Bí Cineálta Policy

Bí Cineálta Policy to Prevent and Address Bullying Behaviour

Hollypark Boys’ National School

September 2025 - May 2026

Section A Bí Cineálta Policy to Prevent and Address Bullying Behaviour

The Board of Management of Hollypark BNS has adopted the following policy to prevent and address bullying behaviour.

This policy fully complies with the requirements of Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools 2024.

The board of management acknowledges that bullying behaviour interferes with the rights of the pupil as set out in the United Nations Convention on the Rights of the Child. We all, as a school community, have a responsibility to work together to prevent and address bullying behaviour and to deal with the negative impact of bullying behaviour.

We are committed to ensuring that all students who attend our school are kept safe from harm and that the well-being of our students is at the forefront of everything that we do. We recognise the negative impact that bullying behaviour can have on the lives of our students, and we are fully committed to preventing and addressing bullying behaviour.

We confirm that we will, in accordance with our obligations under equality legislation, take all such steps that are reasonably practicable to prevent the harassment of students or staﬀ on any of the nine grounds specified: gender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.

Rationale
The policy as outlined, was put in place to:

Identify our school’s commitment to the prevention of bullying behaviour.
Identify the positive strategies that we have in place in every class in order to prevent an incident of targeted and repeated behaviour.
Outline the support we have in place for pupils who experience hurtful behaviour.
Outline the support we have in place for pupils who engage in bullying behaviour.
Identify strategies for a shared way forward for both parties.
Clarify procedures for pupil, staff, principal and parental engagement.

Aims of this policy

The aims and objectives of the policy can be summarized as follows:

To prevent any bullying behaviour.
To heighten the community awareness of our practice and rationale
To define bullying behaviour as:

Bullying is defined in Cineáltas: Action Plan on Bullying and Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools as targeted behaviour, online or oﬄine that causes harm. The harm caused can be physical, social and/or emotional in nature. Bullying behaviour is repeated over time and involves an imbalance of power in relationships between two people or groups of people in society.

Examples of Forms of Bullying Behaviour

Physical Aggression	Pushing; poking; punching; kicking; etc	Verbal	Name-calling; humiliating; mimicking; etc
Written	In public places/ passed notes/ drawings	Extortion	Something obtained through force or threat
Relational	Non-verbal gestures, malicious gossip; ‘silent treatment’; manipulation of friendship groups to make someone unpopular; “do this or I won’t be your friend anymore”; etc	Online	Sending/ sharing nasty/ offensive/ intimidating/ insulting messages/images; posting private/ sensitive content; impersonation; exclusion
Exclusion	Deliberately isolated/ ignored/ excluded	Personal Property	Damage to/hiding of/stealing of/ interference with belongings

Participation of all members of the community in developing this Policy.

All members of our school community were provided with the opportunity to input into the development/review of this policy.

	Date consulted	Method of consultation
School Staﬀ	14/01/2025 20/01/2025 24/03/2025	AP1 postholder and Principal attended Bí Cineálta training day at B.E.C. Staff meeting- staff provided with the opportunity to discuss the new Bí Cineálta action plan. Date set for half-day closure. Staff Bí Cineálta workshop to discuss the issues we needed to address in our Bí Cineálta Policy document. Questionnaire completed by all staff.
Students	30/01/2025 12/06/2025	Student representatives were given a questionnaire to seek their input in developing a child-friendly Bí Cineálta policy. Child-friendly Bí Cineálta Policy finalised and shown to all the classes by representatives from our Student Council.
Parents	10/04/2025	Questionnaire issued to all parents in order to seek input in developing our Bí Cineálta Policy.
Board of Management	17/06/2025	Bí Cineálta Policy ratified by our Board of Management.
Wider school community as appropriate, for example, bus drivers	24/03/2025	Secretary and School Caretaker-questionnaire.
Date policy was approved: 17th June 2025
Date policy was last reviewed:

Section B: Preventing Bullying Behaviour

Where can bullying occur?

Inside school

In the school yard or on the pitch, or anywhere on the grounds of Hollypark BNS.
In the classroom (subtly through sniggering, sneering, intimidation or more overt forms of physical interactions).
Other areas (corridors, toilets, etc.)

Outside school

A school is not expected to deal with bullying behaviours that occur when pupils are not under the responsibility of the school. However, if this behaviour has an impact in school, the school is required to support the students involved.

Coming to and from school

Walking/cycling/scooting to or from school

How does bullying occur? It can be direct:

Verbal
Physical
Written
Extortion

Or indirect:

Relational – “Don’t do this or I won’t be your friend anymore”, silent treatment etc.
Exclusion, which can take place within and outside of school.

In Hollypark BNS we understand that the most effective strategy is to prevent bullying behaviour.

We aim to prevent:

online bullying behaviour
general mean and offensive behaviour that is targeted and repeated
homophobic and transphobic bullying behaviour
racist bullying behaviour
sexist bullying behaviour
sexual harassment as appropriate

Our School's strategies to prevent bullying behaviour at our school:

Culture and Environment:

We strive to:

Create a school culture where bullying behaviour is unacceptable and there is a consistent approach to addressing bullying behaviour.
Involve the parents as active partners in fostering an environment where bullying behaviour is not tolerated.
Support the idea that our school is a telling environment.
Promote the concept of a trusted adult - Stay Safe linkage - who to tell.
Create safe spaces in our school building and yard.
Ensure there is always appropriate supervision as classes are moving through the school on their way to and from the yard and that yard spaces have a clear line of sight making it easier for staff to supervise all students.
Ensure that our school grounds are well-maintained and that the students are actively involved in planting and maintaining our school garden as this instills in them a sense of pride and ownership of their environment.
Incorporate artwork and signs to promote our school values of inclusion and respect.
Encourage a sense of belonging with students feeling a sense of ownership over their own space through art displays on the corridors and outside every classroom.
Create a positive school climate which is:
Welcoming of difference and is based on inclusivity
Encouraging of students to disclose and discuss incidents of bullying behaviour in a safe environment.
Promoting respectful relationships across the school community.

The curriculum:

We strive to:

Provide teaching and promote learning which is collaborative and respectful, fostering inclusion and respect for diversity.

Ways in which we work to achieve this:

Teach SPHE and RSE content which fosters students’ well-being, self-confidence and sense of belonging. We will work to develop students’ sense of personal responsibility for their own behaviour and actions during these lessons.
Teaching the spiritual programme, Grow in Love, throughout our schools. The core principle of this programme is love and respect for one another.
Teaching the Welcome to Well-Being and Weaving Well-Being ten-week programme to all classes from junior infants to sixth class. This programme is designed to enhance children’s well-being across all dimensions - social, emotional, spiritual, physical and mental.
By offering a wide variety of curricular and extracurricular activities, students are offered opportunities to develop a sense of self-worth as well as the opportunity to work together.
Students are given regular opportunities to work in small groups with peers, which can help build a sense of connection, belonging and empathy.
Policy and Planning:
The well-being of the school community is at the heart of all our school policies.
The aim of Hollypark BNS Bí Cineálta policy is:
To support our school community in preventing and addressing bullying behaviour.
To promote a school ethos which encourages children to disclose and discuss bullying behaviour.
To develop procedures for noting, investigating and dealing with all incidents of bullying behaviour.
To implement a programme of support for those affected by bullying behaviour and for those involved in bullying behaviour.

We have a wide range of policies at our school which will support us in implementing our Bí Cineálta policy, these include:

The Acceptable Use Policy
Code of Behaviour
Bí Cineálta student-friendly Policy
RSE Policy
SPHE Policy
Stay Safe Policy

Relationships and Partnerships:

Strong interpersonal connections are a vital part of effectively preventing and addressing bullying behaviour. These interpersonal connections are supported at our school through a range of formal and informal structures such as our student council, sports teams, parents' associations.

The following will be ways in which we will continue to strengthen links between members of our school community:

Supporting the active participation of students in school life.
Supporting the active participation of parents in school life in the following ways:
Parents association.
Invitations to parents to participate in Engineers’ Week at our school.
Inviting grandparents into our school to celebrate Grandparents’ Day as part of Catholic Schools Week.
Encouraging peer support such as peer mentoring - at our school, we have a buddy system in operation where the younger classes partner up with the older children to engage in a wide variety of activities, e.g. art and craft, reading, games, and yard play.
Promoting acts of kindness- during our ten-week Well-being programme, classes are encouraged to design posters on the theme of kindness and display them throughout the school.

At Hollypark BNS, we recognise the importance of positive relationships across the whole education community to promote empathy, understanding and respect. The meaningful involvement of the board of management, staff, students and their parents in the development and implementation of both our Bí Cineálta Policy and student-friendly version is essential to effectively address and prevent bullying behaviour.

Strategies to prevent and address online behaviour:

The school has the following strategies in place:

Staff, pupils, parents and Board of Management are made aware of issues surrounding online and social media bullying behavior.
Our school has a digital media policy which includes learning about responsible online behaviour and digital citizenship.
An AUP has been developed at our school for the correct use of technology at our school.
The school reinforces an awareness of appropriate online behaviour during Internet Safety Day.
Regular conversations take place with students about developing respectful and kind relationships online.
The school’s anti-bullying policy is discussed regularly with the students.
Parents are advised regularly through the school’s weekly newsletter, on how to inform and upskill themselves about their student’s online activity.
Staff CPD is organised as required to support learning about current technologies
Having regular conversations with pupils about developing respectful and kind relationships online.
Ensuring that parents know the importance of their presence in their children’s use of social media (phones, devices, gaming consoles).
Encouraging parents to work together to keep their pupils away from social media.
Encouraging parents to listen to and support each other when bullying behaviour is reported amongst their children. Parents can and do play a major part in the resolution of poor online behaviour, when this behaviour takes place outside of school hours.
The school has invested in safety packages which prevent pupils from accessing inappropriate material in school and protect pupils from in-school bullying behaviour. ‘A school is not expected to deal with bullying behaviour that occurs when students are not in the care or responsibility of the school’ Bí Cineálta pg. 43 However, when the external behaviour has an impact in school, Hollypark will endeavour to support the pupil involved. The school will seek to ensure that parents are working together to help resolve the difficulties.

Preventing and addressing homophobic/transphobic bullying behaviour

All students, including gay, lesbian, bisexual and transgender students, have a right to feel safe and supported at school. Strategies to prevent homophobic and transphobic bullying behaviour include the following, which is not an exhaustive list:

maintaining an inclusive physical environment, such as by displaying relevant posters
encouraging peer support, such as peer mentoring and empathy building activities
challenging gender stereotypes
conducting workshops and seminars for students, school staff and parents to raise awareness of the impact of homophobic bullying behaviour
encouraging students to speak up when they witness homophobic behaviour.

Preventing racist bullying behaviour

Schools have become much more culturally diverse over the last number of decades. Students attending schools come from many different cultures and backgrounds. Students from diverse backgrounds may face discrimination and prejudice and may be subject to racist bullying behaviour. Strategies to prevent racist bullying behaviour include the following, which is not an exhaustive list:

fostering a school culture where diversity is celebrated and where students “see themselves” in their school environment
having the cultural diversity of the school visible and on display
encouraging peer support such as peer mentoring and empathy building activities
encouraging bystanders to report when they witness racist behaviour
providing supports to school staff to respond to the needs of students for whom English is an additional language and for communicating with their parents
providing supports to school staff to support students from ethnic minorities, and to encourage communication with their parents

Preventing sexist bullying behaviour

Strategies to prevent sexist bullying behaviour include the following, which is not an exhaustive list:

ensuring members of staff model respectful behaviour
Ensuring that class libraries contain books that challenge gender stereotypes
Celebrating diversity at school and acknowledging the contributions of all students
Fostering a school environment that is inclusive and respectful to all
encouraging parents to reinforce these values of respect at home

Preventing sexual harassment

Preventing sexual harassment requires an approach that focuses on education, awareness and clear, enforceable policies. Schools must make it clear that there is a zero-tolerance approach to sexual harassment. Sexual harassment should never be dismissed as teasing or banter. Strategies to prevent sexual harassment include the following, which is not an exhaustive list:

using the updated SPHE specifications to teach students about healthy relationships and how to treat each other with respect and kindness
, promoting positive role models, both male and female, within the school community
challenging gender stereotypes that can contribute to sexual harassment. Many of the preventative strategies listed above can be implemented by schools to prevent all types of bullying behaviour. Resources to support schools to prevent bullying behaviour are contained in the Resources Guide which accompanies these procedures.

Section C Addressing Bullying Behaviour

The staff with responsibility for addressing bullying behaviour is (are) as follows:

All staff are responsible for the safety of pupils
SNAs will report incidents to the relevant teachers
The class teacher or support teacher will take responsibility for addressing the behaviour
The pupil may have a ‘key adult’ with whom they have a special relationship
The Principal will be involved in all cases
The Principal will inform the BoM of a case that is being dealt with, without naming pupils or families.
If the bullying behaviour continues, details of the case may be spoken of at the Board of Management. All names will be redacted.
Should the case continue to Level 3 in the process of addressing the bullying behaviour, the Board of Management will follow procedures laid out in the Behaviour Policy (see Appendix 2)

When bullying behaviour occur Hollypark BNS will:

be solution focused with a view to exploring the best way forward for all
be age-appropriate in their judgement of behaviours of concern. The staff at Hollypark BNS know that appropriate strategies in working with a Junior infant will differ hugely from strategies used with a pupil in 3^rd class and different again from a pupil in 6^th class.
Understand that when working with Junior, Senior infants and 1^st class, the emphasis will be placed on words such as ‘unkind’ or ‘hurtful’ rather than bullying.
Staff understand that while the pupils at this age use the word ‘bullying’ they are not at an emotionally mature enough age to understand the deliberate and targeted nature of bullying. They do understand kind and unkind behaviour and can be guided to make the correct choices.
deal with both parties in the context of the insight staff have of all pupils. Staff will have information about possible reasons why a pupil would act as inappropriately as engaging in bullying behaviour (Additional needs, pupils affected by trauma, children anxious not to feel left out, neurodivergence etc.) and take these insights into consideration.
Act in a neurodivergent affirmative way, ensuring that all pupils are in a state of positive emotional regulation when speaking to the pupils.
ensure that the pupil experiencing bullying behaviour is heard and reassured.
seek to ensure the privacy of those involved.
conduct all conversations with sensitivity.
think and act holistically, with the wellbeing of all pupils in mind. The discussions
will never be ‘shame-based’.
Ensuring that all pupils are in a state of positive emotional regulation when speaking to the pupils.
listen to the views of the pupil who is experiencing the bullying behaviour and be guided as to how best they feel the situation should be addressed.
incorporate their ideas into any possible way forward
take action in a timely manner; the regulated period of response is 20 working days.
inform parents of those involved.

Level 1

When identifying if bullying behaviour has occurred the school should
consider every aspect of the situation; what happened, why it might have
happened, where it happened and who was involved.
The relevant teacher will deal with the pupils in a holistic way
The relevant teacher will investigate all instances of reported or suspected
bullying behaviour, whether these take place within the school or outside it,
with a view to establishing the facts and bringing any such behaviour to an end.
The school, through the relevant teacher will engage with individual pupils and
then with a group of pupils should that be necessary.
Pupils who are alleged to have been involved in bullying behaviour are spoken
to by the relevant teacher to establish the nature and extent of the
behaviour and any reasons for it. The process will engage in reflective practice
and will consider all factors that may have contributed to the situation in hand.
The relevant teacher does not apportion blame but rather treats bullying

behaviour as unacceptable behaviour that can and must be changed.

S/he emphasises that the intention is not to sanction but to talk to them, to explain

how harmful and hurtful bullying is and to seek a promise that it will stop.

The pupil involved in bullying behaviour may be asked to reflect on something

kind that they might do for the other pupil as a restorative gesture.

It is very important to actively discuss in all classes that pupils who report

bullying will understand that they are not getting others "in trouble" so much

as enabling them to get out of trouble. Parents may be contacted at this stage,

should the bullying behaviours be deemed serious enough.

Possible reactive strategies:

Looking at our Behaviour policy and how the bullying behaviour
breaches it.
Discussion of the behaviour with the relevant teacher/pupil(s) who witnessed it.
Reinforcement of alternative positive behaviour
Supported, collaborative reflection on the situation either immediately or
following a period of time to support regulation.
Explicit teaching of the upsetting and destructive outcomes of bullying behaviour
Establishing a behaviour plan or contract that would eliminate all bullying
type behaviours in the future.
Possible withdrawal of an in-school privilege (Golden Time, local trip etc).

Reviewing Progress

When an investigation is completed and/or a bullying situation is resolved

the relevant teacher will complete a report, to include the findings of the

talks with the pupils, the reactive strategies adopted, the outcome of

the intervention, as well as any other relevant information. It is important

to remember that both parties (the pupil engaged in the offensive behaviour

and the pupil(s) hurt) need support.

The pupil(s) who have experienced bullying behaviour must feel that they

have been listened to and believed.

If a pupil has reflected on his behaviour, apologises to the hurt pupil and
yet continues the bullying behaviour, this can then no longer just be considered
as a single incident. In this case the principal will be involved formally with
the parents of all parties.
Reactive strategies will be discussed with the principal, parents and pupils and
an agreed way forward will be found.
All documentation regarding bullying incidents and their resolution is
retained securely and confidentially in the school. The Bí Cineálta document
records the actions taken by the staff; the voice of the pupils involved; the voice
of the parents involved and any restorative action to be taken.

Level 2 In the event of the bullying behaviours continuing:

Where a pupil has been found to be engaged in bullying behaviour, has formally promised to stop and has broken that promise, the relevant teachers will proceed as follows:

Parent(s)/guardian(s) will be contacted by the relevant teacher or principal
and informed of the nature and extent of the bullying behaviour. This contact
will be with a view to agreeing a strategy whereby a promise to end the
bullying behaviour would be honoured;
Parent(s)/guardian(s) will engage in contact with the principal and relevant
teacher (a meeting or phone calls), and involve the pupil in the design of an
agreed plan of action. This will involve repairing the relationship with
the pupil who has been bullied and some gesture of kindness for this pupil will
be agreed. It will also acknowledge and emphasis the trust the school had
placed in the pupil had been breached and an agreed reactive strategy must be
sought. Parents and relevant parties (including the principal) in the school, will
endeavour to deepen awareness of the effect of the pupil’s behaviour on the
pupil who has been bullied. This work will concentrate on developing
empathy (Weaving Wellbeing programmes. Walk Tall, Stay Safe etc.) and the
staff will be actively encouraging parental engagement and support.

Possible Reactive strategies:

Any combination of steps from level one, including time away from the playground/pitch should this be the site of the bullying behaviour.
Discussion of behaviour with the Principal.
Completion of a more formal reflective activity where appropriate.
Reflective session with Relevant personnel during Golden Time or another discretionary time which suits all.
Loss of the privilege of school trips and tours, if this is when the bullying behaviour has happened.
Loss of privilege of school tours and trips as a consequence of breaking the initial promise to stop the behaviours.

Level 3 In the event of the bullying behaviours still continuing:

Should the pupil who is participating in the bullying behaviours persist despite all support and interventions, this will be classified as ‘Level 3: Behaviours of Significant or increased concern and will be dealt with in direct alignment with such behaviours in the Behaviour Policy. Both the proactive and reactive strategies will be followed up to and including ‘Voluntary Removal from the School’, Suspension or Expulsion.

Recording bullying behaviour:

All bullying behaviour will be recorded. This will include names of the pupils who are involved, the type of behaviour, where and when it took place, and the date of the engagement with students and parents. The actions and supports agreed to address bullying behaviour will be documented. If the bullying behaviour is a child protection concern the matter will be addressed without delay in accordance with Child Protection Procedures for Primary and Post-Primary Schools.

The relevant teacher will record the incident and give it to the Principal.

Section D: Oversight

The principal will present an update on bullying behaviour at each board of management meeting. This update will include the number of incidents of bullying behaviour that have been reported since the last meeting, the number of ongoing incidents and the total number of incidents since the beginning of the school year.

Where incidents of bullying behaviour have occurred, the principal will also provide a verbal update which will include where relevant, information relating to trends and patterns identified, strategies used to address the bullying behaviour and any wider strategies to prevent and address bullying behaviour where relevant. This update does not contain personal or identifying information as per Chapter 7 of the Bí Cineálta Procedures.

This policy is available to our school community on the school’s website and in hard copy on request. A student friendly version of this policy is displayed in the school and is also available on our website and in hard copy on request.

This policy and its implementation will be reviewed, following input from our school

community, each calendar year or as soon as practicable after there has been a material change in any matter to which this policy refers.

Signed

Date September '25

(Chairperson of the board of management)

Signed:

Date September '25

(Principal)

Appendix 1

Bí Cineálta Report

1. Date Of Initial Engagement with Student(s) and Parent(s) __________________

Name and Class of Pupil Experiencing Bullying Behaviour

Name: __________________________________ Class: __________________

3. Name(s) and Class(es) of Pupil(s) Engaged in Bullying Behaviour

3. Name(s) of Person(s) Who Reported the Bullying Concern

4. Location(s) of Incidents

Yard/Pitch		Toilets
Classroom		Other (specify)
Corridor		Other (specify)

5. Form of Bullying Behaviour*

Physical Aggression		Personal Property
Verbal		Relational
Written		Online
Extortion		Other (specify)
Exclusion		Other (specify)

6. Type of Bullying Behaviour (related to)

Ability		Race/Ethnicity
Physical Appearance		Social class
Religious Identity		Gender (sexism)
Gender Identity/ Homophobic/ Transphobic		Other (specify)

7. Brief Description of Bullying Behaviour and Its Impact

8. Views of Student(s) Regarding Actions to be Taken to Address Bullying Behaviour

9. Views of Parents(s) Regarding Actions to be Taken to Address Bullying Behaviour

10. Details of Actions Taken (include reference to any external agencies involved, if appropriate)

11. Agreed Date/Timeframe for Review Meeting (within 20 days)

Signed: ______________________________ Date: ___________________________
(Relevant Teacher)

Date Submitted to Principal/Deputy Principal: ___________________________

The following section to be completed at Review Meeting(s)

12. Views of Student(s) Regarding Continuation/Cessation of Bullying Behaviour, Effectiveness of Strategies Used and Current Relationship Between Those Involved

13. Views of Parents(s) Regarding Continuation/Cessation of Bullying Behaviour, Effectiveness of Strategies Used and Current Relationship Between Those Involved

14. Details of Any Further Actions

15. Agreed Date/Timeframe for Review Meeting (if deemed appropriate)

16. Date it Has Been Determined That Bullying Behaviours Have Ceased

Signed: ______________________________ Date: ___________________________
(Relevant Teacher)

Principal/ Deputy Principal ___________________________Date ________________

Appendix 2

7.3 Level 3: Behaviours of significant or increased concern

Level 3 behaviours, which are significant or of increased concern, are considered the most serious. These behaviours endanger the immediate health, safety and personal well-being of the pupils and staff of the school. They represent a direct threat to the orderly operation of the school environment. Situations involving illegal activity may result in contact with the Garda Síochána after parental/ guardian involvement.

Listed below are some examples of the types of behaviour which are considered to be of significant or increased concern. Please note the following lists are neither exhaustive nor prescriptive. Each pupil is an individual, and responses to all moderate behaviours of concern will be viewed through that lens.

7.3.1 Examples

Repeated or serious instances of level two moderate behaviours of concern which have not been modified by intervention.
Continues serious disruption of a class by a student.
Any violation of a person’s body boundaries, including touching an area usually covered by a swimsuit (considering the age, level of understanding and intent of the action)
Gross discriminatory or prejudicial activities or actions toward another person or group involving race, gender, religion, physical condition, disability, or ethnic origin.
Gross disrespect to any staff member, any other pupil, or visitor to the school.
Gross insubordination: resistance to, or defiance of, authority or a disobedience, refusal or failure to obey reasonable instructions causing risk. This does not refer to instances of extreme distress on the part of a pupil where they are unable to comply with an instruction due to extreme dysregulation or where they cannot understand what is being asked of them.
Deliberate recording of school activities which is likely to embarrass or undermine any member of the school community.
Verbal abuse, aggressive, threatening or violent behaviour towards others.
Violent fighting, physical assault or intentionally causing physical harm to others.
Behaviour deemed inappropriate or liable to endanger in any manner a member of the school community or which has been identified by members of staff as dangerous
Very serious breaches of general, class and playground rules.
Wilful damage or attempted willful damage of school property, property of staff, fellow pupils or school visitors.
Serious theft.
Possession / supply and / or use of alcohol, cigarettes, illegal drugs and/ or other harmful substances. Please refer to school substance use policy.
Intentional possession or use of dangerous equipment, weapons or harmful implements/ substances that would inflict harm on any member of the school community.
Setting fires.
Leaving school premises without permission. Where a pupil is regularly experiencing a flight response or is a flight risk due to their experience of the school environment, attempts to leave the school premises will be dealt with as an on-going safety rather than behavioural concern as appropriate.

7.3.2 Proactive Strategies to Support the Learner

All the proactive strategies listed above also apply here. Additional proactive strategies may include:

Meeting with parent(s)/ guardian(s) teachers involved and school Principal.
Advice or support may be sought from outside agencies including NEPS, CDNT, Lucena CAMHS, and others.
Community Garda may be invited in to speak to students.
Contract of behaviour.
Additional review of the school environment, sensory environment and adaptations made where necessary.
Additional support from a SET teacher to address any identified gaps in skills such as social, academic or language skills
Access to movement breaks/ down time to support regulation
Explicit 1:1 teaching of emotional regulation strategies where possible/ appropriate
SNA access where possible/ appropriate
Increased supervision to support positive interactions with others/ safety
Access to sensory room or other withdrawal space (pupil-led) to support regulation and safety.
Focus on relationships with pupil and identification of key adult
Increased use of visual communication techniques
Logging of behaviours to support the identification of patterns, triggers and functions of behaviour to inform strategies/ planning for the student.

7.3.3 Reactive Strategies to Respond to Behaviour

Reactive strategies utilised at this level may include:

Any combination of steps from levels one and two
Review of current levels of support and strategies in use for pupil.
Consultation and/or support may be sought from NEPS, the NCSE or other external agencies.
Contract of behaviour created with all stakeholders, including the pupil, to ensure that all voices are heard.
Behaviour management plan may be developed collaboratively with the school team, family and external agencies where appropriate
Exclusion from school trips may be considered where a pupil’s behaviour is considered to be a danger to themselves or others.
Voluntary removal from school for a period may be considered where it is in the best interests of the pupil or where it may be necessary for staff or other students to recover or regulate following a crisis situation. This should be agreed with parent(s)/ guardian(s) and should be for a fixed, agreed length of time. This will happen following consultation with NEPS where a suspension would not be deemed appropriate or of any benefit. A record will be kept.
Suspension from school for one to three days: this response may occur with the first instance of a level three behaviour of concern. The Principal, following due process and procedure, can issue a suspension. See procedures in the following section for further details.
Suspension from school for four to ten days: this response will occur with the repeated instance of a level three behaviour of concern or a severe expression of this level of behaviour. A suspension of this magnitude will only be issued with the approval of the Board of Management. See procedures below.
A detailed account of the circumstances of this suspension will be kept by the school. Upon return to school. The student along with their parent(s)/ guardian(s) will understand not to repeat the specific behaviour to the best of the student’s ability.
Please note: in exceptional circumstances, e.g. a situation in which an expulsion is being considered, the suspension period may be further extended.
Expulsion: Significant behaviours of concern can result in a student being expelled. Please see the section below for procedures.

8 Procedures for Suspension & Expulsion

As part of Hollypark Boys’ National School’s Behaviour Policy, the Board of Management has ensured that the school’s policy on, and procedures for, the use of suspension and expulsion are in line with guidelines for Developing A Code of Behaviour (2008) as outlined by The National Educational Welfare Board.

8.1 Suspension

Definition of Suspension:

‘… requiring the student to absent himself/herself from the school for a specified, limited period of school days’

(Developing A Code of Behaviour: Guidelines for Schools, NEWB, 2008)

8.1.1 Authority to Suspend:

The Board of Management of Hollypark BNS has formally and in writing delegated the authority to impose an ‘Immediate Suspension’ to the Principal Teacher. (Board of management) An ‘Immediate Suspension’ may be for a period of one to three school days depending on the severity of the specific behaviour. In exceptional circumstances and with the approval of the Board of Management the suspension may be for a longer period but will not exceed five school days.

Furthermore, the Board of Management has formally and in writing delegated to the Principal Teacher the authority to impose an ‘Automatic Suspension’ for named behaviours detailed in this policy. An Automatic Suspension may be for a period of one to three school days depending on the severity of the specific behaviour, in exceptional circumstances and with the approval of the Chairperson of the Board the suspension may be for a longer period but will not exceed ten school days. The Board retains its authority to suspend a student in all other cases/circumstances.

8.1.2 Immediate Suspension and Automatic Suspension

An ‘Immediate Suspension’ will be deemed necessary where after a preliminary investigation the Principal reaches the determination that the continued presence of the pupil in the school at the time would represent a serious threat to the safety and well-being of pupils or staff of the school or that the action of the pupil warrants a suspension. An ‘Immediate Suspension’ may be for a period of one to three school days depending on the severity of the specific behaviour. In exceptional circumstances and with the approval of the Chairperson of the Board the suspension may be for a longer period as detailed above.

An ‘Automatic Suspension’ is a suspension imposed for named behaviours. The Board of Management of Hollypark BNS, having given due consideration to its duty of care as prescribed by Health & Safety Legislation, has determined that the following named behaviours will incur ‘Automatic Suspension’ as a sanction;

Any behaviour outlined in this or other policies which the Principal feels is likely to endanger or has endangered the health and safety of the student/s responsible or the school population.
Physical assault/violence resulting in bodily harm to a pupil or member of staff.
Physical violence resulting in serious damage to school property.

An Automatic Suspension may be for a period of one to three school days depending on the severity of the specific behaviour. In exceptional circumstances and with the approval of the Chairperson of the Board the suspension may be for a longer period as detailed above.

Parent(s)/guardian(s) will be informed of an Immediate or Automatic Suspension by telephone, and arrangements will be made with them for the pupil to be collected, where possible. In no circumstance will a student be sent home from school before the end of the school day prior to his/her parent(s)/guardian(s) being notified. Formal written notification of the suspension will issue in due course. Such a notification will detail:

The duration of the suspension and the dates on which the suspension will begin and end
The reasons for the suspension
Any study programme to be followed
The arrangements for returning to school, including any commitments to be entered into by the pupil and the parent(s)/guardian(s).

The Board of Management acknowledges that the decision to impose either an Immediate or Automatic Suspension does not remove the duty to follow due process and fair procedures. In this regard, and following a formal investigation, the Board may invite the pupil and his/her parent(s)/guardian(s) to a meeting to discuss:

The circumstances surrounding the suspension,
Interventions to prevent a recurrence of such behaviours of concern.

The Board of Management of Hollypark BNS acknowledges the fundamental importance of impartiality in the investigation process. In this regard the following undertaking is given: No person with a vested interest in the matter will be involved in the organisation or implementation of the investigation procedure if feasible.

8.1.3 Procedures in Respect of Other Suspensions:

In cases other than those of Immediate or Automatic Suspension, the following procedures will apply:

Where a preliminary assessment of the facts confirms behaviour of significant and/or increasing concern that could warrant suspension, the school will initiate a formal investigation of the matter. Such behaviour may well be ongoing and a direct result of identified or emergent additional needs. The use of suspension will only be considered if all alternatives have been exhausted and if no extra provision is granted in the care of the student. The Health and Safety and well-being of the entire school community will be paramount in any such issue.

The following procedures will be observed.

Parent(s)/guardian(s) will be;

Informed of details of the alleged misbehaviour, details of the impending investigation process, and notification that the allegation could result in suspension.
Invited to a meeting and provided with an opportunity to respond before a decision is made or a consequence imposed.

The Board of Management acknowledges the fundamental importance of impartiality in the investigation and decision-making process. In this regard, the following undertakings are given: No person with a vested interest in the matter will be involved in the organisation or implementation of the investigation procedure, nor will such a person be involved in the decision-making process if feasible.

Where a decision to suspend has been made, the parent(s)/guardian(s) will receive written notification of the decision. The letter will confirm:

The duration of the suspension and the dates on which the suspension will begin and end
The reasons for the suspension
Any study programme to be followed
The arrangements for returning to school, including any commitments to be entered into by the pupil and the parent(s)/guardian(s)
The provision for an appeal to the Board of Management.

Where a suspension brings the total number of days for which the pupil has been suspended in the current school year to twenty days the parent(s)/guardian(s) will be informed of their right to appeal to the Secretary General of the Department of Education and Science under Section 29 or the Education Act 1998 and will be provided with information on the submission of such an appeal. The school will take due cognisance of the number of days the student/s has also not been in school for other reasons.

8.2 Expulsion

Definition of Expulsion:

‘A student is expelled from a school when a Board of Management makes a decision to permanently exclude him or her from the school, having complied with the provisions of section 24 of the Education (Welfare) Act 2000.’

(Developing A Code of Behaviour: Guidelines for Schools, NEWB, 2008)

8.2.1 Authority to Expel:

The authority to expel a pupil is reserved by the Board of Management.

8.2.2 Procedures in Respect of Expulsion:

Where a preliminary assessment of the facts confirms behaviour of significant and/or increasing concern that could warrant expulsion, the following procedures will apply:

Step 1: A detailed investigation will be carried out under the direction of the Principal (or a Nominee of the Board if required)

As part of the investigation, a written letter containing the following information will issue to parent(s)/guardian(s);

Details of the alleged misbehaviour, details of the impending investigation process, and notification that the allegation could result in expulsion.
An invitation to a meeting, to be scheduled no later than five school days from the date of the letter, where parent(s)/guardian(s) are provided with an opportunity to respond before a decision is made or a sanction imposed.

Step 2: The Principal (or BoM Nominee) will make a recommendation to the Board of Management

Where the Principal (or nominee) forms a view, based on the investigation of the alleged misbehaviour, that expulsion may be warranted, the Principal (or nominee) makes a recommendation to the Board of Management to consider expulsion.

In this event, the Principal (or nominee) will:

Inform the parent(s)/guardian(s) that the Board of Management is being asked to consider expulsion
Ensure that parent(s)/guardian(s) have records of: the allegations against the student; the investigation; and written notice of the grounds on which the Board of Management is being asked to consider expulsion
Provide the Board of Management with the same comprehensive records as are given to parent(s)/guardian(s)

Step 3: Consideration by the Board of Management of the Principal’s (or BOM’s Nominee) Recommendations & the Holding of a Hearing.

If, having considered the Principal’s report, the Board of Management decides to consider expelling a student, a hearing will be scheduled.

The parent(s)/guardian(s) will be notified in writing;

As to the date, location and time of the hearing
Of their right to make a written and oral submission to the Board of Management
That they may, if they so choose, be accompanied by another adult at the hearing

The Board of Management undertakes that the timing of such written notification will ensure that parent(s)/guardian(s) have enough notice to allow them to prepare for the hearing. In respect of the expulsion hearing the Board gives an undertaking that;

The meeting will be properly conducted in accordance with Board procedures
The Principal (or BoM nominee) and parent(s)/guardian(s) will present their case to the Board in each other’s presence
Each party will be allowed to directly question the evidence of the other party
The parent(s)/guardian(s) may make a case for a lesser sanction if they so choose

Step 4: Board of Management Deliberations & Actions following the Hearing

Where the Board of Management, having considered all the facts of the case, is of the opinion that the pupil should be expelled, the Board;

Will notify the Educational Welfare Officer in writing by registered post of its opinion, and the reasons for this opinion.
Will not expel the student before the passage of twenty school days from the date on which the Educational Welfare Officer receives this written notification
Will, in writing, notify the parent(s)/guardian(s) of their decision and inform them that the Educational Welfare Officer is being contacted
Will be represented at the consultation to be organised by the Educational Welfare Officer
Will suspend the student, if it is deemed likely that the continued presence of the student during this time will seriously disrupt the learning of others, or represent a threat to the safety of other pupils or staff.

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