From a80672a9b4c3248c8194ce28f92ee91b39085718 Mon Sep 17 00:00:00 2001 From: evanhearne Date: Wed, 6 Mar 2019 22:35:32 +0000 Subject: [PATCH 1/2] conflictfixed --- pages/about/policies/admissions.html | 341 --------------- pages/about/policies/antibullying.html | 244 ----------- pages/about/policies/assessment.html | 193 --------- .../policies/attendanceparticipation.html | 236 ----------- pages/about/policies/childprotection.html | 160 ------- pages/about/policies/codeofbehaviour.html | 119 ------ .../policies/criticalincidentmanagement.html | 399 ------------------ pages/about/policies/dataprotection.html | 304 ------------- pages/about/policies/healthsafety.html | 254 ----------- pages/about/policies/homework.html | 44 -- pages/about/policies/literacy.html | 68 --- .../about/policies/relationshipsexualed.html | 12 - pages/about/policies/schoolorganisation.html | 210 --------- pages/about/policies/specialneeds.html | 79 ---- pages/about/policies/sphe.html | 196 --------- pages/about/policies/tour.html | 146 ------- 16 files changed, 3005 deletions(-) delete mode 100644 pages/about/policies/admissions.html delete mode 100644 pages/about/policies/antibullying.html delete mode 100644 pages/about/policies/assessment.html delete mode 100644 pages/about/policies/attendanceparticipation.html delete mode 100644 pages/about/policies/childprotection.html delete mode 100644 pages/about/policies/codeofbehaviour.html delete mode 100644 pages/about/policies/criticalincidentmanagement.html delete mode 100644 pages/about/policies/dataprotection.html delete mode 100644 pages/about/policies/healthsafety.html delete mode 100644 pages/about/policies/homework.html delete mode 100644 pages/about/policies/literacy.html delete mode 100644 pages/about/policies/relationshipsexualed.html delete mode 100644 pages/about/policies/schoolorganisation.html delete mode 100644 pages/about/policies/specialneeds.html delete mode 100644 pages/about/policies/sphe.html delete mode 100644 pages/about/policies/tour.html diff --git a/pages/about/policies/admissions.html b/pages/about/policies/admissions.html deleted file mode 100644 index 489c0a7..0000000 --- a/pages/about/policies/admissions.html +++ /dev/null @@ -1,341 +0,0 @@ -

School Admissions Policy

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Mount Sion Secondary School is a Voluntary Catholic Secondary School for boys only operating under the Trusteeship of the Edmund Rice Schools Trust. The school recognises the special relationship that exists between Mount Sion Primary and Secondary Schools. The school operates a six year cycle with Transition Year compulsory for all students entering Senior Cycle.

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The school is:

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The School supports the guiding principles of the Edmund Rice Schools Trust Charter. The educational approach in Mount Sion subscribes to the holistic vision expressed in the following five key elements of the Charter

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Creating a caring school community:

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The school strives to:

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Nurturing faith, Christian spirituality and Gospel based values:

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Excelling in teaching and learning:

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The school:

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Promoting partnership:

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The school:

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Inspiring transformational leadership:

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The school:

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Boys who are eligible for Admission will:

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The school will admit each year the number of boys determined by the Board of Management.

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For the school year 2018/2019, this number will be 48 students.

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In deciding on the number of boys to be admitted, the Board will have due regard for the relevant Department of Education and Skills provisions in relation to class size, staffing allocation and/or any other relevant requirements concerning accommodation, such as physical space or the health and welfare of children. The final date for receipt of completed Enrolment Application Forms for the academic year 2018/2019 is 06/10/2017.

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Where the number of applicants is greater than the number of available places, the Board of Management will apply the following selection criteriain the following order of importance in relation to applications received no later than 15.30 on 06/10/2017.

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1.1 Boys who have present brothers in the school

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1.2 Sons of current full time and part time teaching and non teaching staff with a

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3 year minimum period of service.

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1.3 Applicants from Mount Sion Primary School

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1.4 All other applicants

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If at any stage of this process, the number of applicants in the category to whom priority is been given exceeds the number of places remaining places will be offered on the basis of when applications were received, dated and recorded by the School Office. Time and date are recorded on acceptance of all applications. Proximity of home to school as determined by straight line measurement made by the school on the school’s street map will be used as a deciding factor where applications were received on the same date and at the same time.Students not offered places in this process will have their names placed on a `Waiting List`, on the basis of when their applications were received by the School Office.

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While recognising applicants’ rights to admission we consider that we have an overriding responsibility to our present school community, and in particular students already enrolled, to an education without disruption. The school therefore reserves the right to refuse enrolment to any applicant in exceptional cases. Such an exceptional case could arise where either:

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1. The student has special needs such that, even with additional resources available from the Department of Education and Skills, the school cannot meet such needs and / or provide the student with an appropriate education; or

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2. In the opinion of the Board of Management, the student poses an unacceptable risk to other students, to school staff or to school property.

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New entrants to the school will only be accepted into First Year subject to the regulations outlined above. The policy in respect of students wishing to transfer from other schools is outlined in the relevant section of this policy.

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Enrolment Procedure

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Parents will be presented with a copy of the School’s Admission Policy with the Enrolment Application Form. The parents/guardians must return the Enrolment Application Form for entry to First Year by the date specified on the Application Form, 06/10/2017. Subsequent to 06/10/2017, the Principal will write to the 48 successful applicants and issue First Round Enrolment offers.

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Thereafter, Admission to First Year 2018/2019 will be confirmed on receipt/completion of all of the following;

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The Assessment Test is held on a morning agreed by Primary and Secondary Schools in Waterford City, which all incoming First Year students must sit. Generally this test is used to assess achievement levels in order to best facilitate students according to their needs. Students are assigned to classes on the basis of mixed ability groups. A student’s performance in the assessment test has no bearing on his admission to the school. However, the offer of a school place may be forfeited if applicant does not attend the test.

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Note: Failure to fully complete all Admission elements listed above by the date notified in First Round Enrolment letter will result in the cancellation of the Enrolment Offer.

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Data Protection

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Mount Sion CBS is a Data Controller under the Data Protection Acts 1988 and 2003. Personal data provided on the enrolment form will be used for the purposes of student enrolment, registration, administration, child welfare and to fulfil any other legal obligations. While the information provided will generally be treated as confidential to the school, from time to time it may be necessary to exchange personal data on a confidential basis with other bodied including the Department of Education and Skills, the Department of Social and Family Affairs, An Garda Siochana, the Health Services Executive, the National Educational Welfare Board.

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Contact details will also be used to notify you of school events or activities. We rely on parents/guardians to provide us with accurate and complete information and to update us in relation to any change in the information provided. Should you wish to update or access your son’s personal data, you should write to the school Principal.

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Applications received after Assessment Test Day

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The Board of Management and Principal may consider such applications for admission. In such cases, admission of the student will be subject to the following conditions

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If places become available for late applicants they will be filled on a first come, first saved basis.

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The Board of Management reserves the right to refuse an application in accordance with the school’s admission policy.

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Special Educational Needs

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The school will use any resources provided by the Department of Education and Skills to make reasonable provision and accommodation for students with disabilities or special educational needs to enable these students participate in the life of the school in so far as is reasonable/practicable.

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It may take some time for the Department of Education and Skills to process such applications. Consequently the Board of Management needs to be aware of any special needs as early as possible and parents are strongly advised to discuss their particular situation well in advance of making application.

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In making provision for special need students the following information will be required with regard to a student’s prior access to and current requirement for

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The Board of Management, having gathered all the relevant information and professional documentation, will assess how the needs of the special needs student can be met and will make a decision within 21 days following receipt of the application concerned.

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Transfer of a Student from another School

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An application to transfer is defined as one from a student who has previously enrolled in another Post Primary school.

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It is not the policy of the Board of Management to accept transfer applications from students currently enrolled in a Post Primary school.

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In cases where a transfer application to our school may be considered, admission of the student will be subject to the following conditions

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The Board of Management reserves the right to refuse an application for admission in accordance with the school’s admission policy. The school will not accept the transfer of a pupil expelled from another school.

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Policy Guidelines for Repeat Leaving Certificate

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1. Applications should be submitted by a particular date as determined by the school

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2. Students must start their repeat year on a specific date as determined by the school

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3. Repeat students must attend all classes including RE, PE etc. and must have a full

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timetable, unless otherwise agreed with the Principal

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4. Repeat students must follow the school's Code of Behaviour and Uniform Policy

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5. The school reserves the right to refuse admission

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6. The student must give an undertaking to work to his best ability during the repeat year.

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The Principal and Deputy Principal will make a decision on acceptance of the student following consideration of:

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The Board of Management reserves the right to refuse an application for admission in accordance with the school’s admission policy.

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Appeals

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The Board of Management reserves the right to refuse an application for admission in exceptional circumstances. Education Welfare Act 2000, Section 24;(5), Page 22 Education Act 1998, Section 29, Page 27; Circular Letter M48/01

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The Board of Management of a recognised school shall not refuse to admit as a student in such school a child, in respect of whom an application to be so admitted has been made, except where such refusal is in accordance with the policy of the recognised school concerned published under Section 15(2)(d) of the Education Act 1998. Education (Welfare) Act 2000. Section 19(1).

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The Board of Management advises parents/guardians that, in the event of a boy being refused entry to Mount Sion, an appeal may be made in writing to the Board of Management within 14 days of the decision being conveyed to the parents/guardians. An appeal may also be taken under Section 29 (d) of the Education Act, 1998. The parents/guardians will be informed in writing of the Board’s decision and the reasons why the student was not accepted. The right to appeal under Section 29 (d) of the Education Act, 1998 will be restated and the Application Form provided (Circular M48/01).

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The appeal may be made to The Secretary General of the Department of Education and Science, The Appeals Unit, Department of Education & Skills, Marlborough Street, Dublin 1.

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The appeal should be made in writing on the Appeals Application Form supplied. The Form should be completed in full and should state:

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Having regard to the desirability of resolving grievances within the school where possible, the parties to an appeal under Section 29, i.e. the appellant and the school’s Board of Management, will be asked to consider the matter in the first instance at local level to see if an accommodation can be reached. As a general rule, appeals will only be considered by an appeals committee under Section 29 where the parties are unable to resolve the issue at local level. (Circular M48/01)

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The policy was adopted by the Board on 06/02/2017 and agreement by the trustees was received on 07/09/2017.

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Mount Sion CBS Secondary School Anti-Bullying Policy

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  1. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of Mount Sion CBS Secondary School has - adopted the following anti-bullying policy within the framework of the school’s overall code of behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures - for Primary and Post-Primary Schools which were published in September 2013.
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  1. The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key - principles of best practice in preventing and tackling bullying behaviour:
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  1. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:
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Bullying is unwanted negative behaviour, verbal, psychological or physical conducted, by an individual or group against another person (or persons) and which is repeated over time. The - following types of bullying behaviour are included in the definition of bullying: - 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 should be dealt with, as appropriate, in accordance with the school’s code of behaviour. However, in the context of this policy, placing a once-off offensive or hurtful public - message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying - behaviour. Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school’s code of behaviour. -
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  1. Types of bullying
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The following are some of the types of bullying behaviour that can occur amongst pupils: - - -
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  1. The relevant teachers in Mount Sion CBS for investigating and dealing with bullying are the Principal or Deputy Principal. Any teacher, SNA, or member of staff may report an incident of - behaviour and the Principal or Deputy Principal will investigate same. On completion of the investigation, the Principal or Deputy Principal with reference to DES Anti-Bullying Procedures will make - a determination as to whether the incident will be recorded on the Bullying Record per DES Anti-Bullying Procedures.
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If circumstances warrant it any teacher may act as a relevant teacher. -
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  1. Education and Prevention Strategies that will be used in the school are as follows:
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School-wide approach - - Implementation of School Curricula - Other relevant School Policies. - -
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  1. The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying - behaviour are as follows
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Procedures for Investigating and Dealing with Bullying The primary aim in investigating and dealing with bullying is to resolve any issues and to restore, as far as is - practicable, the relationships of the parties involved (rather than to apportion blame). The school’s procedures will be consistent with the following approach. Every effort will be made to - ensure that all involved (including pupils, parent(s)/guardian(s)) understand this approach from the outset. Reporting bullying behaviour - Investigating and dealing with reported incidents: In investigating and dealing with reported incidents, the Principal or Deputy Principal will exercise his professional - judgement to determine whether bullying has occurred and how best the situation might be resolved. - - Procedures for dealing with confirmed incidents of bullying - -
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- Follow up and recording - -
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- Established intervention strategies - -
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  1. The school’s programme of support for working with pupils affected by bullying is as follows
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  1. Supervision and Monitoring of Pupils
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The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early - intervention where possible. The classroom supervision system is governed by the Supervision and levels of supervision policy, to include the Substitution and Personal Day rotas. School grounds and - social circulation areas draw supervision from the annual supervision/substitution scheme. Additional supervisory elements are governed as appropriate to the educational tours policy, acceptable use - policy, supervised Study policy etc. The School Child Protection Policy applies in all situations relevant to pupil supervision. 10. Application beyond the School Campus. The School - reserves the right to apply its bullying policy in respect of bullying that occurs at a location, activity, function, or program that is not school related if in the opinion of the Principal and/or - the Board of Management the alleged bullying has created a hostile environment at school for the victim, has infringed on the rights of the victim at the school and/or has materially or - substantially disrupted the education process or the orderly operation of the school. 11. Prevention of Harassment The Board of Management confirms that the school will, in - accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or - staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller - community This policy has been made available to school personnel, published on the school website and provided to the Parents’ Association. A copy of this policy will be made available to the - Department of Education & Skills and the patron, Edmund Rice Schools Trust, if requested. This policy and its implementation will be reviewed by the Board of Management once in every school - year. Written notification that the review has been completed will be made available to school personnel, published on the school website and provided to the Parents’ Association. A record of - the review and its outcome will be made available, if requested, to the patron and the Department. - - \ No newline at end of file diff --git a/pages/about/policies/assessment.html b/pages/about/policies/assessment.html deleted file mode 100644 index 83bc6c0..0000000 --- a/pages/about/policies/assessment.html +++ /dev/null @@ -1,193 +0,0 @@ -

Assessment Policy

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Definition: The term “Assessment” refers generally to the gathering and interpretation of information related to a student’s learning abilities, learning attainments, learning strengths and learning needs.

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Rationale

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The Education Act (1998) requires schools to:

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In fulfilling this requirement, schools develop assessment procedures, which provide an accurate account of a student’s progress and achievement.

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In Mount Sion CBS Secondary School, as well as focusing on material relevant to terminal examinations, teachers engage in a broad range of teaching strategies and methodologies which provide our students with a deep appreciation of their respective subject areas.

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Aims of Assessment

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Students: Assessment should enable students to:

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Teachers: Assessment should enable teachers to:

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Parents: Reporting of assessment should enable parents to:

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Policy

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It is school policy at Mount Sion CBS Secondary School to encourage and support ongoing assessment as part of the teaching and learning process. In this regard, there will be a clear calendar of reporting students’ progress to parents/guardians. As part of ongoing assessment, teachers are expected to keep an account of the progress of students in the variety of tasks which may occur in the teaching/learning process.

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Policy Objectives: The primary objectives of the policy are to:

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Forms of Assessment

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1. Informal Assessment

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The most common forms of assessment used in the school are of an informal nature, and these take place regularly in the classroom. These informal assessments are at the discretion of individual teachers who will use them constructively for learning to take place. Timely feedback and constructive advice are vital components in this process. Where appropriate, teachers will keep records of these assessments to provide an insight into a student’s progress over time and to fully inform the learning process. Informal assessment methods include:

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2. Formal Assessment

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There are many types of formal assessment that take place in the school environment:

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Monthly/End of Topic Test – These forms of assessment will be conducted at the discretion of the teacher. They are presented on a monthly, end of chapter or end of topic basis. These formal tests are a vital component in providing feedback to teachers, students and parents on the level of each student’s attainment and learning in that specific subject area. Constructive feedback will be given by teachers to students who partake in these tests, and the results of these tests will be used in the school’s formal reporting structure where appropriate.

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House Exams

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1st, 2nd and 5th Years: 1st year students will have exams pre mid-term in October and a mark only report without comments will be sent to parents. Students will sit their Christmas Exams in regular class time in early December. The Summer Exams will take place at the end of May with reports and comments sent to parents. The duration of these exams may vary from subject to subject. The purpose of these exams is to (i) measure student learning and attainment in each subject area and (ii) give students experience in sitting formal exams similar in nature to the state examinations.

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All house exams will follow the same operating rules as state exams. The results of these Christmas Exams and Summer Exams will be reported in the Christmas Reports and Summer Reports respectively.

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3rd Year and 6th Years: Students will sit exams in regular class time at Christmas. These class exams will be based on comprehensive Junior Cert and Leaving Cert course content, covered to date in each subject area. 3rd and 6th Christmas Reports will include the results of these Christmas Exams.

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3rd and 6th Year students will undertake Pre Junior and Pre Leaving Cert Mock Exams in February each year to prepare them for their state examinations in June. Where Psychological Assessments recommend that students receive Reasonable Accommodations in State Examinations, Mount Sion CBS will make every effort possible to extend this facility to those students in Pre Exams. This will be determined by the financial and personnel resources available to the school at that particular time. These mock exams are seen as being very beneficial to the students to enable them to (i) measure their progress in their Junior Cert and Leaving Cert years and (ii) gain valuable experience in time management and answering techniques.

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The results of these mock exams will form the basis for the Pre Junior Cert and Pre Leaving Cert Reports sent out by the school. In cases where there have been marked under-performances by individual students, the Career Guidance and/or the Deputy Principal/ Principal may engage with the student in relation to their attitude to their studies and encourage improvement.

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Since external assessment for both Junior and Leaving Certificate begins in April no further school based formal assessment takes place. However the teacher’s own assessment record is of vital importance in guiding the students’ preparation. Students in 3rd Year and 6th Year do not sit any formal house exams at the end of May and do not receive Summer Reports.

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Transition Year: Students do not sit any formal state or house exams in the school. Their Christmas and Summer Reports are based on continuous assessments in the classroom as determined by their individual subject teacher. As Transition Year is focused on experiential learning and personal development, the forms of assessment used may vary from the standard practices used in other years. Sources of assessment and affirmation in Transition Year include participation in special projects and reports from work experience

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State Exams: The Junior and Leaving Certificate Examinations will be conducted in early June by the State Examinations Commission under the aegis of the Department of Education & Skills. The school will strive to ensure that all 3rd and 6th Year students participate - as directed by the State Exams Commission - in the many assessments that make up the Junior Cert and Leaving Cert exams. These assessments which may include orals, course work, practical work, portfolio work amongst others, will be operated in accordance with the regulations set down by the State Examinations Commission.

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Incoming First Years: All incoming first years undergo formal assessment of verbal and numerical proficiency during February preceding initial enrolment. Using established assessment instruments, school personnel identify students from this cohort who may lag behind their peer group and make recommendations to the Principal in relation to the provision of Learning Support. The findings from these assessments are strictly confidential and are used for no purpose other than the identification of learning challenges. All classes in first year are formed on a mixed ability and random basis.

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General Guidelines: The form that these informal and formal assessments will take, are dependent on the subject area being assessed and will vary from subject to subject. Certain forms of assessment may oftentimes be peculiar to a particular subject. All forms of assessment above will strive to meet the additional needs of students in the classroom when they arise. Classroom strategies such as differentiated assessment, visual aids, hearing aids, spelling waivers, increased time and dictionaries amongst others, may be used from time to time, as determined by the individual subject teacher.

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Students and parents have little opportunity to assess students’ academic progress against an established benchmark until the Junior Certificate at the end of Third Year. Where feasible, and as determined by each department plan, common assessments across a year group will be used in each subject area. This will provide for increased cooperation and a common benchmark across each subject area. Having clearly defined targets for each year would greatly facilitate students changing class and teachers taking up a class in mid-cycle.

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Students are expected to treat all of the above forms of assessment with respect. Any student who willingly fails to participate fully, or who acts in a disrespectful way towards any form of assessment in the school will be subject to school disciplinary procedures.

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Assessment for Learning

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Assessment should support learning as well as measure the outcomes. Effective assessment for learning enables pupils to understand how to improve their work by:

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The Conduct of Examinations:

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In order that school examinations (a) have a validity and integrity and (b) that they serve as a preparation for other more formal occasions, it is essential that in-school examinations be well administered.

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To this end:

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Assessment and Reporting

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There are different methods whereby the results of formal and informal assessments will be reported to parents.

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Student Journal: Students will record all continuous assessment results in their journals for all subjects. The teacher may communicate the outcome of any assessment to the parents/guardian of a student by writing a note in the student’s journal. The parent/guardian is expected to acknowledge receipt of this note by countersigning it.

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Direct Contact: The teacher may decide as they see fit to contact the parent/guardian directly with respect to the outcome of any assessment undertaken by a student

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Signature of Parent on Assessment: The teacher may send the corrected assessment itself home with the student to be viewed and signed by the parent/guardian.

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Parent Teacher Meetings: There are Parent Teacher Meetings for all Year Groups throughout the academic year. At these meetings it will be possible for teachers to relay the outcomes of varying assessments to parents/guardians of individual students to generate an accurate picture of the student’s progress.

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Written reports: Formal written reports are posted to the parents/guardians of students on two occasions during the academic year, depending which year group they are in. 1st, 2nd, Transition Year and 5th Year parents/guardians will receive their Christmas Report in December before the Christmas holidays, and their Summer Report during the summer holidays. Parents/guardians of 3rd and 6th will also receive a Christmas Report in December, but will then receive another report in April with the results of their Pre Junior and Pre Leaving Cert Exams. 3rd and 6th Year parents/guardians do not receive a Summer Report.

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This policy has been ratified by the Board of Management

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Attendance and Participation Policy

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Rationale: The policy is necessary to respond to the:

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Objectives: Research shows that irregular school attendance alters student performance within school, reduces their chances of success and inhibits social development. The policy promotes:

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Roles and Responsibilities

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Students: It is the responsibility of students to

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Subject Teachers

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Class Tutors

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School/Principal: The Principal will ensure that the school will:

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Board of Management: The Board shall ensure that

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Parents: Parents can do a great deal to support the regular and punctual attendance of their son. Parents should:

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Student support to alleviate attendance problems:

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Attendance Tracking

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Success Criteria

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-Child Safeguarding Assessment of Risk of Mount Sion CBS Secondary School

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In accordance with section 11 of the Children First Act 2015 and with the requirement of Chapter 8 of the Child Protection Procedures for Primary and Post-Primary Schools 2017, the following is the Written Risk Assessment of Mount Sion CBS Secondary School. - -
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  1. - List of school activities: -
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    • Daily arrival and dismissal of pupils
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    • Recreation breaks for pupils
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    • Classroom teaching
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    • One-to-one teaching
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    • One-to-one counselling
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    • Outdoor teaching activities
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    • Sporting Activities
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    • School outings
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    • School trips involving overnight stay
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    • School trips involving foreign travel
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    • Use of toilet and changing areas in school
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    • Annual Sports Day
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    • Fundraising events involving pupils
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    • Use of off-site facilities for school activities
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    • School transport arrangements
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    • Care of pupils with special educational needs, including intimate care where needed
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    • Care of any vulnerable adult students, including intimate care where needed
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    • Management of challenging behaviour amongst pupils, including appropriate use of restraint where required
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    • Administration of Medicine
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    • Administration of First Aid
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    • Curricular provision in respect of SPHE, RSE
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    • Prevention and dealing with bullying amongst pupils
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    • Training of school personnel in child protection matters
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    • Use of external personnel to supplement curriculum
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    • Use of external personnel to support sports and other extra-curricular activities
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    • Care of pupils with specific vulnerabilities/ needs such as: -
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      • Pupils from ethnic minorities/migrants
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      • Members of the Traveller community
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      • Lesbian, gay, bisexual or transgender (LGBT) children
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      • Pupils perceived to be LGBT
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      • Pupils of minority religious faiths
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      • Children in care
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      • Children on Child Protection Notification System (CPNS)
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    • Recruitment of school personnel including: -
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      • Teachers/SNAs
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      • Caretaker/Secretary/Cleaners
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      • Sports coaches
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      • External Tutors/Guest Speakers
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      • Volunteers/Parents in school activities
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      • Visitors/contractors present in school during school hours
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      • Visitors/contractors present during after school activities
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    • Participation by pupils in religious ceremonies/religious instruction external to the school
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    • Use of Information and Communication Technology by pupils in school
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    • Application of sanctions under the school’s Code of Behaviour including detention of pupils, confiscation of phones etc.
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    • Students participating in work experience in the school
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    • Students from the school participating in work experience elsewhere
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    • Student teachers undertaking training placement in school
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    • Use of video/photography/other media to record school events
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    • After school use of school premises by other organisations
      • -
    • Use of school premises by other organisation during school day
      • -
    • Breakfast club
      • -
    • Homework club/evening study
      • -
    -
    2. - -
    - -
  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 pupil being harmed in the school by a member of school personnel
      • -
    • Risk of pupil being harmed in the school by another pupil
      • -
    • Risk of pupil being harmed in the school by volunteer or visitor to the school
      • -
    • Risk of pupil being harmed by a member of school personnel, a member of staff of another organisation or other person while pupil participating in out of school activities e.g. school trip, swimming lessons
      • -
    • Risk of harm due to bullying of pupil
      • -
    • Risk of harm due to inadequate supervision of pupils in school
      • -
    • Risk of harm due to inadequate supervision of pupils while attending out of school activities
      • -
    • Risk of harm due to inappropriate relationship/communications between pupil and another pupil or adult
      • -
    • Risk of harm due to pupils inappropriately accessing/using computers, social media, phones and other devices while at school
      • -
    • Risk of harm to pupils with SEN who have particular vulnerabilities
      • -
    • Risk of harm to pupil while a pupil is receiving intimate care
      • -
    • 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 appropriate 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. - -
    - -
  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
      • -
    • The Child Protection Procedures for Primary and Post-Primary Schools 2017 are made available to all school personnel
      • -
    • 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 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 policy to ensure appropriate supervision of pupils during, assembly, dismissal and breaks and in respect of specific areas such as toilets, changing rooms etc.
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    • The school has in place a policy and clear procedures in respect of school outings
      • -
    • The school has a Health and Safety policy
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    • The school adheres to the requirements of the Garda vetting legislation and relevant DES circulars in relation to recruitment and Garda vetting
      • -
    • The school has a codes of conduct for school personnel (teaching and non-teaching staff)
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    • The school complies with the agreed disciplinary procedures for teaching staff
      • -
    • The school has a Special Educational Needs policy
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    • The school has an intimate care policy/plan in respect of students who require such care
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    • The school has in place a policy and procedures for the administration of medication to pupils
      • -
    • The school – -
        -
      • Has provided each member of school 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
        • -
      • Encourages board of management members to avail of relevant training
        • -
      • Maintains records of all staff and board member training
        • -
      -
      • -
    • 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
      • -
    • The school has in place a Critical Incident Management Plan
      • -
    • The school has in place a Home School Liaison policy and related procedures
      • -
    • The school has in place a policy and procedures in respect of students undertaking work experience in the school
      • -
    • The school has in place a policy and procedures in respect of pupils of the school undertaking work experience in external organisations
      • -
    - -
    4. -
- -
- -

- -In undertaking this risk assessment, the board of management 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. - -

-

-It shall be reviewed as part of the school’s annual review of its Child Safeguarding Statement -

- - - - - - - - - diff --git a/pages/about/policies/codeofbehaviour.html b/pages/about/policies/codeofbehaviour.html deleted file mode 100644 index 771616f..0000000 --- a/pages/about/policies/codeofbehaviour.html +++ /dev/null @@ -1,119 +0,0 @@ -

Code of Behaviour

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In the school situation a large number of people work together. Therefore, it is essential to have a high standard of:

- - - -

Negative comments about a person’s creed, race or sexual orientation will not be tolerated and could lead to disciplinary action.

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Any type of behaviour which endangers students themselves or others cannot be permitted, e.g. cycling within the school grounds, use of gally-banders, laser pens, Halloween bangers, etc.

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Smoking in the school or in and near the school grounds is strictly forbidden. As a place of work it should be noted that all schools must be smoke free.

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Students must attend Physical Education classes unless excused for medical reasons. They must have the appropriate sports gear.

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Mount Sion is keen to promote civic mindedness in our students and an awareness of the importance of a litter free environment. Pupils found littering will be required to redress situation and clean up littered area. Litter warden may be informed of littering in the vicinity of the school.

-

To avoid unnecessary disruption and disturbance to the school, students may not use Mobile Phones in the school during school hours. Failure to respect this rule will result in the confiscation of Mobile Phones (inc. SIM Card) for a period of 24 hours for first offence, 48 hours for a second and 72 for a third.

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Let’s Make The Most Of Our Class

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10 Golden Rules

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  1. -

    Be on time for every class.

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    2. -
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  1. -

    Enter and leave the room in an orderly manner.

    -
    2. -
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  1. -

    No Eating/ Drinking or litter in the classroom.

    -
    2. -
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  1. -

    Have required Books, Equipment, Homework, and Journal for class.

    -
    2. -
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  1. -

    Wear correct uniform, including BLACK footwear.

    -
    2. -
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  1. -

    Follow instructions when given and DO NOT answer back.

    -
    2. -
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  1. -

    No mobile phones or electronic listening devices to be seen or heard.

    -
    2. -
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  1. -

    Sit quietly and pay attention

    -
    2. -
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    -
  1. -

    Show RESPECT for your teacher, your classmates, and your classroom.

    -
    2. -
-
    -
  1. -

    Do not go to lockers between classes

    -
    2. -
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Positive Behaviour Management

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We believe that some of our pupils may need help in relation to developing good behaviour. Intervening early and frequently avoids minor issues developing into more difficult disciplinary problems.

-

Expected good behaviour is explained, taught and consistently applied throughout the school environment; this type of approach is called ‘Positive Behaviour Management’

-

(PBM).

-

If a pupil is struggling in relation to behaviour which may lead to more serious discipline issues he attends a PBM class from 15.30 to 16.00 each day (Wed 13.00 to 13.30); this 30 minute period is a compulsory part of the school day for those pupils. Normal classes end at 15.30 (Wed 13:00) for those not attending PBM.

-

We put time and resources into helping pupils conduct themselves properly.

-

The extra time spent in PBM is very beneficial:

-

Pupils are taught proper and respectful behaviour

-

Problems will not fester and become major issues

-

Issues are dealt with immediately

-

Parents are made aware of issues arising on a daily basis

-

Suspensions are avoided if pupils co-operate

-

You, as Parents/Guardians, can help by becoming familiar with what we expect from your son and we ask that you continually encourage him to aim for and maintain the highest standards.

-

Disciplinary Sanctions

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Pupil offence such as foul language, persistent talking, no PE gear, disruption unsatisfactory homework, etc.

-

Subject teacher may reprimand pupil, assign extra work, give worksheet, detain pupil, leave pupil standing for reasonable period, etc

-

Subject teacher informs parent(s) with note in school journal or standard letter.

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Further offence where subject teacher considers reprimand necessary.

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Subject teacher informs parent(s) by phone of ongoing misbehaviour. Subject teacher notes details of incident(s) and parental contact in discipline book.

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Further offence by pupil.

-

Subject teacher meets parent(s) and notes details and outcome in discipline book.

-

Further offence by pupil.

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Principal/Deputy Principal consults parent(s) and outlines problems.

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Further offence by pupil.

-

Principal may sanction suspension up to 3 days if deemed appropriate.

-

Further offence by pupil.

-

Principal may sanction suspension for 3 days if deemed appropriate.

-

Further offence by pupil.

-

Principal may sanction suspension for 1 week if deemed appropriate.

-

Parents may have to attend Board of Management meeting to discuss son’s persistent misbehaviour.

-

Further offence by pupil.

-

Further offence by pupil.

-

Further suspension or proposal for expulsion as deemed appropriate by Board of Management

-

Authority to suspend a pupil delegated to the Principal by the Board of Management at a properly convened Board meeting.

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Suspension From School

-

The school uses suspensions for serious misbehaviour such as serious disruption of class, dangerous or offensive behaviour in or around the school, verbal/physical abuse of staff or other pupils, vandalism and theft.

-

The initial period of suspension is for three days. However should the student fail to show an improvement a one week suspension may be sanctioned. At this stage parents should be more than aware of the seriousness of the situation.

-

As every eventuality cannot be covered by specific mention in the Code of Behaviour the school authorities will interpret and decide in specific situations.

-

At any given stage or where a student’s suspension totals twenty or more days in a school year, an appeal may be made to the Department of Education & Science.

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Exclusion From School

-

The process of sanctions of increasing seriousness outlined is designed to avoid exclusion of pupils, as far as possible, and to keep the suspension of pupils from school to a minimum. However, this will be achieved only if pupils and parents take the initial steps in the process seriously and thus avoid progressing to more serious sanctions.

-

Where the above have been undertaken by a pupil with no consequent change for the better in behaviour the pupil and parents may be invited to attend a Board meeting where the pupil’s future in the school will be considered.

-

Exclusion of a pupil from school is reserved for the school Board of Management. It is applied as a last resort and, in normal circumstances, only after the process described has been completed. When the matter of the exclusion of a pupil arises, the Principal makes a full report to the Board on the pupil’s behaviour and also invites the parents to make any submission they wish to the Board.

-

The Board may exclude a pupil without using the procedure outlined in cases where the pupil’s behaviour cannot be tolerated, even for a short time, for example, severe violence towards pupils or staff or grossly insulting behaviour. In such cases the pupil is suspended until the next meeting of the Board, which then decides on the matter as described.

\ No newline at end of file diff --git a/pages/about/policies/criticalincidentmanagement.html b/pages/about/policies/criticalincidentmanagement.html deleted file mode 100644 index c44ee36..0000000 --- a/pages/about/policies/criticalincidentmanagement.html +++ /dev/null @@ -1,399 +0,0 @@ - - -

Introduction

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Mount Sion CBS aims to protect the well-being of its students and staff by providing a safe and nurturing environment at all times. The following outlines the school’s Critical Incident Management Plan.

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Review and Research

-

The Critical Incident Management Team have consulted resource documents available to schools on www.education.ie and www.nosp.ie including:

- -



-

Definition of a critical incident

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The staff and management of Mount Sion CBS recognise a critical incident to be “an incident or sequence of events that overwhelms the normal coping mechanism of the school”. Critical incidents may involve one or more students or staff members, or members of our local community. Types of incidents might include:

- -



-

Aim

-

The aim of the Critical Incident Management Plan is to help school management and staff to react quickly and effectively in the event of an incident, to enable us to maintain a sense of control and to ensure that appropriate support is offered to students and staff. The plan aims to ensure that the effects on the students and staff will be limited and a return to normality will be in place as soon as possible.

-

Creation of a coping supportive and caring ethos in the school

-

We have put systems in place to help to build resilience in both staff and students, thus preparing them to cope with a range of life events. These include measures to address both the physical and psychological safety of the school community.

-

Physical safety

- -

Psychological safety

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The management and staff of Mount Sion CBS aim to use available programmes and resources to address the personal and social development of students, to enhance a sense of safety and security in the school and to provide opportunities for reflection and discussion.

- -



-

Critical Incident Management Team (CIMT)

-

A CIMT has been established in line with best practice. The members of the team were selected on a voluntary basis and will retain their roles for at least one school year. The members of the team will meet annually to review and update the policy and plan. Each member of the team has a dedicated critical incident folder. This contains a copy of the policy and plan and materials particular to their role, to be used in the event of an incident. Roles as follows:

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Team Leader: Principal, John Mc Ardle.

- -

In the event of the Principal being absent, Deputy Principal, Bill Doherty, will assume team leader role.

-

Staff Liaison: Deputy Principal, Bill Doherty

- -

Student Liaison: Colette Kearney

- -

Community/Agency Liaison: Vincent O’Meara

- -

Parent Liaison Home School Community Liaison: Frank Farrelly

- -

Media Liaison: John Mc Ardle/Bill Doherty

- -

Office: Secretary, Melissa Barry

- -

In the event of an incident each member of the team will keep records of phone calls made and received, letters sent and received, meetings held, persons met, interventions used, material used etc.

-

Melissa will have a key role in receiving and logging telephone calls, sending letters, photocopying materials, etc.

-



-

Confidentiality and good name considerations

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Management and staff of Mount Sion CBS have a responsibility to protect the privacy and good name of people involved in any incident and will be sensitive to the consequences of public statements. Members of school staff will bear this in mind, and seek to ensure that students do so also, e.g. the term ‘suicide’ will not be used unless there is solid information that death was due to suicide, and that the family involved consents to its use. The phrases ‘tragic death’ or ‘sudden death’ may be used instead. Similarly, the word ‘murder’ should not be used until it is legally established that a murder was committed. The term ‘violent death’ may be used instead.

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Critical Incident Rooms

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In the event of a critical incident, the following rooms are designated for the indicated purposes:

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Room Name - Designated Purpose -
Staff RoomMain room for meeting staff
LibraryMeetings with students
Careers OfficeMeetings with parents
Principal’s OfficeMeetings with media
JCSP RoomIndividual sessions with students
Principal’s OfficeMeetings with other visitors
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Critical Incident Management Team

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
RoleNamePhone
Team LeaderJohn Mc Ardle051-377378
Staff LiaisonBill Doherty051 377378
Student LiaisonColette Kearney051 377378
Community LiaisonVincent O’Meara051 377378
Parent LiaisonFrank Farrelly051 377378
Media LiaisonJohn Mc Ardle/Bill Doherty051 377378
OfficeMelissa Barry051 377378
-



-

Consultation and communication regarding the plan

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All staff were consulted and their views canvassed in the preparation of this policy and plan. Students and parent/guardian representatives were also consulted and asked for their comments.

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Our school's final policy and plan in relation to responding to critical incidents has been presented to all staff. Each member of the critical incident team has a personal copy of the plan.

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All new and temporary staff will be informed of the details of the plan by Principal, John Mc Ardle.

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The plan will be updated annually.

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Short term actions – Day 1

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TaskName
Gather accurate informationCritical Incident Team
Who, what, when, where?Team Leader/Office
Convene a CIMT meeting – specify time and place clearlyTeam Leader
Contact external agenciesAdministrator
Arrange supervision for studentsTeam Leader
Hold staff meetingAll staff
Agree schedule for the dayCritical Incident Team
Inform students – (close friends and students with learning difficulties may need to be told separately)Class Teacher/Year Head
Compile a list of vulnerable studentsClass Teachers/Office
Prepare and agree media statement and deal with mediaCritical Incident Team
Inform parentsAdministrator
Hold end of day staff briefingTeam Leader
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Medium term actions - (Day 2 and following days)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
TaskName
Convene a CIMT meeting to review the events of day 1John Mc Ardle
Contact external agenciesOffice
Meet whole staffPrincipal/Deputy Principal
Arrange support for students, staff, parentsColette Kearney/Frank Farrelly
Visit the injuredHSCL/Teacher as appropriate
Liaise with bereaved family regarding funeral arrangementsOffice/HSCL
Agree on attendance and participation at funeral servicePrincipal/Deputy Principal
Make decisions about school closureBoard of Management/DES
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Follow-up – beyond 72 hours

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TaskName
Monitor students for signs of continuing distressClass Teachers/Guidance Counsellor
Liaise with agencies regarding referralsPrincipal/Office
Plan for return of bereaved student(s)HSCL/Guidance Counsellor
Plan for giving of ‘memory box’ to bereaved familyYear Head/ Class Teacher
Decide on memorials and anniversariesBOM/Staff, Parents and Students
Review response to incident and amend planStaff/BOM
-



-

EMERGENCY CONTACT LIST

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AGENCYCONTACT NUMBERS
Garda051 305300
Hospital051 848000
Fire Brigade051 875555
Local GPs051 855411
HSE<051 842908
Child and Family Centre051 842908
Child and Family Mental Health Service (CAMHS)051 842146
Inspectorate01 8896553
NEPS Psychologist087 9452516
Department Education & Science01 8896690
ASTI01 6040160
TUI01 4922588
Clergy086 6611834
State Exams Commission0906442700
Employee Assistance Service1800 411 057
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\ No newline at end of file diff --git a/pages/about/policies/dataprotection.html b/pages/about/policies/dataprotection.html deleted file mode 100644 index f323078..0000000 --- a/pages/about/policies/dataprotection.html +++ /dev/null @@ -1,304 +0,0 @@ -

Introductory Statement

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The school’s Data Protection Policy applies to the personal data held by the school which is protected by the Data Protection Acts 1988 and 2003.

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The policy applies to all school staff, the board of management, parents/guardians, students and others (including prospective or potential students and their parents/guardians and applicants for staff positions within the school) insofar as the measures under the policy relate to them. Data will be stored securely, so that confidential information is protected in compliance with relevant legislation. This policy sets out the manner in which personal data and sensitive personal data will be protected by the school.

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Data Protection Principles

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The school is a data controller of personal data relating to its past, present and future staff, students, parents/guardians and other members of the school community. As such, the school is obliged to comply with the principles of data protection set out in the Data Protection Acts 1988 and 2003 which can be summarised as follows:

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Scope

-

Purpose of the Policy: The Data Protection Acts 1988 and 2003 apply to the keeping and processing of Personal Data, both in manual and electronic form. The purpose of this policy is to assist the school to meet its statutory obligations, to explain those obligations to School staff, and to inform staff, students and their parents/guardians how their data will be treated.

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The policy applies to all school staff, the board of management, parents/guardians, students and others (including prospective or potential students and their parents/guardians, and applicants for staff positions within the school) insofar as the school handles or processes their Personal Data in the course of their dealings with the school.

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Definition of Data Protection Terms

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In order to properly understand the school’s obligations, there are some key terms which should be understood by all relevant school staff:

-

Data means information in a form that can be processed. It includes both automated data (e.g. electronic data) and manual data. Automated data means any information on computer, or information recorded with the intention that it be processed by computer. Manual data means information that is kept/recorded as part of a relevant filing system or with the intention that it forms part of a relevant filingsystem.

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Relevant filing system means any set of information that, while not computerised, is structured by reference to individuals or by reference to criteria relating to individuals, so that specific information relating to a particular individual is readily, quickly and easily accessible.

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Personal Data means data relating to a living individual who is or can be identified either from the data or from the data in conjunction with other information that is in, or is likely to come into, the possession of the Data Controlleri.e. theschool.

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Sensitive Personal Data refers to Personal Data regarding a person’s

- -

Data Controller for the purpose of this policy is the board of management, Mount Sion CBS Secondary School.

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Rationale

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In addition to its legal obligations under the broad remit of educational legislation, the school has a legal responsibility to comply with the Data Protection Acts, 1988 and 2003.

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This policy explains what sort of data is collected, why it is collected, for how long it will be stored and with whom it will be shared. As more and more data is generated electronically and as technological advances enable the easy distribution and retention of this data, the challenge of meeting the school’s legal responsibilities has increased.

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The school takes its responsibilities under data protection law very seriously and wishes to put in place safe practices to safeguard individual’s personal data. It is also recognised that recording factual information accurately and storing it safely facilitates an evaluation of the information, enabling the principal and board of management to make decisions in respect of the efficient running of the School. The efficient handling of data is also essential to ensure that there is consistency and continuity where there are changes of personnel within the school and board of management.

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Other Legal Obligations

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Implementation of this policy takes into account the school’s other legal obligations and responsibilities. Some of these are directly relevant to data protection. For example:

- - - - - -



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Relationship to characteristic spirit of the School (School’s mission/vision/aims)

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Mount Sion CBS Secondary School seeks to

- -

We aim to achieve these goals while respecting the privacy and data protection rights of students, staff, parents/guardians and others who interact with us. The school wishes to achieve these aims/missions while fully respecting individuals’ rights to privacy and rights under the Data Protection Acts.

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Personal Data

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The Personal Data records held by the school may include:

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    -
  1. Staff records:
    2. -
-
    -
  1. Categories of staff data: As well as existing members of staff (and former members of staff), these records may also relate to applicants applying for positions within the school, trainee teachers and teachers under probation. These staff records may include:
    2. -
- -
    -
  1. Purposes: Staff records are kept for the purposes of:
    2. -
- -
    -
  1. Location: In a secure, locked filing cabinet that only personnel who are authorised to use the data can access. Employees are required to maintain the confidentiality of any data to which they have access.
    2. -
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    -
  1. Security: Records are kept in manual record form (personal file within a relevant filing system) and/or computer record (database). Depending on actual use, manual records are kept in filing cabinets in Principal’s office or Secretarial office. At end of day these offices are locked and security alarmed. Archived records are kept in filing cabinets in locked office photocopy room or stored in strong-room. Computer records are safeguarded with password and up to date security software. At end of the day the computer laptops are stored overnight in the secure strong-room.
    2. -
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  1. Student records:
    2. -
-
    -
  1. Categories of student data: These may include:
    2. -
- -
    -
  1. Purposes: The purposes for keeping student records are to:
    2. -
- -
    -
  1. Location: In a secure, locked filing cabinet that only personnel who are authorised to use the data can access. Employees are required to maintain the confidentiality of any data to which they have access.
    2. -
-
    -
  1. Security: Records are kept in manual record form (personal file within a relevant filing system) and/or computer record (database). Depending on actual use, manual records are kept in filing cabinets in Principal’s office or Secretarial office. At end of day these offices are locked and security alarmed. Archived records are kept in filing cabinets in locked office photocopy room or stored in strong-room. Computer records are safeguarded with password and up to date security software. At end of the day the computer laptops are stored overnight in the secure strong-room.
    2. -
-
    -
  1. Board of management records:
    2. -
-
    -
  1. Categories of board of managementdata: These may include:
    2. -
- -
    -
  1. Purposes: To enable the Board of Management to operate in accordance with the Education Act 1998 and other applicable legislation and to maintain a record of board appointments and decisions.
    2. -
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    -
  1. Location: In a secure, locked filing cabinet and that only personnel who are authorised to use the data can access it. Employees are required to maintain the confidentiality of any data to which they have access.
    2. -
-
    -
  1. Security: Records are kept in manual record form(personal file within a relevant filing system) and/or computer record (database). Depending on actual use, manual records are kept in filing cabinets in Principal’s office or Secretarial office. At end of day these offices are locked and security alarmed. Archived records are kept in filing cabinets in locked office photocopy room or stored in strong-room. Computer records are safeguarded with password and up to date security software. At end of the day the computer laptops are stored overnight in the secure strong-room.
    2. -
-
    -
  1. Other records:
    2. -
-

The school will hold other records relating to individuals. The format in which these records will be kept are manual record (personal file within a relevant filing system), and/or computer record (database). Some examples of the type of other records which the school will hold are set out below (this list is not exhaustive):

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Creditors

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    -
  1. Categories of data: the school may hold some or all of the following information about creditors (some of whom are self-employed individuals):
    2. -
- -

(b) Purposes: This information is required for routine management and administration of the school’s financial affairs, including the payment of invoices, the compiling of annual financial accounts and complying with audits and investigations by the Revenue Commissioners.

- - -

Charity tax-back forms

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(a)Categories of data: the school may hold the following data in relation to donors who have made charitable donations to the school:

- -

(b)Purposes: Schools are entitled to avail of the scheme of tax relief for donations of money they receive. To claim the relief, the donor must complete a certificate (CHY2) and forward it to the school to allow it to claim the grossed up amount of tax associated with the donation. The information requested on the appropriate certificate is the parent’s name, address, PPS number, tax rate, telephone number, signature and the gross amount of the donation. This is retained by the School in the case of audit by the Revenue Commissioners.

- - -

CCTV images/recordings

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(a) Categories: CCTV is installed in the schools, externally i.e. perimeter walls/fencing and internally as detailed in the CCTV Policy. These CCTV systems may record images of staff, students and members of the public who visit the premises.

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(b) Purposes: Safety and security of staff, students and visitors and to safeguard school property and equipment.

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(c) Location: Cameras are located externally and internally as detailed in the CCTV Policy. Recording equipment is located in the Principal’s office.

-

(d) Security: Access to images/recordings is restricted to the Principal, Deputy Principal and such person with specific legitimate interest. Tapes, DVDs, hard disk recordings are retained for 28 days, except if required for the investigation of an incident. Images/recordings may be viewed or made available to An Garda Síochána pursuant to section 8 Data Protection Acts 1988 and 2003.

-

Examination results

-

(a)Categories: The school will hold data comprising examination results in respect of its students. These include class, mid-term, annual, continuous assessment and mock- examinations results.

-

(b)Purposes: The main purpose for which these examination results and other records are held is to monitor a student’s progress and to provide a sound basis for advising them and their parents or guardians about subject choices and levels. The data may also be aggregated for statistical/reporting purposes, such as to compile results tables. The data may be transferred to the Department of Education and Skills, the National Council for Curriculum and Assessment and such other similar bodies.

-

(c)Location: In a secure, locked filing cabinet that only personnel who are authorised to use the data can access. Employees are required to maintain the confidentiality of any data to which they have access.

-

(d)Security: Records are kept in manual record form(personal file within a relevant filing system) and/or computer record (database). Depending on actual use, manual records are kept in filing cabinets in Principal’s office or Secretarial office. At end of day these offices are locked and security alarmed. Archived records are kept in filing cabinets in locked office photocopy room or stored in strong-room. Computer records are safeguarded with password and up to date security software. At end of the day the computer laptops are stored overnight in the secure strong-room.

-

October Returns

-

(a)Categories: At the beginning of each academic year (and for 1st year or transferring students, on enrolment) parents/guardians and students are asked to provide the school with certain information so that the School can make returns to the Department of Education and Skills (“DES”) referred to as “October Returns”. These October Returns will include sensitive personal data regarding personal circumstances which are provided by parents/guardians and students on the basis of explicit and informed consent. The October Return contains individualised data (such as an individual student’s PPS number) which acts as an “identifier” for the DES to validate the data that belongs to a recognised student. The DES also transfers some of this data to other government departments and other State bodies to comply with legislation, such as transfers to the Department of Social Protection pursuant to the Social Welfare Acts, transfers to the State Examinations Commission, transfers to the Educational Research Centre, and transfers to the Central Statistics Office pursuant to the Statistics Acts. The data will also be used by the DES for statistical, policy-making and research purposes. However the DES advises that it does not use individual data, but rather aggregated data is grouped together for these purposes. The DES has a data protection policy which can be viewed on its website (www.education.ie). The DES has also published a “Fair Processing Notice” to explain how the personal data of students and contained in October Returns is processed. This can also be found on www.education.ie (search for Circular Letter 0047/2010 in the “Circulars” section).

-

(b)Purposes: The school asks parents/guardians and students to complete October Returns for the purposes of complying with DES requirements to determine staffing and resource allocations and to facilitate the orderly running of the school. The main purpose of the October Returns is for the DES to determine whether the student qualifies for English language support and/or additional resources and support to meet their particular educational needs. The October Returns are submitted to the DES electronically. The DES has their own policy governing the security of the data sent to them by all post-primary schools. The co-operation of each student and/or their parents/guardians in completing the October Return is greatly appreciated as the school’s aim is to ensure that each student is assisted in every way to ensure that s/he meets his/her full potential.

-

(c)Location: In a secure, locked filing cabinet that only personnel who are authorised to use the data can access. Employees are required to maintain the confidentiality of any data to which they have access.

-

(d)Security: Records are kept in manual record form (personal file within a relevant filing system) and/or computer record (database). Depending on actual use, manual records are kept in filing cabinets in Principal’s office or Secretarial office. At end of day these offices are locked and security alarmed. Archived records are kept in filing cabinets in locked office photocopy room or stored in strong-room. Computer records are safeguarded with password and up to date security software. At end of the day the computer laptops are stored overnight in the secure strong-room.

- - - - - - -
-

Links to other policies and to curriculum delivery

-
-

Our school policies need to be consistent with one another, within the framework of the overall School Plan. Relevant school policies already in place or being developed or reviewed, shall be examined with reference to the data protection policy and any implications which it has for them shall be addressed.

-

The following policies may be among those considered:

- - -

Processing in line with data subject’s rights

-

Data in this school will be processed in line with the data subjects' rights.

-

Data subjects have a right to:

- -

Dealing with a data access requests

-

Section 3 access request

-

Under Section 3 of the Data Protection Acts, an individual has the right to be informed whether the school holds data/information about them and to be given a description of the data together with details of the purposes for which their data is being kept. The individual must make this request in writing and the data controller will accede to the request within 21 days.

-

The right under Section 3 must be distinguished from the much broader right contained in Section 4, where individuals are entitled to a copy of their data.

-

Section 4 access request

- -

Providing information over the phone

-

In our school, any employee dealing with telephone enquiries should be careful about disclosing any personal information held by the school over the phone. In particular the employee should:

- -

Implementation arrangements, roles and responsibilities

-

In our school the board of management is the data controller and the principal will be assigned the role of co-ordinating implementation of this Data Protection Policy and for ensuring that staff who handle or have access to Personal Data are familiar with their data protection responsibilities

-

The following personnel have responsibility for implementing the Data Protection Policy:

-

NameResponsibility

-

Board of management:Data Controller

-

Principal:Implementation of Policy

-

Teaching personnel:Awareness of responsibilities

-

Administrative personnel:Security, confidentiality

-

IT personnel:Security, encryption, confidentiality

-

Ratification & communication

-

When the Data Protection Policy has been ratified by the board of management, it becomes the school's agreed Data Protection Policy. It should then be dated and circulated within the school community. The entire staff must be familiar with theData Protection Policy and ready to put it into practice in accordance with the specified implementation arrangements. It is important that all concerned are made aware of any changes implied in recording information on students, staff and others in the school community. Parents/guardians and students should be informed of the Data Protection Policy from the time of enrolment of the student e.g. by including the Data Protection Policy as part of the Enrolment Pack, by either enclosing it or incorporating it as an appendix to the enrolment form.

-

Monitoring the implementation of the policy

-

The implementation of the policy shall be monitored by the principal and a sub-committee of the board of management. At least one annual report should be issued to the board of management to confirm that the actions/measures set down under the policy are being implemented.

-

Reviewing and evaluating the policy

-

The policy should be reviewed and evaluated at certain pre-determined times and as necessary. On-going review and evaluation should take cognisance of changing information or guidelines (e.g. from the Data Protection Commissioner, Department of Education and Skills or the NEWB), legislation and feedback from parents/guardians, students, school staff and others. The policy should be revised as necessary in the light of such review and evaluation and within the framework of school planning.

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Go to Ruwix to learn the solution of the Rubik's Cube and other twisty puzzles like Pyraminx, Square-1 etc.

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Mount Sion CBS Secondary School

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Health & Safety Policy

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Statement on General Policy

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Mount Sion CBS Secondary School is managed for its trustees, Edmund Rice Schools Trust, by a Board of Management, which will be referred to hereafter as the Board.

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It is the policy of the Board that it will take all reasonable and practicable steps to provide healthy and safe working conditions for our employees and our school pupils and to ensure the - health and safety of all visitors to our school.

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The Board recognises that while all employees are ultimately responsible for their own safety, teachers because of the ‘loco parentis’ nature of their position, have an additional - responsibility to ensure the safety of the students under their supervision.

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The Board has nominated the Principal of the school as its Safety Officer and has delegated to him responsibility for implementing its safety requirements, within the school, on a day to day - basis.

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Provision is made within the safety structures for the nomination of a safety Representative by the staff and also for a Safety Committee (appendix 5) representing the entire school - community.

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The Board undertakes to carry out a safety audit annually and to have its results made available to staff.

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The Safety Statement and procedures set out in the following pages are informed throughout by the Guidelines on Managing Safety and Health in Post Primary Schools.

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The Board wishes to make clear that in our school the safeguarding of life takes precedence over all other matters.

-

Please read this document carefully with a view to understanding your part in its implementation in our school. The Safety Officer is available to help clarify any aspect that you may feel needs - clarification.

-

RESPONSIBILITIES

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- Safety Officer

- -

Fire Officer

-

It is the responsibility of the Fire Officer to;-

- -

Safety Representative

-

The Safety Representative may consult with, and make representations to, the employer on safety health and welfare matters relating to employees in the place of work. He/She may investigate - accidents and dangerous occurrences to find out the causes and help to identify any remedial or preventive measures necessary. Subject to prior notification to management, the Safety representative - may also carry out inspections in the place of work to identify hazards and risks to safety and health. The Safety Representative has an important role to play in the promotion of health and - safety.

-

All Employees

-

It is the responsibility of each member of staff to;-

- -


- Board

-

It is the responsibility of the Board to;-

- -

Pupils

-

Pupils should at all times behave in accordance with the rules of the school as set down in the Code of Behaviour, and as explained to them by the Principal, the Deputy Principal, Year Heads, - Class Teachers and other members of staff. In addition they should;

- -

Staff Training

-

The Safety Officer will arrange to have all staff trained within a reasonable period of time in all aspects of safety pertaining to their job and which will include;-

- -


- FIRE DRILL

-

In the event of a fire being discovered the procedure for Total Evacuation will be immediately activated (appendix 7).

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If the fire is small and localised it should be contained by the use of fire extinguishers, fire blankets or other fire fighting equipment as appropriate.

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If the fire is not immediately contained the Fire Brigade is to be notified.

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Fire containment measures should continue, providing that no lives are placed in hazard. Otherwise the scene is to be abandoned and left for the attention of the Fire Brigade.

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Each Fire Marshall will ensure that the area for which they are responsible has been evacuated and all windows and doors are closed. They will then proceed to the designated Assembly Point, they - will count the staff and pupils at their point, and report to the Chief Fire Marshall.

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When the Safety/Fire Manager notifies the Fire Brigade they should also advise them of the entrance nearest the fire and then meet there with the School Floor Plan and a brief description of what - is known about the recent status of the fire.

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Other services to be notified in this type of emergency are;

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ESB

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MEDICAL

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SPIRITUAL

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GARDAI

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GAS

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It would also be recommended to advise other users of the school campus of the emergency.

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A fire Drill involving evacuation will be held at least once each school year. The results will be logged for subsequent discussion by the Safety Committee with the purpose of continually - improving on efficiency and effectiveness on Fire Drill Evacuation.

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In accordance with the Boards responsibility a safety committee as follows is established.

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Safety Committee

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Safety Officer - Principal

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Fire Manager - Dominic Connolly

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First Aider - Dominic Connolly

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Board Member - Pat Mc Evoy

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Safety Representative - Edward Kennedy

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Employee School - Caretaker

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The Committee shall meet at least once per school term and meetings will have a specific agenda, which will include the following;

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    -
  1. Progress report on the implementation of the Safety Statement.
    2. -
  2. The examination of the accident log since the last meeting.
    3. -
  3. Special consideration of recent accidents or dangerous occurrences.
    4. -
  4. Practical safety and health suggestions received from individuals.
    5. -
  5. Safety and health suggestions received from individuals.
    6. -
  6. Safety and health training needs and plans for dealing with same.
    7. -
  7. Items of general interest on Health and Safety.
    8. -
-

A meeting other than above may be held where warranted on the grounds of an immediate serious safety problem.

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Once per school year the committee will review the entire Safety Statement to see if, in the light of experience and changing circumstances, it needs amendment.

-

 

-

Faulty electrical equipment can be lethal. Therefore great care must be taken by all those who use such equipment within our school.

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It is the responsibility of the Board to ensure that all equipment provided is properly insulated and earth protected against indirect contact if insulation fails.

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The following are basic electrical safety checks which should be carried out by employees prior to the use of equipment requiring electrical power;-

-
    -
  1. Check sockets for damage and security of mounting on wall.
    2. -
  2. Check plugs for damage. If found to be damaged, remove appliance from use and ensure that the damage is dealt with by a competent person.
    3. -
  3. Check that cable clips grips cable effectively.
    4. -
  4. Check that the fuse in the plug, which is the proper one for the appliance, is always replaced by one of a similar rating.
    5. -
  5. Burn or heat marks indicate danger in the plug. Have such a plug replaced by a competent person.
    6. -
  6. Examine the appliance cable for damage and check for signs of wear and tear on it.
    7. -
  7. Cable wrapped with insulating tape is dangerous and should be replaced.
    8. -
  8. Ensure that cable length is neither too short nor too long.
    9. -
  9. Cable must not become a physical or electrical hazard to people or equipment.
    10. -
  10. Extension leads should not be used in a coiled position, as the heat thereby generated constitutes a fire hazard.
    11. -
-

All defects or damage should be repaired, by a competent person and until then the appliance should not be used. The Safety Officer should be informed immediately.

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In the event of shock do not make contact with the injured party until the electrical power is disconnected and the situation made safe.

-

 

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Evacuation Procedures

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In the event of an emergency the following evacuation procedures must be followed.

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The staff person nearest to the cause of an emergency will immediately direct all in proximity to a safe area and if possible close door(s) to isolate area.

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They will then notify the Safety Officer of the nature, cause and their estimate of its severity.

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The Safety Officer will assess the action to be taken which will be one of the following;-

-
    -
  1. No further movement of staff/pupils. Emergency to be handled in-house.
    2. -
  2. Partial evacuation of school. Emergency to be handled in-house or by outside assistance.
    3. -
  3. Total evacuation of school. Emergency to be handled in-house or by outside assistance.
    4. -
-

Partial evacuation will be initiated by the Safety Officer, who will instruct Staff to move pupils to the designated Assembly Point.

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Total evacuation will be initiated by the Safety Officer ringing the Alarm Bell and broadcasting over the public address system.

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In the event of a power failure a hand bell will be loudly rung throughout the school by the Principal or other nominated person.

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All evacuation will be along the routes marked on the attached School Floor Plan, which shows the route (and alternatives) from each school location to the designated Assembly Point.

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On reaching the designated Assembly Point the staff member should again count the class to ensure that all have arrived safely at the Assembly Point and report the result to the Fire - Marshall.

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First Aid & Accident Drill

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The following staff are qualified in First Aid;- Dominic Connolly.

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The following staff are qualified in the use of the A.E.D.;- Dominic Connolly, Michelle Lyons and Joan Matthew.

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There is a comprehensive First Aid box available in the outer office to deal with minor injuries and the AED is situated in the Principal’s office.

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    -
  1. Accidents to Property: Accidentswhich have safety implications, will be dealt with in line with general guidelines outlined in Appendix 6 (basic electrical supply) and Appendix - 7 (Evacuation Procedures).
    2. -
-
    -
  1. Accidents to persons; These accidents generally fall into one of three classifications
    2. -
-

Class 1 - Minor cuts and abrasions which can be safely dealt with by referral to the First Aid Officer.

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Actions

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Refer immediately to first Aider

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Class 2 - Where the victim is more seriously injured but is fully conscious and can give a description of the severity of their hurt.

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Actions

- -

Class 3 - Where the victim is semi-conscious or is unconscious,

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Actions

- -

Notifying the Victims Family

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It falls to the Safety Officer or nominated person to

- -

When calling for Emergency services (detailed in appendix 10)

- -


- EMERGENCY TELEPHONE NUMBERS

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Gardai 999/112

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Fire Brigade 999/112

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Ambulance 999/112

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Hospital (051) 842 000

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ESB Emergency (021) 238 6555

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Bord Gais Emergency 1850 20 50 50

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In the event of an emergency (as listed in the emergency procedures), there will always be a vehicle and driver available on the premises to transport injured persons to hospital, home etc.
-

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Homework is given by teachers to reinforce the learning that has taken place in class.

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The purpose of this document is to:

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Types of Homework

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Responsibilities of the Student

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Responsibilities of the Teacher and School Management

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Responsibilities of the Parent

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How much time should homework take?

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1st and 2nd year: 1 to 1½ hours each night.

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3rd year: 1½ to 2 hours each night.

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Senior students: approximately 3 hours, including study time.

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Overview

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Mount Sion CBS Secondary School is an inclusive boys’ only school which values the abilities and achievements of all its pupils. Our school accepts the fundamental principle that literacy is the key to improving learning and raising standards. The teaching of literacy is not the sole responsibility of the English Department; it is the responsibility of every teacher within the school. Literacy is one of the cornerstones of education and it enables pupils to gain access to the school curriculum, to read for information and pleasure, and to communicate effectively.

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Aims

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The school policy aims to:

- -

Monitoring and Evaluation

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It is the policy of Mount Sion CBS to assess literacy levels at entry. There is also continuous monitoring and evaluation of students’ progress throughout the Junior Cycle. The school uses the following assessment tools used to measure literacy levels:

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Relevant personnel and their respective roles in Literacy development in Mount Sion CBS

- -

A Literacy Working Group will be responsible for promoting and implementing the school literacy development plan. The group will consist of the Principal, Literacy Link Teacher, JCSP Co-ordinator, a teacher from the English Department and a member of the Library Team. The group will meet regularly, record relevant decisions and communicate these decisions to the school community.

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Literacy Provision in Mount Sion CBS Secondary School

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The school uses a variety of measures to implement the literacy policy such as

- -

Links with External Agencies

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The school has established strong links with a variety of external agencies which provide invaluable information and support in literacy. These include

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Review and Evaluation of Policy

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The Literacy Team will be responsible for ensuring that the Literacy policy is implemented in the school. This policy will be reviewed on a yearly basis. The review will consider the views and experiences of pupils, teachers, the Library Team and the management.

-



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Mount Sion C.B.S – Relationship & Sexuality Education Policy

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Mount Sion is a Catholic boys school, founded by Blessed Edmund Rice in 1802. Its students are educated with Catholic values as laid down in the teaching of the Church. The school fosters the development of relationships based on the love of God and the love of every human being.

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R.S.E. enshrines the principles of our Mission Statement in being a lifelong process of acquiring knowledge and understanding and of developing attitudes, beliefs and values concerning sexual identity, relationships and intimacy. R.S.E. is an integral part of a total programme of Social, Personal and Health Education (S.P.H.E.). It is important that R.S.E. is taught in the context of S.P.H.E. and the religious education as set out in the “Christian Way” series. To enable us to manage and organise the implementation of R.S.E. in our school it will be included on the timetable as part of S.P.H.E.

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Students will deal with issues such as instruction on puberty, physical change, sexual intercourse, conception and birth. We respectively encourage parents to take responsibility for educating their children in these areas. Our staff will endeavour to be sensitive to family situations.

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Teachers participating in the Programme will be qualified to do so and will be committed to its successful implementation.

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The extent to which the content of the programme will be treated will be dependent on the intellectual and emotional maturity of the students. Taking this into account we will build upon and develop the Primary School Programme.

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In teaching the R.S.E. programme, it will be stressed that moral truth is not arrived at by consensus, or the product of feelings, or instinct, or by saying that what is right for one person may be wrong for another. Moral judgement is a matter of reason.

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The school will ensure that there is ongoing support, development and review for all involved in the R.S.E. programme.

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Any parent who may have concerns about the programme or any aspects therein is invited to meet with the school authorities to discuss these concerns.

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If you choose to provide R.S.E. at home, your rights as a parent with regard to your son’s participation in the school’s R.S.E. programme will be respected.

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The programme content for R.S.E. adheres to the guidelines as set down by the National Council for Curriculum Assessment.

-



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Welcome to Mount Sion

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The World’s Oldest Edmund Rice School

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Mount Sion was founded by Edmund Rice in 1802. It was the first school founded by the Christian Brothers. The school has a proud tradition of educational service in Waterford and the surrounding areas.

-

This tradition has been carefully maintained while striving always to keep up with the ever changing trends and developments in the field of education.

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Central to the school’s educational policy has always been the personal welfare of the student and the development of his talents, attributes and skills. It is the intended effect of this policy that a student develops personal responsibility, social awareness, emotional maturity, love of learning and an appreciation of his own unique worth.

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Mount Sion strives to ensure that your son’s time spent in our school will be rewarding in every way.

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The creation of such a learning environment is assisted in Mount Sion by a highly skilled and dedicated teaching staff and by those who provide the ancillary services which are vital to a modern and progressive school.

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We look forward to the contribution that Mount Sion can make to your son’s future and also look forward to your son’s contribution to the enrichment of school life in Mount Sion.

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MISSION STATEMENT

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Mount Sion, established by Blessed Edmund Rice in 1802, is a Catholic School for boys only and is committed to the Christian Ethic in education.

-
    -
  1. Mount Sion is a place where our children can develop and mature physically, emotionally, intellectually and spiritually in a safe and caring environment
    2. -
  2. The entire school, community, Board of Management, teachers and staff, parents and pupils treat each other in a caring and loving manner
    3. -
  3. We are committed to the provision of a broadly based education designed to equip our pupils for life
    4. -
-

School Organisation 2018/2019

- -

School Day

-

Classes commence each morning 08.45

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Morning Break 10.45 – 11.00

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Lunch 13.00 – 13.30

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Mon., Tues., Thurs., Fri. Classes end at 15.30

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Wednesday Classes end at 13.00

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Each class period lasts for 60 minutes

-

While the school closes at 12.55 on Wednesdays it is important to note we comply fully with the Department’s requirements for time in school

-

Students are invited to have their lunch in the General Purpose Room in the school.

-

Opening times may be subject to minor adjustments. The building will be open to students ten minutes prior to official opening time and also after official closing time.

-

Mid morning and lunch time supervision is provided from 10.45 – 11.00 and from 13:00 – 13:30

-

Pupils are permitted to leave school for lunchtime break unless parents request otherwise. The school will need to be informed of such by letter.

-

SCHOOL UNIFORM

-

Students must wear full uniform at school at all times and at all school related activities where appropriate.

-

Pupils personal appearance should be neat, clean and tidy.

-

The school uniform consists of

- -

A student not in full uniform

- -

The wearing of jewellery of any kind is not permitted at any time -

School Attendance

-

While absence from school may, at times, be necessary – due to illness etc. – we ask that such absences be kept to a minimum. All absences should be reported to the office by 10.00 on 051-379795 or 051 - 377378

-

For our records:

- -

In the interests of their own safety and wellbeing

- -

School Lockers

-

School equipment and students’ own equipment and books are expensive items – both to buy and to repair. Any interference with or damage to this property – even as a prank – cannot be permitted. Loss and damage can be avoided if students care for their bags and coats and secure equipment.

-

The school provides lockers for hire.

-

On a yearly basis

- -

Where a student consistently forgets or loses locker key possession of a locker may have to withdrawn

-

Bicycles

-

The school has the facility of a bicycle rack and shed. Students can secure their bikes with a lock of their own belonging.

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SPORT AND EXTRA CURRICULAR ACTIVITIES.

-

Hurling has both a long and proud tradition in the school and club. The involvement of students in sport is greatly encouraged. Games activities range from hurling, football, athletics, soccer and cross-country. Representing the school is a great honour and students are expected to turn out for school teams when selected.

-

The following activities are currently catered for:

- -

Provision of these activities is subject to resources and annual review.

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CURRICULUM

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Junior Certificate

-
Core Subjects:
- -
Junior Cert Optional Subjects:
- -

Leaving Certificate

- -

(The provision of some subjects may depend on demand and resources available to the school)

-

LEAVING CERTIFICATE VOCATIONAL PROGRAMME.

-

The Leaving Certificate Vocational Programme (L.C.V.P.) was introduced as a Leaving Certificate with a strong vocational dimension. It provides students with the opportunity to release their potential for self directed learning, for innovation and for enterprise. In Mount Sion this programme is available to boys only.

-

The L.C.V.P. gives students every opportunity for access to third-level education. The country’s universities have announced that points will be awarded for the Link Modules.

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Students take two Link Modules or short courses as part of the L.C.V.P. These are Enterprise Education, and Preparation for The World of Work. Each module is important in preparing students for life after school.

-

The Link Modules are activity based. These activities include the organisation and running of mini- enterprises, visits to business and industry.

-

Th Link Modules are assessed by the National Council for Vocational Awards (N.C.V.A.).

-

Junior Achievement and working with Business Volunteers – the Goals of the Programme are

- -

Learning Support

-

Mount Sion C.B.S. provides a learning support service for those students in need of extra help. The purpose and aim of this service is to help and encourage students attain their full potential for academic achievement primarily in the areas of literacy and numeracy.

-

The basic skills in these two areas of learning are essential prerequisites to enhance a student’s ability, not just directly in English and Mathematics but also indirectly in all the additional subject areas of the curriculum.

-

In this school the programme of learning support is very much structured to this theme of a cross-curricular purpose. It is hoped that students who require extra tuition in the areas of literacy and numeracy will be able to transfer the skills acquired here to benefit their learning acumen across the range of curriculum subjects.

-

RELIGIOUS EDUCATION

-

Religious Education is an integral part of the Curriculum in Mount Sion. It aims to promote the development of the individual in the light of the Gospel.

-

The aims of the Religious Education Programme are;-

- -

The Religion department fully realises that it can only effectively do this in partnership with the home.

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SUPPORT CARE TEAM

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Care and concern for our students and for their general wellbeing have always been a priority with the staff here at Mount Sion. Young people today face many pressures during their teens. Any kind of stress can impinge on their performance at school and in exams. It would be the hope of the staff here that students would be aware that within the school, there will always be someone there to help them or, simply, to listen to them. Parents can play an important part in the pastoral area of the school by informing us of any worries or problems affecting the students.

-

While Pastoral Care is the concern of all the school community we do have a formalised Support Care Team.

-

The committee consists of

-

Principal Mr. J. McArdle

-

Deputy Principal Mr. B. Doherty

-

HSCL Mr. F. Farrelly

-

Resource Teacher Ms. C. Kearney

-

SCP Co-ordinator Mr. A. Battell

-

If parents think we may be of assistance in any way we would suggest that they contact us through the school.

-

HOME SCHOOL COMMUNITY LIAISON

-

Mount Sion strongly promotes the above scheme and views it is a vital link between parents and the school.

-

The main elements of the scheme are;

- -

Students’ Council

-

The school has a Students’ Council which consists of students elected from Transition Year classes in the school.

-

Parents’ Association.

-

The school has an active Parents Association. The Parents’ Association aims to promote the educational development of our students and to assist with the various school activities.

-

Meetings are held on a monthly basis from October to May.

-

School Functions and Meetings

-

Parent-Teacher meetings are held once a year for each group. Parents/Guardians are strongly urged to attend.

-

There are various functions and meetings during the year and parents/guardians will be notified well in advance of such meetings. These meetings are usually held in the evening. The following is a sample of what can take place during the year;

- \ No newline at end of file diff --git a/pages/about/policies/specialneeds.html b/pages/about/policies/specialneeds.html deleted file mode 100644 index f5be936..0000000 --- a/pages/about/policies/specialneeds.html +++ /dev/null @@ -1,79 +0,0 @@ -

Overview

-

Mount Sion CBS Secondary School is an inclusive boys only school which values the abilities and achievements of all its pupils.

-

The school strives to

- -

Our school crest motto is ‘Endeavour and Hard Work’ and the school encourages these traits in all our pupils.

-

Aims

-

The school policy aims to:

- -

-

Identification of Pupils with SEN

-

We recognise that many pupils will present with special educational needs at some stage during their time in school. Therefore, it is of the utmost importance to identify those pupils as early as possible. Pupils with psychological assessments are given priority SEN provision in the school but we also aim to help other pupils who face academic or behavioural difficulties during their time in school.

-

The following are the main ways we use to identify pupils with SEN

- -

Relevant personnel involved in the education of pupils with SEN

-

The specific roles of each educational partner can be found in the Post Primary Guidelines for the Inclusion of Students with Special Educational Needs. These partners have been given information regarding their roles and responsibilities. The following are brief overviews of the roles of each partner:

- -

SEN Provision in Mount Sion CBS Secondary School

-

The school SEN provision uses a variety of measures to implement our policy

- -

Details of particular learning and teaching strategies can be found in the Mount Sion CBS Provision Plan.

-

Policy regarding Bright and Gifted Pupils

-

The school aims to identify bright and gifted pupils and promotes their educational development through

- -

Links with External Agencies

-

The school has established strong links with a variety of external agencies which provide invaluable information and support for our pupils with SEN. These include

- -

Monitoring, Review and Evaluation of Policy

-

The Principal is responsible for ensuring that the SEN policy is implemented in the school. This policy will be reviewed on a yearly basis by the Board of Management. The review will consider the views and experiences of pupils, parents, relevant staff and external agencies. Assessment and monitoring of the Policy will be carried out on a regular basis by the SEN team.

\ No newline at end of file diff --git a/pages/about/policies/sphe.html b/pages/about/policies/sphe.html deleted file mode 100644 index 7ee202f..0000000 --- a/pages/about/policies/sphe.html +++ /dev/null @@ -1,196 +0,0 @@ - -

Mission Statement

- -

-“Mount Sion is a place where our children can develop physically, emotionally, intellectually and spiritually in a safe and caring environment”. -

-
-

-Mount Sion, CBS., Waterford, is a Catholic all boys secondary school under the trusteeship of the Edmund Rice Schools Trust. In Mount Sion we place emphasis on the holistic development of the individual. Our school incorporates a “Pastoral” approach to education which seeks to value and develop the young person. The SPHE Programme provides our students with the unique opportunity to develop their skills and competencies and learn about themselves and others and to make informed decision about their health, personal issues and social development. - -

-
-Aims of SPHE -

-Mount Sion develops the SPHE primary school programme and at this level aims to; -

- -

-
- -Programme Contents and Teaching Methods -

-SPHE is taught in the following modules: -

- -

-Some methods and activities which can support the experimental learning cycle include: -

- - -
-Current Provision -

-It is recognised that aspects of the SPHE Programme are currently informally addressed and supported in other subject areas. Such subject areas include Physical Education, Religious Education, Civic, Social & Political Education, Science at Junior Cycle level and Biology at Senior Level. This programme is also supported through the Pastoral Care System, Class Teacher and Year Head System, Home-School Community Liaison, and Guidance Counsellor. The Anti-Bullying Policy and the Substance Misuse Policy also support the aims of the SPHE Programme. -

-
-Management and Organisation of SPHE in Mount Sion -

-The school is presently committed to offering all classes one period of SPHE per week at Junior Cycle Level. Within that time Relationships and Sexuality Education is taught as a module of 6-8 lessons. -

-

-At senior level, SPHE is incorporated into the Religious Education content and it is aimed to provide classes yearly on Relationships and Sexuality Education (RSE). -

-

-Through RSE, the school aims to provide opportunities for students to learn about relationships and sexuality in ways that help them to think and act in a moral, caring and responsible way. -

- - - - - - - - -The RSE Programme aims to: - -
-RSE Programme Content -

-Teachers will use materials deemed suitable and appropriate for students needs and in accordance with the school ethos. -

-

-The content of the RSE Programme is described under three themes. These themes are neither sequential nor discrete; they manage and overlap with each other. -

-

-1. Human Growth and Development -

-

-This theme consists of an age appropriate understanding of the biology and psychology of the human life cycle. This is accompanied by a rationale for responsible behaviour in relationships and sexual activity. -

-

-2. Human Sexuality -

-

-Sexuality is an integral part of the human personality and has biological, psychological, cultural, social and spiritual dimensions. The theme offers opportunities to develop a holistic understanding of sexuality as contributing to the development of personal well being, enhancing personal and family relationships and ultimately contributing to the well being of society. -

-

-3. Human Relationships -

-

-This theme focuses on the importance of relationships for health and well-being. It examines how one relates to self and others, stressing the importance of self-esteem as a basis for worthwhile friendships and relationships. It addresses issues such as communication, influence, intimacy, sexual attraction and sexual expression in relationships consistent with personal and moral integrity. -

- -
- - - -Staff Development and Training -

-Insofar as practicable, all resources needed in terms of time, finance and personnel will be made available in order to develop and support the SPHE Programme in this school. On-going teacher training is seen as an essential element in delivering the programme. The objectives of such training are to enhance the personal growth of the teacher and to enable the teacher to acquire the knowledge, understanding and skills necessary to facilitate the SPHE Programme. -

-

-The SPHE Programme will be supported by the SPHE Support Service. -

-
-

-Confidentiality -

-

-The normal limits of confidentiality will apply. -

-
-

-Sensitive Issues -

-

-Class discussions will be general in nature and not personally directed. While it is acknowledged that teachers have a professional responsibility to impart the SPHE course content, the needs of the student will be addressed in a caring and supportive manner. If individual issues emerge, they will be referred on by the teacher to the appropriate person(s). -

-
-

-Participation -

-

-SPHE is a core curricular subject on the Junior Cycle curriculum. It is the right of any parent to withdraw their child from the RSE module of the programme, However, suitable supervision must be agreed with the school management The RSE module is informed by the rationale of the school’s RSE policy. -

-
-

-Role of Visitors -

-

-The SPHE teacher will consult with the SPHE Co-ordinator and Principal in relation to the suitability of guest speakers prior to their invitation to the school. Visitors to SPHE classes will deal with discussions in line with the aims of the programme and the ethos of the school. -

-
-

-Involving and Informing Staff -

-

-All staff will be made aware of the existence of this policy, as it will be circulated amongst them and their views sought. The School is committed to informing staff on a regular basis about SPHE through delivery at staff meeting and use of notice board. -

-
-

-Monitoring of SPHE Policy -

-

-This will form part of SPHE subject planning group meetings. Any suggested changes will be discussed with the Principal, recorded and made available in the school office. -Review procedures -

-

-The policy will be reviewed annually, or in the light of changing information, by the SPHE Policy Working Group. Review will take place in consultation with the wider school community. -

-
-

-Evaluation of the Policy -

-

-Teachers, Parents, Students and Board of Management will be involved in the evaluation of the policy when it has been in place for one year from date of its acceptance. Any changes will be incorporated into the amended policy. -

-
-

-The three main areas of the policy to be evaluated are: -

-
    -
  1. Programme content and teaching method
    2. -
  2. Management and organisation of SPHE
    3. -
  3. Staff and Parent/Guardian training, development and resources.
    4. -
\ No newline at end of file diff --git a/pages/about/policies/tour.html b/pages/about/policies/tour.html deleted file mode 100644 index 41ba829..0000000 --- a/pages/about/policies/tour.html +++ /dev/null @@ -1,146 +0,0 @@ -

Introduction

-

Mount Sion CBS Secondary School has a duty of care to all its pupils and to school personnel. We seek to safeguard the welfare of pupils while on foreign school tours and also to support school personnel who accompany pupils.

-

The Tour Leader must ensure that:

-

1. Every reasonable step will be taken to ensure the safety of all tour members. Pupils must not be placed in situations which expose them to an unacceptable level of risk. Pupils should have EHIC cards well before departure.

-

2. There is appropriate and adequate supervision for each activity undertaken on the tour.

-

3. Once the tour details have been approved, ask for a non-returnable deposit. Make it clear that the deposit is non-returnable and that pupils will not be taken if their behaviour is unacceptable or unsafe in the interval before the tour takes place.

-

4. The ratio of adults to pupils will be appropriate; a ratio of not more than 10:1, and if a higher ratio is proposed then this must be authorised by the Principal. If the Tour

-

Leader brings a group without an Assistant, he/she must have back–up support available.

-

5. Child protection procedures are in place in line with the DES guidelines and the relevant child protection procedures put in place by Mount Sion CBS School. Please refer to Prudence Code attached in Appendix 4.

-

6. Parental consent forms set out in Appendix 1 have been issued and returned signed: the onus is on parents to return all completed documentation and failure to do so may mean that a student may not be permitted to travel.

-

7. Suitable arrangements have been made for the medical needs of all pupils.

-

8. He/she is in possession of the following information:

- -

(Appendix 2 Medical Consent Form)

-

9. First aid provision is available. The medical kit should always include a thermometer and the medical histories of all participants, the information being acquired from the Parents/Guardians.

-

10. Parents/Guardians are sent the following information:

- -

meet their student on return

- -

general group discipline

- -

parents/guardians need to arrange additional cover

- -

11. A school emergency contact person has been nominated and the Tour Leader has these details. The Tour Leader should also ensure that the school Contact Person and all those accompanying the trip have a copy of the agreed emergency procedures, the names of all members of the group and emergency contact details of all Parents/Guardians.

-

The Principal must ensure that all staff and others accompanying the tour are appropriately selected and accept that the Tour Leader is in charge. It would also be expected that all have appropriate experience of supervising pupils of the relevant age on the tour.

-

Information retained at the school

-

Full details of the visit should be retained at the school while the tour is in progress. This should include:

- -

It is the Principal’s responsibility to ensure that this information is available at all times, particularly if the tour takes place when the school is closed.

-

Prohibition

-

The consumption of alcohol by all pupils is forbidden for all tours.

-

Up to the time of departure it shall remain the prerogative of the Tour Leader to refuse a pupil’s participation on the tour without a refund should the pupil’s behaviour give cause for grave concern.

-

Parents/Guardians and pupils must agree to Rules and Regulations (Appendix 3) and return signed copies to the Tour Leader.

-

Review This policy will be reviewed on an annual basis.

-

This policy has been adopted by the Board

-

Signed:_________________________________ Date:___________________

-

Chairperson Board of Management

-

Appendix 1

-

Dear Parent/Guardian,

-

A school tour to ______________ is being planned for the _________ break in _______.

-

The exact costing of the tour cannot be finalized until full flight and accommodation details are completed, but the approximate cost should be _____________.

-

 This will include full travel, accommodation with half-board (breakfast and dinner), tours, and other activities which will be outlined when the final itinerary becomes available.

-

 An initial deposit payment of €_______ (NON-REFUNDABLE) per student, by __________________________ is required.

-

 The balance of the deposit (ALSO NON-REFUNDABLE,) must be paid in the following four weeks.

-

 Remaining payments can be spread between then and _____________.

-

 All payments will be receipted.

-

In the past we have enjoyed many successful trips with our pupils and the success of any tour depends on the pupils’ full cooperation with their teachers while abroad. Therefore, to ensure an enjoyable and successful school tour, we reserve the right to cancel any pupils’s participation, if his behaviour in the school between now and _____________ becomes unacceptable.

-

Your appreciation and help is very welcome in this matter.

-

Please sign the declaration of consent below, and ask your son to return it to us with the initial deposit of €150 by Thurs 22 October.

-

Please understand that this deposit does not automatically guarantee your son’s place on the tour until his application is approved by the school authorities.

-

(Tour Leader)

-

I /we, the undersigned, consent to allow __________________________to travel to ___________, in _____________. I have read and accept the conditions outlined above.

-

Signed:______________________________________

-

Appendix 2

-

MEDICAL CONSENT FORM

-

Dear Parent/Guardian

-

Thank you for your continued cooperation with the Tour payments. Arrangements are well under way with regard to the Tour Itinerary, and in the meantime, we would appreciate it if you could provide the following information, in relation to travel insurance for the tour group.

-

1. The name, address, and phone number of your family doctor.

-

_____________________________________________________

-

_____________________________________________________

-

_____________________________________________________

-

2. Details, if any, regarding possible allergies, or medications which your son is taking.

-

_____________________________________________________

-

_____________________________________________________

-

_____________________________________________________

-

Finally, could you please complete, and sign this Consent Form:

-

I,__________________the parent/guardian of ____________________ hereby give authorisation to the Tour Leader, to obtain treatment on behalf of my son.

-

Signed________________________________________

-

Appendix 3

-

Dear Parent/Guardian,

-

The itinerary is now available, and it is advisable that your son reads it carefully, in order to familiarise himself with the programme of events for each day in ________.

-

The success of the tour depends on the full cooperation of all pupils with their tour leaders. We are confident that the boys whom we have trusted enough to take abroad, will behave responsibly and will respect the authority of the seven teachers, who are giving their free time and their good will to make this tour possible. Unfortunately, however, we are aware that the bad behaviour of one can spoil things for everybody else. Hopefully, this won’t happen. For our part, we will do our best to make this trip an enjoyable and successful experience for all who are travelling to ______________.

-

I would like, now, to draw your attention to a few simple, but absolutely vital points which we feel are essential to the success of the tour. After reading them, I would be grateful if you and your son, would please sign the agreement form printed below.

-

Rules and Regulations

- -

Parents Form of Agreement

-

We______________________ the parents of _________________________, have read the above guidelines/regulations. I agree that they are necessary to ensure the success of the school tour, and that my son should abide by them.

-

We also accept that the Tour leader may send our son home in the case of a serious disciplinary offence. We agree to accept full responsibility to arrange for any travel so required and for our son’s accompaniment on such travels as may be necessitated by our son’s behaviour.

-

Signed____________________________________________

-

Pupils Form of Agreement

-

I,__________________________ have read and understand that the above guidelines/regulations are necessary to ensure the success of the school tour to Paris, and I intend to abide by them.

-

Signed____________________________________________

-

Appendix 4 Prudence Code for Foreign Tours

-

Pupils on their own

- -

Groups of pupils

- -

Complaint to a member of staff other than the Designated Liaison Person.

- -

Where the complainant is an adult:

- -

Where the complainant is a child:

- -

In the event of an allegation being made the DDLP will report the allegation to the local police in the relevant country and he will also report the matter immediately to the DLP. The DLP will co-ordinate the response of the school thereafter.

-

John Mc Ardle, Principal, is the DLP (Designated Liaison Person)

-

______________, for the purposes of the school trip, is the acting DDLP (Deputy DLP)

\ No newline at end of file From 3e83aa841e810985b479d0c1cb20dffebf077f36 Mon Sep 17 00:00:00 2001 From: David Tkac Date: Wed, 6 Feb 2019 11:26:22 +0000 Subject: [PATCH 2/2] Added --- pages/about/policies/Admissions.html | 341 +++++++++++++++ pages/about/policies/Antibullying.html | 1 + pages/about/policies/Assessment.html | 193 +++++++++ .../policies/AttendanceParticipation.html | 236 +++++++++++ pages/about/policies/ChildProtection.html | 160 +++++++ pages/about/policies/CodeOfBehaviour.html | 119 ++++++ .../policies/CriticalIncidentManagement.html | 399 ++++++++++++++++++ pages/about/policies/DataProtection.html | 304 +++++++++++++ pages/about/policies/HealthSafety.html | 0 pages/about/policies/Homework.html | 44 ++ pages/about/policies/Literacy.html | 68 +++ .../about/policies/RelationshipSexualEd.html | 12 + pages/about/policies/SPHE.html | 196 +++++++++ pages/about/policies/SchoolOrganisation.html | 210 +++++++++ pages/about/policies/SpecialNeeds.html | 79 ++++ pages/about/policies/Tour.html | 146 +++++++ 16 files changed, 2508 insertions(+) create mode 100644 pages/about/policies/Admissions.html create mode 100644 pages/about/policies/Antibullying.html create mode 100644 pages/about/policies/Assessment.html create mode 100644 pages/about/policies/AttendanceParticipation.html create mode 100644 pages/about/policies/ChildProtection.html create mode 100644 pages/about/policies/CodeOfBehaviour.html create mode 100644 pages/about/policies/CriticalIncidentManagement.html create mode 100644 pages/about/policies/DataProtection.html create mode 100644 pages/about/policies/HealthSafety.html create mode 100644 pages/about/policies/Homework.html create mode 100644 pages/about/policies/Literacy.html create mode 100644 pages/about/policies/RelationshipSexualEd.html create mode 100644 pages/about/policies/SPHE.html create mode 100644 pages/about/policies/SchoolOrganisation.html create mode 100644 pages/about/policies/SpecialNeeds.html create mode 100644 pages/about/policies/Tour.html diff --git a/pages/about/policies/Admissions.html b/pages/about/policies/Admissions.html new file mode 100644 index 0000000..489c0a7 --- /dev/null +++ b/pages/about/policies/Admissions.html @@ -0,0 +1,341 @@ +

School Admissions Policy

+

Mount Sion Secondary School is a Voluntary Catholic Secondary School for boys only operating under the Trusteeship of the Edmund Rice Schools Trust. The school recognises the special relationship that exists between Mount Sion Primary and Secondary Schools. The school operates a six year cycle with Transition Year compulsory for all students entering Senior Cycle.

+

The school is:

+ +

The School supports the guiding principles of the Edmund Rice Schools Trust Charter. The educational approach in Mount Sion subscribes to the holistic vision expressed in the following five key elements of the Charter

+

Creating a caring school community:

+

The school strives to:

+ +

Nurturing faith, Christian spirituality and Gospel based values:

+ +

Excelling in teaching and learning:

+

The school:

+ +

Promoting partnership:

+

The school:

+ +

Inspiring transformational leadership:

+

The school:

+ +

Boys who are eligible for Admission will:

+ + + + + + +

The school will admit each year the number of boys determined by the Board of Management.

+

For the school year 2018/2019, this number will be 48 students.

+

In deciding on the number of boys to be admitted, the Board will have due regard for the relevant Department of Education and Skills provisions in relation to class size, staffing allocation and/or any other relevant requirements concerning accommodation, such as physical space or the health and welfare of children. The final date for receipt of completed Enrolment Application Forms for the academic year 2018/2019 is 06/10/2017.

+

Where the number of applicants is greater than the number of available places, the Board of Management will apply the following selection criteriain the following order of importance in relation to applications received no later than 15.30 on 06/10/2017.

+

1.1 Boys who have present brothers in the school

+

1.2 Sons of current full time and part time teaching and non teaching staff with a

+

3 year minimum period of service.

+

1.3 Applicants from Mount Sion Primary School

+

1.4 All other applicants

+

If at any stage of this process, the number of applicants in the category to whom priority is been given exceeds the number of places remaining places will be offered on the basis of when applications were received, dated and recorded by the School Office. Time and date are recorded on acceptance of all applications. Proximity of home to school as determined by straight line measurement made by the school on the school’s street map will be used as a deciding factor where applications were received on the same date and at the same time.Students not offered places in this process will have their names placed on a `Waiting List`, on the basis of when their applications were received by the School Office.

+

While recognising applicants’ rights to admission we consider that we have an overriding responsibility to our present school community, and in particular students already enrolled, to an education without disruption. The school therefore reserves the right to refuse enrolment to any applicant in exceptional cases. Such an exceptional case could arise where either:

+

1. The student has special needs such that, even with additional resources available from the Department of Education and Skills, the school cannot meet such needs and / or provide the student with an appropriate education; or

+

2. In the opinion of the Board of Management, the student poses an unacceptable risk to other students, to school staff or to school property.

+

New entrants to the school will only be accepted into First Year subject to the regulations outlined above. The policy in respect of students wishing to transfer from other schools is outlined in the relevant section of this policy.

+

Enrolment Procedure

+

Parents will be presented with a copy of the School’s Admission Policy with the Enrolment Application Form. The parents/guardians must return the Enrolment Application Form for entry to First Year by the date specified on the Application Form, 06/10/2017. Subsequent to 06/10/2017, the Principal will write to the 48 successful applicants and issue First Round Enrolment offers.

+

Thereafter, Admission to First Year 2018/2019 will be confirmed on receipt/completion of all of the following;

+ +

The Assessment Test is held on a morning agreed by Primary and Secondary Schools in Waterford City, which all incoming First Year students must sit. Generally this test is used to assess achievement levels in order to best facilitate students according to their needs. Students are assigned to classes on the basis of mixed ability groups. A student’s performance in the assessment test has no bearing on his admission to the school. However, the offer of a school place may be forfeited if applicant does not attend the test.

+

Note: Failure to fully complete all Admission elements listed above by the date notified in First Round Enrolment letter will result in the cancellation of the Enrolment Offer.

+

Data Protection

+

Mount Sion CBS is a Data Controller under the Data Protection Acts 1988 and 2003. Personal data provided on the enrolment form will be used for the purposes of student enrolment, registration, administration, child welfare and to fulfil any other legal obligations. While the information provided will generally be treated as confidential to the school, from time to time it may be necessary to exchange personal data on a confidential basis with other bodied including the Department of Education and Skills, the Department of Social and Family Affairs, An Garda Siochana, the Health Services Executive, the National Educational Welfare Board.

+

Contact details will also be used to notify you of school events or activities. We rely on parents/guardians to provide us with accurate and complete information and to update us in relation to any change in the information provided. Should you wish to update or access your son’s personal data, you should write to the school Principal.

+

Applications received after Assessment Test Day

+

The Board of Management and Principal may consider such applications for admission. In such cases, admission of the student will be subject to the following conditions

+ + + + + + + +

If places become available for late applicants they will be filled on a first come, first saved basis.

+

The Board of Management reserves the right to refuse an application in accordance with the school’s admission policy.

+

Special Educational Needs

+

The school will use any resources provided by the Department of Education and Skills to make reasonable provision and accommodation for students with disabilities or special educational needs to enable these students participate in the life of the school in so far as is reasonable/practicable.

+

It may take some time for the Department of Education and Skills to process such applications. Consequently the Board of Management needs to be aware of any special needs as early as possible and parents are strongly advised to discuss their particular situation well in advance of making application.

+

In making provision for special need students the following information will be required with regard to a student’s prior access to and current requirement for

+ + + + + + + + +

The Board of Management, having gathered all the relevant information and professional documentation, will assess how the needs of the special needs student can be met and will make a decision within 21 days following receipt of the application concerned.

+

Transfer of a Student from another School

+

An application to transfer is defined as one from a student who has previously enrolled in another Post Primary school.

+

It is not the policy of the Board of Management to accept transfer applications from students currently enrolled in a Post Primary school.

+

In cases where a transfer application to our school may be considered, admission of the student will be subject to the following conditions

+ + + + + + + + + + +

The Board of Management reserves the right to refuse an application for admission in accordance with the school’s admission policy. The school will not accept the transfer of a pupil expelled from another school.

+

Policy Guidelines for Repeat Leaving Certificate

+

1. Applications should be submitted by a particular date as determined by the school

+

2. Students must start their repeat year on a specific date as determined by the school

+

3. Repeat students must attend all classes including RE, PE etc. and must have a full

+

timetable, unless otherwise agreed with the Principal

+

4. Repeat students must follow the school's Code of Behaviour and Uniform Policy

+

5. The school reserves the right to refuse admission

+

6. The student must give an undertaking to work to his best ability during the repeat year.

+

The Principal and Deputy Principal will make a decision on acceptance of the student following consideration of:

+ + + +

The Board of Management reserves the right to refuse an application for admission in accordance with the school’s admission policy.

+

Appeals

+

The Board of Management reserves the right to refuse an application for admission in exceptional circumstances. Education Welfare Act 2000, Section 24;(5), Page 22 Education Act 1998, Section 29, Page 27; Circular Letter M48/01

+

The Board of Management of a recognised school shall not refuse to admit as a student in such school a child, in respect of whom an application to be so admitted has been made, except where such refusal is in accordance with the policy of the recognised school concerned published under Section 15(2)(d) of the Education Act 1998. Education (Welfare) Act 2000. Section 19(1).

+

The Board of Management advises parents/guardians that, in the event of a boy being refused entry to Mount Sion, an appeal may be made in writing to the Board of Management within 14 days of the decision being conveyed to the parents/guardians. An appeal may also be taken under Section 29 (d) of the Education Act, 1998. The parents/guardians will be informed in writing of the Board’s decision and the reasons why the student was not accepted. The right to appeal under Section 29 (d) of the Education Act, 1998 will be restated and the Application Form provided (Circular M48/01).

+

The appeal may be made to The Secretary General of the Department of Education and Science, The Appeals Unit, Department of Education & Skills, Marlborough Street, Dublin 1.

+

The appeal should be made in writing on the Appeals Application Form supplied. The Form should be completed in full and should state:

+ +

Having regard to the desirability of resolving grievances within the school where possible, the parties to an appeal under Section 29, i.e. the appellant and the school’s Board of Management, will be asked to consider the matter in the first instance at local level to see if an accommodation can be reached. As a general rule, appeals will only be considered by an appeals committee under Section 29 where the parties are unable to resolve the issue at local level. (Circular M48/01)

+

The policy was adopted by the Board on 06/02/2017 and agreement by the trustees was received on 07/09/2017.

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Assessment Policy

+

Definition: The term “Assessment” refers generally to the gathering and interpretation of information related to a student’s learning abilities, learning attainments, learning strengths and learning needs.

+

Rationale

+

The Education Act (1998) requires schools to:

+ +

In fulfilling this requirement, schools develop assessment procedures, which provide an accurate account of a student’s progress and achievement.

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In Mount Sion CBS Secondary School, as well as focusing on material relevant to terminal examinations, teachers engage in a broad range of teaching strategies and methodologies which provide our students with a deep appreciation of their respective subject areas.

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Aims of Assessment

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Students: Assessment should enable students to:

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Teachers: Assessment should enable teachers to:

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Parents: Reporting of assessment should enable parents to:

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Policy

+

It is school policy at Mount Sion CBS Secondary School to encourage and support ongoing assessment as part of the teaching and learning process. In this regard, there will be a clear calendar of reporting students’ progress to parents/guardians. As part of ongoing assessment, teachers are expected to keep an account of the progress of students in the variety of tasks which may occur in the teaching/learning process.

+

Policy Objectives: The primary objectives of the policy are to:

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Forms of Assessment

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1. Informal Assessment

+

The most common forms of assessment used in the school are of an informal nature, and these take place regularly in the classroom. These informal assessments are at the discretion of individual teachers who will use them constructively for learning to take place. Timely feedback and constructive advice are vital components in this process. Where appropriate, teachers will keep records of these assessments to provide an insight into a student’s progress over time and to fully inform the learning process. Informal assessment methods include:

+ +

2. Formal Assessment

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There are many types of formal assessment that take place in the school environment:

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Monthly/End of Topic Test – These forms of assessment will be conducted at the discretion of the teacher. They are presented on a monthly, end of chapter or end of topic basis. These formal tests are a vital component in providing feedback to teachers, students and parents on the level of each student’s attainment and learning in that specific subject area. Constructive feedback will be given by teachers to students who partake in these tests, and the results of these tests will be used in the school’s formal reporting structure where appropriate.

+

House Exams

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1st, 2nd and 5th Years: 1st year students will have exams pre mid-term in October and a mark only report without comments will be sent to parents. Students will sit their Christmas Exams in regular class time in early December. The Summer Exams will take place at the end of May with reports and comments sent to parents. The duration of these exams may vary from subject to subject. The purpose of these exams is to (i) measure student learning and attainment in each subject area and (ii) give students experience in sitting formal exams similar in nature to the state examinations.

+

All house exams will follow the same operating rules as state exams. The results of these Christmas Exams and Summer Exams will be reported in the Christmas Reports and Summer Reports respectively.

+

3rd Year and 6th Years: Students will sit exams in regular class time at Christmas. These class exams will be based on comprehensive Junior Cert and Leaving Cert course content, covered to date in each subject area. 3rd and 6th Christmas Reports will include the results of these Christmas Exams.

+

3rd and 6th Year students will undertake Pre Junior and Pre Leaving Cert Mock Exams in February each year to prepare them for their state examinations in June. Where Psychological Assessments recommend that students receive Reasonable Accommodations in State Examinations, Mount Sion CBS will make every effort possible to extend this facility to those students in Pre Exams. This will be determined by the financial and personnel resources available to the school at that particular time. These mock exams are seen as being very beneficial to the students to enable them to (i) measure their progress in their Junior Cert and Leaving Cert years and (ii) gain valuable experience in time management and answering techniques.

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The results of these mock exams will form the basis for the Pre Junior Cert and Pre Leaving Cert Reports sent out by the school. In cases where there have been marked under-performances by individual students, the Career Guidance and/or the Deputy Principal/ Principal may engage with the student in relation to their attitude to their studies and encourage improvement.

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Since external assessment for both Junior and Leaving Certificate begins in April no further school based formal assessment takes place. However the teacher’s own assessment record is of vital importance in guiding the students’ preparation. Students in 3rd Year and 6th Year do not sit any formal house exams at the end of May and do not receive Summer Reports.

+

Transition Year: Students do not sit any formal state or house exams in the school. Their Christmas and Summer Reports are based on continuous assessments in the classroom as determined by their individual subject teacher. As Transition Year is focused on experiential learning and personal development, the forms of assessment used may vary from the standard practices used in other years. Sources of assessment and affirmation in Transition Year include participation in special projects and reports from work experience

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State Exams: The Junior and Leaving Certificate Examinations will be conducted in early June by the State Examinations Commission under the aegis of the Department of Education & Skills. The school will strive to ensure that all 3rd and 6th Year students participate - as directed by the State Exams Commission - in the many assessments that make up the Junior Cert and Leaving Cert exams. These assessments which may include orals, course work, practical work, portfolio work amongst others, will be operated in accordance with the regulations set down by the State Examinations Commission.

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Incoming First Years: All incoming first years undergo formal assessment of verbal and numerical proficiency during February preceding initial enrolment. Using established assessment instruments, school personnel identify students from this cohort who may lag behind their peer group and make recommendations to the Principal in relation to the provision of Learning Support. The findings from these assessments are strictly confidential and are used for no purpose other than the identification of learning challenges. All classes in first year are formed on a mixed ability and random basis.

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General Guidelines: The form that these informal and formal assessments will take, are dependent on the subject area being assessed and will vary from subject to subject. Certain forms of assessment may oftentimes be peculiar to a particular subject. All forms of assessment above will strive to meet the additional needs of students in the classroom when they arise. Classroom strategies such as differentiated assessment, visual aids, hearing aids, spelling waivers, increased time and dictionaries amongst others, may be used from time to time, as determined by the individual subject teacher.

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Students and parents have little opportunity to assess students’ academic progress against an established benchmark until the Junior Certificate at the end of Third Year. Where feasible, and as determined by each department plan, common assessments across a year group will be used in each subject area. This will provide for increased cooperation and a common benchmark across each subject area. Having clearly defined targets for each year would greatly facilitate students changing class and teachers taking up a class in mid-cycle.

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Students are expected to treat all of the above forms of assessment with respect. Any student who willingly fails to participate fully, or who acts in a disrespectful way towards any form of assessment in the school will be subject to school disciplinary procedures.

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Assessment for Learning

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Assessment should support learning as well as measure the outcomes. Effective assessment for learning enables pupils to understand how to improve their work by:

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The Conduct of Examinations:

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In order that school examinations (a) have a validity and integrity and (b) that they serve as a preparation for other more formal occasions, it is essential that in-school examinations be well administered.

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To this end:

+ +

Assessment and Reporting

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There are different methods whereby the results of formal and informal assessments will be reported to parents.

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Student Journal: Students will record all continuous assessment results in their journals for all subjects. The teacher may communicate the outcome of any assessment to the parents/guardian of a student by writing a note in the student’s journal. The parent/guardian is expected to acknowledge receipt of this note by countersigning it.

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Direct Contact: The teacher may decide as they see fit to contact the parent/guardian directly with respect to the outcome of any assessment undertaken by a student

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Signature of Parent on Assessment: The teacher may send the corrected assessment itself home with the student to be viewed and signed by the parent/guardian.

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Parent Teacher Meetings: There are Parent Teacher Meetings for all Year Groups throughout the academic year. At these meetings it will be possible for teachers to relay the outcomes of varying assessments to parents/guardians of individual students to generate an accurate picture of the student’s progress.

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Written reports: Formal written reports are posted to the parents/guardians of students on two occasions during the academic year, depending which year group they are in. 1st, 2nd, Transition Year and 5th Year parents/guardians will receive their Christmas Report in December before the Christmas holidays, and their Summer Report during the summer holidays. Parents/guardians of 3rd and 6th will also receive a Christmas Report in December, but will then receive another report in April with the results of their Pre Junior and Pre Leaving Cert Exams. 3rd and 6th Year parents/guardians do not receive a Summer Report.

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This policy has been ratified by the Board of Management

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Attendance and Participation Policy

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Rationale: The policy is necessary to respond to the:

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Objectives: Research shows that irregular school attendance alters student performance within school, reduces their chances of success and inhibits social development. The policy promotes:

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Roles and Responsibilities

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Students: It is the responsibility of students to

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Subject Teachers

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Class Tutors

+ +

School/Principal: The Principal will ensure that the school will:

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Board of Management: The Board shall ensure that

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Parents: Parents can do a great deal to support the regular and punctual attendance of their son. Parents should:

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Student support to alleviate attendance problems:

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Attendance Tracking

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Success Criteria

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+Child Safeguarding Assessment of Risk of Mount Sion CBS Secondary School

+ +

In accordance with section 11 of the Children First Act 2015 and with the requirement of Chapter 8 of the Child Protection Procedures for Primary and Post-Primary Schools 2017, the following is the Written Risk Assessment of Mount Sion CBS Secondary 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 and changing areas in school
      • +
    • Annual Sports Day
      • +
    • Fundraising events involving pupils
      • +
    • Use of off-site facilities for school activities
      • +
    • School transport arrangements
      • +
    • Care of pupils with special educational needs, including intimate care where needed
      • +
    • Care of any vulnerable adult students, including intimate care where needed
      • +
    • Management of challenging behaviour amongst pupils, including appropriate use of restraint where required
      • +
    • Administration of Medicine
      • +
    • Administration of First Aid
      • +
    • Curricular provision in respect of SPHE, RSE
      • +
    • 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
        • +
      • Members of the Traveller community
        • +
      • Lesbian, gay, bisexual or transgender (LGBT) children
        • +
      • Pupils perceived to be LGBT
        • +
      • Pupils of minority religious faiths
        • +
      • Children in care
        • +
      • Children on Child Protection Notification System (CPNS)
        • +
      +
      • +
    • Recruitment of school personnel including: +
        +
      • Teachers/SNAs
        • +
      • 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
      • +
    • Use of school premises by other organisation during school day
      • +
    • Breakfast club
      • +
    • Homework club/evening study
      • +
    +
    2. + +
    + +
  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 pupil being harmed in the school by a member of school personnel
      • +
    • Risk of pupil being harmed in the school by another pupil
      • +
    • Risk of pupil being harmed in the school by volunteer or visitor to the school
      • +
    • Risk of pupil being harmed by a member of school personnel, a member of staff of another organisation or other person while pupil participating in out of school activities e.g. school trip, swimming lessons
      • +
    • Risk of harm due to bullying of pupil
      • +
    • Risk of harm due to inadequate supervision of pupils in school
      • +
    • Risk of harm due to inadequate supervision of pupils while attending out of school activities
      • +
    • Risk of harm due to inappropriate relationship/communications between pupil and another pupil or adult
      • +
    • Risk of harm due to pupils inappropriately accessing/using computers, social media, phones and other devices while at school
      • +
    • Risk of harm to pupils with SEN who have particular vulnerabilities
      • +
    • Risk of harm to pupil while a pupil is receiving intimate care
      • +
    • 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 appropriate 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. + +
    + +
  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
      • +
    • The Child Protection Procedures for Primary and Post-Primary Schools 2017 are made available to all school personnel
      • +
    • 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 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 policy to ensure appropriate supervision of pupils during, assembly, dismissal and breaks and in respect of specific areas such as toilets, changing rooms etc.
      • +
    • The school has in place a policy and clear procedures in respect of school outings
      • +
    • 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
      • +
    • The school has a codes of conduct for school personnel (teaching and non-teaching staff)
      • +
    • The school complies with the agreed disciplinary procedures for teaching staff
      • +
    • The school has a Special Educational Needs policy
      • +
    • The school has an intimate care policy/plan in respect of students who require such care
      • +
    • The school has in place a policy and procedures for the administration of medication to pupils
      • +
    • The school – +
        +
      • Has provided each member of school 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
        • +
      • Encourages board of management members to avail of relevant training
        • +
      • Maintains records of all staff and board member training
        • +
      +
      • +
    • 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
      • +
    • The school has in place a Critical Incident Management Plan
      • +
    • The school has in place a Home School Liaison policy and related procedures
      • +
    • The school has in place a policy and procedures in respect of students undertaking work experience in the school
      • +
    • The school has in place a policy and procedures in respect of pupils of the school undertaking work experience in external organisations
      • +
    + +
    4. +
+ +
+ +

+ +In undertaking this risk assessment, the board of management 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. + +

+

+It shall be reviewed as part of the school’s annual review of its Child Safeguarding Statement +

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Code of Behaviour

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In the school situation a large number of people work together. Therefore, it is essential to have a high standard of:

+ + + +

Negative comments about a person’s creed, race or sexual orientation will not be tolerated and could lead to disciplinary action.

+

Any type of behaviour which endangers students themselves or others cannot be permitted, e.g. cycling within the school grounds, use of gally-banders, laser pens, Halloween bangers, etc.

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Smoking in the school or in and near the school grounds is strictly forbidden. As a place of work it should be noted that all schools must be smoke free.

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Students must attend Physical Education classes unless excused for medical reasons. They must have the appropriate sports gear.

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Mount Sion is keen to promote civic mindedness in our students and an awareness of the importance of a litter free environment. Pupils found littering will be required to redress situation and clean up littered area. Litter warden may be informed of littering in the vicinity of the school.

+

To avoid unnecessary disruption and disturbance to the school, students may not use Mobile Phones in the school during school hours. Failure to respect this rule will result in the confiscation of Mobile Phones (inc. SIM Card) for a period of 24 hours for first offence, 48 hours for a second and 72 for a third.

+

Let’s Make The Most Of Our Class

+

10 Golden Rules

+
    +
  1. +

    Be on time for every class.

    +
    2. +
+
    +
  1. +

    Enter and leave the room in an orderly manner.

    +
    2. +
+
    +
  1. +

    No Eating/ Drinking or litter in the classroom.

    +
    2. +
+
    +
  1. +

    Have required Books, Equipment, Homework, and Journal for class.

    +
    2. +
+
    +
  1. +

    Wear correct uniform, including BLACK footwear.

    +
    2. +
+
    +
  1. +

    Follow instructions when given and DO NOT answer back.

    +
    2. +
+
    +
  1. +

    No mobile phones or electronic listening devices to be seen or heard.

    +
    2. +
+
    +
  1. +

    Sit quietly and pay attention

    +
    2. +
+
    +
  1. +

    Show RESPECT for your teacher, your classmates, and your classroom.

    +
    2. +
+
    +
  1. +

    Do not go to lockers between classes

    +
    2. +
+

Positive Behaviour Management

+

We believe that some of our pupils may need help in relation to developing good behaviour. Intervening early and frequently avoids minor issues developing into more difficult disciplinary problems.

+

Expected good behaviour is explained, taught and consistently applied throughout the school environment; this type of approach is called ‘Positive Behaviour Management’

+

(PBM).

+

If a pupil is struggling in relation to behaviour which may lead to more serious discipline issues he attends a PBM class from 15.30 to 16.00 each day (Wed 13.00 to 13.30); this 30 minute period is a compulsory part of the school day for those pupils. Normal classes end at 15.30 (Wed 13:00) for those not attending PBM.

+

We put time and resources into helping pupils conduct themselves properly.

+

The extra time spent in PBM is very beneficial:

+

Pupils are taught proper and respectful behaviour

+

Problems will not fester and become major issues

+

Issues are dealt with immediately

+

Parents are made aware of issues arising on a daily basis

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Suspensions are avoided if pupils co-operate

+

You, as Parents/Guardians, can help by becoming familiar with what we expect from your son and we ask that you continually encourage him to aim for and maintain the highest standards.

+

Disciplinary Sanctions

+

Pupil offence such as foul language, persistent talking, no PE gear, disruption unsatisfactory homework, etc.

+

Subject teacher may reprimand pupil, assign extra work, give worksheet, detain pupil, leave pupil standing for reasonable period, etc

+

Subject teacher informs parent(s) with note in school journal or standard letter.

+

Further offence where subject teacher considers reprimand necessary.

+

Subject teacher informs parent(s) by phone of ongoing misbehaviour. Subject teacher notes details of incident(s) and parental contact in discipline book.

+

Further offence by pupil.

+

Subject teacher meets parent(s) and notes details and outcome in discipline book.

+

Further offence by pupil.

+

Principal/Deputy Principal consults parent(s) and outlines problems.

+

Further offence by pupil.

+

Principal may sanction suspension up to 3 days if deemed appropriate.

+

Further offence by pupil.

+

Principal may sanction suspension for 3 days if deemed appropriate.

+

Further offence by pupil.

+

Principal may sanction suspension for 1 week if deemed appropriate.

+

Parents may have to attend Board of Management meeting to discuss son’s persistent misbehaviour.

+

Further offence by pupil.

+

Further offence by pupil.

+

Further suspension or proposal for expulsion as deemed appropriate by Board of Management

+

Authority to suspend a pupil delegated to the Principal by the Board of Management at a properly convened Board meeting.

+

Suspension From School

+

The school uses suspensions for serious misbehaviour such as serious disruption of class, dangerous or offensive behaviour in or around the school, verbal/physical abuse of staff or other pupils, vandalism and theft.

+

The initial period of suspension is for three days. However should the student fail to show an improvement a one week suspension may be sanctioned. At this stage parents should be more than aware of the seriousness of the situation.

+

As every eventuality cannot be covered by specific mention in the Code of Behaviour the school authorities will interpret and decide in specific situations.

+

At any given stage or where a student’s suspension totals twenty or more days in a school year, an appeal may be made to the Department of Education & Science.

+

Exclusion From School

+

The process of sanctions of increasing seriousness outlined is designed to avoid exclusion of pupils, as far as possible, and to keep the suspension of pupils from school to a minimum. However, this will be achieved only if pupils and parents take the initial steps in the process seriously and thus avoid progressing to more serious sanctions.

+

Where the above have been undertaken by a pupil with no consequent change for the better in behaviour the pupil and parents may be invited to attend a Board meeting where the pupil’s future in the school will be considered.

+

Exclusion of a pupil from school is reserved for the school Board of Management. It is applied as a last resort and, in normal circumstances, only after the process described has been completed. When the matter of the exclusion of a pupil arises, the Principal makes a full report to the Board on the pupil’s behaviour and also invites the parents to make any submission they wish to the Board.

+

The Board may exclude a pupil without using the procedure outlined in cases where the pupil’s behaviour cannot be tolerated, even for a short time, for example, severe violence towards pupils or staff or grossly insulting behaviour. In such cases the pupil is suspended until the next meeting of the Board, which then decides on the matter as described.

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Introduction

+

Mount Sion CBS aims to protect the well-being of its students and staff by providing a safe and nurturing environment at all times. The following outlines the school’s Critical Incident Management Plan.

+

Review and Research

+

The Critical Incident Management Team have consulted resource documents available to schools on www.education.ie and www.nosp.ie including:

+ +



+

Definition of a critical incident

+

The staff and management of Mount Sion CBS recognise a critical incident to be “an incident or sequence of events that overwhelms the normal coping mechanism of the school”. Critical incidents may involve one or more students or staff members, or members of our local community. Types of incidents might include:

+ +



+

Aim

+

The aim of the Critical Incident Management Plan is to help school management and staff to react quickly and effectively in the event of an incident, to enable us to maintain a sense of control and to ensure that appropriate support is offered to students and staff. The plan aims to ensure that the effects on the students and staff will be limited and a return to normality will be in place as soon as possible.

+

Creation of a coping supportive and caring ethos in the school

+

We have put systems in place to help to build resilience in both staff and students, thus preparing them to cope with a range of life events. These include measures to address both the physical and psychological safety of the school community.

+

Physical safety

+ +

Psychological safety

+

The management and staff of Mount Sion CBS aim to use available programmes and resources to address the personal and social development of students, to enhance a sense of safety and security in the school and to provide opportunities for reflection and discussion.

+ +



+

Critical Incident Management Team (CIMT)

+

A CIMT has been established in line with best practice. The members of the team were selected on a voluntary basis and will retain their roles for at least one school year. The members of the team will meet annually to review and update the policy and plan. Each member of the team has a dedicated critical incident folder. This contains a copy of the policy and plan and materials particular to their role, to be used in the event of an incident. Roles as follows:

+

Team Leader: Principal, John Mc Ardle.

+ +

In the event of the Principal being absent, Deputy Principal, Bill Doherty, will assume team leader role.

+

Staff Liaison: Deputy Principal, Bill Doherty

+ +

Student Liaison: Colette Kearney

+ +

Community/Agency Liaison: Vincent O’Meara

+ +

Parent Liaison Home School Community Liaison: Frank Farrelly

+ +

Media Liaison: John Mc Ardle/Bill Doherty

+ +

Office: Secretary, Melissa Barry

+ +

In the event of an incident each member of the team will keep records of phone calls made and received, letters sent and received, meetings held, persons met, interventions used, material used etc.

+

Melissa will have a key role in receiving and logging telephone calls, sending letters, photocopying materials, etc.

+



+

Confidentiality and good name considerations

+

Management and staff of Mount Sion CBS have a responsibility to protect the privacy and good name of people involved in any incident and will be sensitive to the consequences of public statements. Members of school staff will bear this in mind, and seek to ensure that students do so also, e.g. the term ‘suicide’ will not be used unless there is solid information that death was due to suicide, and that the family involved consents to its use. The phrases ‘tragic death’ or ‘sudden death’ may be used instead. Similarly, the word ‘murder’ should not be used until it is legally established that a murder was committed. The term ‘violent death’ may be used instead.

+

Critical Incident Rooms

+

In the event of a critical incident, the following rooms are designated for the indicated purposes:

+ + + + + + + + + + + + + + + + + + + + + + + + + + + +
Room Name + Designated Purpose +
Staff RoomMain room for meeting staff
LibraryMeetings with students
Careers OfficeMeetings with parents
Principal’s OfficeMeetings with media
JCSP RoomIndividual sessions with students
Principal’s OfficeMeetings with other visitors
+

Critical Incident Management Team

+ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
RoleNamePhone
Team LeaderJohn Mc Ardle051-377378
Staff LiaisonBill Doherty051 377378
Student LiaisonColette Kearney051 377378
Community LiaisonVincent O’Meara051 377378
Parent LiaisonFrank Farrelly051 377378
Media LiaisonJohn Mc Ardle/Bill Doherty051 377378
OfficeMelissa Barry051 377378
+



+

Consultation and communication regarding the plan

+

All staff were consulted and their views canvassed in the preparation of this policy and plan. Students and parent/guardian representatives were also consulted and asked for their comments.

+

Our school's final policy and plan in relation to responding to critical incidents has been presented to all staff. Each member of the critical incident team has a personal copy of the plan.

+

All new and temporary staff will be informed of the details of the plan by Principal, John Mc Ardle.

+

The plan will be updated annually.

+

Short term actions – Day 1

+ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
TaskName
Gather accurate informationCritical Incident Team
Who, what, when, where?Team Leader/Office
Convene a CIMT meeting – specify time and place clearlyTeam Leader
Contact external agenciesAdministrator
Arrange supervision for studentsTeam Leader
Hold staff meetingAll staff
Agree schedule for the dayCritical Incident Team
Inform students – (close friends and students with learning difficulties may need to be told separately)Class Teacher/Year Head
Compile a list of vulnerable studentsClass Teachers/Office
Prepare and agree media statement and deal with mediaCritical Incident Team
Inform parentsAdministrator
Hold end of day staff briefingTeam Leader
+

Medium term actions - (Day 2 and following days)

+ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
TaskName
Convene a CIMT meeting to review the events of day 1John Mc Ardle
Contact external agenciesOffice
Meet whole staffPrincipal/Deputy Principal
Arrange support for students, staff, parentsColette Kearney/Frank Farrelly
Visit the injuredHSCL/Teacher as appropriate
Liaise with bereaved family regarding funeral arrangementsOffice/HSCL
Agree on attendance and participation at funeral servicePrincipal/Deputy Principal
Make decisions about school closureBoard of Management/DES
+

Follow-up – beyond 72 hours

+ + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
TaskName
Monitor students for signs of continuing distressClass Teachers/Guidance Counsellor
Liaise with agencies regarding referralsPrincipal/Office
Plan for return of bereaved student(s)HSCL/Guidance Counsellor
Plan for giving of ‘memory box’ to bereaved familyYear Head/ Class Teacher
Decide on memorials and anniversariesBOM/Staff, Parents and Students
Review response to incident and amend planStaff/BOM
+



+

EMERGENCY CONTACT LIST

+ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
AGENCYCONTACT NUMBERS
Garda051 305300
Hospital051 848000
Fire Brigade051 875555
Local GPs051 855411
HSE<051 842908
Child and Family Centre051 842908
Child and Family Mental Health Service (CAMHS)051 842146
Inspectorate01 8896553
NEPS Psychologist087 9452516
Department Education & Science01 8896690
ASTI01 6040160
TUI01 4922588
Clergy086 6611834
State Exams Commission0906442700
Employee Assistance Service1800 411 057
+



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Introductory Statement

+

The school’s Data Protection Policy applies to the personal data held by the school which is protected by the Data Protection Acts 1988 and 2003.

+

The policy applies to all school staff, the board of management, parents/guardians, students and others (including prospective or potential students and their parents/guardians and applicants for staff positions within the school) insofar as the measures under the policy relate to them. Data will be stored securely, so that confidential information is protected in compliance with relevant legislation. This policy sets out the manner in which personal data and sensitive personal data will be protected by the school.

+

Data Protection Principles

+

The school is a data controller of personal data relating to its past, present and future staff, students, parents/guardians and other members of the school community. As such, the school is obliged to comply with the principles of data protection set out in the Data Protection Acts 1988 and 2003 which can be summarised as follows:

+ +

Scope

+

Purpose of the Policy: The Data Protection Acts 1988 and 2003 apply to the keeping and processing of Personal Data, both in manual and electronic form. The purpose of this policy is to assist the school to meet its statutory obligations, to explain those obligations to School staff, and to inform staff, students and their parents/guardians how their data will be treated.

+

The policy applies to all school staff, the board of management, parents/guardians, students and others (including prospective or potential students and their parents/guardians, and applicants for staff positions within the school) insofar as the school handles or processes their Personal Data in the course of their dealings with the school.

+

Definition of Data Protection Terms

+

In order to properly understand the school’s obligations, there are some key terms which should be understood by all relevant school staff:

+

Data means information in a form that can be processed. It includes both automated data (e.g. electronic data) and manual data. Automated data means any information on computer, or information recorded with the intention that it be processed by computer. Manual data means information that is kept/recorded as part of a relevant filing system or with the intention that it forms part of a relevant filingsystem.

+

Relevant filing system means any set of information that, while not computerised, is structured by reference to individuals or by reference to criteria relating to individuals, so that specific information relating to a particular individual is readily, quickly and easily accessible.

+

Personal Data means data relating to a living individual who is or can be identified either from the data or from the data in conjunction with other information that is in, or is likely to come into, the possession of the Data Controlleri.e. theschool.

+

Sensitive Personal Data refers to Personal Data regarding a person’s

+ +

Data Controller for the purpose of this policy is the board of management, Mount Sion CBS Secondary School.

+

Rationale

+

In addition to its legal obligations under the broad remit of educational legislation, the school has a legal responsibility to comply with the Data Protection Acts, 1988 and 2003.

+

This policy explains what sort of data is collected, why it is collected, for how long it will be stored and with whom it will be shared. As more and more data is generated electronically and as technological advances enable the easy distribution and retention of this data, the challenge of meeting the school’s legal responsibilities has increased.

+

The school takes its responsibilities under data protection law very seriously and wishes to put in place safe practices to safeguard individual’s personal data. It is also recognised that recording factual information accurately and storing it safely facilitates an evaluation of the information, enabling the principal and board of management to make decisions in respect of the efficient running of the School. The efficient handling of data is also essential to ensure that there is consistency and continuity where there are changes of personnel within the school and board of management.

+

Other Legal Obligations

+

Implementation of this policy takes into account the school’s other legal obligations and responsibilities. Some of these are directly relevant to data protection. For example:

+ + + + + +



+

Relationship to characteristic spirit of the School (School’s mission/vision/aims)

+

Mount Sion CBS Secondary School seeks to

+ +

We aim to achieve these goals while respecting the privacy and data protection rights of students, staff, parents/guardians and others who interact with us. The school wishes to achieve these aims/missions while fully respecting individuals’ rights to privacy and rights under the Data Protection Acts.

+

Personal Data

+

The Personal Data records held by the school may include:

+
    +
  1. Staff records:
    2. +
+
    +
  1. Categories of staff data: As well as existing members of staff (and former members of staff), these records may also relate to applicants applying for positions within the school, trainee teachers and teachers under probation. These staff records may include:
    2. +
+ +
    +
  1. Purposes: Staff records are kept for the purposes of:
    2. +
+ +
    +
  1. Location: In a secure, locked filing cabinet that only personnel who are authorised to use the data can access. Employees are required to maintain the confidentiality of any data to which they have access.
    2. +
+
    +
  1. Security: Records are kept in manual record form (personal file within a relevant filing system) and/or computer record (database). Depending on actual use, manual records are kept in filing cabinets in Principal’s office or Secretarial office. At end of day these offices are locked and security alarmed. Archived records are kept in filing cabinets in locked office photocopy room or stored in strong-room. Computer records are safeguarded with password and up to date security software. At end of the day the computer laptops are stored overnight in the secure strong-room.
    2. +
+
    +
  1. Student records:
    2. +
+
    +
  1. Categories of student data: These may include:
    2. +
+ +
    +
  1. Purposes: The purposes for keeping student records are to:
    2. +
+ +
    +
  1. Location: In a secure, locked filing cabinet that only personnel who are authorised to use the data can access. Employees are required to maintain the confidentiality of any data to which they have access.
    2. +
+
    +
  1. Security: Records are kept in manual record form (personal file within a relevant filing system) and/or computer record (database). Depending on actual use, manual records are kept in filing cabinets in Principal’s office or Secretarial office. At end of day these offices are locked and security alarmed. Archived records are kept in filing cabinets in locked office photocopy room or stored in strong-room. Computer records are safeguarded with password and up to date security software. At end of the day the computer laptops are stored overnight in the secure strong-room.
    2. +
+
    +
  1. Board of management records:
    2. +
+
    +
  1. Categories of board of managementdata: These may include:
    2. +
+ +
    +
  1. Purposes: To enable the Board of Management to operate in accordance with the Education Act 1998 and other applicable legislation and to maintain a record of board appointments and decisions.
    2. +
+
    +
  1. Location: In a secure, locked filing cabinet and that only personnel who are authorised to use the data can access it. Employees are required to maintain the confidentiality of any data to which they have access.
    2. +
+
    +
  1. Security: Records are kept in manual record form(personal file within a relevant filing system) and/or computer record (database). Depending on actual use, manual records are kept in filing cabinets in Principal’s office or Secretarial office. At end of day these offices are locked and security alarmed. Archived records are kept in filing cabinets in locked office photocopy room or stored in strong-room. Computer records are safeguarded with password and up to date security software. At end of the day the computer laptops are stored overnight in the secure strong-room.
    2. +
+
    +
  1. Other records:
    2. +
+

The school will hold other records relating to individuals. The format in which these records will be kept are manual record (personal file within a relevant filing system), and/or computer record (database). Some examples of the type of other records which the school will hold are set out below (this list is not exhaustive):

+

Creditors

+
    +
  1. Categories of data: the school may hold some or all of the following information about creditors (some of whom are self-employed individuals):
    2. +
+ +

(b) Purposes: This information is required for routine management and administration of the school’s financial affairs, including the payment of invoices, the compiling of annual financial accounts and complying with audits and investigations by the Revenue Commissioners.

+ + +

Charity tax-back forms

+

(a)Categories of data: the school may hold the following data in relation to donors who have made charitable donations to the school:

+ +

(b)Purposes: Schools are entitled to avail of the scheme of tax relief for donations of money they receive. To claim the relief, the donor must complete a certificate (CHY2) and forward it to the school to allow it to claim the grossed up amount of tax associated with the donation. The information requested on the appropriate certificate is the parent’s name, address, PPS number, tax rate, telephone number, signature and the gross amount of the donation. This is retained by the School in the case of audit by the Revenue Commissioners.

+ + +

CCTV images/recordings

+

(a) Categories: CCTV is installed in the schools, externally i.e. perimeter walls/fencing and internally as detailed in the CCTV Policy. These CCTV systems may record images of staff, students and members of the public who visit the premises.

+

(b) Purposes: Safety and security of staff, students and visitors and to safeguard school property and equipment.

+

(c) Location: Cameras are located externally and internally as detailed in the CCTV Policy. Recording equipment is located in the Principal’s office.

+

(d) Security: Access to images/recordings is restricted to the Principal, Deputy Principal and such person with specific legitimate interest. Tapes, DVDs, hard disk recordings are retained for 28 days, except if required for the investigation of an incident. Images/recordings may be viewed or made available to An Garda Síochána pursuant to section 8 Data Protection Acts 1988 and 2003.

+

Examination results

+

(a)Categories: The school will hold data comprising examination results in respect of its students. These include class, mid-term, annual, continuous assessment and mock- examinations results.

+

(b)Purposes: The main purpose for which these examination results and other records are held is to monitor a student’s progress and to provide a sound basis for advising them and their parents or guardians about subject choices and levels. The data may also be aggregated for statistical/reporting purposes, such as to compile results tables. The data may be transferred to the Department of Education and Skills, the National Council for Curriculum and Assessment and such other similar bodies.

+

(c)Location: In a secure, locked filing cabinet that only personnel who are authorised to use the data can access. Employees are required to maintain the confidentiality of any data to which they have access.

+

(d)Security: Records are kept in manual record form(personal file within a relevant filing system) and/or computer record (database). Depending on actual use, manual records are kept in filing cabinets in Principal’s office or Secretarial office. At end of day these offices are locked and security alarmed. Archived records are kept in filing cabinets in locked office photocopy room or stored in strong-room. Computer records are safeguarded with password and up to date security software. At end of the day the computer laptops are stored overnight in the secure strong-room.

+

October Returns

+

(a)Categories: At the beginning of each academic year (and for 1st year or transferring students, on enrolment) parents/guardians and students are asked to provide the school with certain information so that the School can make returns to the Department of Education and Skills (“DES”) referred to as “October Returns”. These October Returns will include sensitive personal data regarding personal circumstances which are provided by parents/guardians and students on the basis of explicit and informed consent. The October Return contains individualised data (such as an individual student’s PPS number) which acts as an “identifier” for the DES to validate the data that belongs to a recognised student. The DES also transfers some of this data to other government departments and other State bodies to comply with legislation, such as transfers to the Department of Social Protection pursuant to the Social Welfare Acts, transfers to the State Examinations Commission, transfers to the Educational Research Centre, and transfers to the Central Statistics Office pursuant to the Statistics Acts. The data will also be used by the DES for statistical, policy-making and research purposes. However the DES advises that it does not use individual data, but rather aggregated data is grouped together for these purposes. The DES has a data protection policy which can be viewed on its website (www.education.ie). The DES has also published a “Fair Processing Notice” to explain how the personal data of students and contained in October Returns is processed. This can also be found on www.education.ie (search for Circular Letter 0047/2010 in the “Circulars” section).

+

(b)Purposes: The school asks parents/guardians and students to complete October Returns for the purposes of complying with DES requirements to determine staffing and resource allocations and to facilitate the orderly running of the school. The main purpose of the October Returns is for the DES to determine whether the student qualifies for English language support and/or additional resources and support to meet their particular educational needs. The October Returns are submitted to the DES electronically. The DES has their own policy governing the security of the data sent to them by all post-primary schools. The co-operation of each student and/or their parents/guardians in completing the October Return is greatly appreciated as the school’s aim is to ensure that each student is assisted in every way to ensure that s/he meets his/her full potential.

+

(c)Location: In a secure, locked filing cabinet that only personnel who are authorised to use the data can access. Employees are required to maintain the confidentiality of any data to which they have access.

+

(d)Security: Records are kept in manual record form (personal file within a relevant filing system) and/or computer record (database). Depending on actual use, manual records are kept in filing cabinets in Principal’s office or Secretarial office. At end of day these offices are locked and security alarmed. Archived records are kept in filing cabinets in locked office photocopy room or stored in strong-room. Computer records are safeguarded with password and up to date security software. At end of the day the computer laptops are stored overnight in the secure strong-room.

+ + + + + + +
+

Links to other policies and to curriculum delivery

+
+

Our school policies need to be consistent with one another, within the framework of the overall School Plan. Relevant school policies already in place or being developed or reviewed, shall be examined with reference to the data protection policy and any implications which it has for them shall be addressed.

+

The following policies may be among those considered:

+ + +

Processing in line with data subject’s rights

+

Data in this school will be processed in line with the data subjects' rights.

+

Data subjects have a right to:

+ +

Dealing with a data access requests

+

Section 3 access request

+

Under Section 3 of the Data Protection Acts, an individual has the right to be informed whether the school holds data/information about them and to be given a description of the data together with details of the purposes for which their data is being kept. The individual must make this request in writing and the data controller will accede to the request within 21 days.

+

The right under Section 3 must be distinguished from the much broader right contained in Section 4, where individuals are entitled to a copy of their data.

+

Section 4 access request

+ +

Providing information over the phone

+

In our school, any employee dealing with telephone enquiries should be careful about disclosing any personal information held by the school over the phone. In particular the employee should:

+ +

Implementation arrangements, roles and responsibilities

+

In our school the board of management is the data controller and the principal will be assigned the role of co-ordinating implementation of this Data Protection Policy and for ensuring that staff who handle or have access to Personal Data are familiar with their data protection responsibilities

+

The following personnel have responsibility for implementing the Data Protection Policy:

+

NameResponsibility

+

Board of management:Data Controller

+

Principal:Implementation of Policy

+

Teaching personnel:Awareness of responsibilities

+

Administrative personnel:Security, confidentiality

+

IT personnel:Security, encryption, confidentiality

+

Ratification & communication

+

When the Data Protection Policy has been ratified by the board of management, it becomes the school's agreed Data Protection Policy. It should then be dated and circulated within the school community. The entire staff must be familiar with theData Protection Policy and ready to put it into practice in accordance with the specified implementation arrangements. It is important that all concerned are made aware of any changes implied in recording information on students, staff and others in the school community. Parents/guardians and students should be informed of the Data Protection Policy from the time of enrolment of the student e.g. by including the Data Protection Policy as part of the Enrolment Pack, by either enclosing it or incorporating it as an appendix to the enrolment form.

+

Monitoring the implementation of the policy

+

The implementation of the policy shall be monitored by the principal and a sub-committee of the board of management. At least one annual report should be issued to the board of management to confirm that the actions/measures set down under the policy are being implemented.

+

Reviewing and evaluating the policy

+

The policy should be reviewed and evaluated at certain pre-determined times and as necessary. On-going review and evaluation should take cognisance of changing information or guidelines (e.g. from the Data Protection Commissioner, Department of Education and Skills or the NEWB), legislation and feedback from parents/guardians, students, school staff and others. The policy should be revised as necessary in the light of such review and evaluation and within the framework of school planning.

+

Go to Ruwix to learn the solution of the Rubik's Cube and other twisty puzzles like Pyraminx, Square-1 etc.

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Homework is given by teachers to reinforce the learning that has taken place in class.

+

The purpose of this document is to:

+ +

Types of Homework

+ +

Responsibilities of the Student

+ +

Responsibilities of the Teacher and School Management

+ +

Responsibilities of the Parent

+ +

How much time should homework take?

+

1st and 2nd year: 1 to 1½ hours each night.

+

3rd year: 1½ to 2 hours each night.

+

Senior students: approximately 3 hours, including study time.

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Overview

+

Mount Sion CBS Secondary School is an inclusive boys’ only school which values the abilities and achievements of all its pupils. Our school accepts the fundamental principle that literacy is the key to improving learning and raising standards. The teaching of literacy is not the sole responsibility of the English Department; it is the responsibility of every teacher within the school. Literacy is one of the cornerstones of education and it enables pupils to gain access to the school curriculum, to read for information and pleasure, and to communicate effectively.

+

Aims

+

The school policy aims to:

+ +

Monitoring and Evaluation

+

It is the policy of Mount Sion CBS to assess literacy levels at entry. There is also continuous monitoring and evaluation of students’ progress throughout the Junior Cycle. The school uses the following assessment tools used to measure literacy levels:

+ +

Relevant personnel and their respective roles in Literacy development in Mount Sion CBS

+ +

A Literacy Working Group will be responsible for promoting and implementing the school literacy development plan. The group will consist of the Principal, Literacy Link Teacher, JCSP Co-ordinator, a teacher from the English Department and a member of the Library Team. The group will meet regularly, record relevant decisions and communicate these decisions to the school community.

+

Literacy Provision in Mount Sion CBS Secondary School

+

The school uses a variety of measures to implement the literacy policy such as

+ +

Links with External Agencies

+

The school has established strong links with a variety of external agencies which provide invaluable information and support in literacy. These include

+ +

Review and Evaluation of Policy

+

The Literacy Team will be responsible for ensuring that the Literacy policy is implemented in the school. This policy will be reviewed on a yearly basis. The review will consider the views and experiences of pupils, teachers, the Library Team and the management.

+



\ No newline at end of file diff --git a/pages/about/policies/RelationshipSexualEd.html b/pages/about/policies/RelationshipSexualEd.html new file mode 100644 index 0000000..87ab70d --- /dev/null +++ b/pages/about/policies/RelationshipSexualEd.html @@ -0,0 +1,12 @@ +

Mount Sion C.B.S – Relationship & Sexuality Education Policy

+

Mount Sion is a Catholic boys school, founded by Blessed Edmund Rice in 1802. Its students are educated with Catholic values as laid down in the teaching of the Church. The school fosters the development of relationships based on the love of God and the love of every human being.

+

R.S.E. enshrines the principles of our Mission Statement in being a lifelong process of acquiring knowledge and understanding and of developing attitudes, beliefs and values concerning sexual identity, relationships and intimacy. R.S.E. is an integral part of a total programme of Social, Personal and Health Education (S.P.H.E.). It is important that R.S.E. is taught in the context of S.P.H.E. and the religious education as set out in the “Christian Way” series. To enable us to manage and organise the implementation of R.S.E. in our school it will be included on the timetable as part of S.P.H.E.

+

Students will deal with issues such as instruction on puberty, physical change, sexual intercourse, conception and birth. We respectively encourage parents to take responsibility for educating their children in these areas. Our staff will endeavour to be sensitive to family situations.

+

Teachers participating in the Programme will be qualified to do so and will be committed to its successful implementation.

+

The extent to which the content of the programme will be treated will be dependent on the intellectual and emotional maturity of the students. Taking this into account we will build upon and develop the Primary School Programme.

+

In teaching the R.S.E. programme, it will be stressed that moral truth is not arrived at by consensus, or the product of feelings, or instinct, or by saying that what is right for one person may be wrong for another. Moral judgement is a matter of reason.

+

The school will ensure that there is ongoing support, development and review for all involved in the R.S.E. programme.

+

Any parent who may have concerns about the programme or any aspects therein is invited to meet with the school authorities to discuss these concerns.

+

If you choose to provide R.S.E. at home, your rights as a parent with regard to your son’s participation in the school’s R.S.E. programme will be respected.

+

The programme content for R.S.E. adheres to the guidelines as set down by the National Council for Curriculum Assessment.

+



\ No newline at end of file diff --git a/pages/about/policies/SPHE.html b/pages/about/policies/SPHE.html new file mode 100644 index 0000000..7ee202f --- /dev/null +++ b/pages/about/policies/SPHE.html @@ -0,0 +1,196 @@ + +

Mission Statement

+ +

+“Mount Sion is a place where our children can develop physically, emotionally, intellectually and spiritually in a safe and caring environment”. +

+
+

+Mount Sion, CBS., Waterford, is a Catholic all boys secondary school under the trusteeship of the Edmund Rice Schools Trust. In Mount Sion we place emphasis on the holistic development of the individual. Our school incorporates a “Pastoral” approach to education which seeks to value and develop the young person. The SPHE Programme provides our students with the unique opportunity to develop their skills and competencies and learn about themselves and others and to make informed decision about their health, personal issues and social development. + +

+
+Aims of SPHE +

+Mount Sion develops the SPHE primary school programme and at this level aims to; +

+ +

+
+ +Programme Contents and Teaching Methods +

+SPHE is taught in the following modules: +

+ +

+Some methods and activities which can support the experimental learning cycle include: +

+ + +
+Current Provision +

+It is recognised that aspects of the SPHE Programme are currently informally addressed and supported in other subject areas. Such subject areas include Physical Education, Religious Education, Civic, Social & Political Education, Science at Junior Cycle level and Biology at Senior Level. This programme is also supported through the Pastoral Care System, Class Teacher and Year Head System, Home-School Community Liaison, and Guidance Counsellor. The Anti-Bullying Policy and the Substance Misuse Policy also support the aims of the SPHE Programme. +

+
+Management and Organisation of SPHE in Mount Sion +

+The school is presently committed to offering all classes one period of SPHE per week at Junior Cycle Level. Within that time Relationships and Sexuality Education is taught as a module of 6-8 lessons. +

+

+At senior level, SPHE is incorporated into the Religious Education content and it is aimed to provide classes yearly on Relationships and Sexuality Education (RSE). +

+

+Through RSE, the school aims to provide opportunities for students to learn about relationships and sexuality in ways that help them to think and act in a moral, caring and responsible way. +

+ + + + + + + + +The RSE Programme aims to: + +
+RSE Programme Content +

+Teachers will use materials deemed suitable and appropriate for students needs and in accordance with the school ethos. +

+

+The content of the RSE Programme is described under three themes. These themes are neither sequential nor discrete; they manage and overlap with each other. +

+

+1. Human Growth and Development +

+

+This theme consists of an age appropriate understanding of the biology and psychology of the human life cycle. This is accompanied by a rationale for responsible behaviour in relationships and sexual activity. +

+

+2. Human Sexuality +

+

+Sexuality is an integral part of the human personality and has biological, psychological, cultural, social and spiritual dimensions. The theme offers opportunities to develop a holistic understanding of sexuality as contributing to the development of personal well being, enhancing personal and family relationships and ultimately contributing to the well being of society. +

+

+3. Human Relationships +

+

+This theme focuses on the importance of relationships for health and well-being. It examines how one relates to self and others, stressing the importance of self-esteem as a basis for worthwhile friendships and relationships. It addresses issues such as communication, influence, intimacy, sexual attraction and sexual expression in relationships consistent with personal and moral integrity. +

+ +
+ + + +Staff Development and Training +

+Insofar as practicable, all resources needed in terms of time, finance and personnel will be made available in order to develop and support the SPHE Programme in this school. On-going teacher training is seen as an essential element in delivering the programme. The objectives of such training are to enhance the personal growth of the teacher and to enable the teacher to acquire the knowledge, understanding and skills necessary to facilitate the SPHE Programme. +

+

+The SPHE Programme will be supported by the SPHE Support Service. +

+
+

+Confidentiality +

+

+The normal limits of confidentiality will apply. +

+
+

+Sensitive Issues +

+

+Class discussions will be general in nature and not personally directed. While it is acknowledged that teachers have a professional responsibility to impart the SPHE course content, the needs of the student will be addressed in a caring and supportive manner. If individual issues emerge, they will be referred on by the teacher to the appropriate person(s). +

+
+

+Participation +

+

+SPHE is a core curricular subject on the Junior Cycle curriculum. It is the right of any parent to withdraw their child from the RSE module of the programme, However, suitable supervision must be agreed with the school management The RSE module is informed by the rationale of the school’s RSE policy. +

+
+

+Role of Visitors +

+

+The SPHE teacher will consult with the SPHE Co-ordinator and Principal in relation to the suitability of guest speakers prior to their invitation to the school. Visitors to SPHE classes will deal with discussions in line with the aims of the programme and the ethos of the school. +

+
+

+Involving and Informing Staff +

+

+All staff will be made aware of the existence of this policy, as it will be circulated amongst them and their views sought. The School is committed to informing staff on a regular basis about SPHE through delivery at staff meeting and use of notice board. +

+
+

+Monitoring of SPHE Policy +

+

+This will form part of SPHE subject planning group meetings. Any suggested changes will be discussed with the Principal, recorded and made available in the school office. +Review procedures +

+

+The policy will be reviewed annually, or in the light of changing information, by the SPHE Policy Working Group. Review will take place in consultation with the wider school community. +

+
+

+Evaluation of the Policy +

+

+Teachers, Parents, Students and Board of Management will be involved in the evaluation of the policy when it has been in place for one year from date of its acceptance. Any changes will be incorporated into the amended policy. +

+
+

+The three main areas of the policy to be evaluated are: +

+
    +
  1. Programme content and teaching method
    2. +
  2. Management and organisation of SPHE
    3. +
  3. Staff and Parent/Guardian training, development and resources.
    4. +
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Welcome to Mount Sion

+

The World’s Oldest Edmund Rice School

+

Mount Sion was founded by Edmund Rice in 1802. It was the first school founded by the Christian Brothers. The school has a proud tradition of educational service in Waterford and the surrounding areas.

+

This tradition has been carefully maintained while striving always to keep up with the ever changing trends and developments in the field of education.

+

Central to the school’s educational policy has always been the personal welfare of the student and the development of his talents, attributes and skills. It is the intended effect of this policy that a student develops personal responsibility, social awareness, emotional maturity, love of learning and an appreciation of his own unique worth.

+

Mount Sion strives to ensure that your son’s time spent in our school will be rewarding in every way.

+

The creation of such a learning environment is assisted in Mount Sion by a highly skilled and dedicated teaching staff and by those who provide the ancillary services which are vital to a modern and progressive school.

+

We look forward to the contribution that Mount Sion can make to your son’s future and also look forward to your son’s contribution to the enrichment of school life in Mount Sion.

+

MISSION STATEMENT

+

Mount Sion, established by Blessed Edmund Rice in 1802, is a Catholic School for boys only and is committed to the Christian Ethic in education.

+
    +
  1. Mount Sion is a place where our children can develop and mature physically, emotionally, intellectually and spiritually in a safe and caring environment
    2. +
  2. The entire school, community, Board of Management, teachers and staff, parents and pupils treat each other in a caring and loving manner
    3. +
  3. We are committed to the provision of a broadly based education designed to equip our pupils for life
    4. +
+

School Organisation 2018/2019

+ +

School Day

+

Classes commence each morning 08.45

+

Morning Break 10.45 – 11.00

+

Lunch 13.00 – 13.30

+

Mon., Tues., Thurs., Fri. Classes end at 15.30

+

Wednesday Classes end at 13.00

+

Each class period lasts for 60 minutes

+

While the school closes at 12.55 on Wednesdays it is important to note we comply fully with the Department’s requirements for time in school

+

Students are invited to have their lunch in the General Purpose Room in the school.

+

Opening times may be subject to minor adjustments. The building will be open to students ten minutes prior to official opening time and also after official closing time.

+

Mid morning and lunch time supervision is provided from 10.45 – 11.00 and from 13:00 – 13:30

+

Pupils are permitted to leave school for lunchtime break unless parents request otherwise. The school will need to be informed of such by letter.

+

SCHOOL UNIFORM

+

Students must wear full uniform at school at all times and at all school related activities where appropriate.

+

Pupils personal appearance should be neat, clean and tidy.

+

The school uniform consists of

+ +

A student not in full uniform

+ +

The wearing of jewellery of any kind is not permitted at any time +

School Attendance

+

While absence from school may, at times, be necessary – due to illness etc. – we ask that such absences be kept to a minimum. All absences should be reported to the office by 10.00 on 051-379795 or 051 - 377378

+

For our records:

+ +

In the interests of their own safety and wellbeing

+ +

School Lockers

+

School equipment and students’ own equipment and books are expensive items – both to buy and to repair. Any interference with or damage to this property – even as a prank – cannot be permitted. Loss and damage can be avoided if students care for their bags and coats and secure equipment.

+

The school provides lockers for hire.

+

On a yearly basis

+ +

Where a student consistently forgets or loses locker key possession of a locker may have to withdrawn

+

Bicycles

+

The school has the facility of a bicycle rack and shed. Students can secure their bikes with a lock of their own belonging.

+

SPORT AND EXTRA CURRICULAR ACTIVITIES.

+

Hurling has both a long and proud tradition in the school and club. The involvement of students in sport is greatly encouraged. Games activities range from hurling, football, athletics, soccer and cross-country. Representing the school is a great honour and students are expected to turn out for school teams when selected.

+

The following activities are currently catered for:

+ +

Provision of these activities is subject to resources and annual review.

+

CURRICULUM

+

Junior Certificate

+
Core Subjects:
+ +
Junior Cert Optional Subjects:
+ +

Leaving Certificate

+ +

(The provision of some subjects may depend on demand and resources available to the school)

+

LEAVING CERTIFICATE VOCATIONAL PROGRAMME.

+

The Leaving Certificate Vocational Programme (L.C.V.P.) was introduced as a Leaving Certificate with a strong vocational dimension. It provides students with the opportunity to release their potential for self directed learning, for innovation and for enterprise. In Mount Sion this programme is available to boys only.

+

The L.C.V.P. gives students every opportunity for access to third-level education. The country’s universities have announced that points will be awarded for the Link Modules.

+

Students take two Link Modules or short courses as part of the L.C.V.P. These are Enterprise Education, and Preparation for The World of Work. Each module is important in preparing students for life after school.

+

The Link Modules are activity based. These activities include the organisation and running of mini- enterprises, visits to business and industry.

+

Th Link Modules are assessed by the National Council for Vocational Awards (N.C.V.A.).

+

Junior Achievement and working with Business Volunteers – the Goals of the Programme are

+ +

Learning Support

+

Mount Sion C.B.S. provides a learning support service for those students in need of extra help. The purpose and aim of this service is to help and encourage students attain their full potential for academic achievement primarily in the areas of literacy and numeracy.

+

The basic skills in these two areas of learning are essential prerequisites to enhance a student’s ability, not just directly in English and Mathematics but also indirectly in all the additional subject areas of the curriculum.

+

In this school the programme of learning support is very much structured to this theme of a cross-curricular purpose. It is hoped that students who require extra tuition in the areas of literacy and numeracy will be able to transfer the skills acquired here to benefit their learning acumen across the range of curriculum subjects.

+

RELIGIOUS EDUCATION

+

Religious Education is an integral part of the Curriculum in Mount Sion. It aims to promote the development of the individual in the light of the Gospel.

+

The aims of the Religious Education Programme are;-

+ +

The Religion department fully realises that it can only effectively do this in partnership with the home.

+

SUPPORT CARE TEAM

+

Care and concern for our students and for their general wellbeing have always been a priority with the staff here at Mount Sion. Young people today face many pressures during their teens. Any kind of stress can impinge on their performance at school and in exams. It would be the hope of the staff here that students would be aware that within the school, there will always be someone there to help them or, simply, to listen to them. Parents can play an important part in the pastoral area of the school by informing us of any worries or problems affecting the students.

+

While Pastoral Care is the concern of all the school community we do have a formalised Support Care Team.

+

The committee consists of

+

Principal Mr. J. McArdle

+

Deputy Principal Mr. B. Doherty

+

HSCL Mr. F. Farrelly

+

Resource Teacher Ms. C. Kearney

+

SCP Co-ordinator Mr. A. Battell

+

If parents think we may be of assistance in any way we would suggest that they contact us through the school.

+

HOME SCHOOL COMMUNITY LIAISON

+

Mount Sion strongly promotes the above scheme and views it is a vital link between parents and the school.

+

The main elements of the scheme are;

+ +

Students’ Council

+

The school has a Students’ Council which consists of students elected from Transition Year classes in the school.

+

Parents’ Association.

+

The school has an active Parents Association. The Parents’ Association aims to promote the educational development of our students and to assist with the various school activities.

+

Meetings are held on a monthly basis from October to May.

+

School Functions and Meetings

+

Parent-Teacher meetings are held once a year for each group. Parents/Guardians are strongly urged to attend.

+

There are various functions and meetings during the year and parents/guardians will be notified well in advance of such meetings. These meetings are usually held in the evening. The following is a sample of what can take place during the year;

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Overview

+

Mount Sion CBS Secondary School is an inclusive boys only school which values the abilities and achievements of all its pupils.

+

The school strives to

+ +

Our school crest motto is ‘Endeavour and Hard Work’ and the school encourages these traits in all our pupils.

+

Aims

+

The school policy aims to:

+ +

+

Identification of Pupils with SEN

+

We recognise that many pupils will present with special educational needs at some stage during their time in school. Therefore, it is of the utmost importance to identify those pupils as early as possible. Pupils with psychological assessments are given priority SEN provision in the school but we also aim to help other pupils who face academic or behavioural difficulties during their time in school.

+

The following are the main ways we use to identify pupils with SEN

+ +

Relevant personnel involved in the education of pupils with SEN

+

The specific roles of each educational partner can be found in the Post Primary Guidelines for the Inclusion of Students with Special Educational Needs. These partners have been given information regarding their roles and responsibilities. The following are brief overviews of the roles of each partner:

+ +

SEN Provision in Mount Sion CBS Secondary School

+

The school SEN provision uses a variety of measures to implement our policy

+ +

Details of particular learning and teaching strategies can be found in the Mount Sion CBS Provision Plan.

+

Policy regarding Bright and Gifted Pupils

+

The school aims to identify bright and gifted pupils and promotes their educational development through

+ +

Links with External Agencies

+

The school has established strong links with a variety of external agencies which provide invaluable information and support for our pupils with SEN. These include

+ +

Monitoring, Review and Evaluation of Policy

+

The Principal is responsible for ensuring that the SEN policy is implemented in the school. This policy will be reviewed on a yearly basis by the Board of Management. The review will consider the views and experiences of pupils, parents, relevant staff and external agencies. Assessment and monitoring of the Policy will be carried out on a regular basis by the SEN team.

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Introduction

+

Mount Sion CBS Secondary School has a duty of care to all its pupils and to school personnel. We seek to safeguard the welfare of pupils while on foreign school tours and also to support school personnel who accompany pupils.

+

The Tour Leader must ensure that:

+

1. Every reasonable step will be taken to ensure the safety of all tour members. Pupils must not be placed in situations which expose them to an unacceptable level of risk. Pupils should have EHIC cards well before departure.

+

2. There is appropriate and adequate supervision for each activity undertaken on the tour.

+

3. Once the tour details have been approved, ask for a non-returnable deposit. Make it clear that the deposit is non-returnable and that pupils will not be taken if their behaviour is unacceptable or unsafe in the interval before the tour takes place.

+

4. The ratio of adults to pupils will be appropriate; a ratio of not more than 10:1, and if a higher ratio is proposed then this must be authorised by the Principal. If the Tour

+

Leader brings a group without an Assistant, he/she must have back–up support available.

+

5. Child protection procedures are in place in line with the DES guidelines and the relevant child protection procedures put in place by Mount Sion CBS School. Please refer to Prudence Code attached in Appendix 4.

+

6. Parental consent forms set out in Appendix 1 have been issued and returned signed: the onus is on parents to return all completed documentation and failure to do so may mean that a student may not be permitted to travel.

+

7. Suitable arrangements have been made for the medical needs of all pupils.

+

8. He/she is in possession of the following information:

+ +

(Appendix 2 Medical Consent Form)

+

9. First aid provision is available. The medical kit should always include a thermometer and the medical histories of all participants, the information being acquired from the Parents/Guardians.

+

10. Parents/Guardians are sent the following information:

+ +

meet their student on return

+ +

general group discipline

+ +

parents/guardians need to arrange additional cover

+ +

11. A school emergency contact person has been nominated and the Tour Leader has these details. The Tour Leader should also ensure that the school Contact Person and all those accompanying the trip have a copy of the agreed emergency procedures, the names of all members of the group and emergency contact details of all Parents/Guardians.

+

The Principal must ensure that all staff and others accompanying the tour are appropriately selected and accept that the Tour Leader is in charge. It would also be expected that all have appropriate experience of supervising pupils of the relevant age on the tour.

+

Information retained at the school

+

Full details of the visit should be retained at the school while the tour is in progress. This should include:

+ +

It is the Principal’s responsibility to ensure that this information is available at all times, particularly if the tour takes place when the school is closed.

+

Prohibition

+

The consumption of alcohol by all pupils is forbidden for all tours.

+

Up to the time of departure it shall remain the prerogative of the Tour Leader to refuse a pupil’s participation on the tour without a refund should the pupil’s behaviour give cause for grave concern.

+

Parents/Guardians and pupils must agree to Rules and Regulations (Appendix 3) and return signed copies to the Tour Leader.

+

Review This policy will be reviewed on an annual basis.

+

This policy has been adopted by the Board

+

Signed:_________________________________ Date:___________________

+

Chairperson Board of Management

+

Appendix 1

+

Dear Parent/Guardian,

+

A school tour to ______________ is being planned for the _________ break in _______.

+

The exact costing of the tour cannot be finalized until full flight and accommodation details are completed, but the approximate cost should be _____________.

+

 This will include full travel, accommodation with half-board (breakfast and dinner), tours, and other activities which will be outlined when the final itinerary becomes available.

+

 An initial deposit payment of €_______ (NON-REFUNDABLE) per student, by __________________________ is required.

+

 The balance of the deposit (ALSO NON-REFUNDABLE,) must be paid in the following four weeks.

+

 Remaining payments can be spread between then and _____________.

+

 All payments will be receipted.

+

In the past we have enjoyed many successful trips with our pupils and the success of any tour depends on the pupils’ full cooperation with their teachers while abroad. Therefore, to ensure an enjoyable and successful school tour, we reserve the right to cancel any pupils’s participation, if his behaviour in the school between now and _____________ becomes unacceptable.

+

Your appreciation and help is very welcome in this matter.

+

Please sign the declaration of consent below, and ask your son to return it to us with the initial deposit of €150 by Thurs 22 October.

+

Please understand that this deposit does not automatically guarantee your son’s place on the tour until his application is approved by the school authorities.

+

(Tour Leader)

+

I /we, the undersigned, consent to allow __________________________to travel to ___________, in _____________. I have read and accept the conditions outlined above.

+

Signed:______________________________________

+

Appendix 2

+

MEDICAL CONSENT FORM

+

Dear Parent/Guardian

+

Thank you for your continued cooperation with the Tour payments. Arrangements are well under way with regard to the Tour Itinerary, and in the meantime, we would appreciate it if you could provide the following information, in relation to travel insurance for the tour group.

+

1. The name, address, and phone number of your family doctor.

+

_____________________________________________________

+

_____________________________________________________

+

_____________________________________________________

+

2. Details, if any, regarding possible allergies, or medications which your son is taking.

+

_____________________________________________________

+

_____________________________________________________

+

_____________________________________________________

+

Finally, could you please complete, and sign this Consent Form:

+

I,__________________the parent/guardian of ____________________ hereby give authorisation to the Tour Leader, to obtain treatment on behalf of my son.

+

Signed________________________________________

+

Appendix 3

+

Dear Parent/Guardian,

+

The itinerary is now available, and it is advisable that your son reads it carefully, in order to familiarise himself with the programme of events for each day in ________.

+

The success of the tour depends on the full cooperation of all pupils with their tour leaders. We are confident that the boys whom we have trusted enough to take abroad, will behave responsibly and will respect the authority of the seven teachers, who are giving their free time and their good will to make this tour possible. Unfortunately, however, we are aware that the bad behaviour of one can spoil things for everybody else. Hopefully, this won’t happen. For our part, we will do our best to make this trip an enjoyable and successful experience for all who are travelling to ______________.

+

I would like, now, to draw your attention to a few simple, but absolutely vital points which we feel are essential to the success of the tour. After reading them, I would be grateful if you and your son, would please sign the agreement form printed below.

+

Rules and Regulations

+ +

Parents Form of Agreement

+

We______________________ the parents of _________________________, have read the above guidelines/regulations. I agree that they are necessary to ensure the success of the school tour, and that my son should abide by them.

+

We also accept that the Tour leader may send our son home in the case of a serious disciplinary offence. We agree to accept full responsibility to arrange for any travel so required and for our son’s accompaniment on such travels as may be necessitated by our son’s behaviour.

+

Signed____________________________________________

+

Pupils Form of Agreement

+

I,__________________________ have read and understand that the above guidelines/regulations are necessary to ensure the success of the school tour to Paris, and I intend to abide by them.

+

Signed____________________________________________

+

Appendix 4 Prudence Code for Foreign Tours

+

Pupils on their own

+ +

Groups of pupils

+ +

Complaint to a member of staff other than the Designated Liaison Person.

+ +

Where the complainant is an adult:

+ +

Where the complainant is a child:

+ +

In the event of an allegation being made the DDLP will report the allegation to the local police in the relevant country and he will also report the matter immediately to the DLP. The DLP will co-ordinate the response of the school thereafter.

+

John Mc Ardle, Principal, is the DLP (Designated Liaison Person)

+

______________, for the purposes of the school trip, is the acting DDLP (Deputy DLP)

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