ajar. It is also important that, should a student bring up personal or family issues, the teacher should refer the issue to the Principal, the Deputy Principal or Guidance Counsellor. 

Sexual Activity:
The RSE policy statement gives teachers a framework, related to morals and values within which the issue of sexual activity should be addressed. These are to be found within the RSE Programme and resources itself and as articulated in the earlier section on the ‘Relationship to the characteristic spirit of the school’. Teachers will give young people information on the age of consent which is 17 years of age for both males and females. The importance of Consent will be highlighted and explored in the programme.Teachers who become aware that a student is sexually active under the age of consent must bring this information to the Principal who will then inform the parents.

Contraception:
The RSE Curriculum Guidelines state that the subject of contraception will be covered within the Senior Cycle RSE programme. It may happen, depending on the perceived needs of Junior Cycle students, that contraception may be discussed earlier, using the material from the Junior Cycle resource Materials. Such a decision should only be made after discussion with the SPHE coordinator. 

Sexual Identity:
The post-primary RSE Curriculum Guidelines include the subject of sexual orientation. The school may decide the topic needs to be addressed before Senior Cycle, especially if homophobic bullying is an issue. This is consistent with the school’s Bullying Policy. The Equal Status Act, 2000 and the Equality Act, 2004 prohibit discrimination across nine grounds, including sexual orientation. Consideration needs to be given to the messages that are conveyed if the subject of homosexuality is not discussed in a clear and open way in schools. The teacher will endeavour to create a safe environment in the classroom within which such a discussion may take place. 

Students should also be made aware that they too may need to make judgements regarding confidentiality when sensitive information indicating risk is disclosed to them by friends.

Sexually Transmitted Infections (STI’s):
Given that rates of STI transmission are increasing, it is important that the subject is addressed in school. While awareness of STI’s is one of the objectives of the Second Year SPHE/RSE syllabus, STI’s are mainly addressed in Senior Cycle. 

D. Practical Issues 

• RSE takes place in the context of SPHE which is time-tabled in all Junior Cycle classes. 
• Provision for RSE at Senior Cycle is for Fourth, Fifth and Sixth Year pupils. 
• Outside speakers may be invited to supplement the regular delivery of RSE to a class group. The SPHE coordinator will provide the visitor, well in advance of the visit, with a copy of this RSE policy. After gaining approval from the Principal for the visit, the organiser makes the visitor aware of the ethos of the school and the manner of delivery of the RSE programme. 
• Children with special needs may need more help than others in coping with the physical and emotional aspects of growing up; they may also need more help in learning what sorts of behaviour are and are not acceptable. Therefore, provision for children with special needs in RSE class will be catered for with this in mind and in cooperation with the Learning Support teachers and the Care Team. 
• Parents may wish to withdraw their children from the RSE programme. Parents will be provided with a copy of this policy following a request to do so. Parents do not have to give reasons for withdrawal of their child from RSE. However, we respectfully invite them to do so in person or by phone in order that we can resolve any queries or misunderstandings. Once a parent’s request to withdraw is made and accepted by the school, that request must be complied with until revoked by the parent. 

Links to Other Policies 

The following policies have been taken into consideration in the development of this policy: See School Web site: 

• Child Protection Policy
• Anti-Bullying Policy 
• Substance Use Policy 
• SPHE policy 

Curriculum Delivery 

• Social, Personal and Health Education (SPHE) is timetabled as part of the Junior Cycle core curriculum. SPHE provides students with opportunities to develop the skills and competencies to care for themselves and others and to make informed decisions about their health, personal lives and social development. This includes providing information on relationships and sexuality. 
• The SPHE Senior Cycle syllabus currently being developed will incorporate Senior Cycle RSE; at present RSE is delivered at Senior Cycle Level as a distinct module within the RE programme. 
• Aspects of RSE are delivered across the curriculum, through subjects such as Religious Education, Science, Biology and through Form Class contact. St Conleth’s College endeavours to ensure that all students receive a full and balanced RSE programme from First Year through to Sixth Year. 

Implementation Arrangements, Roles and Responsibilities 

• The Principal on behalf of the Manager will co-ordinate implementation of the RSE policy. 
• Ongoing training is available for teachers to help them implement the RSE programme. 
• Information regarding courses or training for parents may be offered and organised by the Parents’ Association in conjunction with the Manager and the Principal. 
• Relevant RSE school resources will be sourced, stored and updated by the SPHE Coordinator. 

Ratification and Communication 

• This policy will be available to parents, teachers and the Manager and amended when consensus has been reached by all parties. 
• The final agreed policy will be presented to the Manager to be ratified and then circulated to all parties involved. 
• Parents/guardians will be informed of the RSE Policy, the teaching programme for RSE will be given to parents. It will also be available on the school website. 

Implementation Date of This Revised Policy: September 2019.

Monitoring, Evaluating and Reviewing the implementation of the policy 

• The policy will be reviewed and evaluated every three years under the direction of the Manager and the Principal. 
• This process will be co-ordinated by the SPHE Coordinator in consultation with the wider school community. 
• On-going review and evaluation will take cognisance of changing information, guidelines, legislation and feedback from parents/guardians, students, teachers and others. 
• This policy will be revised as necessary in the light of such review and evaluation and within the framework of school planning. 

The following indicators will be used to gauge the impact and effectiveness of the policy, at review. 

• RSE is being successfully taught to all Junior Cycle Students through SPHE and to all Senior Cycle students (i.e. 4th, 5th and 6th year students) through a distinct RSE module which is part of the RE programme. 
• Resource material is available to teachers. 
• Appropriate in-service for teachers is available and relevant teachers are availing of it. 
• Students, parents/guardians as well as all staff members are aware of the policy. 
• Positive feedback is received from teachers, other school staff, students, parents/guardians and the Manager. 
• The review and evaluation of the policy is guided by annual feedback from the SSE survey in preparation for the following year’s SIP. 

Reviewed: September 2019.

Next date for review: September 2022. 

Senior School Parents’ Association

Committee Members 2020-2021

1st Year            Cliodhna Bourke
1st Year            Maeve Byrne
1st Year            Olivia McCullough

2nd Year           Lorraine O’Connor

2nd Year           Frances Connor
2nd Year           Derval Tubridy

3rd Year            Lara Hynes O’Neill
3rd Year            Cliona Fanning

4th Year             Claire Clancy
4th Year             Angela Roche

5th Year             Ray MacDonnell (Chair)
5th Year             Caroline O’Dea

6th Year             Regina Buckley (Secretary)
6th Year             Gillian Lambe

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

Eason

• 40 O’Connell Street Lower, Dublin D01 PY90
  Phone: (01) 858 3811
  Web: https://www.easonschoolbooks.com

Schoolbooks.ie

Web: https://www.schoolbooks.ie

Opening Minds (formerly Wise Owl)

Web: www.openingminds.ie

• 7 Lower Kilmacud Road, Stillorgan
  Phone: (01) 283 6477
  Email: [email protected]
• 16 Patrick Street, Dun Laoghaire
  Phone: (01) 230 4675
  Email: [email protected]
• Supervalue Shopping Centre, Ballinteer Avenue, Dublin 16
  Phone: (01) 296 2027
  Email: [email protected]

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

Kennedy Art Supplies

• 12 Harcourt Street, Dublin 2
  Phone: (01) 475 1749
  Email: [email protected]
  Web: kennedyart.com

Eason

• 40 O’Connell Street Lower, Dublin D01 PY90
  Phone: (01) 858 3811
  Email: [email protected]
  Web: www.easons.com/stationery

Evans

• 5/6 Meetinghouse Lane, Mary’s Abbey, Dublin 7
  Phone: (01) 872 6855
• Web: https://store.evansartsupplies.ie
• Email: [email protected]

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 6^th 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:[email protected]
Reviewed January 2019

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 18^thDecember 2018. It shall be reviewed as part of the school’s annual review of its Child Safeguarding Statement.  It was reviewed on 30th November, 2020.

All Junior and Prep School pupils were present for at least part of the day today and our early morning supervision and after school club have started also. We would hope that the majority of our extra curricular activities will begin in weeks 2 & 3. Here are the confirmed start dates for the following activities.

Science Club (5th & 6th) – Tue 4th Sep.
Coding (2nd-6th) – Wed. 5th Sep.
Karate  (JI-6th)   – Wed. 5th Sep.
Soccer (2nd-6th) – Wed 5th Sep.
Maths Club (5th & 6th) – Thu 6th Sep.
* Fencing (1st-6th) – Fri 7th Sep.
Chess (2nd-6th) – Mon 10th Sep.
Mini Tennis (JI & SI) – Mon 24th Sep.
Playball (JI & SI) – Thu 27th Sep.

* 2nd-4th begin their swimming block on this day and cannot do this Fencing block

Please note that early morning Tuesday and Friday fitness classes for 4th, 5th and 6th Form will be open for booking once sports hall timetable has been agreed.
There may be after school basketball classes offered for 5th and 6th Form on Tuesdays and optional extra rugby coaching on a Thursday after school for those interested from 5th and 6th Form once the sports timetable has been agreed with the Senior School.
Any changes to these start dates will be communicated immediately.
Late cancellation of any of these activities on a particular day will be communicated via text message and pupils will be supervised if necessary until collection.

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

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

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

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 6^th 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: [email protected]
Reviewed September 2017

Our Self Evaluation Report and Improvement Plan
St. Conleth’s College
2017-18

1       Introduction

This document records the outcomes of our previous improvement initiatives, the findings of this self-evaluation, and our current improvement plan. This includes our targets and the actions we will implement to meet them.

1.1      School Context
St Conleth’s College is a fee-paying Secondary School with approximately 270 students. For many years, the school was a boys’ school which accepted girls in 5^th and 6^th year but since 2016 it has been fully co-educational. Our school is co-located with a junior school. We have recently completed several building projects and refurbishments which have further improved the school environment.

1.2      Outcomes of our last improvements
Since 2012, the school has been focused on trying to improve student literacy. We noticed that students often did not understand the subject-specific terms used in text books and exams and so we introduced displays of keywords to help with this problem. Subject specific terms were displayed so that students could familiarize themselves with them. An improvement was noted, but not specifically measured.

1.3  The focus of this evaluation
We undertook self-evaluation of teaching and learning during the period February 2017 to June 2017. We evaluated the following aspect(s) of teaching and learning:

• General student/teacher/parent relationships
• Numeracy
• Literacy
• Assessment for Learning

The evaluation was carried out based on staff discussions, and parent and student surveys. The results of the surveys are referred to below. In each case the results have been averaged out and are marked on a scale of 1 (poorest result) to 5 (full marks). The plan is to repeat these surveys at the end of 2017-18 and hopefully register improvements as outlined below.

In addition to the evaluations outlined in the SSE and SIP processes, we carry out an analysis of our students’ academic performance versus the national average in all subjects in state exams and discuss our overall performance in an all-staff setting.

2       Findings

The findings of our evaluation are outlined below.

2.1       General student/teacher/parent relationships
We were one of the first schools to be inspected according to the new Management Leadership and Learning MLL assessment structure in 2010 and the feedback from our parents and students was excellent. The positive relationship between teachers, students and their parents underpins everything we do at St. Conleth’s and so acquiring feedback in relation to this aspect of our school will continue to be an important part of our self-evaluation.

We repeated the parent survey ourselves in June 2017 and noted continued positivity in general. While we will continue to monitor the status of these relationships, this is not a formal area for improvement.

2.1.1      This is effective / very effective practice in our school
Parents appreciated the family atmosphere within the school and the positive relations with the teachers.

2.1.2      This is how we know
The feedback from parents was very good. Parents responded that their child was doing well in the school (4.1/5), that teaching is good in the school (4.1/5) and that management of students is good in the school (4.1/5).

2.1.3      This is what we are going to focus on to improve our practice further
We will continue to monitor these relationships but do not intend to set specific targets in this area.

2.2      Literacy
We initially focused on improving literacy amongst our students in 2012 and adopted various measures such as a focus on keywords to achieve this goal. We have decided to continue with our literacy drive and try to measure the outcome.

2.2.1      This is effective / very effective practice in our school
Our use of keywords has worked well, but is of limited use as a standalone measure. In maths, our Junior Cycle students have been maintaining alphabetised lists of keywords.

2.2.2      This is how we know
In class, students are enthusiastic to maintain and add to their keywords.

2.2.3      This is what we are going to focus on to improve our practice further
In our surveys, our some students noted that different teachers use different terms for the same thing. Within departments we should try to standardize terms.
We will continue to highlight keywords across all subjects. In addition, the English teachers have carried out some reviews of keyword familiarity amongst students in 2^nd year and these can be reassessed at the end of the year to gauge improvement.

2.3      Numeracy
As a means of “catching up” on the 2012 drive, we are also pushing forward with targets in numeracy this year. In particular, we are focusing on improving the general attitude to maths in 1^st year.

2.3.1      This is effective / very effective practice in our school
We have always encouraged 1^st years to work without calculators and have been able to continue this since the introduction of the Common Introductory Course of Project Maths. We thereby encourage all but the very weakest students to learn the proper handling of key skills such as fractions and handling of integers.
In addition our Junior cycle students have 4 classes per week (1^st year) and 5 classes per week (2^nd and 3^rd year) and our Senior cycle students have 6.

2.3.2      This is how we know
We surveyed our students on some key “maths beliefs” and found that by and large our students felt that maths was important and that they could improve their maths skills with work.
In addition, we see the evidence of favourable results in maths in State Exams, well ahead of national averages.

2.3.3      This is what we are going to focus on to improve our practice further

We are expanding concepts of numeracy to all subject areas. We are also surveying our new first years on their maths beliefs at the start and end of first year and hope to see an improvement.

2.4      Assessment for Learning AfL
Our third primary focus for evaluation and improvement is the further deployment of AfL techniques in all teaching and learning throughout the school.

2.4.1      This is effective / very effective practice in our school
Our teachers have always used elements of AfL and this has been recognized and appreciated by our students.

2.4.2      This is how we know
Our survey of students in June 2017 showed that students have experience of assessing their own work (3.7/5) and to read over and correct their work (3.9/5). However the figures for assessing their fellow students work (2.9/5) and discussing their work with other students (3.4/5) leave room for improvement.

2.4.3      This is what we are going to focus on to improve our practice further
We will focus on the following aspects of AfL

— Making success criteria clear for our students
— Peer reviewing work
— Displaying examples of excellent work by other students.
— Encourage student reflection on their own work

2.5      Use of Technology in the classroom
In addition to the areas of improvement outlined above, there is a parallel initiative to improve use of Technology in the classroom throughout the school. This year there are plans to roll out chrome-cast and extend the use of google classroom to more class groups.

3       Our improvement plan

On the next page we have recorded:

• The targets for improvement we have set
• The actions we will implement to achieve these
• Who is responsible for implementing, monitoring and reviewing our improvement plan
• How we will measure progress and check outcomes (criteria for success)

As we implement our improvement plan we will record:

• The progress made, and adjustments made, and when
• Achievement of targets (original and modified), and when

Timeframe of this improvement plan is from Sept 2017 to June 2018

St. Conleth’s College recognises that child protection and welfare considerations permeate all aspects of school life and are reflected in all the school’s policies, practices and activities. Accordingly, in accordance with the requirements of the DES’ Child Protection Procedures for Primary & Post Primary Schools, the Manager of St. Conleth’s has agreed the following child protection policy:

1. The Manager has adopted and will implement fully and without modification the Department’s Child Protection Procedures for Primary and Post Primary Schools as part of this overall child protection policy
2. The Designated Liaison Person (*DLP) is Dónal ÓDúlaing
3. The Deputy Designated Liaison Person (Deputy DLP) is Angelina Hopkins
4. In its policies, practices and activities, St. Conleth’s College 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 consideration
   • 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 accusation or 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 relation to any adult pupil with special vulnerability
5. St. Conleth’s College has put in place a number of policies, guidelines and best practice procedures relevant to child protection. They include the Code of Behaviour Policy; Anti Bullying Policy; Policy on School Tours: PE & Sports Policy; Policy on the Mentoring and Induction of New Teachers; Pastoral Care Policy and the Health & Safety Statement. The Manager has ensured that all relevant policies, protocols, guidelines are in place in respect of the above.
6. This policy has been made available to school personnel and the Parents’ Association and is readily accessible to parents on request. A copy of this policy will be made available to the DES if requested.
7. This policy will be reviewed by the Manager once in every school year
8. This policy was adopted by the Manager, Ann Sheppard,  and the School Principal, Dónal ÓDúlaing, on the 14th of  August, 2017.
9. Date of next review: February 2018.
10. NOTE: Signed copy available in the Principal’s Office

CHILD PROTECTION GUIDELINES FOR TEACHERS*

• If any student should talk to you about a matter involving emotional, physical sexual or any other form of abuse (including neglect) concerning himself/herself or others, you must immediately report the matter to the Designated Liaison Person (DLP) i.e. the School Principal.
• Similarly, if you are personally concerned about a student and believe that he/she may be the victim of some form of abuse or neglect, (even though no one has said anything to you) you must also report the matter as above.
• If the School Principal is not available you must inform the Assistant Designated Liaison Person (ADLP) i.e. the Deputy Principal.
• You should never make a promise to a student that you will keep the matter which was reported to you confidential
• If you report the matter in good faith to the DLP and it transpires that there is no truth in the matter or it is unfounded, you are protected in law
• However, if you are told something and you do not report it, you could face criminal proceedings
• You should never question the person about what she/he tells you (i.e. asking for specific details etc.) This is not your function. Your only responsibility is to report the matter to the DLP.
• You should not discuss the matter with other teachers or students in the staffroom, the classroom or elsewhere. Nor should you be a party to gossip or rumour mongering.* For full details on the above, see the Department of Education’s  Child Protection Guidelines Document. (also available in the staffroom or from the School Principal)

NO CONTENT

Dear Fellow Conlethian,

The Union is celebrating its 69th Anniversary this year.  The St. Conleth’s College Past Pupils’ Union Annual Dinner will take place on Friday the 1st of March, in the school.

Date:   Friday 1st March 2019

Ticket Prices:   €65 Euro or €55 Euro for those who’ve graduated in the last five years (14-18).

Dress:     Black Tie

Time:       7:30pm

The dinner provides a great opportunity to meet your old classmates and former teachers. In particular we would like to see the latest graduates from 2018 and 2017 and the graduation classes from 2016, 2014, 2009, 2004, 1999, 1994, 1989, 1984, 1979, 1974, 1969, 1964, 1959, 1954, 1949 and 1944. We are also welcoming those who were affected by the cancellation of the 2018 dinner.  Everyone is welcome, including spouses, partners and guests of past pupils. Individual years will be seated together at dedicated tables.

Tickets should be purchased in advance online via the St.Conleth’s School website: www.stconleths.ie, (click on “Easy Payments Plus” and select PPU Dinner on the drop down menu-Link).

Please contact us by email at [email protected] or via facebook (St. Conleth’s PPU) for help in organising your own year’s reunion.

I look forward to meeting you on what is always a very enjoyable evening.

Yours Sincerely,
Donal Milmo-Penny

President

Contact Details:

St.Conleth’s College, 28 Clyde Road, Ballsbridge, Dublin 4
e-mail: [email protected]
facebook: St. Conleth’s PPU
Twitter: StConlethsPPU

Dear fellow Conlethians,

Most of us can look back to our schooldays with pride and satisfaction, knowing that the education and training received in our formative years in St. Conleth’s contributed to our successes that followed in later years. The Union allows for a continuation of these days, giving an opportunity through social activities to share old stories and also to act as a link to one’s childhood.

The Past Pupils’ Union’s main social event of the year is the highly popular Annual Dinner held in the school which regularly has over 200 Past Pupils attending ranging from the most recent past pupils and those from milestone years, such as those who graduated some five, ten, fifteen, twenty, twenty-five, thirty and thirty-years previous, up to and including the school’s first students.

The Annual Dinner takes place on the last Friday of February or first of March depending on which weekend the 6 Nations is not taking place.

The Past Pupils’ Union runs a very active Facebook Account (St Conleth’s Ppu) where we are connected to almost 1,300 Past Pupils: here nostalgia, school updates and Past Pupils’ Union activities are announced regularly for all to be aware of. Even if you do not have an account, do sign up so you can view all posts about St. Conleth’s and keep up to date with events and competitions that the school is involved in. We are also on Twitter (StConlethsPPU), and have a St.Conleth’s College Network on LinkedIn: please join both of these also so you can keep in touch with the Past Pupils’ Union. In addition, if you are in the vicinity of St. Conleth’s do drop in and say hello: have a look at the old school and view the new developments that have taken place since you graduated. We will be hosting a golf outing in the spring and a business lunch in the autumn. So please keep an eye on Twitter and Facebook for further details or to register your interest.

If you have any suggestions or would like to know more about the Union please do not hesitate to contact us at [email protected]

Hope to see you at the next Past Pupils Dinner!

Donal Milmo-Penny
President Past Pupils Union

I wish to make a pledge to the St. Conleth’s College Campus Fund.

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

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.
• 6^th 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 6^th 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.

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 1^st – 6^th 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.

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

(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. 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

 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

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. 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

2022–2023

There is one period of instruction in the computer room for each form from our computers teacher Mr. Travers.

The pupils will become familiar with the important functions of MS Office as well as being kept up to date with the latest technology.

The pupils learn to create impressive cards for special occasions and are instructed in coding and encouraged to design and create their own computer games in class.

All classes in the Junior School receive one period
of music tuition per week: music theory, as well as
instruction in percussion and recorder. 2nd – 6th
Form students are encouraged to participate in the
School Choir which performs regularly.

For students who want to develop their skills further, there is after school Coding Classes run by the Academy of Code. Payment is made directly to Diarmuid. [email protected]

A fun activity that provides children with the basics of food preparation as well as an introduction to hygiene and safety.

A very hands on after school activity, where children prepare food themselves which can be taken home for baking and consumption.

ESL – English as a Second Language

• For those that have recently moved to Ireland and would like some extra tuition in English.
• For those who have moved school from a different English speaking educational system and would like extra tuition to catch up on gaps that may not have been covered in the previous school.
• For those that have a learning difficulty and would like extra support and guidance.

A 10 week individualised programme would be drawn up in consultation with the class teachers and parents, and where necessary the Special Needs Co-ordinator. At the end of the 10 weeks a report will be given to the parents and class teacher and if needed another 10 week programme can be set up. One to one tuition will be organised.

Since September 2012 St. Conleth’s has run its After School Programme in collaboration with One of a Kind. The After School manager is Cecilia Franken, Managing Director of One of a Kind. St. Conleth’s is pleased to continue to offer specialised educational activities after school with an emphasis on the personalised care of our pupils.

For further information see One of a Kind website www.oneofakind.ie  or contact Cecilia Franken at 087 6320127

30th May 2016

Dear Parents,

Second, Third, Fourth, Fifth and Sixth Form will return to school on Monday 29th August 2016 for a full school day.

Classrooms will open at 8:45 a.m.
Early Drop Off Supervision is available to Second and Third Form for a nominal fee in the canteen from 7:45 a.m. until 8:45 a.m. each morning.

Please see the School Website for Booklists (2, 3, 4, 5, 6) School Uniform, Calendars and Information.

A booklet to include all extra-curricular activities and costs will be sent to you in August before school starts.

I hope you all enjoy the summer break and I look forward to seeing you at the start of the new school year.
Yours sincerely,

Tony Kilcommons
Junior School Principal

Welcome to Second to Sixth Form 2016/2017

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.

30th May 2016

Dear Parents,

Welcome to Senior Infants 2016/2017 PDF

Senior Infants Booklist 2016/2017 PDF

Welcome to Junior Infants 2016/2017 PDF

Junior Infants Booklist 2016/2017 PDF

Sixth Form Booklist 2016/2017 PDF

SIXTH FORM BOOK LIST 2018 / 2019

MATHS:
No Maths Book Required Wordwise 6 (C. J. Fallon)

ENGLISH:

IRISH:

RELIGION:

SESE MUSIC:

ART:

COPY BOOKS:

 

My Word A Day 6 (C.J. Fallon) Seo Leat 6 – (C.J. Fallon)

Grow in Love – 6th Class (Veritas)Unlocking SESE – 6th Class (Folens)New Music Box 5 & 6 (Edco)

Pack of Colouring Pencils

A4 Hardback Notebook Maths Copy (x 2)

A4 Hardback Folder
One Packet of Poly Pockets & Dividers

9” x 7” Hardback Notebooks (Not A5) (x3)Geometry Set
Calculator

Please ensure that all books are covered with clear plastic and labelled with name.

Fifth Form Booklist 2016/2017 PDF

Fourth Form Booklist 2016/2017 PDF

Third Form Booklist 2016/2017 PDF

Second Form Booklist 2016/2017 PDF

Welcome to First Form 2016/2017 PDF

First Form Booklist 2016/2017 PDF

School Contact Numbers

Senior School Contact Numbers

Junior School Contact Numbers

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.

Welcome to Sixth Year Letter 2016-2017 PDF

Welcome Boys to Fifth Year Letter 2016-2017 PDF

Welcome Girls to Fifth Year Letter 2016-2017 PDF

31st May 2016

Dear Parent,

Transition Year students return to school on Tuesday 30th August 2016 at 8:30 a.m. for a full school day. *

Full school uniform must be worn that day. Your son/daughter will be assigned their classroom, given their Timetable, Journal, and Locker Key. The TY Co-ordinator, Mr. Alan Trenier will talk to the students about the Transition Year Programme. I would like to encourage all the students to organise their Work Experience (from 6th to 17th February 2017) over the summer months and also to prepare for the Gaisce Challenge. If the groundwork is done in these areas it will mean the year will be more beneficial for them.

Please see separate sheets re. School Uniform, Dress Code, Booklists, School Calendar, Text Messaging and Communication. 

Although there are no changes to the School Rules in TY all parents should be familiar with the School Code of Behaviour which is available to view on our website www.stconleths.ie.

We hope you have an enjoyable and relaxing summer after the trials and tribulations of the Junior Cert exams and we look forward to seeing the students.

If you have any queries do not hesitate to contact me.

Yours sincerely,

Dónal Ó Delaying,
School Principal 

* We would also like to meet the new TY girls on Thursday 25th August at 11:30 a.m.
This will give them an opportunity to meet the 5th and 6th year girls and the Girls’ Co-ordinator, Ms. Caroline Killen.
Please wear full school uniform.

Welcome to Transition Year Letter 2016-2017 PDF

Welcome to Third Year Letter 2016-2017 PDF

Welcome to Second Year Letter 2016-2017 PDF

First Year Multi-Sports Camp

In August, St. Conleth’s College will be running a Multi-Sports Camp for incoming 1^st year students in Wanderers F.C. It is an opportunity for students to get to know their new classmates in a fun and friendly environment before their first day.

Date: Monday 22^nd August 2016 to Wednesday 24^h August 2016
Venue: Wanderers F.C., Merrion Road, Ballsbridge, Dublin 4
Times:  9.30a.m. until 12.30p.m.
What to bring: Tracksuit, shorts, jersey, sports shoes, socks, and a small snack for break time

The cost of the Multi-Sports Camp is €30.00.

Moontour Irish Language Adventure Centre

In September we will be taking the students to Moontour an Irish Language Adventure Centre in Dun Laoghaire. This will be on the 8^th or 9^th September depending on which class your son/daughter is in.

Dates:  8^th or 9^th September (depending on class)
Venue: Dún Laoghaire
Times: Further details will be available in September

The cost of the Moontour trip is €60.00.

Payment for the Multi-Sports Camp and Moontour Irish Language Adventure Centre may be made via Easy Payments Plus which is located on the school website.

Gavin Maguire
Head of Sport
[email protected]

FIRST YEAR Multi Sports Camp and Moontour Trip 2016 PDF

Dear Parent,

We look forward to welcoming your son/daughter into First Year in St Conleth’s College on Monday 29th August 2016 when full school uniform must be worn. On his/her first day we would like to meet with you from 9.00 a.m. until 10.30 a.m. This will give you an opportunity to meet Form Teachers and discuss the curriculum and day to day school procedures.

Students will be assigned their classroom, and will meet their classmates. They will be met by their Form Teacher and will be given the timetable, homework journal, studybook and locker. They will meet some of their subject teachers and will be brought on a tour of the school to familiarise themselves with their new surroundings. They are then free to go home with you at 10.30 a.m. and will return to school on Tuesday, 30th August at 8.30 a.m. for the first full school day. Please find enclosed an Information Booklet; A Guide to First Year for Parents and Pupils; with details on extra-curricular activities and some useful information that will help the students to settle into secondary school life. Please ignore the section on text messaging (page 7) and Eportal (page 8).

We are delighted you have chosen St. Conleth’s for your son’s/daughter’s secondary schooling and we look forward to working with you in ensuring he/she has a happy and productive six years with us. There is more information and the latest school news available on our school website www.stconleths.ie. The latest edition of The Parents Association Newsletter will be sent to you by e-mail later in the month. Enjoy the summer holidays and feel free to contact me if you have any problems or queries at [email protected].

Yours sincerely,

Dónal Ó Dúlaing,
Senior School Principal

Welcome to First Year Letter 2016-2017 PDF

A Guide to First Year for Parents and Pupils Booklet PDF

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.

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

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.

Parent Teacher Meetings

School Exams

Junior Certificate Mock Exams 2023 (pdf)

Leaving Certificate Mock Exams 2023 (pdf)

Junior and Prep School Calendar 2018-2019

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!

2022 – 2023

2022 – 2023

2022–2023

St Conleth’s Junior School is delighted that sailing tuition will continue as an extra-curricular activity once again. Sailing takes place in the Royal St. George’s Yacht Club in Dun Laoghaire. The course will utilize the RSGYC 1720 keelboat yachts.

St. Conleth’s College are delighted to welcome Concert Guitarist Darragh O’Neill to the Junior School Extra-Curricular Music Programme, where he brings his wealth of experience to inspire your child by putting them in charge of the music they actually want to learn. Giving children scope to express themselves with contemporary music they enjoy learning and playing will give them confidence and keep them interested while they acquire new skills and learn to read (and write!) music. They won’t even know they are learning theory, as it becomes an easy yet integral part of their tuition.

Darragh recognises in each child their unique learning style and varied musical tastes, which is why he adapts his teaching, style for every child.

Golf is a popular sport in St. Conleth’s Junior School. There are group lessons organised by the parents in Leopardstown Golf Club on Saturday afternoons during term time. A golf team represents the school in the AIJS competitions.

There are internal outings organised during the year and a Golfer of the Year trophy is presented at the end of the school year.

St Conleths has a long tradition of Fencing, starting in 1939. Since then St Conleths has produced Olympian and International fencers as well as Irish Champions both at Senior and Junior level. There are now 2 fencing clubs that fence in St Conleths on Tuesday, Wednesday and Thursday evenings – Salle Dublin and Pembroke Fencing Club.

Objectives:

• To provide a forum for the interaction between pupils, parents and the College, in pursuit of the aims of St.Conleth`s College. These aims are to provide an Environment, within a Catholic ethos, where each pupil can reach his academic potential and where personal development is given scope to grow.
• To inform and consult parents regarding school policy, plans and activities.
• The Association will not typically seek to involve itself in individual pupil, or pupil and/or teacher issues, but will encourage parent participation in matters of common interest.

Structure:

• All parents and guardians of pupils enrolled in the College are deemed to be members of the Association.
• The affairs of the Association shall be conducted by a Committee of equal voting members, consisting of up to two parents or guardians elected from each year.
• The parents or guardians of pupils in each individual school year shall elect up to two committee members to represent that year on the Association, based on one vote per pupil represented. Nominations to be submitted to the Secretary at least 10 days prior to the election.
• Committee members from previous years may offer themselves for re-election, But no parent/guardian may serve more than two consecutive years on the Committee of the Association.
• A member of school management, or a teacher, may be deemed an ex-officio member of the committee, without voting rights at committee meetings.
• If a vacancy arises during the period of office of the committee, which is the academic year, such vacancy may be filled by co-option at the discretion of the Committee.
• The period of office of the Committee shall run from the date of election or co- option until the next Annual General Meeting.
• An Annual General Meeting shall be held each year, at which the Committee will be elected. This Meeting shall normally be held before the end of October each year.
• The first business of the incoming Committee each year shall be to elect the officers of the Association as follows:
  • Chairperson
  • Secretary
  • Treasurer

•   Committee meetings shall be chaired by the Chairperson, or in the absence of the Chairperson, by the Secretary.
•   Committee resolutions shall be passed by a simple majority of those members present and entitled to vote. The Chairperson shall have a casting vote.
•   A quorum at meetings will consist of six committee members.
•   At least seven days notice must be given to Association members of a committee meeting.
•   An Extraordinary General Meeting may be requisitioned at the written request of no less than twenty parents/guardians.

Sub-committee:

•   All members of the Association shall have the right to be fully informed of all decisions of the committee.
•   The committee may, at its discretion, set up any sub-committee it deems necessary.
•   Any such bodies shall report to the Committee, and may be dissolved by the Committee.

Constitution:

•   Changes to the Constitution of the Parents Association may only be made at a General Meeting, and will be passed by a simple majority of those attending.
•   Proposed changes to the Constitution must be submitted in writing to the Chairperson or Secretary at least seven days prior to the General meeting.
• Finance:
•   The Committee Chairperson and Secretary will be accountable to the Committee and Association for any monies which the Association and its activities give rise to.
•   In the event of the dissolution of the Association, all its assets shall pass to the college.

2022 – 2023

We would like to welcome you to St. Conleth’s College Junior School Parents’ Association. To our new parents, a special welcome; to our existing parents, welcome back. We look forward to working with you over the forthcoming academic year.

Parents play an important role in the life of St. Conleth’s College and the Parents’ Association provides a forum for the interaction between pupils, parents, guardians and the College to discuss matters of mutual interest and concern, to inform and consult parents regarding school policy, plans and activities and to encourage parent and guardian  participation in matters of common interest. It does not involve itself in individual pupil or pupil and/or teacher issues. It lends practical support to the school in a range of extra curricular activities such as cinema trips, school concerts, sports day, guest speakers for the boys, First Communion Breakfast, to name but a few. A Committee is elected at the AGM each year consisting of two class representatives from every year to serve for a term of two years.  We would greatly appreciate your support at forthcoming events (please see Calendar) to make the school year fulfilling and enjoyable for the boys.

2022–2023

2022 – 2023

There is instruction for each class in speech and drama by Mr. Howe every week. The boys and girls will be encouraged to perform in front of their peers. Self-confidence and self expression benefit greatly by these classes. The pupils are well prepared for performances at Christmas and summer. The pupils also undertake the Irish Board of Speech and Drama examinations.

Activities like karate are a fun way for both boys and girls to achieve fitness and focus. Martial arts help teach self-discipline, socialisation skills and concentration.

A typical hour-long class begins and ends with a bow to the teacher, or master. After a warm-up, students practice the art’s particular skills, which may include kicks, punches and blocks. Each requires concentration and strict attention. Progress is often marked by the belt system, which takes the beginner from a white belt through a variety of colors until black.

 2022–2023

The School Uniform Supplier is:

Uniformity

• Three Rock Road, Sandyford, Dublin 18, D18H213
  Phone: (01)2300501
  Web: www.uniformity.ie

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

Junior Infants, Senior Infants and 1st Form

Playball offers a multi-skill programme of sports activities, fundamental movement skills and games for children age 2-8.

Our programmes are age specific and the curriculums follow a progressive pathway from the basic building blocks of jumping, throwing, rolling, hitting, catching, kicking to learning a variety of sports skills, to having fun with mini games of tennis, hockey, cricket, football, basketball, baseball, volleyball and much more!

The School Uniform Supplier is:

Uniformity

• Three Rock Road, Sandyford, Dublin 18, D18H213
  Phone: (01)2300501
  Web: www.uniformity.ie

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

1st, 2nd and 3rd Year

Transition and 5th Year

6th Year

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.

(23rd May 2022)

The huge debating tradition in the Senior School is reflected in the increased emphasis on debating in 5th and 6th Form. Both 5th and 6th Form will have one combined period of instruction each week with improved selfconfidence and self-expression the ultimate goal of the exercise. There will be in-school competitions between the classes and also between the Junior and Senior School.

Activities like karate are a fun way for both boys and girls to achieve fitness and focus. Martial arts help teach self-discipline, socialisation skills and concentration.

A typical hour-long class begins and ends with a bow to the teacher, or master. After a warm-up, students practice the art’s particular skills, which may include kicks, punches and blocks. Each requires concentration and strict attention.

Progress is often marked by the belt system, which takes the beginner from a white belt through a variety of colors until black.

Club Busy Bees – is a long established fun and creative class, we do:

• Arts & Crafts
• Baking – Rice Krispie buns, tops hats, decorate cupcakes and biscuits

After each class your child will bring home craft/cookie he/she has made during the class.

There is a long tradition of tennis coaching in St Conleths Junior School. We are pleased to continue this lunch time option for the academic year 2016/2017.

 2022–2023

2022–2023

CEO/Manager: Tony Kilcommons

Trustees 2021-2022:  Joe O’Dea, Ann Sheppard, Peter Gallagher

Board of Directors 2021-2022:  Vincent Sheridan (chairperson), Tim Bouchier Hayes, Brendan Doyle, Sunniva McDonough, Marianne Comer, Karl Finnegan, Cian Coakley

St Conleths is delighted to confirm that So-Young Yoon will be returning to teach piano in the Junior and Senior School for the academic year 2016/2017. So- Young made amazing progress with her young charges last year. Her teaching programme offers:

PIANO LESSON PROGRAM

1. My First Piano Lessons
2. Exam Preparation – Royal Irish Academy of Music grade exams.
3. Classical – learn to play Mozart or Chopin without having pressure of exams.
4. Pop, Rock and Jazz – learn to play your favourite artists music.

2022 – 2023

2022 – 2023

After-school Chess Lessons (* New Term from September 2018)

St. Conleth’s Chess Teams

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The Junior School is quickly gaining a strong reputation in Chess, having recently been Leinster Primary School League Champions and All Ireland ‘Chess For All’ Champions.

We understand that working parents may need to consider an earlier drop off to school. To help you, we have an Early Drop Off Supervison between for Junior Infants – 3rd Class. You can drop your child off at any time during this time, safe in the knowledge that they will be brought to class in plenty of time. The Junior School is open for 4th/5th/6th Form pupils from 7.45am, there is no formal supervision until 8.45am, but if parents of 4th/5th/6th Form would like formal supervision, they are welcome to join the early morning drop-off.

Physical Education at St. Conleth’s is not just the prescribed domain of the few: it is enjoyed and practised by all the students across a spectrum of mandatory classes and optional, but encouraged, competitive sports.  First Years hit the ground running with a pre-season, all-sports camp, which introduces the students to our different sports, and each other, in a friendly, low-pressure environment.

St. Conleth’s is proudly a traditional rugby school but we also compete impressively against other schools in basketball, athletics, fencing, golf and tennis. There is a plethora of other sports, both in a varied and ambitious PE curriculum for all years and after school.  The School Sports Hall and the All-Weather Pitch at Herbert Park help make sport fun and accessible and the Annual Sports Day is always the fitting culmination of a year of enthusiastic physical education.

Physical education at St. Conleth’s involves a holistic approach to the concept of physical activity for young people. It emphasises the contribution of physical education to the promotion of individual and group well-being. Learning in physical education involves the acquisition of knowledge, concepts, skills and attitudes, together with recognition of its potential for integration with other curriculum areas.  We recently have added hurling, Gaelic football, ‘fun’ fencing and cricketto an already varied and ambitious programme.

Each Form will complete 10 weeks of swimming instruction in Sportsco Leisure Centre as part of their PE curriculum. The swimmers are grouped according to their level of ability. The pupils will be transported to and from the pool by bus on Friday afternoons.

 St. Conleth’s College Mission Statement

St. Conleth’s College aims to foster an environment where our students grow as individuals in every aspect of their lives. As a school we strive to enable each one to arrive at a fully rounded character, inspired by Christian charity and rooted in Gospel values. Being a small, tightly-knit community, our Catholic ethos and family atmosphere underpin our entire educational philosophy. To this end we welcome the continuous support of parents and guardians, recognising their primary role in the students’ growth and development.

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 amongst themselves
• 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 religious beliefs and 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

Ag Críost an síol             Christ’s is the Seed

Ag Críost an fómhar        Christ’s is the Harvest

I-niothalainn dé               Into God’s barn

go dtugtar sinn                May we be brought.

Ethos and Religion in St. Conleth’s

Our Mission Statement expresses our ethos and underpins all what we do in St. Conleth’s and it is sent with our prospectus and application forms to all prospective parents. It is also in the pupil’s homework journal and is displayed at the entrance to the school.  St. Conleth’s  recognises and respects the religious freedom of all students and of their families and seeks to be a place of cross-cultural welcome and inter-faith dialogue.  The religious education programme offers our students the opportunity to explore and deepen their own faith formation.

Aspects of the Role Played by Ethos and Religion at St. Conleth’s

1. Information supplied to prospective parents before their child joins St. Conleth’s:

The St. Conleth’s prospectus states:  St. Conleth’s College is a private, co-educational, Catholic school founded in 1939 by Bernard Sheppard which, for over eighty years, has continued and expanded upon its founder’s vision, to encourage the educational development of the child and fulfil the pastoral role inspired by the school’s patron: St Conleth, a Sixth Century saint and “moulder of precious metals”.  Imbued with the Christian values of its founding family, religious instruction in the school follows the Catholic programme and the Christian ethos is seen and felt in everything we do. The ethos is reflected in 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. The majority of our students come from Catholic backgrounds, but those of different denominations, faiths and philosophies have found their experience at St. Conleth’s  to be both spiritually and culturally welcoming.  Willing candidates are prepared for First Holy Communion and Confirmation. Children of all faiths and none are welcomed and seamlessly integrated into the school community.

A Guide to Secondary First Year for Pupils and Parents states under the heading ‘Religion’:

Our school ethos, based on Christian values, infuses everything which we do at St Conleth’s, but it is our Religion teachers who take the lead. In the class, they explore topics and issues which are important and relevant to the students from a Christian perspective but always as part of an open discussion which allows input from all faiths and philosophies. Each year group also goes on a retreat where both faith and personal development are emphasised and there is an Annual School Mass as well as prayer services and masses for individual classes. And the annual trip to the Clonskeagh Mosque is always a popular interfaith adventure.

2. Day-to-Day Practices

All students in St. Conleth’s  are encouraged to grow in their own faith or conviction, whether it is Catholic or not and provided it is expressed with tolerance and not harmful or disrespectful of others.

Annual School Mass and Annual Class Mass

The annual school mass takes place in St. Mary’s parish church, usually in November. It is an occasion to collectively ask God’s blessing on the year ahead, and to remember the deceased, in particular Bernard Sheppard, our founder, and Pat and Kevin Kelleher, who were at the helm for so long, as well as recently deceased past pupils and school parents. There is also a school mass for each class group in the secondary school where the focus is on the class’s personal and group intentions.

A mass also takes place in the school on the first day of the state exams for those who wish to attend.

If a church holy day falls in school term, the school will attend mass in the parish church, e.g. the Feast of the Immaculate Conception, the Feast of the Epiphany.  Students from different faiths and none are warmly invited to all Masses and welcomed, but are never obliged to attend.  If they wish, they are invited to approach the altar during communion time with their hands folded across their chest for a blessing but do not take the Eucharist.

Prayers at assembly or before or during class.

All assemblies in the school include a spiritual reflection (approximately six a year).  When there is a prayer before or during class or at an assembly, students of different faiths are encouraged to show reverence during the prayer, promoting respect for the prayer experience. They do not have to participate in the prayer but are encouraged to use the time to pray quietly in their own way. This is an opportunity to recognise and honour the spirituality of all the students. Students who hold no religious interpretation of life are invited to show respect for the prayer experience. The Prayer of St. Francis has been adopted as the St. Conleth’s prayer and it is in each student’s homework journal.  Its universal and deeply comforting expression of spirituality encapsulates the concept of religion and history at St. Conleth’s.

Graduation for Sixth Year and Sixth Form

A short liturgy is part of our commencement ceremonies.

Sacraments

Teachers in Second Form and Sixth Form in the Junior School, in conjunction with the parish and our school chaplain, prepare their Catholic pupils for First Communion and Confirmation including the important steps of First Confession and the Ceremony of Light. Those who are not Catholic are invited to attend the ceremony and/or join the post-ceremony celebrations if they so wish.

Retreats

There is an annual school retreat for each class in the Secondary School. All students are invited to attend. A retreat can be a spiritual experience for all, regardless of religious affiliation.  A general awareness of the spiritual in the student’s life is encouraged and different forms of prayer can be practised.

Religious Education

Each year has two classes of Religious Education per week. Religious Education in St. Conleth’s  is a process that contributes to the development of students and offers opportunities for the expression of spiritual, moral and transcendent dimensions of life.  We believe that when another religion is encountered, a greater understanding of one’s own faith can be experienced.  It seeks to engage all students in this transformational process, allowing each student to make free and consistent choices in the way they live their beliefs. It seeks to foster a space for questioning, exploring, enquiring and reflecting.  The syllabus is student-centred and embraces the holistic development of all students.

In the Junior School, the Religious Education Programme follows the Catholic Preschool and Primary Religious Education Curriculum for Ireland. In the Secondary School the programme is set by the Religious Education team and overseen by the Dublin Diocesan Advisors for Religious Education. For the Junior Cycle, it follows the Junior Cycle Religious Education curriculum with extra content added. Parents may if they wish ask to see the syllabus that is followed and reviewed annually.  All students in St. Conleth’s  are asked to participate in RE classes and encouraged to share the traditions and tenets of their faith. This is communicated before they join the school.   A parent or a student who has reached the age of 18 who wishes to attend St. Conleth’s  without attending religious instruction should make a written request to the Principal. A meeting will then be arranged with the parent and/or the student to discuss how the request may be accommodated by the school.

School Chaplain

The school chaplain and parish priest from St. Mary’s Parish Church are regular visitors in the school and classrooms where they celebrate school and year masses, as well as feast days such as Ash Wednesday and St. Blaise’s Day.

Oratory

A small oratory provides a sacred space for overall spiritual well-being and is where small group reflection, meditation and prayer takes place.

Church Feast Days and Traditions

Church feast days and traditions are celebrated and marked and all students are invited to participate:

Advent – Wreath and candles are displayed at entrance to school and are lit every morning during roll call.

Christmas – Nativity play in the Preparatory School; carol services; choir visits to retirement homes; crib at entrance to school.

St. Bridget – Junior School students make crosses to celebrate the feast day and the coming of Spring.

St. Blaise – The blessing of throats

St. Patrick –  Various activities, as part of Seachtain na Gaeilge

Ash Wednesday – Ashes are distributed in the school.

Lent – Trocaire boxes are distributed and collected.

May Altars – set up in the Junior and Preparatory School

Iconery

Religious art is seen in all reception rooms in the House and in the Oratory.

Stained glass portrait of St. Conleth’s is at entrance to school office.

Glass panel of Holy Spirit in Oratory

Statue of St. Conleth’s at Junior School entrance

Icon of St. Conleth’s at Senior School entrance

Crucifixes and statues of Our Lady in various locations around the school

3. How our ethos is expressed in other areas of school life:

Pastoral Care:

Secondary School : we take Pastoral Care very seriously at St. Conleth’s, as we strive to educate the whole child, staying faithful to our ethos and fulfilling our Mission Statement. The Form Teacher is the “point” person for the Pastoral Team. In addition to the Form Teacher, the Pastoral Care Team includes the Co-ordinator, the Guidance Counsellor, Principal and DP as well as representatives from PE and RE departments.   (A Guide to First Year)

To help integrate new students into secondary school a Buddy System is operated by the Student Council.

In the Junior School there is also a very strong focus on Pastoral Care overseen by the Principal.

Student Support/Care Team:

In the secondary school the team consists of the Deputy Principal, Special Educational Needs co-ordinator, Guidance Counsellor and Pastoral Care Co-ordinator and meets weekly to address the learning and behavioural needs of a small number of students. In the Junior School the team consists of the Principal, Class Teacher and Resource Teacher.

RSE

Relationship and Sexual Sducation takes place in all classes in the secondary school. It is taught by trained teachers who are guided by our Mission Statement. In the primary school, Accord provides age specific RSE to Sixth Form.

Local Community

St. Conleth’s  has strong links with the community, including:

Our Local Parish – St. Mary’s of Haddington Road

Local Church of Ireland parish – St. Bartholmew’s

Local Retirements Homes – St. Mary’s and The Royal Hospital

Local Gardai

The City Council – regarding Herbert Park usage

Local National School – St. Christopher’s

An Taisce – the Grove (a local nature conservatory)

Tidy Towns

Support for Charities

St. Conleth’s  regularly supports numerous charities: the Hospice, Autism Rose Week, Capuchin Day Centre, Daffodil Day, VDP, Enable Ireland.

Developing World

St. Conleth’s annually supports Goal and Trocaire through ‘Jersey Days’ and other fund-raisers.

St. Conleth’s Student Expeditions

St. Conleth’s Student Expeditions are a real embodiment of our ethos’s emphasis on putting our ideals into action.  In 2001, St. Conleth’s first expedition team headed to Peru under the guidance of Garret Campbell. With a small group of seven students he set off to explore and trek the Andes, the Amazon forest, Cuzco and work in a school in Lake Titicaca. Since then, Gavin Maguire and Dolores Kelly have led expedition teams to Africa and India on a biennial basis, enriching the lives of the hundreds of student participants and the communities which they visit.

Achievements of St. Conleth’s Expedition Teams  

2001 Peru  

• Supplied tools and building materials to local school
• Supplied stationary to the school
• Helped build a playground in the school

2003 Tanzania  

• Supplied tools and building materials to a primary school near Moshi in the Kilimanjaro area.
• Supplied school books, stationary and toys to school children
• Helped with construction work in the primary school
• Taught English to primary school children
• Played football with local teams

2005 Mongolia  

• Worked in an orphanage run by the Christina Noble Foundation, planting fruit trees, clearing land for vegetables, painting classrooms, playing with children
• Supplied stationary, tools, paint, toys, books to the orphanage
• Donated 5000 euro to the orphanage to fund specific projects, including an underground food storage facility, a new shower/toilet block and new beds

2007 India

• Painted three primary schools
• Supplied desks for the school
• Introduced rugby to local children and donated rugby balls
• Played football with local children

2009 Zambia and Botswana  

• Working in a centre for HIV orphans

2010 – 2014 Uganda  

• Working in  Kitatya Secondary School with an exchange of skills programme
• Donated 30,000 to school to install solar panels for electricity, build staff accommodation, sponsor 8 students through secondary school
• Sponsored 2 children to attend school for 5 years in Kampala slums
• Sponsored a small-farming goat project through Self Help Africa.

2015 and 2016 India  

• Painted mural in a primary school in Manali
• Sponsored Evergreen School to purchase railings and donated paint and games
• Mount Everest village primary school: donated school furniture, blackboards and school supplies

2018 Uganda  

• Bridge Light Secondary School -  Installed a water pump for running water.  Financed building of a computer room
• Ndeeba Secondary School – financed a new computer room
• Working in both schools with an exchange of skills programme
• Sponsored 3 children to attend school for 5 years in Kampala Slums through Hands for Hope.

On a personal level the St. Conleth’s pupils have achieved:

• Skills in team building
• Communication skills
• Financial skills, Money management/budgeting
• Cultural awareness
• Environmental awareness
• Independent travel
• Personal wellbeing – health and hygiene, safety, cooking, basic first aid and survival skills.

 2022–2023

Mini Tennis is an innovative programme for young children. It’s structured and game based, and it makes learning tennis easy and fun. It also teaches independence, with all children getting a chance to participate.

We work on positive discipline! This works by:

• Creating a good relationship with the young people in your charge
• Being a good role model
• Listening to the view of child members and agreeing codes of conduct with them.
  Children like security and boundaries in which they know they are safe
• Having clear simple rules reducing the amount of ‘grey areas’ that children can manipulate
• Being calm and reasonable

Art classes are taken by each form in the dedicated art room each week. Many examples of the work of our talented artists are on display in frames in the hallways. All the pupils in the school submit work for competitions during the year as well as pieces for personalised Christmas calendars etc.

St Conleth’s Junior School enters teams into all Asssociation of Independent Junior School events as well as various Primary School Leagues.

Currently we have representative teams in the following activities:

• 3rd-6th Form rugby teams
• Leinster Primary Schools Chess League (2 teams)
• Leinster Primary Schools Tennis League
• Age grade swimming teams
• Age grade athletics teams

The Senior School Parents’ Association was founded in 1999 to provide a forum for the interaction between pupils, parents and St Conleth’s College. The association seeks to “inform and consult parents regarding school policy, plans and activities and to organize and encourage parent participation in events of common interest”. The Association does not typically seek to involve itself in individual pupil, or pupil/teacher issues, but encourages parent participation in matters of common interest.

There are many good reasons for parents to get involved at school and joining the Parents’ Association activities is one key way. Not only will the school reap the benefits of your involvement — the parents involved will, too.  By interacting with school management and staff, and other parents on a regular basis, parents will gain a first-hand understanding of the school’s working and activities.  As a Parents’ Association we know that there is still much more that we can do.  We welcome contributions from parents, guardians, students, teachers, management and staff, past pupils and others and we look forward to continuing  continuing the great work of those that came before us.

Music theory is taught as part of the curriculum in the Junior School. The emphasis in the Preparatory School is percussion. 2nd, 3rd and 4th Form concentrate on the recorder. 5th and 6th Form will work through a music activity textbook and will be encouraged to join the school choir.

Each Form receives 2 periods of sport/P.E. every week. 3rd – 6th Form play rugby once a week with occasional Saturday morning matches. Gymnastics also features strongly in the P.E. Curricular. The school has developed coaching partnerships in the community with Ranelagh Gaels GAA Club, Merrion Cricket Club and Pembroke Hockey Club.

The sports played in the programme will change from term to term and will include:

• Tag rugby
• Basketball
• Rounders
• Dodgeball
• Volleyball
• Soccer
• Athletics
• Cricket
• Ultimate Frisbee
• GAA

The choir will perform on various occasions both inside and outside of school. We hope to develop a strong choral tradition in St. Conleths.