St. Paul's Secondary School, Oughterard

School Policies

• Admissions Policy
• Anti-Bullying Policy – Updated 2022
• ASD Policy
• Assessment Policy
• Attendance – Statement of Strategy 
• CCTV Policy
• Code of Behaviour
• Data Protection Policy
• Discipline Policy
• Email and Internet User Policy
• Environmental Sustainability Policy
• Guidance Policy
• Homework Policy
• Moderate General Learning Disability Admission Procedure
• Out of School Activities Policy
• Pastoral Care Policy
• Personal Electronic Device Policy
• Policy on Expulsion
• Policy on Suspension
• RSE Policy
• Special Educational Needs Policy
• Substance Use Policy
• Vetting Policy
• Work Experience Policy

 

Child Protection

St. Paul’s Secondary School takes its responsibilities in relation to child protection very seriously. The Children’s First Act 2015 placed certain statutory obligations on all schools and on all registered teachers, who are referred to as mandated persons in the Act. Mandated persons are required to report concerns of child abuse at or above a threshold of harm directly to Túsla. All sections of the Act came into effect in December 2017. All schools are required to have a Child Safeguarding Statement and Risk Assessment displayed prominently near the main entrance to the school. These documents are displayed in the reception area of St.Paul’s near the Secretary’s Desk. A copy of same can be made available to any parent on request. A copy is on the school web site also. The Board of Management ratified its Child Safeguarding Statement in February 2018. The Board of Management reviewed its Child Safeguarding Statement in August 2020.

• Child Safeguarding Statement
• Child Safeguarding Risk Assessment – Updated March 2021
• Review of Child Safeguarding Statement – August 2020

 

School Self-Evaluation

School self-evaluation (SSE) is a collaborative and reflective process of internal school review, which allows schools to take ownership of their own development and improvement. The process enables schools to gather evidence in order to identify meaningful and specific targets and actions for improvement that focus on teaching and learning practices. During phase one and two of the SSE process our focus was Literacy, Numeracy and Assessment.

In accordance with Circular 0056/2022 we are currently using the SSE process review & promote Wellbeing in our school. The Community document below gives an overview of the various steps we are taking to achieve our Wellbeing Targets by May 2024.

• Self Evaluation Improvement Plan 2023/24