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Harold Boys’ National School,

St. Patrick’s Road,



Phone/Fax: 2856193

Email: info@haroldboysdalkey.ie   www.haroldboysdalkey.ie






Harold Boys’ National School,

St. Patrick’s Road,



Phone/Fax: 2856193

Email: info@haroldboysdalkey.ie   www.haroldboysdalkey.ie



Child Safeguarding Risk Assessment of Harold Boys’ N.S., Dalkey

List of school activities The school has identified the following risk The school has the following procedures in place to address the risks of harm identified in this assessment Risk


Training of school personnel in Child Protection matters Harm not recognised or reported promptly Child Safeguarding statement & DES procedures made available to all staff

DLP & DDLP to attend face-to-face training.

All staff to view Tusla training module & any other online training offered by PDST.

BOM records all records of staff & board training.

One to one teaching Harm by school personnel *School has policy in place for one to one teaching.

Open doors

Table between teacher & pupil

Glass window

Toilet areas Inappropriate behaviour


*Usage & supervision policy

Anti-Bullying Policy

Code of Behaviour

Curricular provision in respect of SPHE, RSE, Stay Safe Non – teaching of same School implements SPHE, RSE, Stay Safe in full Med
LGBT Children/Pupils perceived to LGBT Bullying Anti-Bullying Policy Code of Behaviour Med
Recruitment of new staff Harm not recognised or properly or promptly reported Child Safeguarding statement & DES procedures made available to all staff.

Staff to view Tusla training module & any other online training offered by PDST

Managing of challenging behaviour amongst pupils Injury to pupils & staff Health & Safety Policy

Code of Behaviour

Sports Coaches Harm to pupils Policy & Procedures in place Med
Students participating in Work Experience Harm by student *Work Experience Policy

Child Safeguarding statement

Vetting procedures for students on Work Experience

Volunteers/ Parents Harm to pupils Vetting Procedures for


Policy for parents/ volunteers

Use of Information & Communication Technology by pupils in schools Bullying ICT Policy

Anti-Bullying Policy

Code of Behaviour



Daily arrival &

Dismissal of pupils

Bullying Code of Behaviour

Anti-Bullying Policy

Recreation breaks for pupils Bullying

Injury to pupils

Health & Safety Policy

Code of Behaviour

Anti-Bullying Policy

Classroom teaching Bullying

Injury to pupils

Code of Behaviour

Anti-Bullying Policy

School outings Harm to pupils


Code of Behaviour

Anti-Bullying Policy

Annual Sports Day Injury to pupils *Procedures in place Med
Fundraising events involving pupils Bullying Anti-Bullying Policy

Code of Behaviour

Use of Castlepark for swimming Bullying

Injury to pupils

Anti-Bullying Policy

Code of Behaviour

*Policy & procedures in place

Administration of


Harm to pupils *Policy & procedures in place Med
Administration of First Aid Harm to pupils *Policy & procedures in place Med
Prevention & dealing with bullying amongst pupils Bullying Anti-Bullying


Use of external personnel to supplement curriculum Harm to pupils *Policy &

Procedures in place

Recruitment of school personnel including teachers/ SNA’s Harm to pupils Child Safeguarding Statement & DES procedures made available to all staff.

Staff to view Tusla training module & any other online training offered by PDST

Participation by pupils in religious ceremonies external to the school Harm to pupils Code of Behaviour

Anti-Bullying Policy

Application of sanctions under the school’s Code of Behaviour including detention of pupils, confiscation of phones etc. Harm to pupils Code of Behaviour

Mobile Phone Policy

Use of photography / video to record school events Harm to pupils Policy & procedures in


Student teachers undertaking placements in school Harm to pupils *Policy & procedures in


After school use of school premises by other organisations Harm to pupils *Policy & procedures in




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 for see 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.


Harold Boys’ N.S. Child Safeguarding Statement

Harold Boys’ N.S. is a primary school providing primary education to pupils Second Class to Sixth Class.

In accordance with the requirements of the Children First Act 2015, Children First: National Guidance for the Protection and Welfare

of Children 2017, the Child Protection Procedures for Primary and Post Primary Schools 2017 and Tusla Guidance on the preparation

of Child Safeguarding Statements, the Board of Management of Harold Boys’ N.S. has agreed the Child Safeguarding Statement set

out in this document.

1 The Board of Management has adopted and will implement fully and without modification the Department’s Child Protection Procedures for Primary and Post Primary Schools 2017 as part of this overall Child Safeguarding Statement

2 The Designated Liaison Person (DLP) is Teresa Buckley

3 The Deputy Designated Liaison Person (Deputy DLP is Jennifer O Carroll

4 The Board of Management recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, procedures, practices and activities In its policies, procedures, practices and activities, the school will adhere to the following principles of best practice in child protection and welfare:

The school will:

? recognise that the protection and welfare of children is of paramount importance, regardless of all other considerations;

? fully comply with its statutory obligations under the Children First Act 2015 and other relevant legislation relating to the protection and welfare of children;

? fully co-operate with the relevant statutory authorities in relation to child protection and welfare matters

? adopt safe practices to minimise the possibility of harm or accidents happening to children and protect workers from the necessity to take unnecessary risks that may leave themselves open to accusations of abuse or neglect;

? develop a practice of openness with parents and encourage parental involvement in the education of their children; and

? fully respect confidentiality requirements in dealing with child protection matters.

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

5 The following procedures/measures are in place:

? In relation to any member of staff who is the subject of any investigation (howsoever described) in respect of any act, omission or circumstance in respect of a child attending the school, the school adheres to the relevant procedures set out in Chapter 7 of the Child Protection Procedures for Primary and Post-Primary Schools 2017 and to the relevant agreed disciplinary procedures for school staff which are published on the DES website.

? In relation to the selection or recruitment of staff and their suitability to work with children, the school adheres to the statutory vetting requirements of the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 and to the wider duty of care guidance set out in relevant Garda vetting and recruitment circulars published by the DES and available on the DES website.


In relation to the provision of information and, where necessary, instruction and training, to staff in respect of the identification of the occurrence of harm (as defined in the 2015 Act) the school-

? Has provided each member of staff with a copy of the school?s Child Safeguarding Statement

? Ensures all new staff are provided with a copy of the school?s Child Safeguarding Statement

? Encourages staff to avail of relevant training

? Encourages Board of Management members to avail of relevant training

? The Board of Management maintains records of all staff and Board member training

? In relation to reporting of child protection concerns to Tusla, all school personnel are required to adhere to the procedures set out in the Child Protection Procedures for Primary and Post-Primary Schools 2017, including in the case of registered teachers, those in relation to mandated reporting under the Children First Act 2015.

? In this school the Board has appointed the above named DLP as the “relevant person” (as defined in the Children First Act 2015) to be the first point of contact in respect of the s child safeguarding statement.

? All registered teachers employed by the school are mandated persons under the Children First Act 2015.

? In accordance with the Children First Act 2015, the Board has carried out an assessment of any potential for harm to a child while attending the school or participating in school activities. A written assessment setting out the areas of risk identified and the school’s procedures for managing those risks is attached as an appendix to this statement.

? The various procedures referred to in this Statement can be accessed via the school’s website, the DES website or will be made available on request by the school.

Note: The above is not intended as an exhaustive list. Individual Boards of Management shall also include in this

Section such other procedures/measures that are of relevance to the school in question.

6 This statement has been published on the school’s website and has been provided to all members of school personnel, the Parents’ Association and the patron. It is readily accessible to parents and guardians on request. A copy of this Statement will be

made available to Tusla and the Department if requested.

7 This Child Safeguarding Statement will be reviewed annually or as soon as practicable after there has been a material change in any matter to which this statement refers.





1. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of Harold Boys’ 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.


2. 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) 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;

(b)        Effective leadership

(c)        A school-wide approach

(d)        A shared understanding of what bullying is and its impact

(e)        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;

(f)        Effective supervision and monitoring of pupils

(g)        Supports for staff

(h)        Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and

(i)         On-going evaluation of the effectiveness of the anti-bullying policy.


3. 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.


Examples of bullying behaviours

 General  behaviours which apply to all types of bullying 
  • Harassment based on any of the nine grounds in the equality legislation e.g. sexual harassment, homophobic bullying, racist bullying etc.
  • Physical aggression
  • Damage to property
  • Name calling
  • Slagging
  • The production, display or circulation of written words, pictures or other materials aimed at intimidating another person
  • Offensive graffiti
  • Extortion
  • Intimidation
  • Insulting or offensive gestures
  • The “look”
  • Invasion of personal space
  • A combination of any of the types listed.


  • Denigration: Spreading rumours, lies or gossip to hurt a person’s reputation
  • Harassment: Continually sending vicious, mean or disturbing messages to an individual
  • Impersonation: Posting offensive or aggressive messages under another person’s name
  • Flaming: Using inflammatory or vulgar words to provoke an online fight
  • Trickery: Fooling someone into sharing personal information which you then post online
  • Outing: Posting or sharing confidential or compromising information or images
  • Exclusion: Purposefully excluding someone from an online group
  • Cyber stalking: Ongoing harassment and denigration that causes a person considerable fear for his/her safety
  • Silent telephone/mobile phone call
  • Abusive telephone/mobile phone calls
  • Abusive text messages
  • Abusive email
  • Abusive communication on social networks e.g. Facebook/Ask.fm/ Twitter/You Tube or on games consoles
  • Abusive website comments/Blogs/Pictures
  • Abusive posts on any form of communication technology
Identity Based BehavioursIncluding any of the nine discriminatory grounds mentioned in Equality Legislation  (gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community).
 Homophobic and Transgender 
  • Spreading rumours about a person’s sexual orientation
  • Taunting a person of a different sexual orientation
  • Name calling e.g. Gay, queer, lesbian…used in a derogatory manner
  • Physical intimidation or attacks
  • Threats
 Race, nationality, ethnic background and membership of the Traveller  community 
  • Discrimination, prejudice, comments or insults about colour, nationality, culture, social class, religious beliefs, ethnic or traveller background
  • Exclusion on the basis of any of the above



This involves manipulating relationships as a means of bullying. Behaviours include:

  • Malicious gossip
  • Isolation & exclusion
  • Ignoring
  • Excluding from the group
  • Taking someone’s friends away
  • “Bitching”
  • Spreading rumours
  • Breaking confidence
  • Talking loud enough so that the victim can hear
  • The “look”
  • Use or terminology such as ‘nerd’ in a derogatory way
  • Unwelcome or inappropriate  sexual comments or touching
  • Harassment


Special Educational Needs,Disability
  • Name calling
  • Taunting others because of their disability or learning needs
  • Taking advantage of some pupils’ vulnerabilities and limited capacity to recognise and defend themselves against bullying
  • Taking advantage of some pupils’ vulnerabilities and limited capacity to understand social situations and social cues.
  • Mimicking a person’s disability
  • Setting others up for ridicule





4. The relevant teacher(s) for investigating and dealing with bullying is (are) as follows: (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):

Refer to section 6.8.3. and 6.8.4 in the Procedures.


The Relevant Teachers in this school are: 

Primary School
PrincipalDeputy PrincipalAll class teachers


Any teacher may act as a relevant teacher if circumstances warrant it.





5. The education and prevention strategies (including strategies specifically aimed at cyber-

bullying, homophobic and transphobic bullying) that will be used by the school are as follows


Education and Prevention Strategies

School-wide approach

  • 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.
  • Staff professional development on bullying to ensure that all staff develops an awareness of what bullying is, how it impacts on pupils’ lives and the need to respond to it-prevention and intervention.
  • School wide awareness raising and training on all aspects of bullying, to include pupils, parent(s)/guardian(s) and the wider school community.
  • Supervision and monitoring of classrooms, corridors, school grounds, school tours and extra- curricular 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.
  • Buddy system, mentoring, Lunchtime Pals and other student support activities that can help to support pupils and encourage a culture of peer respect and support.
  • The school’s anti-bullying policy is discussed with pupils and all new parent(s)/guardian(s)s are given a copy as part of the Code of Behaviour of the school.
  • The implementation of regular (e.g. per year/per term/per month/per week) whole school awareness measures e.g SPHE Programme
  • 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.:
    • Direct approach to teacher at an appropriate time, for example after class.
    • Hand note up with homework.
    • Make a phone call to the school or to a trusted teacher in the school.
    • Get a parent(s)/guardian(s) or friend to tell on your behalf.
    • Ensure bystanders understand the importance of telling if they witness or know that bullying is taking place.



  • Encourage parent(s)/guardian(s) to approach the school if they suspect that their child is being bullied.
  • The development of an Acceptable Use Policy in the school to include the necessary steps to ensure that the access to technology within the school is strictly monitored, as is the pupils’ use of mobile phones.



Implementation of curricula

  • The full implementation of the SPHE curricula and the RSE and Stay Safe Programmes.
  •  Continuous Professional Development opportunities for staff in delivering these programmes.
  • School wide delivery of lessons on bullying from evidence based programmes, e.g. Stay Safe Programme, The Walk Tall Programme.
  • School wide delivery of lessons on Relational aggression (Stay Safe), Cyber Bullying (Web Wise Primary teachers’ resources). The school has a list of every resource related to the SPHE curriculum.
  • Delivery of the Garda SPHE Programmes at 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, see Appendix 1).


               Links to other policies

  • The school policies, practices and activities that are particularly relevant to bullying are Code of Behaviour, Child Protection policy, Acceptable Use policy.



6. 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:


Procedures for Investigating and Dealing with Bullying


The primary aim in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame);


The school’s procedures must be consistent with the following approach.

Every effort will be made to ensure that all involved (including pupils, parent(s)/guardian(s)) understand this approach from the outset.



 Reporting bullying behaviour


  • Any pupil or parent(s)/guardian(s) may bring a bullying incident to any teacher in the school.
  • All reports, including anonymous reports of bullying, will be investigated and dealt with by the relevant teacher.
  • Teaching and non-teaching staff such as secretaries, special needs assistants (SNAs), caretaker/cleaner must report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher;


Investigating and dealing with incidents: Style of approach – A variety of methods including the following can be used:

  • In investigating and dealing with bullying, the (relevant)teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;
  • Parent(s)/guardian(s) 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;
  •  Teachers should take a calm, unemotional problem-solving approach.
  • Where possible incidents should  be 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 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 the 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 parent(s)/guardian(s) 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 parent(s)/guardian(s) an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports provided to the pupils;
  •  Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him how he is in breach of the school’s anti-bullying policy and efforts should be made to try to get him 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 parent(s)/guardian(s)) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his parent(s)/guardian(s) and the school;


Follow up and recording


  • 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;

-Any feedback received from the parties involved, their parent(s)/guardian(s)s or the school Principal or Deputy Principal

  •  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.
  • Where a parent(s)/guardian(s) is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parent(s)/guardian(s) must be referred, as appropriate, to the school’s complaints procedures.
  • In the event that a parent(s)/guardian(s) has exhausted the school’s complaints procedures and is still not satisfied, the school must advise the parent(s)/guardian(s) of their right to make a complaint to the Ombudsman for Children.


Recording of bullying behaviour


It is imperative that all recording of bullying incidents must be done in an objective and factual manner.


The school’s procedures for noting and reporting bullying behaviour are as follows:


       Informal- pre-determination that bullying has occurred

  • All staff must keep a written record of any incidents witnessed by them or notified to them. Consideration needs to be given to where the records will be made e.g. incident book. All incidents must be reported to the relevant teacher
  • While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher must keep a written record of the reports, the actions taken and any discussions with those involved regarding same
  • The relevant teacher must inform the principal of all incidents being investigated.


       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.
  • This information is recorded on pupils’ A4 behaviour sheets which are transferred to their file at the end of June.  These records are stored in the Principal’s Office


Formal Stage 2-Appendix 2 (From DES Procedures)


The relevant teacher must notify the Principal immediately and use the recording template at Appendix 2 to record the bullying behaviour in the following circumstances:


a) 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

b) 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.

The behaviours that must be recorded and reported immediately to the principal are in line with the school’s code of behaviour e.g.


  • Harassment based on any of the nine grounds in the equality legislation e.g.
  • Sexual harassment, homophobic bullying, racist bullying etc.
  • Physical aggression
  • Damage to property
  • Offensive graffiti
  • Extortion
  • Intimidation


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 kept in the Principal’s office where Principal, Deputy Principal and Secretary have access to them and retained for 21 years.


Established intervention strategies

  • Teacher interviews with all pupils
  • Negotiating agreements between pupils and following these up by monitoring progress. This can be on an informal basis or implemented through a more structured mediation process
  • Working with parent(s)/guardian(s)s to support school interventions
  • No Blame Approach
  • Circle Time
  • Implementing sociogram questionnaires (Cool Schools)











7. The school’s programme of support for working with pupils affected by bullying is as follows

(see Section 6.8.16 of the Anti-Bullying Procedures for Primary and Post-Primary Schools) :


  • 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.
  • Buddy System
  • Group work such as circle time


  • 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.
  • Pupils should understand that there are no innocent bystanders and that all incidents of bullying behaviour must be reported to a teacher.


8. 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.


The following Prompt Questions may be useful in considering this aspect of the policy: 

  • Are there agreed appropriate monitoring and supervision practices in the school?
  • Have bullying danger spots been identified? (Yard, Toilets, Corridors, Square)
  • In relation to Acceptable Use Policy in the school are the following issues addressed:
    • Are all Internet sessions supervised by a teacher?
    • Does the school regularly monitor pupils’ Internet usage?
    • Have pupils been instructed to use only approved class accounts for email purposes and to use these only under teacher supervision?

(Note that the Schools Broadband Programme has blocked all social networking sites on the basis that they waste time and take up too much of the bandwidth which is been provided for educational purposes only).



9. 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.


10. This policy was adopted by the Board of Management on ________________


11. 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.


12. 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: Liam Guidera  (Chairperson of Board of Management)      Teresa Buckley  (Principal)



Date: 16th April 2015                                                                          Date: 16th April 2015



Date of next review: April 2016







Appendix 1


Sexual Orientation – Advice for Primary Schools


General Points


  • If children use the word ‘gay’ in a negative fashion it is better not to ignore it in the hope that it will go away.  The same advice would apply for any instance of bullying.
  • The strategy for responding to children who have questions about sexual orientation or who are taunting others about being gay is as follows.  This is done in the context of the school’s ethos and RSE Policy and with the awareness that primary school children are probably too young to engage in any detailed discussion of sexual identity.


Practical Suggestions


  • Depending on the context and the age group of the children, the teacher could ask a child or a class group what they mean by the word ‘gay’
  • A response to this question can be, ‘The majority of people are attracted to people of the opposite sex.  This is called being heterosexual.  Some people are attracted to people of the same sex.  This is call being homosexual or gay’
  • To give factual information like this in an open and straightforward way may help to remove the secrecy which is necessary for any bullying to flourish.
  • Homophobic insults should be treated in exactly the same way as racist or other insults – the teacher can calmly explain to the child that such insults are hurtful to the other person and are not acceptable.
  • The school promotes a culture of communication which actively discourages abusive name calling.








Appendix 2  -  Template for Recording Bullying Behaviour


1.  Name of pupil being bullied and class group


Name ________________________  Class __________________


2.  Name(s) and Class(es) engaged in bullying behaviour







3.  Source of Bullying concern/report (tick relevant boxes)      4.  Location of incidents (tick relevant boxes)


Pupil concerned
Other Pupil  



5.  Name of Person(s) who reported the bullying concern


6.  Type of Bullying Behaviour (tick relevant box(es))


Physical Aggression Cyber-bullying
Damage to Property Intimidation
Isolation/Exclusion Malicious Gossip
Name Calling Other (specify)


7.  Where behaviour is regarded as identity-based bullying, indicate the relevant category:


Homophobic Disability/SEN related Racist Membership of Traveller community Other (specify)


8.  Brief  Description of bullying behaviour and its impact.



9.  Details of Actions taken



Signed: _____________________ (Relevant Teacher)  Date: ________________________


Date submitted to Principal/Deputy Principal  _________________


Appendix 3

Checklist for annual review of the anti-bullying policy and its implementation


The Board of Management (the Board) must undertake an annual review of the school’s anti-bullying policy and its implementation. The following checklist must be used for this purpose. The checklist is an aid to conducting this review and is not intended as an exhaustive list. In order to complete the checklist, an examination and review involving both quantitative and qualitative analysis, as appropriate across the various elements of the implementation of the school’s anti-bullying policy will be required.



Has the Board formally adopted an anti-bullying policy that fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools?
Has the Board published the policy on the school website and provided a copy to the parents’ association?
Has the Board ensured that the policy has been made available to school staff (including new staff)?
Is the Board satisfied that school staff are sufficiently familiar with the policy and procedures to enable them to effectively and consistently apply the policy and procedures in their day to day work?
Has the Board ensured that the policy has been adequately communicated to all pupils?
Has the policy documented the prevention and education strategies that the school applies?
Have all of the prevention and education strategies been implemented?
Has the effectiveness of the prevention and education strategies that have been implemented been examined?
Is the Board satisfied that all teachers are recording and dealing with incidents in accordance with the policy?
Has the Board received and minuted the periodic summary reports of the Principal?
Has the Board discussed how well the school is handling all reports of bullying including those addressed at an early stage and not therefore included in the Principal’s periodic report to the Board?
Has the Board received any complaints from parents regarding the school’s handling of bullying incidents?
Have any parents withdrawn their child from the school citing dissatisfaction with the school’s handling of a bullying situation?
Have any Ombudsman for Children investigations into the school’s handling of a bullying case been initiated or completed?
Has the data available from cases reported to the Principal (by the bullying recording template) been analysed to identify any issues, trends or patterns in bullying behaviour?
Has the Board identified any aspects of the school’s policy and/or its implementation that require further improvement?
Has the Board put in place an action plan to address any areas for improvement?


Signed: _____________________________________   Date: ________________

Chairperson, Board of Management


Signed: _____________________________________   Date: ________________












































This policy is a collaboration between Principal, teachers, parents and Board of Management of Harold Boys’ National School, Dalkey, Co. Dublin.  It was reviewed and reformulated in April 2005 and further updated in February 2010 in the light of the NEWB  guidelines “Developing a Code of Behaviour – Guidelines for Schools”.

The purpose of this policy is to promote positive student behaviour and to allow the school to function in an orderly and harmonious way.  It is also to enhance the learning environment where children can make progress in all aspects of their development.  It relates to the ethos of the school in that it nurtures each child to develop his potential in a caring environment where the talents of each child are valued.  This is achieved by a high level of respect and co-operation between staff, parents and pupils.


  • To allow the school to function in an orderly and harmonious way
  • To enhance the learning environment where children can make progress in all aspects of their development
  • To create an atmosphere of respect, tolerance and consideration for others
  • To promote positive behaviour and self-discipline recognising the differences between children and the need to accommodate these differences
  • To ensure the safety and well being of all members of the school community
  • To assist parents and pupils in understanding the systems and procedures that form part of the Code of Behaviour and to seek their co-operation in the application of these procedures
  • To ensure that the system of rules, rewards, and sanctions are implemented in a fair and consistent manner


  • A strong sense of community and co-operation is required from staff, pupils and parents to implement the code
    • There is recognition of the variety of differences that exist between children and the need to accommodate these differences


  • Each child is expected to be well behaved and to show consideration for other children and adults.
  • Each child is expected to show respect for the property of the school, other children’s belongings and their own belongings.
  • Each child is expected to do his best both in  school and for homework
  • Mobile phones, I-pods and electronic games/devices should not be visible or audible at any time in the school building or school grounds.


  • All staff share our school ethos, which emphasises care, respect and responsibility and understanding.
  • We regularly have school assemblies where success is acknowledged, rewarded and celebrated.
  • Staff encompass a welcoming attitude to parents and consult with them where necessary/beneficial.
  • We acknowledge positive behaviour through the use of a note in the homework journal, by praising/commending children on their behaviour and by rewarding them. Rewards include, stars, stickers, homework passes, and class rewards such as extra break and chess/board games
  • Teachers ensure that the class timetable is as varied as possible and present a balanced educational programme for the pupils.
  • Problems are noticed and dealt with as soon as possible.
  • ‘Quiet time’ on a daily basis (e.g. D.E.A.R. (Drop everything and Read)Time/Pupils working silently for a given time on a particular activity).


  • Developing clear and simple classroom rules in discussion with the children. Each class will embrace five to seven rules stated in terms of observable behaviours.


  • Staff treat pupils with respect and build up positive relationships with them.
  • Children are aware that misbehaviour and failure to adhere to school and class rules will incur clear, consistent consequences.
  • SPHE is used as a structure within which to address the teaching of social skills.


The following outline of procedures for the classroom, yard and school environment set a positive atmosphere in relation to pupil learning, behaviour and achievement.  There is a greater emphasis on rewards rather than sanctions.


  • Pupils should be in school by 8.50am.  Pupils should not enter the school building before 8.50am.
  • Pupils should wear the school uniform each day.  This consists of a pale blue shirt and dark blue v-neck jumper, tie, trousers as well as dark coloured shoes.  The school crest is a vital part of the uniform. On PE days the school navy blue tracksuit should be worn. All parts of uniform should be clearly marked with child’s name. Parents are notified if children are wearing the incorrect uniform. This form must be signed by the parent and returned to the class teacher. A formal letter will be sent home in the event of a child consistently not wearing the correct uniform.
  •  If a pupil cycles to school the bicycle should be locked to the black gate in the car park. Pupils may not cycle within the school grounds.  No pupil may touch a bicycle belonging to another boy.

At Break Times:

  • Boys are encouraged to play games such as football and basketball during play times.
  • Rough play and climbing walls, fences or picnic tables is not allowed.
    • Each class should play in their own area of the school yard.
    • If a football from one class comes into another yard area the ball should be handed back.
    • Our school is a bully free zone.  Boys are encouraged to tell the teacher in the yard if they feel they are being bullied. (See Anti Bullying Policy)
    • Healthy lunches are promoted within the school. Lunches are eaten in classrooms and children are asked not to bring food or drink into the yard. Pupils may have bars on a Friday.  Chewing gum, crisps and fizzy drinks are not allowed at anytime.
    • Pupils may not leave the school grounds for any reason without permission in writing from their parents/guardians.
    • Boys are expected to line up quietly when the bell goes at the end of each break.
    • Harold Boys’ NS is a Green School. Boys are expected to keep their classrooms clean and tidy and put all waste in the correct bins. Uneaten food should be taken home.
    • Name calling or bad language is not allowed in the school.
    • Pupils must not damage school property.
    • When children are playing on the yard physical contact (e.g. pushing, pulling, slide tackling, kicking) is not allowed.  Pupils are advised to go to the teacher on yard if there is a problem.
      •  Sharp objects that could cause injury to others should not be brought to the yard.


  • Pupils treat all toilet facilities and drinking fountains in the school with respect and must not damage them in any way.
  • Pupils must not waste toilet paper or toilet soap.
  • Pupils are encouraged to wash their hands after going to the toilet and dry them in the hand towels provided.

In Class:

  • Each boy is expected to have all of the text books and equipment necessary for his particular class.
  • Tippex is not allowed.
  • Each boy must do his homework in a neat and tidy manner and must bring in a note from parents to his teacher if homework is not done.
  • Boys must treat all staff members and visitors with respect.
  • All classes will participate in the development of their class rules and agree to keep them. Boys should not upset the smooth running of the class. (Boys may be suspended from the school for repeatedly disrupting the class and for showing disrespect for the teacher.)

Substance Use (See Substance Use Policy)

Children must not  under any circumstances bring illegal drugs, cigarettes or alcohol to school.


The degree of misbehaviour (i.e. minor serious or gross) will be decided by the teachers on the basis of their professional judgement and based on a common sense approach with regard to the gravity/frequency of the misbehaviour.


A staged approach is envisaged in dealing with minor incidents of unacceptable behaviour

·            Reasoning with the pupil
  • Reprimand (including advice on how to improve)
  • Child moved to somewhere else in the classroom or required to work away from others


  • Parents/guardians informed generally by letter or by a note in homework diary
  • Prescribing additional work at break-times under the supervision of the teacher on yard duty
  • Loss of Privileges
  • Referral to Principal




  • Parents requested to meet class teacher


  • Behaviour noted in pupil’s annual report








  • In the case of a serious incident of misbehaviour, providing for ‘time out’ may be useful. (The child goes to a particular place in the classroom designated as the time out or cool down area).


  • Exiting a child from the classroom may be necessary where the classroom is significantly disrupted. The pupil will be escorted to a designated teacher(s) classroom e.g. Deputy Principal or Special Duty Post Holder for a period of time to assist the pupil in getting ready to amend the behaviour so that the pupil may return to their classroom as soon as possible. It will be anticipated that the pupil, on returning to their class, will resume without causing further disruption.
  • Utilising a Behaviour Plan (see Understanding Behaviour below) may be considered when a child consistently exhibits challenging and disruptive behaviour. A Behaviour Plan will focus on one behaviour at a time and the achievement of the targets will be reinforced positively.  It is envisaged that the child will be involved in the setting of targets. If a child is entitled to a support teacher on the basis of their behavioural needs, the support teacher may set targets in consultation with the child, the class teacher and the parents.


  • The pupil will be warned officially to stop offending.
  • The parents/guardians will be informed.
  • Prescribing additional work at break-times under the supervision of the teacher on yard duty
  • Loss of Privileges
  • The parents will be invited to meet either the class teacher, the Principal and/or the chairperson to discuss serious incidents of misbehaviour.
  • The Board of Management may exclude the pupil from the school premises at break and/or lunch times.
  • The Board of Management may arrange for the pupil to be escorted to and from the school premises at assembly and dismissal times.
  • In the event of a serious incident of misbehaviour or where a pupil is continuously disruptive the Board of Management may suspend him for a minor fixed period (one to three school days).
  • A programme of intervention will also be formulated to enable the child manage and change his behaviour.

In the event of gross misbehaviour by a pupil the Principal/Chairperson/Board will be notified. The Principal/Board will examine the issues. The Principal/Board may consider sanctions including immediate suspension pending discussion with the parents/guardians (see below).










  • · 





The people who have particular responsibility for aspects of the policy are

  • Board of Management
  • Principal
  • Class teacher
  • Parents
  • Pupils

The overall responsibility for discipline within the school rests with the Principal.

However the Board of Management has ultimate responsibility for discipline under its management and a duty to ensure that a fair code of discipline applies therein.


This policy will apply from February 2010.



















Child Protection Contacts



Designated Liaison Person


Teresa Buckley





Deputy DLP


Ciara Costello



Garda Station

Telephone:  6665000





Local Contact For

‘The Children and Family Social Services of the HSE’



TELEPHONE:  6637300


Address:    Our Lady’s Clinic,

                                                        Patrick St.,

                                                        Dun Laoghaire,







Harold Boys’ National School,

St. Patrick’s Road,


Co. Dublin.

Ph. / Fax: (01) 2856 193

E-mail: info@haroldboysdalkey.ie     www.haroldboysdalkey.ie





Harold Boys’ National School Enrolment Policy


The school shall have in place appropriate channels of communication and procedures:

  • To inform parents about the school, its programmes, activities and procedures.
  • To enable applications for admission to the school to be handled in an open, transparent manner.
  • To put in place criteria under which applications shall be considered.
  • To ensure that these criteria are informed by our Ethos, our Mission Statement and current legislation.
  • To specify what information is required by the school at the time of application.


Total Number of teachers in the School:  6 full-time teachers – this includes one Principal, 3 Class Teachers, 1 Special Education Teacher, 1 Learning Support teacher.

Range of Classes Taught:  H.B.N.S.  has a full range of classes from Second class to Sixth Class.  The School is national and caters for boys.

Curriculum Offered:  The Primary School Curriculum (Department of Education & Skills) is taught.

Opening Hours:   8.50 a.m. to 2.30 p.m. (Second Class to Sixth)

Morning Break              10.50 a.m. to 11 a.m.

Lunch Break                                 12.30 to 1 p.m.


Funding:  The school depends on the grants and teacher resources provided by the Department of Education and Skills and it operates within the regulations laid down by the Department.  School policy operates within the confines of resources and funding available.


The school follows the curricular programmes prescribed by the Department of Education and Skills, which may be amended from time to time, in accordance with Sections 9 and 30 of the Education Act 1998 and the Education Welfare Act.


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.


Application Procedure:


Parents/Guardians should apply for enrolment by completing an application form.


A completed application must include: an enrolment form, a birth certificate, a baptismal certificate (where the pupil is catholic), signed form agreeing to the Code of Behaviour and to the policies on Bullying, Enrolment and Mobile Phones.

Completed applications must be returned to the school by October 20th for pupils enrolling for the following September.


Parents/Guardians must as a condition of so registering a child require his Parents/Guardians to confirm in writing that the Code of Behaviour so provided is acceptable to them and that they shall make all reasonable efforts to ensure compliance with such code by the child.


The Board is bound by the Department of Education & Skills’ rules for National Schools which provides that pupils may only be enrolled by the age of 7 and upwards on their first day in 2nd Class.


The Board will make a decision in respect of an application within 21 days of receipt of such application.  Where a school reasonably requires further information, the application will not be treated as being complete until such time as all requested information has been received.


Late applications may be made for all classes throughout the year.


Decision Making Process:

Decisions will be given in writing within 21 days of receiving a complete application.


Enrolment Criteria:

In regard to criteria for enrolment, the priority order in which boys will be accepted, in situations where the school may be oversubscribed is as follows:


  1. Boys transferring from 1st class, Loreto Primary School, Dalkey
  2. Brothers of pupils currently in the school or who have attended the school.
  3. Catholic boys living within the Parish.
  4. Sons of past pupils.
  5. Other boys within the Parish.
  6. Other boys living outside the Parish.



In the event that there are more applicants within any category than there are available places, priority will be given to children within the particular category in order of age, starting with the oldest.


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 that the child be assessed immediately.  The purpose of the assessment report is to assist the school in establishing the educational needs of the child relevant to his/her special needs and to provide the support services required.

Following receipt of the report, the Board will assess how the school can meet the needs specified in the report.  Where the Board deems that further resources are required, it will request the Department of Education and Skills to provide the resources required to meet the needs of the child as outlined in the psychological and/or medical report.  These resources may include, for example, access to or the provision of any or a combination of the following:  visiting teacher service, resource teacher for special needs, special needs assistant, specialised equipment or furniture, transport services or other.

The school will meet with the parents of the child 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, learning support teacher, special class teacher, resource teacher for special needs, special needs assistant (SNA) or psychologist, as appropriate.


Refusal to enrol on grounds of “Exceptional Circumstances”

The school reserves the right to refuse enrolment to any pupil in exceptional circumstances, e.g.

  1. The pupil has needs such that, even with additional resources available from the Department of Education and Skills, the school cannot meet such needs and/or provide the pupil with an appropriate education or
  2. In the opinion of the Board of Management, the pupil poses an unacceptable risk to other pupils, to school staff or to school property.

Right of Appeal

The Board of Management is also obliged under section 19(3) of the Educational Welfare Act 2000 to make a decision in writing in respect of an application for enrolment within 21 days and to inform the parents in writing of that decision.

Where the Board of Management refuses to enrol a student in the school, a parent of the student, following the conclusion of any appeal procedures at school level, has a statutory entitlement under section 29 of the Education Act (as amended by Section 4 of the Education (Miscellaneous Provisions) Act 2007, to appeal that decision to the Secretary General of the Department of Education and Skills.  A committee is established to hear the appeal with hearings conducted with a minimum of formality.  In most cases appeals must be dealt with within 30 days.  Where appropriate, the Secretary General must give whatever directions to the Board of Management that are considered necessary to remedy the matter complained of.

Details on appealing decisions on enrolment  under section 29 of the Education Act (as amended by Section 4 of the Education (Miscellaneous Provisions) Act 2007, are available on the Department’s website at www.education.ie

The Chairperson of the Board will inform parents/guardians of their entitlement to appeal a decision of the Board of Management in relation to suspension or expulsion.  Parents will be given a copy of Circular 22/02 and related forms.

The Chairperson of the Board will prepare a response if and when an appeal is being investigated by the Department of Education & Skills (Section 12, Circular 22/02 – Processing of an Appeal)









                             Attendance  Policy



Introductory Statement  

This statement was formulated by teachers, parents and Board of Management of Harold Boys’ National School Dalkey in December 2007.



It was necessary to devise an attendance strategy statement at this time.

?           It is a requirement under Education Welfare Act 2000

?           School needs to encourage pupils to be in attendance..


Relationship to characteristic spirit of the school

The school’s philosophy and ethos promotes the welfare of pupils.



The school ideally hopes:

?           To raise awareness of importance of school attendance

?           To identify pupils at risk of school leaving early

?           To comply with requirements under Education Welfare Act  2000/

Guidelines form NEWB


Guidelines (content of statement)

Defining and Recording Non-Attendance

?             Non-Attendance is defined as absence on each day that the school is open for instruction.

?             Non-attendance is recorded by the class teacher in the roll book.

Notes of reasons for non-attendance are kept by the class teacher.

Principal reports certain non-attendance matters to NEWB (i.e. pupils

absent for 20 days or more or where a Principal is concerned about a

pupil’s attendance).

?           We communicate the non-attendance of pupils and the effects that it has on pupil learning to parents by letter at the beginning of 2nd Class

?           The Education Welfare Act requires a parent to notify the school when a child is absent for part of a school day, a school day or more than a school day in writing.

?           Strategies in event of non-attendance

(The school must inform the Education Welfare Officer in writing where a child is suspended or expelled for 6 days or more, where the child has missed 20 or more days in a school year, where attendance is irregular and when the pupil is removed from the school register)


?           The principal of the current school must notify the principal of the child’s last school attended that the child is now registered in their school “as soon as may be”.  When a ?principal receives notification that a child has been registered elsewhere he must notify the principal of the pupil’s new school of any problems in relation to attendance at the pupil’s former school and of such matters relating to the child’s educational progress as he or she considers appropriate.


                                    Annual  Report

The Principal completes the annual report form for NEWB.


Success  Criteria

?  The class teacher monitors attendance and notifies the Principal at the end of each term of

of the pupils who have missed 20 days or any other concerns regarding attendance.

?  The Principal will communicate the relevant information to the NEWB

?  Attendance in Harold Boys’ National School is good in general and is constantly being

monitored by teachers and Principal.


Roles and Responsibility

The people who have particular responsibilities for aspects of the statement are


  ?  Class teachers


  ?  Pupils

  ?  Education Welfare Officer

  ?   Board of Management


Implementation Date

This statement will apply from February 2008


Timetable for Review

The operation of the new statement will be reviewed and, if necessary, amended in February 2010.


Ratification & Communication

The Board of Management officially ratified the statement in February 2008




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