Our Policies
Code of Behaviour and Discipline for Killinure N. S.
In devising the Code consideration has been given to the particular needs and circumstances of this school. The aim is to ensure that the individuality of each child is accommodated while acknowledging the right of each child to education in a relatively disruption free environment. The rules are being kept to a minimum and are positively stated in terms of what pupils should do.
Punctuality
In order to facilitate the smooth running of the school day it is important to adhere to the following:
- Every child is expected to be in time for school.
- School commences at 9.00am
- Children should not be in the schoolyard before 8.50 am.
- Both Junior and Senior Infant Classes conclude at 1.40pm, and the remaining classes conclude at 2.40pm.
- Parents should make necessary arrangements to ensure children are collected when school is finished. (Exceptional circumstances to be discussed with the teacher).
- In the event of an absence for children it is important to notify the school (061) 351377, and to provide a written explanation on returning to school.
School Rules
Safety: For my own safety and that of others:
- I should be careful coming to and going from school.
- I should never leave the school grounds without the permission of a staff member.
- I should always walk while in the school building.
- I should remain seated at all times in class.
- I should remain seated while eating lunch and during indoor lunchtimes.
Anti-bullying policy
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- 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 Killinure N.S. 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.
- The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:
- A positive school culture and climate which-
- is welcoming of difference and diversity and is based on inclusivity;
- encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
- promotes respectful relationships across the school community;
- Effective leadership;
- A school-wide approach;
- A shared understanding of what bullying is and its impact;
- Implementation of education and prevention strategies (including awareness raising measures) that-
- build empathy, respect and resilience in pupils; and
- explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.
- Effective supervision and monitoring of pupils;
- Supports for staff;
- Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
- On-going evaluation of the effectiveness of the anti-bullying policy.
- A positive school culture and climate which-
- In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:
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:- deliberate exclusion, malicious gossip and other forms of relational bullying,
- cyber-bullying and
- identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.
Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and 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.
Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
- The relevant teacher(s) for investigating and dealing with bullying is (are) as follows: All Teachers.
- The education and prevention strategies (including strategies specifically aimed at cyber- bullying and identity-based bullying including in particular, homophobic and transphobic bullying) that will be used by the school are as follows:
- A school-wide approach to the fostering of respect for all members of the school community.
- The promotion of the value of diversity to address issues of prejudice and stereotyping. and highlight the unacceptability of bullying behaviour.
- The fostering and enhancing of the self-esteem of all our pupils through both curricular and extracurricular activities. Pupils will be provided with opportunities to develop a positive sense of self-worth through formal and informal interactions.
- Professional development on bullying to ensure that staff develops an awareness of what bullying is, how it impacts on pupils’ lives and the need to respond to it-prevention and intervention, will be facilitated where possible.
- Professional development needs with a view to assessing staff requirements through internal staff knowledge/expertise and external sources will be an item on the September staff meeting agenda.
- Supervision and monitoring of classrooms, corridors, school grounds, school tours and extracurricular activities. Non-teaching and ancillary staff will be encouraged to be vigilant and report issues to relevant teachers. Supervision will also apply to monitoring student use of communication technology within the school.
- The school’s anti-bullying policy is discussed with pupils and all parents/guardians are given a copy as part of the Code of Behaviour of the school.
- Anti-Bullying awareness will be a regular item for school assembly.
- Encourage a culture of telling, with particular emphasis on the importance of bystanders. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly.
- Ensuring that pupils know who to tell and how to tell, e.g. (This will be addressed during SPHE lessons)
- Direct approach to teacher at an appropriate time, for example after class.
- Hand note up with homework.
- Hero in the Hallway (Anti Bully Box)
- Get a parent(s)/guardian(s) or friend to tell on your behalf.
- Record their concerns in confidential questionnaires when administered.
- Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.
- Parents/Guardians are encouraged to approach the school if they suspect that their child is being bullied.
- Our Acceptable Use Policy in the school includes the necessary steps to ensure that the access to technology within the school is strictly monitored, and the use of mobile devices is prohibited.
Implementation of curricula
- The full implementation of the SPHE curricula including the entire Stay Safe programme and the sensitive lessons of the RSE programme.
- Professional Development for staff in delivering these programmes as deemed appropriate.
- School wide delivery of lessons on bullying from evidence based programmes, e.g. Stay Safe Programme, The Walk Tall Programme and Web wise Primary teachers’ resources.
- Delivery of the Garda SPHE Programmes at Gardaí Respectful online communications primary level. These lessons, delivered by Community Gardaí, cover issues around personal safety and cyber-bullying.
- The school will specifically consider the additional needs of SEN pupils with regard to programme implementation and the development of skills and strategies to enable all pupils to respond appropriately.
- The school will implement the advice in “Sexual Orientation advice for schools” (RSE Primary)
- 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:
- The primary aim for the relevant teacher 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);
- In investigating and dealing with bullying, the teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;
- All reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly;
- Non-teaching staff such as secretaries, special needs assistants (SNAs),caretakers, cleaners must be encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher;
- Parents and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible;
- It is very important that all involved (including each set of pupils and parents) understand the above approach from the outset;
- Teachers should take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents;
- Incidents are generally best investigated outside the classroom situation to ensure the privacy of all involved;
- All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way;
- When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner;
- If a group is involved, each member should be interviewed individually at first. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about each other’s statements;
- Each member of a group should be supported through the possible pressures that may face them from the other members of the group after interview by the teacher;
- It may also be appropriate or helpful to ask those involved to write down their account of the incident(s);
- In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports for their pupils;
- Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the school’s anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupil being bullied;
- It must also be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parents and the school;
- Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable. This can have a therapeutic effect;
- In cases where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour has occurred, it must be recorded by the relevant teacher in the recording template at Appendix 3 (See Section 6.8.10 (iii));
- In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account:
- Whether the bullying behaviour has ceased;
- Whether any issues between the parties have been resolved as far as is practicable;
- Whether the relationships between the parties have been restored as far as is practicable; and
- Any feedback received from the parties involved, their parents or the school Principal or Deputy Principal;
- Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the school’s complaints procedures;
- In the event that a parent has exhausted the school’s complaints procedures and is still not satisfied, the school must advise the parents of their right to make a complaint to the Ombudsman for Children.
Recording of bullying behaviour
The school’s procedures for noting and reporting bullying behaviour are as follows:
- Formal Stage 1 – determination that bullying has occurred
- If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.
- The school in consultation with the relevant teacher/s will develop a protocol for the storage of all records retained by the relevant teacher.
- Formal Stage 2-Appendix 3 (From DES Procedures)
The relevant teacher must use the recording template at Appendix 3 to record the bullying behaviour in the following circumstances:- in cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred; and
- Where the school has decided as part of its anti-bullying policy that in certain circumstances bullying behaviour must be recorded and reported immediately to the Principal or Deputy Principal as applicable.
When the recording template is used, it must be retained by the relevant teacher in question and a copy maintained by the principal. These records will be stored centrally and retained as per Department guidelines.
Established intervention strategies
- Teacher interviews with all pupils
- Negotiating agreements between pupils and following these up by monitoring progress.
- Working with parent(s)/guardian(s)s to support school interventions
- Circle Time
- Restorative practices policy.
The school’s programme of support for working with pupils affected by bullying is as follows:
- All in-school supports and opportunities will be provided for the pupils affected by bullying to participate in activities designed to raise their self-esteem, to develop friendships and social skills and build resilience e.g.
- Pastoral care system
- Group work such as circle time
- Play groups
- Curricular programmes e.g. Walk Tall, Web Wise, Bullying in a Cyber World
- If pupils require counselling of further supports the school will endeavour to liaise with the appropriate agencies to organise same. This may be for the pupil affected by bullying or involved in the bullying behaviour.
Supervision and Monitoring of Pupils
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.
Prevention of Harassment
The Board of Management confirms that the school will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
- This policy was adopted by the Board of Management on 01/05/2014.
- 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 and the patron 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.
Signed: Fr Loughlin Brennan PP Signed: Carmel Power
(Chairperson of Board of Management) (Principal)
Date: 01/05/2014 Date: 01/05/2014
Date of next review: Annually
Notification regarding the Board of Management’s annual review of the anti-bullying policy
To: ____Whom it May concern___
The Board of Management of _Killinure N.S.__ wishes to inform you that:
The Board of Management’s annual review of the school’s anti-bullying policy and its implementation was completed at the Board meeting of __9 November 2023.
This review was conducted in accordance with the checklist set out in Appendix 4 of the Department’s Anti-Bullying Procedures for Primary and Post-Primary Schools.
Signed ___Pat Walsh___________ Date _9/11/2023_______________
Chairperson, Board of Management
Signed ___Carmel Power_________ Date _9/11/2023______________
Principal
Annual Admission Notice 2025/2026
Killinure N.S.
ANNUAL ADMISSION NOTICE
in respect of admissions to the 2025/2026 school year
Admission Policy and Application Form
A copy of the school’s Admission Policy and the Application Form for Admission for the 2025/2026 school year is available as follows:
On request: By emailing office@killinurens.ie, writing to: Killinure N.S., Killinure, Brittas, Boher, Co. Limerick or phoning the school office at (061) 351377
PART 1 – Admissions to the 2025/2026 school year
Application and Decision Dates for admission to 2025/2026 school year.
The following are the dates applicable for admission to Junior Infants
| The school will commence accepting applications for admission on | 4th November 2024 |
| The school shall cease accepting applications for admission on | 31st January 2025 |
| The date by which applicants will be notified of the decision on their application is | 20th February 2025 |
| The period within which applicants must confirm acceptance of an offer of admission is | Two weeks or by 6th March 2025 |
*Failure to accept an offer within the prescribed period above may result in the offer being withdrawn
Note: the school will consider and issue decisions on late applications in accordance with the school’s admission policy.
Special Class Application and Decision Dates for admission to 2025/2026 school year.
The following are the dates applicable for admission to the school’s Special Class which caters for children with ASD
| The school will commence accepting applications for admission to the special class on | 4th November 2024 |
| The school shall cease accepting applications for admission to the special class on | 31st January 2025 |
| The date by which applicants will be notified of the decision on their application for admission to the special class is | 20th February 2025 |
| The period within which applicants must confirm acceptance of an offer of admission is | Two weeks or by 6th March 2025 |
*Failure to accept an offer within the prescribed period above may result in the offer being withdrawn
Number of places being made available in school year 2025/2026
| The number of places being made available in junior infants is | 25 |
| The number of places being made available in the special class* catering for children with ASD is | 2 |
PART 2 – Admissions to the 2024/2025 school year
Information regarding the admission process for the Intake Group for ASD special classes for the 2024/2025 school year
In respect of the 2024/2025 school year, the total number of applications for admission received by the school was 8.
| Breakdown of places allocated for the 2024/2025 school year: | |
| Number of places available | 1 |
| Number of applications received | 8 |
| Number of offers made and accepted under each criteria |
|
| Total number of offers made | 1 |
| Number of names placed on waiting list | 7 |
Admission Policy of Killinure N.S. (S.N. Ailbhe)
Admission Policy of Killinure N.S. (S.N. Ailbhe)
School Address: Killinure, Brittas, Boher, Co. Limerick
Roll number: 07857D
School Patron: Archbishop of Cashel & Emly
1. Introduction
This Admission Policy complies with the requirements of the Education Act 1998, the Education (Admission to Schools) Act 2018 and the Equal Status Act 2000. In drafting this policy, the board of management of the school has consulted with school staff, the school patron and with parents of children attending the school.
The policy was approved by the school patron on 16th September 2020. It is published on the school’s website and will be made available in hardcopy, on request, to any person who requests it.
The relevant dates and timelines for Killinure N.S. (SN Ailbhe) admission process are set out in the school’s annual admission notice which is published annually on the school’s website at least one week before the commencement of the admission process for the school year concerned.
This policy must be read in conjunction with the annual admission notice for the school year concerned.
The application form for admission is available on request from the school office. Please phone (061) 351377
2. Characteristic spirit and general objectives of the school
Killinure NS is a Catholic co-educational primary school with a Catholic ethos under the patronage of the Archbishop of Cashel & Emly.
“Catholic Ethos” in the context of a Catholic primary school means the ethos and characteristic spirit of the Roman Catholic Church, which aims at promoting:
- the full and harmonious development of all aspects of the person of the pupil, a living relationship with God and with other people; and
- including the intellectual, physical, cultural, moral and spiritual aspects; and
- a philosophy of life inspired by belief in God and in the life, death and resurrection of Jesus; and
- the formation of the pupils in the Catholic faith;
and which school provides religious education for the pupils in accordance with the doctrines, practices and traditions of the Roman Catholic Church, and/or such ethos and/or characteristic spirit as may be determined or interpreted from time to time by the Irish Episcopal Conference.
In accordance with S.15 (2) (b) of the Education Act, 1998 the Board of Management of Killinure NS shall uphold, and be accountable to the patron for so upholding, the characteristic spirit of the school as determined by the cultural, educational, moral, religious, social, linguistic and spiritual values and traditions which inform and are characteristic of the objectives and conduct of the school.
Killinure N.S. endeavours to help all children develop their fullest potential- spiritually, academically, socially, emotionally, physically and aesthetically, to help them to be happy, to be themselves in an environment based on Christian Love, acceptance, forgiveness and equality.
Our school seeks to help the children to grow and develop into healthy, confident mature adults, capable of realising their full potential as human beings. We strive to create a happy, safe environment for the children where they feel secure, knowing that if they have concerns, they will be listened to with understanding and respect and they will be acted upon in accordance with our Child Protection Policy.
Our school motto is “Respect”
3. Admission Statement
Killinure N.S. (SN Ailbhe) will not discriminate in its admission of a student to the school on any of the following:
- the gender ground of the student or the applicant in respect of the student concerned,
- the civil status ground of the student or the applicant in respect of the student concerned,
- the family status ground of the student or the applicant in respect of the student concerned,
- the sexual orientation ground of the student or the applicant in respect of the student concerned,
- the religion ground of the student or the applicant in respect of the student concerned,
- the disability ground of the student or the applicant in respect of the student concerned,
- the ground of race of the student or the applicant in respect of the student concerned,
- the Traveller community ground of the student or the applicant in respect of the student concerned, or
- the ground that the student or the applicant in respect of the student concerned has special educational needs
As per section 61 (3) of the Education Act 1998, ‘civil status ground’, ‘disability ground’, ‘discriminate’, ‘family status ground’, ‘gender ground’, ‘ground of race’, ‘religion ground’, ‘sexual orientation ground’ and ‘Traveller community ground’ shall be construed in accordance with section 3 of the Equal Status Act 2000.
Killinure N.S. (SN Ailbhe) is a school whose objective is to provide education in an environment which promotes certain religious values and does not discriminate where it refuses to admit as a student a person who is not Roman Catholic and it is proved that the refusal is essential to maintain the ethos of the school
Killinure N.S. (SN Ailbhe) is a school which has established three classes, with the approval of the Minister for Education and Skills, which provides an education exclusively for students with a category or categories of special educational needs specified by the Minister and may refuse to admit to the class a student who does not have the category of needs specified.
Killinure NS (SN Ailbhe) will cooperate with the National Council for Special Education in the performance by the Council of its functions under the Education for Persons with Special Educational Needs Act 2004 relating to the provision of education to children with special educational needs, including in particular by the provision and operation of a special class or classes when requested to do so by the Council.
Killinure NS (SN Ailbhe) will comply with any direction served on the patron or the board, as the case may be, under section 37A and any direction served on the board under section 67(4B) of the Education Act.
4. Categories of Special Educational Needs catered for in the school/special class
Killinure N.S. (SN Ailbhe) with the approval of the Minister for Education and Skills, has established three classes to provide an education exclusively for students with Autism.
5. Admission of Students
This school shall admit each student seeking admission except where –
- the school is oversubscribed (please see section 6 below for further details)
- a parent of a student, when required by the principal in accordance with section 23(4) of the Education (Welfare) Act 2000, fails to confirm in writing that the code of behaviour of the school is acceptable to him or her and that he or she shall make all reasonable efforts to ensure compliance with such code by the student.
The School Annual Admission Notice which will be posted on our website (killinurens.ie) will show the number of available places in both our mainstream and special classes for that school year and all decision dates including the final date for receipt of applications for that school year. The Board will notify parents of their decision within 21 days of this closing date.
Killinure N.S. (SN Ailbhe) is a Roman Catholic school and may refuse to admit as a student a person who is not a Roman Catholic where it is proved that the refusal is essential to maintain the ethos of the school.
The special classes attached to Killinure N.S. (SN Ailbhe) provide an education exclusively for students with Autism and the school may refuse admission to this class, where the student concerned does not have the specified category of special educational needs provided for in these classes.
Please see Appendix 1 for full Admission Procedures for Pupils to our Mainstream Classes.
A parent/guardian must complete an Application Form for Admission to our Mainstream Classes. This form is available on request by phoning the school office at (061) 351377.
Please see Appendix 2 for full Admission Procedures for Pupils to our Special Classes for Pupils with Autism.
A parent/guardian must complete an Application Form for Admission to our Special Class for Pupils with Autism. This form is available on request by phoning the school office at (061) 351377.
6. Oversubscription
In the event that the school is oversubscribed, the school will, when deciding on applications for admission, apply the following selection criteria in the order listed below to those applications that are received within the timeline for receipt of applications as set out in the school’s annual admission notice:
- In the event that applications for enrolment exceed the number of places available the following decision making process will apply. The Board will exercise its discretion in the application of the following criteria.
Mainstream Enrolments
- Whether there are siblings of the proposed new entrant already in the school.
- Parish boundaries/Diocesan policies.
- Children of staff members.
- Children of past pupils.
- All remaining places will be allocated by random selection.
Special Classes for Pupils with Autism
If the number of eligible children on the list of applicants to enrol exceeds the number of places available, the following criteria will apply in priority order.
- Pupils enrolled in our mainstream school as of the previous September and seeking to transfer to the ASD class.
- Siblings of existing pupils.
- Children living within the parish of Murroe-Boher.
- Should any places remain following the above steps the next most suitable candidate will be selected by random selection by the Principal with the aid of SET teachers and outside agencies.
In the event that there are two or more students tied for a place or places in any of the selection criteria categories above (the number of applicants exceeds the number of remaining places), the following arrangements will apply:
In our mainstream places will be allocated by random selection overseen by the Principal and member of staff/parent body.
In our special classes —
Should the number of applications exceed the number of places available, the school will operate a waiting list for that school year only, selecting the next most suitable candidate who fulfils the above criteria for any available place in that enrolment period. When a parent/guardian is notified of an available place – one week is given to respond as to acceptance of the place before the place is offered to the next candidate on the waiting list.
7. What will not be considered or taken into account
In accordance with section 62(7)(e) of the Education Act, the school will not consider or take into account any of the following in deciding on applications for admission or when placing a student on a waiting list for admission to the school:
Points (1) to (7) must be included here by all schools. There are limited exceptions to some of these (highlighted in red below) and schools must retain the exceptions that apply to them and delete those that do not:
- a student’s prior attendance at a pre-school or pre-school service, including naíonraí,
- the payment of fees or contributions (howsoever described) to the school;
- a student’s academic ability, skills or aptitude; (other than in relation to:
— admission to a special class insofar as it is necessary in order to ascertain whether or not the student has the category of special educational needs concerned and/or - the occupation, financial status, academic ability, skills or aptitude of a student’s parents;
- a requirement that a student, or his or her parents, attend an interview, open day or other meeting as a condition of admission;
- a student’s connection to the school by virtue of a member of his or her family attending or having previously attended the school;
(other than, in the case of the selection criteria based on (1) siblings of a student attending or having attended the school and/or (2) parents or grandparents of a student having attended the school.
In relation to (2) parents and grandparents having attended, Killinure N.S. (SN. Ailbhe) may only apply this criterion to a maximum of 25% of the available spaces as set out in the school’s annual admission notice). - the date and time on which an application for admission was received by the school,
This is subject to the application being received at any time during the period specified for receiving applications set out in the annual admission notice of the school for the school year concerned.
This is also subject to the school making offers based on existing waiting lists (up until 31st January 2025 only).
8. Decisions on applications
All decisions on applications for admission to Killinure N.S. (SN Ailbhe) will be based on the following:
- Our school’s admission policy
- The school’s annual admission notice (where applicable)
- The information provided by the applicant in the school’s official application form received during the period specified in our annual admission notice for receiving applications
(Please see section 14 below in relation to applications received outside of the admissions period and section 15 below in relation to applications for places in years other than the intake group.)
Selection criteria that are not included in our school admission policy will not be used to make a decision on an application for a place in our school.
9. Notifying applicants of decisions
Applicants will be informed in writing as to the decision of the school, within the timeline outlined in the annual admissions notice.
If a student is not offered a place in our school, the reasons why they were not offered a place will be communicated in writing to the applicant, including, where applicable, details of the student’s ranking against the selection criteria and details of the student’s place on the waiting list for the school year concerned.
Applicants will be informed of the right to seek a review/right of appeal of the school’s decision (see section 18 below for further details).
10. Acceptance of an offer of a place by an applicant
In accepting an offer of admission from Killinure N.S. (SN Ailbhe), you must indicate—
- whether or not you have accepted an offer of admission for another school or schools. If you have accepted such an offer, you must also provide details of the offer or offers concerned and
- whether or not you have applied for and awaiting confirmation of an offer of admission from another school or schools, and if so, you must provide details of the other school or schools concerned.
11. Circumstances in which offers may not be made or may be withdrawn
An offer of admission may not be made or may be withdrawn by Killinure N.S. (SN Ailbhe) where—
- it is established that information contained in the application is false or misleading.
- an applicant fails to confirm acceptance of an offer of admission on or before the date set out in the annual admission notice of the school.
- the parent of a student, when required by the principal in accordance with section 23(4) of the Education (Welfare) Act 2000, fails to confirm in writing that the code of behaviour of the school is acceptable to him or her and that he or she shall make all reasonable efforts to ensure compliance with such code by the student; or
- an applicant has failed to comply with the requirements of ‘acceptance of an offer’ as set out in section 10
12. Sharing of Data with other schools
Applicants should be aware that section 66(6) of the Education (Admission to Schools) Act 2018 allows for the sharing of certain information between schools in order to facilitate the efficient admission of students.
Section 66(6) allows a school to provide a patron or another board of management with a list of the students in relation to whom—
- an application for admission to the school has been received,
- an offer of admission to the school has been made, or
- an offer of admission to the school has been accepted.
The list may include any or all of the following:—
- the date on which an application for admission was received by the school;
- the date on which an offer of admission was made by the school;
- the date on which an offer of admission was accepted by an applicant;
- a student’s personal details including his or her name, address, date of birth and personal public service number (within the meaning of section 262 of the Social Welfare Consolidation Act 2005).
13. Waiting list in the event of oversubscription
In the event of there being more applications to the school year concerned than places available, a waiting list of students whose applications for admission to Killinure N.S. (SN Ailbhe) were unsuccessful due to the school being oversubscribed will be compiled and will remain valid for the school year in which admission is being sought.
Placement on the waiting list of Killinure N.S. (SN Ailbhe )is in the order of priority assigned to the students’ applications after the school has applied the selection criteria in accordance with this admission policy.
Applicants whose applications are received after the closing date, outlined in the Annual Admission Notice, will be placed at the end of the waiting list in order of the date of receipt of the application.
Offers of any subsequent places that become available for and during the school year in relation to which admission is being sought will be made to those students on the waiting list, in accordance with the order of priority in relation to which the students have been placed on the list.
14. Late Applications
All applications for admission received after the closing date as outlined in the annual admission notice will be considered and decided upon in accordance with our school’s admissions policy, the Education Admissions to School Act 2018 and any regulations made under that Act.
Late applicants will be notified of the decision in respect of their application no later than three weeks after the date on which the school received the application. Late applicants will be offered a place if there is place available. In the event that there is no place available, the name of the applicant will be added to the waiting list as set out in Section 13.
15. Procedures for admission of students to other years and during the school year
The procedures of the school in relation to the admission of students who are not already admitted to the school to classes or years other than the school’s intake group are as follows:
Pupils wishing to transfer from other schools are enrolled subject to the Rules governing National Schools, as well as our own school’s enrolment policy and local agreements with other schools. It is the preference of the BOM that all who wish to change schools do so at the end of a school term, as this avoids disruption. Other pupils enrolled during the school year (e.g. if newly resident in the area) must furnish class reports and a letter of transfer from the principal of the previous school. It is a requirement of the Board of Management that information concerning attendance and the child’s educational progress be communicated between schools.
The procedures of the school in relation to the admission of students who are not already admitted to the school, after the commencement of the school year in which admission is sought, are as follows:
Each Application will be assessed individually in accordance with the school’s Admission Policy with particular reference to the following:
- Assisting the school in such circumstances, the BOM reserves the right to determine the maximum number of children in each separate classroom bearing in mind e.g.
- Size of / available space in classroom.
- Educational needs of children of a particular age.
- Multi-grade classes.
- Presence of children with special educational/behavioural needs.
- DES maximum class average directives (currently an average of 24 children).
16. Declaration in relation to the non-charging of fees
The board of Killinure N.S. (SN Ailbhe) or any persons acting on its behalf will not charge fees for or seek payment or contributions (howsoever described) as a condition of-
- an application for admission of a student to the school, or
- the admission or continued enrolment of a student in the school.
17. Arrangements regarding students not attending religious instruction
This section must be completed by schools that provide religious instruction to students.
The following are the school’s arrangements for students, where the parents have requested that the student attend the school without attending religious instruction in the school. These arrangements will not result in a reduction in the school day of such students:
Pupils will remain in their own classrooms under the supervision of the class teacher but not participating in the lesson.
18. Reviews/appeals
Review of decisions by the board of Management
The parent of the student, or in the case of a student may request the board to review a decision to refuse admission. Such requests must be made in accordance with Section 29C of the Education Act 1998.
The timeline within which such a review must be requested and the other requirements applicable to such reviews are set out in the procedures determined by the Minister under section 29B of the Education Act 1998 which are published on the website of the Department of Education and Skills.
The board will conduct such reviews in accordance with the requirements of the procedures determined under Section 29B and with section 29C of the Education Act 1998.
Note: Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998.
Where an applicant has been refused admission due to a reason other than the school being oversubscribed, the applicant may request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998.
Right of appeal
Under Section 29 of the Education Act 1998, the parent of the student, may appeal a decision of this school to refuse admission.
An appeal may be made under Section 29 (1)(c)(i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed.
An appeal may be made under Section 29 (1)(c)(ii) of the Education Act 1998 where the refusal to admit was due a reason other than the school being oversubscribed.
Where an applicant has been refused admission due to the school being oversubscribed, the applicant must request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. (see Review of decisions by the Board of Management)
Where an applicant has been refused admission due to a reason other than the school being oversubscribed, the applicant may request a review of that decision by the board of management prior to making an appeal under section 29 of the Education Act 1998. (see Review of decisions by the Board of Management)
Appeals under Section 29 of the Education Act 1998 will be considered and determined by an independent appeals committee appointed by the Minister for Education and Skills.
The timeline within which such an appeal must be made and the other requirements applicable to such appeals are set out in the procedures determined by the Minister under section 29B of the Education Act 1998 which are published on the website of the Department of Education and Skills.
Appendix 1
Admission Procedures Mainstream SN Ailbhe, Killinure
Total number of teachers in the School: 14 (Admin Principal, 7 Class Teachers, 3 Special Education Teachers, 3 special class teachers)
Range of Classes Taught: (Junior Infants to Sixth, mixed, 3 Special Classes for pupils with Autistic Spectrum Disorder.)
The school depends on the grants and teacher resources provided by the Department of Education and Science and it operates within the regulations laid down, from time to time, by the Department. School policy has regard to the resources and funding available.
The school follows the curricular programmes prescribed by the Department of Education and Science, which may be amended from time to time, in accordance with Sections 9 and 30 of the Education Act (1998).
Within the context and parameters of Department regulations and programmes, the rights of the patron as set out in the Education Act (1998), and the funding and resources available, the school supports the principles of:
- Inclusiveness, particularly with reference to the enrolment of children with a disability or other special educational need;
- Equality of access and participation in the school;
- Parental choice in relation to enrolment; and
- Respect for diversity of values, beliefs, traditions, languages and ways of life in society.
Provision of Key Information by Parents
Certain information will be required when children are being enrolled. A specific enrolment application form is provided by the Board for this purpose. Please contact the school office at (061) 351377 or email office@killinurens.com requesting an enrolment form for our mainstream classes. Such information may include:
- Pupil’s name, age and address.
- Names and addresses of pupil’s parents/guardians.
- Contact telephone numbers and email.
- Contact telephone numbers in case of emergency.
- Details of any medical conditions which the school should be aware of.
Parents are requested to notify the school of their child’s special needs in advance of enrolment. The Board of Management will request a copy of the child’s medical or psychological report. No child will be refused admission solely on the grounds that s/he has SEN except where the provision required is incompatible with that available in our school.
Previous schools attended and any other relevant information (including any such further information as may be prescribed under the Education Welfare Act (2000) or Education for Persons with Special Educational Needs Act (2004).
Decision Making
Decisions in relation to applications for enrolment are made by the Principal in accordance with school policy.
Enrolment of Children with Special Needs
In relation to applications for the enrolment of children with special needs the Board of Management will request a copy of the child’s medical and/or psychological report or where such a report is not available, will request all relevant information to assist the school in establishing the educational and training needs of the child relevant to his/her disability or special needs and to profile the support services required.
Following receipt of this information, the Board will assess how the school can meet the needs specified. Where the Board deems that further resources are required, it will, prior to enrolment, request the Special Education Needs Organiser (National Council for Special Education, see Circular 01/05) to provide the resources required to meet the needs of the child as outlined in psychological and/or medical reports. These resources may include for example, access to or provision of any or a combination of the following; visiting teacher service, SEN teacher for special needs, special needs assistant, specialised equipment or furniture, transport services or other.
In circumstances where necessary support and resources are not available consultation will take place with all interested parties to determine how best the child’s needs may be met.
The school will meet with the parents of the child and with the SENO to discuss the child’s needs and the school’s suitability or capability in meeting those needs. Where necessary, a full case conference involving all parties will be held, which may include parents, principal, class teacher, learning support teacher, special class teacher, resource teacher for special needs, Special Educational Needs Officer or psychologist, as appropriate.
Appendix 2
Admission of Children to our Special Classes for Pupils with Autism
The special classes attached to Killinure N.S. (SN Ailbhe) provides an education exclusively for students with Autism and the school may refuse admission to this class, where the student concerned does not have the specified category of special educational needs provided for in this class.
Introduction
The aim of the Board of Management of S.N. Ailbhe (Killinure NS) is to provide an educational setting suitable to the needs of all students enrolled in our school in accordance with S.N. Ailbhe (Killinure NS) enrolment policy. To this end a Special Class for Children with Autistic Spectrum Disorder (ASD) was proposed by our Special Educational Needs Organiser (SENO) and approved by the National Council for Special Education (NCSE) for the school year 2017/18. A second class for Children with Autistic Spectrum Disorder was approved by the NCSE for the school year 2018/2019 and a third class was approved for the school year 2022/2023. Space is currently limited as we work to complete a sanctioned school extension therefore places in the third class will be restricted initially.
The Board of Management of S.N. Ailbhe has set out this appendix in accordance with the provisions of the Education Act 1998, the Education Welfare Act 2000, the Equal Status Act 2000-2012, the Disabilities Act 2002 and the Education for Persons with Special Needs Act 2004.
Scope
S.N. Ailbhe’s three ASD Class caters for students from Junior Infants to Sixth Class. Places will be allocated by the Principal with the aid of SET teachers and outside agencies to a maximum of six students per ASD class. Due to space restrictions initially places will be limited. We are currently in a position to accommodate sixteen students as recommended by our SENO from September 2019. When the necessary building is completed we will then be in a position to facilitate eighteen pupils. Teacher and Special Need Assistant allocation will be in accordance with Department of Education and Skills allocations.
- The School receives an Application Form for Admission to our Special Class for Pupils with Autism.
N.B. Receipt of acknowledgement of an Application Form for Admission to our Special Class for Pupils with Autism by the school does not constitute an offer of a place nor does it guarantee a place in the school. It is simply the recording of an application for admission to our school. - The Application is considered:
- The list of applicants will be reviewed by the Principal with the aid of SET teachers and outside agencies.
- The application form must be accompanied by all of the following documentation (“Supporting Documentation”) supplied by parents:
- A report with a diagnosis from a psychiatrist, psychologist, or a member of a Multi-Disciplinary team that has accessed and classified the child as having autism or autistic spectrum disorder according to DSM V or ICD 10 criteria or equivalent and a recommendation for a placement in a special class within a mainstream school.
NB If the school does not receive this documentation with the application form, the application cannot be processed or considered by the school. It is the responsibility of the parent(s)/guardian(s) to ensure that all supporting documentation is correct and is received by the school.
- A report with a diagnosis from a psychiatrist, psychologist, or a member of a Multi-Disciplinary team that has accessed and classified the child as having autism or autistic spectrum disorder according to DSM V or ICD 10 criteria or equivalent and a recommendation for a placement in a special class within a mainstream school.
- Each application will be considered on an individual basis to ensure that the unique needs of each child can be met.
- Factors taken into consideration are:
- Diagnosis – Child must be diagnosed as being on the ASD spectrum with a recommendation for placement in a special class attached to mainstream.
Once the Principal with the aid of SET teachers is happy that the child presents as fulfilling the above, places will be allocated in accordance with the criteria listed in our Admissions Policy.
Following a decision to enrol, parents are required to complete the NCSE Notification of Enrolment form, available from the school on confirmation of enrolment to the ASD Class.
The completed NCSE form will be forwarded to the SENO on behalf of the pupils enrolled in the class by the school.
Support by Outside Agencies
Essential services are to be provided by the Health Services Executive. These services include Speech and Language therapy, Physiotherapy, Occupational therapy and Sensory activities. S.N. Ailbhe (Killinure NS) has no control over these services, merely acting as relevant setting for their provision. All queries about these services must be addressed to the Health Service Executive.
Post Enrolment
The first year will be used to;
- Assess the child’s educational needs.
- Develop an Individual Education Plan (IEP) to address identified needs. The Special Class teacher is obliged to produce one IEP per year. This may be updated if deemed necessary by the teacher.
- Assess whether the child’s placement is appropriate.
The level of integration into a mainstream class for a core curriculum subject will be on an individual basis and will differ from child to child. The school will retain discretion as to the particular children who should avail of core curriculum mainstream integration.
Special Needs Assistants
The Special Class will be allocated a number of SNAs by the area SENO.
Generally, these are allocated to the school and employed by the Department of Education & Skills. They are not assigned to any one child and there is scope in their job specification to move between classes when needs arise.
Discharge Policy
It is school policy to facilitate the discharge of pupils from the class once they have reached the age of thirteen. Pupils who reach the age of thirteen after September 30th in any year will be permitted to complete that academic year. This means a June discharge in the following year.
Discharge from the class/unit may also happen if a pupil is fully integrated into the mainstream school.
July Provision will not be offered or met by the school.
Child Protection Policy
Notification regarding the Board of Management’s review of the Child Safeguarding Statement
The Board of Management of ___Killinure N.S.___ wishes to inform you that:
The Board of Management’s annual review of the school’s Child Safeguarding Statement was completed at the Board meeting of 9 November 2023.
This review was conducted in accordance with the “Checklist for Review of the Child Safeguarding Statement” published on the Department’s website www.education.ie
Signed Pat Walsh Date 9 November 2023
Chairperson, Board of Management
Signed Carmel Power Date 9 November 2023
Principal/Secretary to the Board of Management
Child Safeguarding Risk Assessment
Written Assessment of Risk of Killinure N.S. (S.N. Ailbhe)
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 (Revised 2023), , the following is the Written Risk Assessment of Killinure N.S.
| List of school activities | The school has identified the following risk of harm in respect of its activities | The school has the following procedures in place to address the risks of harm identified in this assessment |
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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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Outdoor teaching activities |
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Sporting activities |
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School outings |
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Use of toilet areas in schools |
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Annual sports day |
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Fundraising events involving pupils |
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Use of offsite facilities for school activities |
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School transport arrangements |
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Care of children with special educational needs |
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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, Stay Safe |
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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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The school —
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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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Recruitment of school personnel including –
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Participation by pupils in religious ceremonies / religious instruction external to the school |
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Care of pupils with specific vulnerabilities/needs such as
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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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Use of video / photography / other media to record school events |
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After school use of school premises by other organisations(Currently no school pupils attend after school activities in the school organised by other organisations.) |
Should other organisations use the school premises in the future the following risks would apply:
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Assembly |
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Swimming lessons |
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Library Visits |
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Student teachers and their tutors |
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Important Note: It should be noted that risk in the context of this risk assessment is the risk of “harm” as defined in the Children First Act 2015 and not general health and safety risk. The definition of harm is set out in Chapter 4 of the Child Protection Procedures for Primary and Post- Primary Schools 2017
In undertaking this risk assessment, the 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.
This risk assessment has been completed by the Board of Management on 9/11/23. It shall be reviewed as part of the school’s annual review of its Child Safeguarding Statement.
Signed Pat Walsh Date 9/11/23
Chairperson, Board of Management
Signed Carmel Power Date 9/11/23
Principal/Secretary to the Board of Management
Child Safeguarding Statement
Data Protection Policy for Killinure N.S.
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:
- Obtain and process Personal Data fairly: Information on students is gathered with the help of parents/guardians and staff. Information is also transferred from their previous schools. In relation to information the school holds on other individuals (members of staff, individuals applying for positions within the School, parents/guardians of students etc.), the information is generally furnished by the individuals themselves with full and informed consent and compiled during the course of their employment or contact with the School. All such data is treated in accordance with the Data Protection Acts and the terms of this Data Protection Policy. The information will be obtained and processed fairly.
- Keep it only for one or more specified and explicit lawful purposes: The School will inform individuals of the reasons they collect their data and will inform individuals of the uses to which their data will be put. All information is kept with the best interest of the individual in mind at all times.
- Process it only in ways compatible with the purposes for which it was given initially: Data relating to individuals will only be processed in a manner consistent with the purposes for which it was gathered. Information will only be disclosed on a need to know basis, and access to it will be strictly controlled.
- Keep Personal Data safe and secure: Only those with a genuine reason for doing so may gain access to the information. Sensitive Personal Data is securely stored under lock and key in the case of manual records and password protection in the case of electronically stored data. Portable devices storing personal data (such as laptops) should be password protected before they are removed from the school premises. Confidential information will be stored securely and in relevant circumstances, it will be placed in a separate file which can easily be removed if access to general records is granted to anyone not entitled to see the confidential data.
- Keep Personal Data accurate, complete and up-to-date: Students, parents/guardians, and/or staff should inform the school of any change which the school should make to their personal data and/or sensitive personal data to ensure that the individual’s data is accurate, complete and up-to-date. Once informed, the school will make all necessary changes to the relevant records. The principal may delegate such updates/amendments to another member of staff. However, records must not be altered or destroyed without proper authorisation. If alteration/correction is required, then a note of the fact of such authorisation and the alteration(s) to be made to any original record/documentation should be dated and signed by the person making that change.
- Ensure that it is adequate, relevant and not excessive: Only the necessary amount of information required to provide an adequate service will be gathered and stored.
- Retain it no longer than is necessary for the specified purpose or purposes for which it was given: As a general rule, the information will be kept for the duration of the individual’s time in the school. Thereafter, the school will comply with DES guidelines on the storage of Personal Data and Sensitive Personal Data relating to a student. In the case of members of staff, the school will comply with both DES guidelines and the requirements of the Revenue Commissioners with regard to the retention of records relating to employees. The school may also retain the data relating to an individual for a longer length of time for the purposes of complying with relevant provisions of law and or/defending a claim under employment legislation and/or contract and/or civil law.
- Provide a copy of their personal data to any individual, on request: Individuals have a right to know what personal data/sensitive personal data is held about them, by whom, and the purpose for which it is held.
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 form part of a relevant filing system.
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 Controller i.e. the school.
Sensitive Personal Data refers to Personal Data regarding a person’s
- racial or ethnic origin, political opinions or religious or philosophical beliefs
- membership of a trade union
- physical or mental health or condition or sexual life
- commission or alleged commission of any offence or
- any proceedings for an offence committed or alleged to have been committed by the person, the disposal of such proceedings or the sentence of any court in such proceedings, criminal convictions or the alleged commission of an offence.
Data Controller for the purpose of this policy is the board of management, S.B. Ailbhe (Killinure N.S.).
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:
- Under Section 9(g) of the Education Act, 1998, the parents of a student, or a student who has reached the age of 18 years, must be given access to records kept by the school relating to the progress of the student in their education
- Under Section 20 of the Education (Welfare) Act, 2000, the school must maintain a register of all students attending the School
- Under section 20(5) of the Education (Welfare) Act, 2000, a principal is obliged to notify certain information relating to the child’s attendance in school and other matters relating to the child’s educational progress to the principal of another school to which a student is transferring
- Under Section 21 of the Education (Welfare) Act, 2000, the school must record the attendance or non-attendance of students registered at the school on each school day
- Under Section 28 of the Education (Welfare) Act, 2000, the School may supply Personal Data kept by it to certain prescribed bodies (the Department of Education and Skills, the National Education Welfare Board, the National Council for Special Education, other schools, other centres of education) provided the School is satisfied that it will be used for a “relevant purpose” (which includes recording a person’s educational or training history or monitoring their educational or training progress in order to ascertain how best they may be assisted in availing of educational or training opportunities or in developing their educational potential; or for carrying out research into examinations, participation in education and the general effectiveness of education or training)
- Under Section 14 of the Education for Persons with Special Educational Needs Act, 2004, the school is required to furnish to the National Council for Special Education (and its employees, which would include Special Educational Needs Organisers (“SENOs”)) such information as the Council may from time to time reasonably request
- The Freedom of Information Act 1997 provides a qualified right to access to information held by public bodies which does not necessarily have to be “personal data” as with data protection legislation. While schools are not currently subject to freedom of information legislation, if a school has furnished information to a body covered by the Freedom of Information Act (such as the Department of Education and Skills, etc.) these records could be disclosed if a request is made to that body
- Under Section 26(4) of the Health Act, 1947 a School shall cause all reasonable facilities (including facilities for obtaining names and addresses of pupils attending the school) to be given to a health authority who has served a notice on it of medical inspection, e.g. a dental inspection
- Under Children First: National Guidance for the Protection and Welfare of Children (2011) published by the Department of Children & Youth Affairs, schools, their boards of management and their staff have responsibilities to report child abuse or neglect to TUSLA – Child and Family Agency (or in the event of an emergency and the unavailability of TUSLA, to An Garda Síochána).
Relationship to characteristic spirit of the School (School’s mission/vision/aims)
S.N. Ailbhe endeavours to help all children develop their fullest potential-spiritually, academically, socially, emotionally, physically and aesthetically, to help them to be happy, to be themselves in an environment based on Christian Love, acceptance, forgiveness and equality.
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:
- 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:
- Name, address and contact details, PPS number
- Original records of application and appointment to promotion posts
- Details of approved absences (career breaks, parental leave, study leave etc.)
- Details of work record (qualifications, classes taught, subjects etc.)
- Details of any accidents/injuries sustained on school property or in connection with the staff member carrying out their school duties
- Records of any reports the school (or its employees) have made in respect of the staff member to State departments and/or other agencies under mandatory reporting legislation and/or child-safeguarding guidelines (subject to the DES Child Protection Procedures).
- Purposes: Staff records are kept for the purposes of:
- the management and administration of school business (now and in the future)
- to facilitate the payment of staff, and calculate other benefits/ entitlements (including reckonable service for the purpose of calculation of pension payments, entitlements and/or redundancy payments where relevant)
- to facilitate pension payments in the future
- human resources management
- recording promotions made (documentation relating to promotions applied for) and changes in responsibilities etc.
- to enable the school to comply with its obligations as an employer including the preservation of a safe, efficient working and teaching environment (including complying with its responsibilities under the Safety, Health and Welfare At Work Act. 2005)
- to enable the school to comply with requirements set down by the Department of Education and Skills, the Revenue Commissioners, the National Council for Special Education, TUSLA, the HSE, and any other governmental, statutory and/or regulatory departments and/or agencies
- and for compliance with legislation relevant to the school.
- 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.
- Security:
- Manual records are kept in a secure, locked filing cabinet in the administration office only accessible to personnel who are authorised to use the data. Employees are required to maintain the confidentiality of any data to which they have access.
- Digital records are stored on password-protected computer with adequate encryption in the administration office. The school has the burglar alarm activated during out-of-school hours.
2. Student records:
- Categories of student data: These may include:
- Information which may be sought and recorded at enrolment and may be collated and compiled during the course of the student’s time in the school. These records may include:
- name, address and contact details, PPS number
- date and place of birth
- names and addresses of parents/guardians and their contact details (including any special arrangements with regard to guardianship, custody or access)
- religious belief
- racial or ethnic origin
- membership of the Traveller community, where relevant
- whether they (or their parents) are medical card holders
- whether English is the student’s first language and/or whether the student requires English language support
- any relevant special conditions (e.g. special educational needs, health issues etc.) which may apply
- Information which may be sought and recorded at enrolment and may be collated and compiled during the course of the student’s time in the school. These records may include:
- Information on previous academic record (including reports, references, assessments and other records from any previous school(s) attended by the student
- Psychological, psychiatric and/or medical assessments
- Attendance records
- Photographs and recorded images of students (including at school events and noting achievements). See the template “Guidance on Taking and Using Images of Children in Schools”
- Academic record – subjects studied, class assignments, examination results as recorded on official School reports
- Records of significant achievements
- Whether the student is repeating the Leaving Certificate
- Whether the student is exempt from studying Irish
- Records of disciplinary issues/investigations and/or sanctions imposed
- Garda vetting outcome record (where the student is engaged in work experience organised with or through the school/ETB which requires that they be Garda vetted)
- Other records e.g. records of any serious injuries/accidents etc. (Note: it is advisable to inform parents that a particular incident is being recorded).
- Records of any reports the school (or its employees) have made in respect of the student to State departments and/or other agencies under mandatory reporting legislation and/or child safeguarding guidelines (subject to the DES Child Protection Procedures).
- Purposes: The purposes for keeping student records are:
- to enable each student to develop to their full potential
- to comply with legislative or administrative requirements
- to ensure that eligible students can benefit from the relevant additional teaching or financial supports
- to support the provision of religious instruction
- to enable parents/guardians to be contacted in the case of emergency or in the case of school closure, or to inform parents of their child’s educational progress or to inform parents of school events etc.
- to meet the educational, social, physical and emotional requirements of the student
- photographs and recorded images of students are taken to celebrate school achievements, compile yearbooks, establish a school website, record school events, and to keep a record of the history of the school. Such records are taken and used in accordance with the school’s “Guidance for Taking and Using Images of Pupils in Schools” (see template)
- to ensure that the student meets the school’s admission criteria
- to ensure that students meet the minimum age requirements for their course,
- to ensure that any student seeking an exemption from Irish meets the criteria in order to obtain such an exemption from the authorities
- to furnish documentation/ information about the student to the Department of Education and Skills, the National Council for Special Education, TUSLA, and other Schools etc. in compliance with law and directions issued by government departments
- to furnish, when requested by the student (or their parents/guardians in the case of a student under 18 years) documentation/information/ references to third-level educational institutions and/or prospective employers
- In respect of a work experience placement, (where that work experience role requires that the student be Garda vetted) the School will assist the student in obtaining their Garda vetting outcome (with the consent of the student and their parent/guardian) in order to furnish a copy of same (with the consent of the student and the student’s parent/guardian) to the work experience employer.
- 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.
- Security:
- Manual records are kept in a secure, locked filing cabinet in the administration office only accessible to personnel who are authorised to use the data. Employees are required to maintain the confidentiality of any data to which they have access.
- Digital records are stored on password-protected computer with adequate encryption in the administration office. The school has the burglar alarm activated during out-of-school hours.
3. Board of management records:
- Categories of board of management data: These may include:
- Name, address and contact details of each member of the board of management (including former members of the board of management)
- Records in relation to appointments to the Board
- Minutes of Board of Management meetings and correspondence to the Board which may include references to particular individuals.
- 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.
- 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.
- Security:
- Manual records are kept in a secure, locked filing cabinet in the administration office only accessible to personnel who are authorised to use the data. Employees are required to maintain the confidentiality of any data to which they have access.
- Digital records are stored on password-protected computer with adequate encryption in the administration office. The school has the burglar alarm activated during out-of-school hours.
4. Other records:
[School to insert other categories of data]
For example:
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):
5. Creditors
- Categories of data: the school may hold some or all of the following information about creditors (some of whom are self-employed individuals):
- name
- address
- contact details
- PPS number
- tax details
- bank details and
- amount paid.
- 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.
- 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.
- Security:
- Manual records are kept in a secure, locked filing cabinet in the administration office only accessible to personnel who are authorised to use the data. Employees are required to maintain the confidentiality of any data to which they have access.
- Digital records are stored on password-protected computer with adequate encryption in the administration office. The school has the burglar alarm activated during out-of-school hours.
6. Charity tax-back forms
- Categories of data: the school may hold the following data in relation to donors who have made charitable donations to the school:
- name
- address
- telephone number
- PPS number
- tax rate
- signature and
- the gross amount of the donation.
- 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 parents 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.
- 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.
- Security:
- Manual records are kept in a secure, locked filing cabinet in the administration office only accessible to personnel who are authorised to use the data. Employees are required to maintain the confidentiality of any data to which they have access.
- Digital records are stored on password-protected computer with adequate encryption in the administration office. The school has the burglar alarm activated during out-of-school hours.
7. CCTV images/recordings
- Categories: CCTV is installed , externally i.e. external walls 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.
- Purposes: Safety and security of staff, students and visitors and to safeguard school property and equipment.
- Location: Cameras are located as detailed in the CCTV Policy. Recording equipment is located in the Principal’s office.
- Security:
- Manual records are kept in a secure, locked filing cabinet in the administration office only accessible to personnel who are authorised to use the data. Employees are required to maintain the confidentiality of any data to which they have access.
- Digital records are stored on password-protected computer with adequate encryption in the administration office. The school has the burglar alarm activated during out-of-school hours.
8. Examination results
- Categories: The school will hold data comprising examination results in respect of its students. These include class, mid-term, annual, continuous assessment and standardised assessment results.
- 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 a pupil’s education. 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.
- 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.
- Security:
- Manual records are kept in a secure, locked filing cabinet in the administration office only accessible to personnel who are authorised to use the data. Employees are required to maintain the confidentiality of any data to which they have access.
- Digital records are stored on password-protected computer with adequate encryption in the administration office. The school has the burglar alarm activated during out-of-school hours.
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:
- Child Protection Policy
- Anti-Bullying Policy
- Code of Behaviour
- Admissions/Enrolment Policy
- CCTV Policy
- Substance Use Policy
- ICT Acceptable Usage Policy
- SPHE
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:
(a) Request access to any data held about them by a data controller
(b) Prevent the processing of their data for direct-marketing purposes
(c) Ask to have inaccurate data amended
(d) Prevent processing that is likely to cause damage or distress to themselves or anyone else.
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
Individuals are entitled to a copy of their personal data on written request.
- The individual is entitled to a copy of their personal data (subject to some exemptions and prohibitions set down in Section 5 of the Data Protection Act)
- Request must be responded to within 40 days
- Fee may apply but cannot exceed €6.35
- Where a subsequent or similar request is made soon after a request has just been dealt with, it is at the discretion of the school as data controller to comply with the second request (no time limit but reasonable interval from the date of compliance with the last access request.) This will be determined on a case-by-case basis.
- No personal data can be supplied relating to another individual unless that third party has consented to the disclosure of their data to the applicant. Data will be carefully redacted to omit references to any other individual and only where it has not been possible to redact the data to ensure that the third party is not identifiable would the school refuse to furnish the data to the applicant.
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:
- Check the identity of the caller to ensure that information is only given to a person who is entitled to that information
- Suggest that the caller put their request in writing if the employee is not sure about the identity of the caller and in circumstances where the identity of the caller cannot be verified
- Refer the request to the principal for assistance in difficult situations. No employee should feel forced into disclosing personal information.
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:
Name Responsibility
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 the Data 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 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.
Signed: Pat Walsh.
For and behalf of board of management
Date: 19th June 2019
Complaints Procedures
Grievance Procedure
Grievance Procedure
If you’re worried about your child at school or you have a complaint about the school, your child’s class teacher is the best person to approach first for an informal discussion. Please contact the school office to arrange an appointment.
If the teacher can’t help you or you are not satisfied with their response, you can talk to the principal of the school. Please arrange a meeting or a telephone conversation through the school office.
If, having spoken with the school principal you are still not happy that your complaint has been resolved you may contact the Chairperson of the Board of Management.
If the complaint is still unresolved and you wish to pursue the matter further you should lodge the complaint in writing with the Chairperson of the Board of Management.
Your complaint will be processed in accordance with INTO/CPSMA Complaints Procedure Guidelines for Primary Schools (See Appendix 1)
APPENDIX 1
INTO/CPMSA COMPLAINTS PROCEDURE GUIDELINES FOR PRIMARY SCHOOLS.
INTO / CPSMA COMPLAINTS PROCEDURE
The Irish National Teachers’ Organisation and the Catholic Primary School Managers’ Association reached agreement in 1993 on a procedure for dealing with complaints by parents against teachers. The purpose of the procedure is to facilitate the resolution of difficulties where they may arise in an agreed and fair manner. The agreement lays out in five stages the process to be followed in progressing a complaint and the specific timescale to be followed at each stage.
Introduction
Only those complaints about teachers which are written and signed by parents/guardians of pupils may be investigated formally by the Board of Management, except where those complaints are deemed by the Board to be:
(i) on matters of professional competence and which are to be referred to the Department of Education;
(ii) frivolous or vexations complaints and complaints which do not impinge on the work of a teacher in a school; or
(iii) complaints in which either party has recourse to law or to another existing procedure.
Unwritten complaints not in the above categories may be processed informally as set out in Stage 1 of this procedure.
Stage 1
1.1 A parent/guardian who wishes to make a complaint should, unless there are local arrangements to the contrary, approach the class teacher with a view to resolving the complaint.
1.2 Where the parent/guardian is unable to resolve the complaint with the class teacher she/he should approach the Principal with a view to resolving it.
1.3 If the complaint is still unresolved the parent/guardian should raise the matter with the Chairperson of the Board of Management with a view to resolving it.
Stage 2
2.1 If the complaint is still unresolved and the parent/guardian wishes to pursue the matter further she/he should lodge the complaint in writing with the Chairperson of the Board of Management.
2.2 The Chairperson should bring the precise nature of the written complaint to the notice of the teacher and seek to resolve the matter between the parties within 5 days of receipt of the written complaint.
Stage 3
3.1 If the complaint is not resolved informally, the Chairperson should, subject to the general authorisation of the Board and except in those cases where the Chairperson deems the particular authorisation of the Board to be required:
(a) supply the teacher with a copy of the written complaint; and
(b) arrange a meeting with the teacher and, where applicable, the Principal Teacher with a view to resolving the complaint. Such a meeting should take place within 10 days of receipt of the written complaint.
Stage 4
4.1 If the complaint is still not resolved the Chairperson should make a formal report to the Board within 10 days of the meeting referred to in 3.1(b).
4.2 If the Board considers that the complaint is not substantiated the teacher and the complaint should be so informed within three days of the Board meeting.
4.3 If the Board considers that the complaint is substantiated or that it warrants further investigation it proceeds as follows:
(a) the teacher should be informed that the investigation is proceeding to the next stage;
(b) the teacher should be supplied with a copy of any written evidence in support of the complaint;
(c) the teacher should be requested to supply a written statement to the Board in response to the complaint;
(d) the teacher should be afforded an opportunity to make a presentation of case to the Board. The teacher would be entitled to be accompanied and assisted by a friend at any such meeting;
(e) the board may arrange
a meeting with the complainant if it considers such to be required. The complainant would be entitled to be accompanied and assisted by a friend at any such meeting; and
(f) the meeting of the Board of Management referred to in (d) and (e) will take place within 10 days of the meeting referred to in 3.1(b).
Stage 5
5.1 When the Board has completed its investigation, the Chairperson should convey the decision of the Board in writing to the teacher and the complainant within five days of the meeting of the Board.
5.2 The decision of the Board shall be final.
5.3 This Complaints Procedure shall be reviewed after three years.
5.4 CPSMA or INTO may withdraw from this agreement having given the other party three months’ notice of intention to do so.
In this agreement ‘days’ means school days.
Revised Parental Complaints Procedure
Download here: Revised Complaints Procedure (PDF, 181 KB)
INTO Article: Parental Complaints Procedure