Polasaithe na Scoile / School Policies

• Polasaí in aghaidh Bolaíochta
  Is í aidhm na scoile ná timpeallacht aireach agus urramach, a chothaíonn fás pearsanta agus féinmheas dearfach a chur ar fáil. Creidimid go bhfuil sé de cheart againn uilig bheith ag fás agus ag obair gan chiapadh millteach bheith ag cur isteach orainn.
  Ar an ábhar sin ní chuirimid suas le bulaíocht i gcuma ar bith.
  Céard í Bulaíocht / Maistíneacht?
  Ionsaí athdhéanta gur cúis leis náire, pian nó goilliúnacht i nduine eile. Ní ghlaofá bulaíocht ar chásanna aonaracha de iompar foghach, Ach, nuair atá an t-iompar sin de réir eagair agus leanúnach is bulaíocht atá ann.
  ·         Tá foirmeacha áithrithe ann: lámh láidir, ó bhéal, comharthaí, sracaireacht agus coinneáil amach.
  ·         Is mí-úsáid cumhachta atá ann.
  ·         Thig lei bheith pleanáilte agus eagraithe nó gan mhachnamh.
  ·         Thig le duine aonair nó grúpa bheith páirteach.
  1.         Is measc Cineálacha Bulaíochta tá;
  Tá Leasainmneacha ar an gceann is tromchúisí.  Ag cur ainmeacha maslacha, ag gríoga nó ag scaipeadh ráflaí faoi dhaoine eile. Nuair atá sé gan stad gan staonadh agus dírithe ar duine (nó daoine) céanna chun é / í / iad a ghoilleadh / mhaslú / nó náiriú, is beart tromchúiseach bulaíochta é. I measc samplaí de seo tá ‘ Cluasánach, dallacán, dúramán, peata an mhúinteoir cruimh leabhar srl. Is ísliú céime iad seo a dheineann beag is fiú de chumas agus éachtaí duine ar a bhíonn siad dírithe.
  2. Leithlis
  Ag fágáil duine amach as an ngrúpa d’intinn é / í a ghoilliú. Is cosúil go bhfuil an cineál seo de rang nó ón rang ar fad. B’fhéidir freisin go scríobhtar rud maslach faoil duine ar an gclár dubh, nó go dtéann nótaí ó láimh go láimh, nó maslaí ráite i gcogar ach inchloiste sa rang.
  3.       Fogha magaidh
  Go minic ní bhíonn locht ar bhith ann, is cuid den ghnáth chaidreamh idir dhaoine í. Ach, ma bhíonn se dírithe de shíor ar dhuine go pearsanta ag caint ar a c(h)uma, a c(h)uid éadaí, a s(h)láinteachas pearsanta, nó ar bhaill a d(h)uintire is bulaíocht atá ann. Is bulaíocht í freisin caint gháirsiúl i dtaobh claonadh gnéasach an dalta.
  4.       Aon chineál fogha corpartha, buile, brú, cic, sonc, tuisle, no chaitheamh seile le duine eile.
  5.       Imeaglú
  Tá sé seo bunaithe ar chuma an-bhagrach coirp agus an guth a úsáid mar arm. Ta sé
  an-ghoilliúnach ar íobartaigh. Is í seo an tsúil mhillte a chuireann ionsaí / míthaithnean no drochmheas in iúl. Is ísliú díreach nó indíreach é do dhuine leochaileach.
  6.       Sracaireacht
  Is minic a bhíonn bagairt in éineacht le héileamh ar airgead. Bíonn ar an íorbartach airge ‘cosantach’ a bheireadh chun na scoile ar an eolas go mbeadh pionós corportha scalladóireacht mura bheirtear. Bhíonn air / uirthi criospaí, milseáin agus earraí eile a chur ar fáil don mhaistín mar chúiteamh ar shíocháin.
  7.       Dochar do Mhaoin Phearsanta
  Ag cur isteach ar mhaoin daoine eile trí ghoid, cuir I bhfolach, díobháil nó scriosadh. Is min a deineann an maistín díobháil ar éadach, leabhair scoile agus earraí eile foghlama. Scaipte a bhíonn sna málaí scoile nó na boscaí pinn ar an urlár.
  8.       Glaonna maslacha / bagracha ar an nguthán
  Ag fáil bréag-ghlaonna cráite nó glaonna bagracha. Is cineál sracaireachta teanga é seo an-choitianta nuair is múinteoir an t-íobarthach.
  Comharthaí Iompair Bulaíochta
  Gortú corportha, brú craicinn nó gearradh gan mhíniú, fiacla briste, gá le cóir leighis, éadaigh díobháilte.
  Eagla a c(h)roí air / uirthi roimh dhul ar scoil, no ag diúltú dul ann.
  Ag mothú tinn, pianta sa ghoile, tinneas cinn agus de shíor ag coinneáil siar deora.
  Comharthaí feiceáileacha de imní nó crá: Stadaireacht, dul ar ghúl, tromluithe, deacrac codlatha, gan ag ithe, ag caitheamh aníos, ag múnadh faoi / fúithi. Tromluithe ag teacht air / uirthi ina mbíonn sé / sí gan chuidiú nó gan bhealach éalaithe.
  ·         An lá a chaitheamh faoin tor
  ·         Imní faoi thaisteal go dtí agus / nó ón scoil
  ·         Ag iarraidh ar thuismitheoirí é / í a bhreith chun nó bhailiú ón scoil.
  ·         Ag aistriú an bhealaigh srl.
  ·         Imní faoi dhul amach sa chlós
  ·         Meath i mbaint amach acadúla, ag cailliúint dianmhachnaimh, díograis agus suime sa scoil.
  ·         Maoin ar iarraidh nó díobháil déanta air.
  ·         Ag goid airgid, milseán nó bia chun maistín a shású.
  ·         Ag cailliúint muiníne as na tuismitheoirí, cairde nó in a gcumas cuidiú leis / léi mar sin ag diúltú a rá céard atá ag cur buartha air / uirthi.
  ·         Ag mothú lochtach, ag cailliúint féin-mhuiníne, ag éirí aonarach sa seomra ranga.
  ·         Ag insint bréag leis na tuismitheoirí agus ag iarraidh maistíneacht a dhéanamh ar pháis níos óige.
  Ní chaithfidh go gciallaíonn na comarthaí thuas go bhfuil maistíneacht á dhéanamh ar phaiste. Is féidir gur fadhbanna eile is cúis leo. Ma bhíonn áth tharlú díobh le chéile áfach, is fiú fiosrú chun fáil amach céard atá ag cur isteach ar an bpaiste.
   
  Ag deighleáil le hiompar maistíneacht
  Fásann an t-iompar seo i dtimpeallacht eaglach agus rúnda. Chun é a stopadh caithfear tuairisc a thabhairt ar gach cás gan eisceacht ar bith.
  Molann an scoil do dhaltaí
  Diúltú glan ar pháirt a ghlacadh i maistíneacht i gcuma ar bith.
  Má  tharlaíonn sé áfach, go mbíonn tú í láthair:-
  (a)    Déan iarracht ar é a stopadh más cuí. Bí teann, seas ar aghaidh an mhaistín agus abair leis / léi nach bhfuil call leis an iompar sin.
  (b)   Tabhair tuairisc ar an eachtra nó ar an eachtra amhrasach agus cuidigh le briseadh an chórais rúnda.
  Má bhíonn sé de mhiseach ag daltaí a bhfuil maistíneacht a dhéanamh orthu labhairt amach b’fhéidir go maolóidh siad an phian orthu fhéin agus ar íorbartaigh le teacht.
  Molann an scoil do thuismitheoirí
  Bheith san airdeall ar chomharthaí anróiteacha ar a bháistí m. sh. neamhthoilteanach dul ar scoil, tinnis chinn orthu go rialta, ag cailleadh gléasanna, ag iarraidh breis airgid, éadaigh díobháilte nó brú craicinn.
  ·         Moladh do na páistí sonraí no eachtraí a insint don mhúinteoir.
  ·         Le cead an pháiste an scoil a chur ar an eolas má tá amhras faoi mhaistíneacht. Coinnigh tuairisc scríofa (cé, céard, conas, cathain, cá háit, cén fáth, diúltú do ghlór teann. D’fhéadfadh le féin mheas an pháiste agus a t(h)eanga choirp teachtaireacht a thabhairt do pháistí i gcumas maistíneachta.
  ·         Cuir suim ghníomhach i saol sóisialta agus lucht aitheantais an pháiste
  ·         Ba chóir páistí a spreagadh chun labhairt faoi mhaistíneacht agus faoi aon imní atá orthu faoi. Ba chóir go mbeadh na tuismitheoirí toilteanach cluas a thabhairt i gcónaí.
  ·         Bheith toilteanach teacht chun na scoile chuig agallamh má bhíonn páiste gafa in aon eachtraí maistíneachta.
  Má bhíonn an fhoireann, daltaí agus tuismitheoirí ag obair as láimh a chéile thig linn timpeallacht slán aireach a chruthú.
  Polasaí na Scoile
  ·         An Modh a chuirtear i grích nuair a bhíonn Tuairisc ar Eachtra Mháistineachta.
  ·         Ba chóir scéal aon eachtra mhaistíneachta a insint don mhúinteoir ranga, an múinteoir ar dhualgas sa chlós, nó an Príomhoide. Mar seo beidh a fhios ag páistí go deighleáilfear go tuisceanach leis an tuairisc.
  ·         Déanfaidh an múinteoir ranga nota de aon ath-tharlú ar an iompar maistíneachta.  Déanfaidh an múinteoir iniúchadh ar gach eachtra – ‘céard, cé, cathain, cén fáth? Is féidir eolas fóineach a fháil ó pháistí nach raibh baint díreach acu leis an eachtra. Beifear ag súil le cuidiú uathu.
  ·         Cuirfear scéal faoi fhadhbanna tromchúiseacha / seasmhacha go dtí an Príomhoide.
  ·         Cuirfear scéal chuig tuismitheoirí an íobartaigh agus an mhaistín.
  ·         Cuirfear agallamh ar an íobartach agus ar an té ar cuireadh maistíneacht ina leith ina nduine is ina nduine.   Cuirfear ar a s(h)úile don mhaistín éifeacht na bulaíochta agus ar bhuairt a cuireadh. Iarrfar air / uirthi machnamh a dhéanamh ar an (h) iompar agus ar a thoradh ar an íobartach.
  ·         Cuirfear an t-iompar ar eolas dá t(h)tuismitheoirí) agus iarrfar orthu / air teacht isteach agus é a phlé leis an múinteoir / bpríomhoide d’fhonn teacht ar réiteach ar an bhfadhb.
  ·         Coinneófar súil ar chúrsaí le cinntiú go mbeidh an fhadhb réitithe go h-iomlán.
  ·         Más baicle a bhíonn i gceist cuirfear agallamh orthu ina nduine is ina nduine agus ansin i ngrúpa. Iarrfar ar gach duine cuntas a thabhairt le cinntiú go mbeidh gach duine soiléar ar a dúirt gach duine eile. Is féidir cuntas béil nó scríofa a thabhairt.
  ·         Má bhíonn cásanna nach féidir leis an scoil teacht ar réiteach orthu cuirfear iad faoi bhráid an Bhoird Bainistíochta.
  Má leanann an mhaistíneacht ar aghaidh cuirfear ceart na ndaltaí eile ar thimpeallacht clár foghlama chun tosaigh. Mar sin b’fhéidir an maistín a choinneáil sa scoil. Sa chás sin cuirfear scéal chuig tuismitheoir(í) agus b’fhéidir go n-iarrfar cead orthu / air é / a sheoladh chuig síceolaí. B’fhéidir go bhfaighfidh an t-íobartach comhairle agus tacaíocht le teacht chur réitigh leis an bhfadhb.
   
   
  Céard atá le déanamh más maistín atá i do pháiste?
  ·         Ná himigh that bharr do chéile! B’fhéidir gur freagairt í seo ar rud eile i saol an pháiste m.sh. leanbh nua, bás sa chlann, fadhb dheacair sa bhaile srl. Tabhair an deis dod’ pháiste labhairt faoi aon rud atá ag cur  buairt air / uirthi.
  ·         Ná smachtaigh maistíneacht trí dul muinín tú fhéin. Ní dhéanfaidh buillí nó scalladh teanga ach rudaí a dhéanamh níos measa fós. Labhair le do pháiste agus déan iarracht cúis na faidhbe a fháil amach. Tabhair mothú agus dearcadh an íobartaigh le tuiscint dó. Glacfaidh é seo tréimhse ama.
  ·         Is minic a bhíonn féinmheas íseal ag maistíní. Bain tairbhe as gach deis chun iompar maith, cabhrach, tuisceana a mholadh.  Ná bí cáineach.
  Chun an mhaistíneacht a dhíothú beidh comhoibriú le dhíth ón scoil go léir agus b’fhéidir go méadaítear ar an eolas trí Chainteanna, Dráma, Póstaeirí, Cruinnithe, Tréimhsí Creidimh srl.
  Tá gach duine freagrach as díothú a dhéanamh ar an maistíneach. Cuireann saothar taighde in iúl dúinn go dtagann meath ar an mhaistíneacht sna scoileanna do thoradh feidhmiú gníomhach, seasmhach, comhbheartaithe ar pholasaithe ina haghaidh. Ar an drochuair áfach, léiríonn an taighde freisin mura gcuirtear isteach go comhbheartach i gcoinne na faidhbe go leanfaidh páistí ag ceilt scéalta faoin chos ar bholg atá á imirt orthu agus leanfaidh na maistíní le Ré an Úafáis in a n-aghaidh.
  Caithfimid freagair dá Riachtanais. Le chéile is féidir timpeallacht ómósach, shábháilte a chothú.
  Policy against Bullying
  School’s Aim.
  The school aims to provide an environment that is caring and respectful, promoting personal growth and positive self esteem. We believe all have the right to grow and work without destructive harassment.
  Consequently we do not tolerate bullying in any form.
  What is bullying?
  Repeated aggression causing embarrassment, pain or discomfort to another. Isolated incidents of aggressive behaviour would not be described as bullying. However when the behaviour is systematic and ongoing it is bullying.
  ·         It can take a number of forms: physical, verbal gesture, extortion and exclusion.
  ·         It is an abuse of power.
  ·         It can be planned and organised or it may be unconscious.
  ·         Individuals or group may be involved.
  Types of Bullying include:
  1.       Name calling, regarded as a most serious type. Using offensive names, teasing or spreading rumours about others. When it is persistent, directed at the same individual(s) in an effort to hurt / insult, or humiliate, them it is a serious bullying tactic. Examples include ‘Big Ears, Dummies, Doper, Swats, Licks, Brain Boxes’ etc. These are put downs, belittling others abilities and achievements.
  2.       Isolation: Hurtful excluding others from group. This form of bullying seems to be more prevalent among girls. A certain person is deliberately isolated, excluded or ignored by some or all of the class. It may be accompanied by writing insulting remarks about the victim on the blackboard, by note passing, or by whispering insults about them loud enough to be heard.
  3.       Slagging: Often quite harmless, part of the normal social interchange between people. However, when it extends to personal remarks, aimed again and again at the other individual about appearances, clothing, and personal hygiene or references to members of family then it is a form of bullying. Suggestive remarks about pupil’s sexual orientation can also be classified as bullying.
  4.       Any form of physical aggression, hitting, pushing, shoving, punching, kicking, poking, tripping or spitting at others.
  5.       Intimidation: It is based on the use of very aggressive body language with the voice being used as a weapon. Particularly upsetting to victim, can be the so called ‘look’ a facial expressions which conveys aggression / dislike / or contempt. Humiliation directly of indirectly, someone who is vulnerable.
  6.       Extortion: Demands for money may be made often accompanied by threats. Victims forced to bring ‘protection’ money to school and knowing that without this, physical punishment or verbal abuse may be inflicted. Having to provide crisps, sweets and other items for the bully in return for being left alone.
  7.       Damage to personal property: interfering with another’s property by stealing, hiding, damaging or destroying it. This is often the focus of attention for the bully. It may result in damage of clothing, school books and other learning material. The contents of school bags and pencil cases may be scattered on the floor.
  Indication of Bullying Behaviour.
  ·         Being physically injured, unexplained bruising or cuts, having broken teeth, damaged clothing, requiring medical attention.
  ·         Dreading attending school each day, refusing to go.
  ·         Feeling sick tummy pains, headaches and constantly holding back tears.
  ·         Visible signs of anxiety or distress: stammering, withdrawing, nightmares, difficulty in sleeping, not eating, vomiting or bed wetting. Having night mares which involve images of helplessness of being unable to escape.
  ·         Mitching
  ·         Anxiety about travelling to and from school.
  ·         Requesting parents to drive or collect them
  ·         Changing route of travel etc.
  ·         Fear of going out to the yard.
  ·         Deterioration in academic achievement / performance, loosing concentration, enthusiasm and interest in school
  ·         Possessions, money, sweets or food to placate the bully.
  ·         Losing trust in parents / friends or in their ability to support him – hence refusing to say what is troubling him / her.
  ·         Feeling inadequate, losing confidence and lacking self esteem, becoming isolated in the classroom.
  ·         Lying to parents and trying to bully smaller children.
  These signs do not necessarily mean that a pupils being bullied. They can also be indicative of other problems. If repeated, or occurring in combination, those signs do warrant investigation order to establish what is affecting the pupil.
  Dealing with Bullying Behaviour:
  Bullying thrives in an environment of fear and secrecy. To prevent Bullying we must Not allow cases to go unreported.
   
   
  The School recommends that students:
  Refuse to be involved in a bulling situation. If, however, they are present when bullying occurs:
  (a)    If appropriate, take some form of preventative action. Be assertive; confront the bully stating that the behaviour is unwarranted and unjustified.
  (b)   Report the incident of suspected incident and help breakdown the code of secrecy.
  If students who are being bullied have the courage to speak out they may help reduce pan for themselves and other potential victims.
  The school recommends that parents:
  ·         Watch for signs of distress in their children e.g. unwillingness to attend school, pattern of headaches, loosing equipment, wanting extra money, damaged clothing or bruising.
  ·         Advise their children to tell the teacher about the incident.
  ·         With the consent of the child, inform the school if bullying is suspected.
  ·         Keep a written record (who, what, when, where, why, how)
  ·         Teach your child to say ‘No’ in a good assertive tone. A child’s self image and body language may send out messages to potential bullies.
  ·         Take an active interest in their children’s social life and acquaintances.
  ·         Children should be encouraged to talk about bullying and given an opportunity to express their concerns. Parents should always be ready to listen.
  ·         Be willing to attend interviews at the school if their child is involved in any bullying incident.
  When the staff, students and parents work together, we can create a safe, caring environment.
  School Policy: Procedure when bullying is reported.
  ·         Incident of bullying should be reported to the class teacher, the teacher on yard duty at the time, or the Principal. Hence children will be assured that their report of bulling will be treated with sensitivity.
  ·         Repeated incidents of bullying behaviour will be noted by the class teacher / the teacher on yard duty.
  ·         Incidents thoroughly investigated by the teacher – what, who, when, where, why will help here. Pupils not directly involved can provide very useful information will be expected to assist in the investigation.
  ·         Serious incidents / persistent problems will be reported to the Principal.
  ·         Parents of victim and alleged bully will be interviewed separately. The impact of the bullying and the hurt caused will be communicated to the bully. He / She will be asked to reflect on his / her behaviour and its consequences for the person who is the victim.
  ·         Parents will be made aware to this behaviour and requested to come and discuss it with the teacher / principal with a view to resolving the problem.
  ·         The situation will continue to be monitored to ensure that the problem has been resolved.
  ·         If a gang is involved, they will be met individually and as a group. Each member will be asked for his / her account of what happened to ensure that everyone is clear about what everyone else has said. This account may be oral or written.
  ·         Where cases remain unresolved at school level, the matter may be referred to the school’s Board of Management.
  ·         If bullying continues we must consider the right of the other students to a safe learning environment, hence it may not be possible to retain the bully in the school. Parents will be informed and may be asked for permission to refer to a psychologist. The victim may receive counselling and support to help him / her come to terms with it.
  What if your child is a bully?
  1.       Don’t panic. This may be a temporary response to something else in the child’s life, e.g. a new baby, death I the family, a difficult home problem, etc. Give your child an opportunity to talk about anything that could be upsetting him / her.
  2.       Don’t punish bullying by being a bully yourself. Hitting and verbal attack will make the situation worse. Talk to your child and try to find out if there is a problem.  Explain how the victim felt. Try to get the child to understand the victim’s point of view. This would need to be done over time.
  3.       Bullies often suffer from poor self-esteem. Use every opportunity you can to praise good, considerate, helpful behaviour. Don’t only look for negatives.
  The elimination of bullying will demand a whole-school approach and may involve increasing awareness through, talks ,drama, posters, assemblies, religious periods R.S.E. etc.
  The elimination of bullying is the responsibility of everyone. Research suggests that vigorous concerted, sustained and co-operative implementation of policies to combat bullying in schools is effective in significantly reducing school bullying. Unfortunately research also concludes that without concerted intervention, children will continue their reign of terror against them.
  We must all respond to their needs. Together we can create a safe, respectful environment.
• Cód Iompar
• Lóin Sláintiúil/Healthy Lunch and Eating Policy

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• September  2023

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• Sonraithe Teangmhála

  Gaelscoil Osraí,
  Loch Buí,
  Cill Chainnigh

  Contact Details

  Gaelscoil Osraí,
  Outrath Road,
  Kilkenny
  
  Guthán/Tel: 056 7765697
  Faics/Fax: 0567750110
  
  Ríomhphost/Email: eolas@osrai.com
  
  Facebook: www.facebook.com/gaelscoilosrai
  
  Twitter: www.twitter.com/gaelscoilosrai
   

   

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