Mission Statement
Child Safeguarding Statement and Risk Assessment
Homework Policy
Anti- Bullying Policy
Healthy Eating Policy
Medicine Policy Split Class Policy
Unexpected Closures
INTO/CPSMA Complaints Procedure
Minor Injuries Policy

These are a few of the Tineteriffe N.S. school policies.All others are available on request (from parents), in the school office. Please check with office for updated policies.

Terms of participation in Online teaching Sessions (using Zoom, Webex etc)

Online teaching and wellbeing sessions are offered to support distance learning during the Covid 19 closure of schools.

For the safety and privacy of every child taking part;

  1. Code of Behaviour
  2. Internet Acceptable User Policy
  3. Anti bullying policy
  4. Data protection policy



Healthy Eating Review News!!!

Thanks for all your Healthy Eating review suggestions. 90% of families took part in our recent questionaire, April 2014.

Cereal Bars; 63% in favour, Homemade scones; 87%, Homemade flapjacks; 79%, Fruit winders; 27%, Choc Rice cakes; 59%, and Popcorn; 78%.

It was agreed by committee that Fruit winders become a 'treaty item', but no other chages be made. Instead the school will encourage water and fruit to be brought to the school each day by children. A fruit-ometer and water-ometer will be created to give positive reinforcement. Drinks and sandwich options are at the parents's discretion with all heathier options encouraged.


Tina Terrific (our school Healthy Eating mascot) says:

Mission Statement

Tineteriffe is a co-educational, Catholic primary school which strives to provide a well-ordered, caring, happy and secure atmosphere where the intellectual, spiritual, physical, moral and cultural needs of the pupil are identified and addressed.

While Tineteriffe is a school with a Catholic ethos, is also had due recognition for all other religions.

Tineteriffe will strive to promote, both individually and collectively, the professional and personal development of teachers though staff development programmes.

Tineteriffe will encourage the involvement of parents through home/school contacts and through their involvement in the Tineteriffe Board of Management and Parents Association.

Tineteriffe will endeavour to enhance the self-esteem of everyone in the school community and to develop in pupils, an appreciation of art, music, poetry and awareness of the beauty of the world around them and of their responsibility on its preservation.

Tineteriffe will aim to awaken in the pupils a sense of belonging, responsibility and civic pride in their home, school and local environment.

Tineteriffe will promote gender equality amongst the teachers and pupils.

Every effort will be made to promote a love of all things Irish – Language, music, singing, drama, dancing and literature.

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A nti-bullying policy

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 Tineteriffe 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:

  1. 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:

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.


  1. 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):

Class Teachers


  1. The school’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools) :


1. Yard duty incident book ( used by all teachers while on yard to record misbehaviour / incidents on yard.)

2. Anti bullying Record Book; ( used to record an approach made by pupils/parents of an allegation of bullying.)


Restorative Questions used to investigate a complaint / issue (as needed).

Restorative Questions to ask child who has been bullied.


Restorative Questions to ask the bully

Established Routines;

Warning from teacher

#Possible options; Encouraging friendship / pairing activities. Encouraging home/school liason ( parental involvement.) Changing yard /playground divisions appropriately.

Referred to principal

School will use appropriate lessons from SPHE to encourage children to socialize with consideration for others. These taught on an annual basis.

Issues regularly reviewed at staff meetings.



  1. The school’s programme of support for working with pupils affected by bullying is as follows (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools) :

Regular checks with child to ensure that bullying behaviour has not reoccurred

SPHE self esteem lessons.


  1. 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.


  1. 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.


  1. This policy was adopted by the Board of Management in February 2014.


  1. This policy has been made available to school personnel, published on the school website (or where none exists, is otherwise readily accessible to parents and pupils on request) and provided to the Parents’ Association (where one exists). A copy of this policy will be made available to the Department and the patron if requested.


  1. 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 (or where none exists, be otherwise readily accessible to parents and pupils on request) and provided to the Parents’ Association (where one exists). A record of the review and its outcome will be made available, if requested, to the patron and the Department.


Date of next review; At first meeting of the BOM each year. Next review; September 2014


Medicine Policy

When administration of medication is necessary for a child during the school day. The following procedure will be used:

Parents will write a letter to the Principal requesting administration of medication. This letter should contain the following

§ Child’s full name and address
§ The name of the medication to be administered
§ The exact dosage and time of administration
§ Signature of parent / guardian

Parent’s are responsible for the provision of medication and should normally keep account to ensure that medication is available.

Medication should be sent to the Principal’s office and will be kept in a safe place, with the exception of children’s inhalers, which may be kept in their school bags.

Medication will be administered, (excepting inhalers), from the Principal’s office

Where there are changes in dosage or time of administration, parent/ guardian or other person designated by the parent / guardian should write a letter requesting these changes

Request for administration of medication should be renewed at the beginning at each school year

A record of administration will be kept in the office

A child will be allowed use an inhaler if it is imperative he / she does so.

Reviewed and Ratified: June 2009
Reviewed May 2013. Due for review; 2018

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Homework Policy

Introductory Statement
This plan was formulated by the staff on Dec 1st, 2006, reviewed by the Parents Council and ratified by the Board of Management in January 2007.

Existing policy is due for review.

Relationship to characteristic spirit of the school
Scoil Toinn a Tairbh seeks to enable each child to develop his/ her potential. Homework encourages pupils to work independently and take responsibility for their assignments.

To benefit pupil learning
To reinforce work done in class
To develop study skills
To promote a similar approach to homework across all classes
To strengthen links between home and school.

Content of the plan
Junior infants shall get homework.(occasionally).
Provision is made for children with special needs.
There is a balance between oral, reading and written work.
Homework is seen as reinforcement of work done in class
For younger children homework is given at the end of the day. 5th & 6th class children are expected to write it down independently after each lesson.
Parents are expected to sign homework diaries.
Homework is given, Monday to Thursday, with occasional exceptions, e.g birthdays or special occasions.
The time recommended for homework is as follows
Junior infants Up to 10 min
Senior infants Up to 15 min
1st and 2nd Up to 25 min
3rd and 4th Up to 40 min
5th and 6th Up to 1 hour
Any homework not done or done untidily will be noted in the child’s homework diary to be signed by parents. Extra homework may be imposed.
Family circumstances are taken into consideration, however the child’s progress is our primary consideration.
Should a problem arise with homework, a note should be written in the child’s homework diary from the parents informing the teacher of the problem.

Success Criteria
Feedback from teachers, pupils, parents
Satisfactory homework exercises and assignments submitted by pupils.

Roles and responsibilities
Class teachers
Parent / Guardian

Implementation Date
Jan / Feb 2007

Reviewed May 2013. Due for review 2018

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Unexpected Closures

Should an unexpected closure occur parents will be informed as soon as possible by text.

Updates on closure will be advertised on the school website.

Created and Ratified : April 2008

Reviewed : May 2013. and 2018. Next review due 2023

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Minor Injuries Policy

The formulation of this policy enables our school to effectively ;

Provide for the immediate needs and requirements of students who have sustained either a serious or a minor injury.
Ensure that adequate resources and arrangements are in place to deal with injuries/ accidents as they arise.
Ensure lines of communication with parents/guardians are in place if required.
Activate a known plan of action with which all staff are familiar.

Roles and Responsibilities
The overall responsibility for the day to day management of school supervision/routines rests with the Principal. The class teacher is responsible for classroom supervision and teachers on yard duty are directly responsible for the supervision of pupils at break time. The schools Health & Safety officer is Denis Leonard. The First Aid boxes are maintained by Margaret Meskell. Fire Drill coordinator is Mrs Sheehan.

School Ethos:
This policy re-enforces the elements of the school mission statement which advocates providing a safe and secure learning environment for each child and ensuring a duty of care at all times when the school is in operation.

To ensure the physical safety and well being of all staff and pupils.
To develop a framework of procedures whereby all injuries are dealt with in a competent and safe manner.
To comply with all legislation relating to safety and welfare at work.

Safety of pupils and staff is a priority for the Board of Management, and robust measures have been put in place to ensure no children or staff are put at risk;

The school has a comprehensive Safety Statement in which hazards are identified and remedial measures are outlined.
The school is insured under Allianz.
Each classroom teacher regularly instructs his/her class on issues relating to safety in the class/yard.
Certain procedures are in place in the event of accidents.
There are two teachers on yard duty at any one time.

Minor Accident/Injury
The injured party is initially looked after by the teacher on yard duty. No medicines are administered but cuts are cleaned and bandages/plasters applied if deemed appropriate. The use of plastic gloves is advised at all times.

More Serious Accidents/Injuries
Parents/guardians are immediately informed, particularly if there is a suspicion of broken bones/head or eye injury. The child is kept under observation until parents/guardians arrive, with the emphasis on making the child as comfortable and as settled as possible.

Very Serious Injury
In the event of a very serious injury, parents/guardians are immediately contacted. If the considered opinion of the staff is that immediate professional help is required, an ambulance is called. On rare occasions the staff may agree that taking the child to Accident & Emergency in a private car is a more prudent option particularly in the case of rapid blood loss. Parents are kept informed of developing situations.

Categories of Injury/ School Procedures.

Minor Cuts and Bruises
Clean around cuts
Gloves are used at all times to reduce risk of spread of infection.
A check is carried out to locate small bodies which may be embedded in the wound.
Plaster, gauze or lint is placed on the wound if deemed appropriate.
Teacher observation is maintained.
Children are advised to show/tell parents.
In sports, helmets must be worn.

In the event of a sprain the process of rest, ice, compress and elevate is implemented.
If in doubt, parent/s are contacted.
Teacher observation is maintained.

Lie the casualty down
Raise the legs above the level of the heart
Loosen any tight clothing
Ensure there is fresh air
Keep crowds away
Reassure casualty when they recover
Contact parents
The event is subsequently recorded in the Accident Book

Severe Bleeding
Act instantly – Go, Go, Go1
Set or lie the injured party down
Press down on wound using gloves
Lift (if possible) the injured part above the level of the heart.
Put a clean dressing over the wound and secure it firmly with a bandage
If blood shows through the dressing then place another one over the first and bandage firmly
Treat for shock by raising legs above level of heart, loosen tight clothing, fresh air, crowds away
Contact parents
If very serious contact casualty immediately
Record in accident book.

Immediately remove child from danger area
Cool burnt area with cold running water
Remove rings etc. and other tight fitting accessories if possible
Do not remove object stuck to skin
Contact parents
Record in accident book.

Ring for medical help
Place child in recovery position
Ring for parents
Other children are kept away
Record in accident book

Spray applied
If case is serious, parent/s are contacted.
Record in accident book
The First Aid Policy is based on collective teacher input. The teacher on yard duty is automatically assisted by others in the case of a serious injury.

First aid boxes are located in the office. The contents of such boxes are replenished when deemed necessary by the designated staff member.

Record Keeping
Serious accidents/injuries are recorded in the Accident Report Book which is located in the staff room. One Accident Report Book covers all children in the school. The accident report form lists date and time of accident, witnesses, nature of injuries, a brief description of the circumstance of the accident, procedures followed by staff etc. Very serious injuries will be notified to the schools insurers. Relevant medical information on all pupils is obtained at time of enrolment. This section asks parents to list allergies and other medical conditions their child may have.

The success of this policy is measured from set criteria;

Maintaining a relatively accident free school environment
Positive feedback from staff, parents, children.
Continual yard observation of behaviour by all staff engaged in supervision duties
Monitoring and evaluation at staff meetings.

Reviewed by staff; December 2009
Reviewed and ratified by BOM December;2009

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 Tineteriffe N. S has a healthy eating policy in place. Teachers, pupils and parents aim to develop positive attitudes to eating and to appreciate the contributions that good food makes to health.


Healthy food makes for ;


A healthy lunchbox should include some items from the first 4 rows of the pyramid and sparingly from the top row. Some of the healthy snacks encouraged from small break include plain popcorn, fruit, flapjacks, yogurt, fromage frais, crackers, carrot sticks, cherry tomatoes, raisins and cubed cheese, cheese strings, cereal bars preferably with fruit and nuts ( not chocolate covered).

Healthy drinks are water, milk and fruit juices.

Treaty Thursday

Thursday will no longer be just Thursday. It will be known as Treaty Thursday. This means that we are allowed to have a small treat from the top shelf of the food pyramid.


Green Flag

It is the aim of the school to be awarded “Green Flag”. To achieve this the school suggests the following :

Use a lunchbox instead of plastic bags


This policy was developed in conjunction with the SPHE programme in schools.

This policy will be reviewed annually with the input of pupils, parents and teachers.

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Child Safeguarding Statement and Risk Assessment

Tineteriffe N.S. is a primary school providing primary education to pupils from Junior Infants 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 Tineteriffe N.S. has agreed the Child Safeguarding Statement set out in this document.






The school will:


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











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.




This Child Safeguarding Statement was adopted by the Board of Management on the 5 th of April, 2018


Signed: John Hickie 5 th April, 2018

Chairperson of Board of Management


Principal/Secretary to the Board of Management

Signed; Kitty Sheehan 5 th April, 2018


Written Assessment of Risk of Tineteriffe N.S.,
In accordance with section 11 of the Children First Act 2015 and with the requirement of Section 8.8 of the Child Protection Procedures for Primary and Post-Primary Schools 2017, the following is the Written Risk Assessment of Tineteriffe N.S.

List of school activities


Classroom teaching

Pupils from ethnic minorities/migrants
Members of the Traveller community
Lesbian, gay, bisexual or transgender (LGBT) children
Pupils perceived to be LGBT
Pupils of minority religious faiths
Children in care

Sports coaches
External Tutors/Guest Speakers
Volunteers/Parents in school activities
Visitors/contractors present in school during school hours
Visitors/contractors present during after school activities

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



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 risks 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 of Tineteriffe N.S. on 5 th April, 2018. It shall be reviewed as part of the school’s annual review of its Child Safeguarding Statement.


Signed: John Hickie Date: 5th April, 2018. Chairperson, Board of Management

Signed: Kitty Sheehan Date: 5th April, 2018. Principal/Secretary to the Board of Management



  If a teacher feels that a student would benefit from retention in a class, the matter will be discussed with a class teacher, principal and parents. The decision to retain will always be made by the parents.

Occasionally it may be necessary to split classes. If necessary this will be the procedure :

Groups of boys and groups of girls will be split alphabetically. If split a second time, children will be split alphabetically in alternate order. Classes will not be split on consecutive years preferably.

Reviewed: by staff and B.O.M – Oct. 2018.


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
(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 schools days.