This website uses cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful.
School Policies
- Admissions Policy
- Anti-Bullying Policy – Updated 2021
- Assessment Policy
- Code of Behaviour
- Data Protection Policy
- Discipline Policy
- Email and Internet User 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
- Statement of Strategy – Attendance
- Substance Use Policy
- Vetting Policy
- Work Experience Policy
Covid-19
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. Our three chosen areas of focus are Literacy, Numeracy and Assessment. The Community document below gives an overview of the various methodologies being introduced to achieve improvement in these areas for the 2020/2021 school year. Circular 40/2020 states that there will be no new or additional SSE requirements on schools in the 2020/21 school year.
CEIST
School Calendar
