Page created by Sarah Tran
        2019 – 2020




   3       School Calendar 2019 – 2020

   4       A Brief Overview

   5       Messages from: Rabbi Zalman Lent

   6       Message from: Dr. Helen Heneghan, Principal

   7       Stratford National Parents Association

   8       School Timetable & Class Plan

   9       Notice to Parents of Junior and Senior Infants

   10      Booklists and Uniform Lists

   11      Jewish Religion Classes and Catholic Religion Classes

   12      Daily Access to the School

   13      School Attendance & The Educational Welfare Act
           Kosher Requirements
   14      Healthy Eating Policy

   15      Enrolment Policy

   16      Communication

 17 - 25   Code of Behaviour

   26      Bullying

 27 - 34   Administration of Medication Policy

   35      School Photographs

   36      Stratford College : Transfer to Secondary School

                                   A U G U S T / S E P T E M B E R 2019
AUG 29         THUR           School Re-opens 9.00am                               Closing 2.00pm * See
                              No Hebrew Classes on this day                        separate times in
                                                                                   Handbook for Junior &
                                                                                   Senior infants
SEPT 30        MON            Rosh Hashanah                                        School Closed

                                          O C T O B E R 2019
OCT 1         TUE             Rosh Hashanah                                        School Closed
OCT 9         WED             Yom Kippur                                           School Closed
OCT 14/15     MON/TUE         Sukkot                                               School Closed
OCT 21        MON             Shmini Atzeret                                       School Closed
OCT 22        TUE             Simchat Torah                                        School Closed
OCT 28        MON             Bank Holiday                                         School Closed

                              D E C E M B E R 2019 / J A N U A R Y 2020

DEC 20        FRI             Winter Holidays                                      Early Closing 12.30pm
                              Return to school Monday 6th Jan. 2020
JAN 6          MON             School Re-opens                                      Full School Day
                                         F E B R U A R Y 2020

FEB 12-13      WED/THUR        Parent Teacher Meetings & Please note that there     Classes end early at
                               will be no extracurricular classes on these days.    2.45pm on both days
FEB 19 – 21    WED/THUR/       Mid-Term                                             School Closed
               FRI             Return to school Monday 24th Feb.
                                            M A R C H 2020
MAR 16         MON             School Closure                                       School Closed

MAR 17         TUE             Bank Holiday – for St Patrick’s Day                  School Closed

                                             A P R I L 2020

APR 4                          Spring Holidays (4/4 to 19/4 inclusive)              School Closed
                               Return to school Monday, 20th April
                                               M A Y 2020

MAY 4          MON             Bank Holiday                                         School Closed
MAY 29         FRI             Shavuot                                              School Closed
                                              J U N E 2020

JUNE 1         MON             Bank Holiday                                         School Closed

JUNE 30        TUE             School Closing for Summer holidays                   Early closing 12.30pm

Stratford National School - A Brief Overview
In 1934 Zion National School was set up in Bloomfield Avenue, South Circular Road, under the management of
The Dublin Talmud Torah to provide an education within a Jewish ethos, as outlined in the Irish Constitution.

The Dublin Talmud Torah is part of an international Jewish educational movement which was originally set up to
promote Jewish religious education. As time went on the brief of The Dublin Talmud Torah was broadened to
include all areas of education.

In 1980 Zion School relocated onto the site of Stratford College, Rathgar, where it incorporated the smaller
Stratford Primary Preparatory. On its re-location in 1980, the newly amalgamated Jewish Primary School
changed its name from Zion National School to the present Stratford National School, or, as per its official Irish
name, Scoil Náisiúnta Stratford.

Stratford National School is Ireland's only Jewish primary school and provides a primary education within a
Jewish ethos, as defined by The Chief Rabbi of Ireland. However, we are very proud that our enrolment consists
of pupils from a wide range of religious and cultural backgrounds and we cherish the valuable contribution all
our families make to the school.

Stratford National School currently has four mainstream Class Teachers, a Learning Support Teacher, a Resource
Teacher and an SNA. The present class arrangements see Junior and Senior Infants taught as a combined group,
as are First & Second, Third & Fourth and Fifth & Sixth.

A separate team of teachers teach Hebrew Studies to our Jewish pupils each day, while Catholic pupils can study
the official Catholic Religious Programme before school commences at 10.05 a.m.

                  Stratford National School - Mission Statement
Stratford National School commits itself to its constitutional responsibility of providing a thriving Jewish school,
where children of all denominations and none, can together develop spiritually, intellectually, physically,
creatively and socially.

Stratford NS furthermore commits itself to promoting an atmosphere of tolerance and celebration of difference,
mutual respect and understanding, thus providing our pupils with a positive model for life in a pluralist society.

The School aims to always provide an atmosphere of warmth and understanding where pupils will be happy and
enjoy learning in pleasant, supportive surroundings.

We welcome and encourage constructive communication between parents and teachers, in our shared
commitment to our children’s welfare.

Message from Rabbi Lent
                                                                                                      June 2019

From its inception in 1934 Stratford National School has always been a unique school with a unique environment.
It is of course the only Jewish primary school in the country, but takes pride in the fact that many of the pupils are
from a wide range of religious and cultural backgrounds, all together creating the wonderful vibrant and inclusive
milieu that is Stratford.

Stratford’s culture is informed by traditional Jewish values, placing a tremendous value on education from a young
age, and academic excellence alongside the ideals of mutual respect, justice and personal integrity in a supporting
and secure non-judgmental environment.

The youth are society’s most precious commodity. Jewish tradition compares a person to a tree, and a child to a
young sapling. Damage done to the sapling when young, will forever stay with the tree as it grows, and will often
get worse. The importance of making sure that our children are well looked after when young, nurtured and
educated with love and care, cannot be underestimated. It is those young saplings that will grow proud and true
as they become adults.

One only needs to take a quick look around the school, at the teachers, the classrooms, the displays, the plays
and artwork and so much more, to see that Stratford is doing exactly that - helping those young saplings to grow
to the best of their ability in a happy, healthy environment.

Best wishes to all for a wonderful summer and a successful year ahead, in school and at home.

Rabbi Lent

Message from the Principal                                June 2019.

It gives me great pleasure to welcome all new and existing pupils to Stratford National School. This is a
vibrant, welcoming school where staff and children take great pride in their accomplishments and in
learning and promote inclusiveness and respect for diversity. We hope that you enjoy the year ahead in
Stratford National School!

The Stratford NS Handbook 2019 – 2020 and School Calendar, Booklists and Uniform Lists are available
on our website under the Downloads section.

This year has been a very successful year in Stratford NS!
     A special welcome to Mr. Niall Kelly, who has joined our current SNA, Ms Lucy Mitchell,
       providing additional support for learning need.
     A big welcome to Ms Naomi Taylor is our new Morning Supervisor.
       We wish them both every success in Stratford NS!
     Thank you to all parents and pupils for ensuring the new brown entrance door has been a real
       success! Naomi will receive the children from parents into the school hall. Any notes for
       teachers can be dropped off in a special Teachers’ File directly inside the door. Parents who
       wish to speak to the principal or teachers can make an appointment directly with the office.
       Children exit through the current glass doors in the evening at 2pm (Infants) and 3pm.
     The 14 new I-Pads, new photocopier and updated staff and children’s computers are greatly
       enhancing both teaching and learning. A sincere thanks to the Parents Association for funding
       six new I-pads and the new water fountain!
     Stratford NS Green School’s Committee set up by VP Ms Gemma O’Byrne has completed
       several worthy projects in its first year including cleaning litter from Herzog Park!
     Every child from 3rd to 6th class can play a musical instrument. Fifth and Sixth Class play the tin-
       whistle and Third and Fourth Class play the descant recorder.
     Stratford NS hopes to provide a varied school sports programme in 2019-2020. Details are
       being finalised and a special thanks to Teacher, Ms Lorna Dunne for organising the schedule.

I would like to sincerely thank the following people who play a consistent, integral role in supporting
the school community and I look forward to their valued contribution during 2019-2020:

        The Trustees; the Rabbi; Daniel Millar, BOM Chairperson and all the Board of Management; Gal
         Weiss, PA Chairperson and all Stratford NS Parents Association.
     Our dedicated, hard-working staff including our five Academic and five Hebrew teachers, two
         SNAs, Morning Supervisor Naomi, and Sally, our lollipop lady.
     Janice and Brendan who ensure that Stratford NS runs smoothly - we really appreciate their
         commitment and hard work!
Finally, a special thank you to all the children and their parents for making Stratford NS a positive learning
community! We look forward to your support and contribution in 2019-2020!

Dr. Helen Heneghan, Principal, Stratford National School.

Stratford National School Parents’ Association
On behalf of Stratford National School Parents’ Association, we would like to welcome you and your child to
Stratford National School. The Parents’ Association is here to represent you, the parents, and we welcome and
rely on your support and participation.

The role of the PA is to support the school in any way possible. Over the past few years this support has
manifested itself in many ways. During the year the PA holds functions and events to raise additional funds for
the school. Over the years these funds have been used to subsidise the purchase of new school furniture, a new
projector for the lunch room, a water dispenser and most recently, the PA financed the purchase of six new
iPads for use as teaching aids. The PA also contributes funds for events that take place annually in the school
such as the Sports Day, religious events, the 6th Class Graduation and any extra events that may occur.

The PA facilitates and coordinates the extra-curricular activities that take place in the school after school hours.
Last term these included art, drama, coding, zumba and music with group guitar, individual piano and group
singing. We will keep you informed of upcoming school events by email and on the notice board on the front
window of the school. Please make sure we have your most up to date e-mail address on our system. Our e-mail
address is:

We would appreciate your support for our after-school activities. We endeavour to run them at a very
competitive price. The more children who participate, the better the prices will be and the more fun the
children will have. A full listing of after school activities for the first term of school will be forwarded by email as
soon as it is available.

We would like to thank all the parents who supported this year’s fundraising events. We had a family day, a
non-uniform day and a bingo night, all of which were great fun and very well supported.

The Parents’ Association needs more committee members so please do contact us if you would like to get
involved. We will be holding our AGM in September (date to be confirmed) and would love to see all the parents

On behalf of the Parents’ Association we would like to sincerely thank Dr Heneghan and her Staff for all their

We hope that you and your family enjoy the year ahead in Stratford National School.

Stratford N.S. Parents’ Association

                                        Extra-Curricular Activities
A range of extra-curricular activities is organised by Stratford Parents Association and these activities are held in
the school. These activities vary depending on the availability of suitable personnel and levels of demand.

The programme for the coming year will be announced in September. At that time parents will receive an
option sheet on which they indicate the activity of choice for other children. Please also note that a charge will
be made for each activity.

Parents are reminded that only pupils who fully participate in extracurricular activities should remain in the
school after their classes have concluded. For insurance purposes, we cannot permit the brothers or sisters of
pupils involved in extra-curricular activities to remain unsupervised anywhere on the school premises after


08.10am               Supervision in the Lunchroom for pupils
08.40 a.m.            Hebrew Classes
10.05 a.m.            School Secular Day begins
 2.00 p.m.            Classes finish for Junior & Senior Infants Morning
 3.00 p.m.            Classes finish for Classes 1 – 6

Please note: The school provides morning supervision from 8.10am.
For insurance purposes there is no access to the school before that time.

                                  CLASS PLAN 2019 – 2020

   Junior & Senior Infants :        Ms. V. Greer
   1st & 2nd Classes        :       Ms. G. O’Byrne (Deputy Principal)
    rd    th
   3 & 4 Classes            :       Ms. L. Dunne
    th    th
   5 & 6 Classes            :       Ms. K. McCollum
   Special Needs Assistants :       Ms. Lucy Mitchell & Mr. Niall Kelly
   Learning Support         :       Dr. H. Heneghan (Principal) & Ms. A O’Halloran

Please note:
On Thursday, 29th August 2019 Secular Classes will begin at 9.00 am and will finish at
2.00pm (see finish times for Jnr & Snr Infants). There will be NO Hebrew Classes on
this day.

Pupils entering school for the first time:
All pupils (except for Junior Infants) enrolling in the school for the first time should
report to the school at 8.45am. An enrolment form and index card will be sent to new
parents in advance and it is imperative that these are completed and brought to the
school on the first day of term.

Pupils already attending Stratford National School:
All pupils previously attending Stratford National School should report directly to their
appropriate classroom on arrival at the school. It is suggested that these pupils should
not arrive before 9.00 a.m.

Notice to Parents of Junior & Senior Infants

                              School Day for Junior Infants

Thursday, 29th August 2019 – 1st day of new term:
Start Time:       10.00am
Finish Time:      12.30pm

From Friday, 30th August until Wednesday 11th September 2019 -
Jewish Children                       Non-Jewish Children
Start 8.40am                          Start Time 10.05am
Finish 12.30pm                        Finish Time: 12.30pm
From Thursday, 12 September, 2019 onwards
School Finishes at 2.00pm

Please note: There will be no Hebrew classes on the 1st day. Thereafter Hebrew class
will begin at 8.40am

Times for Religion classes for Catholic Children to be decided at a later date

                             School Day for Senior Infants

Thursday, 29th August 2019 – 1st day of new term early start time
Start Time:        9.00am
Finish Time:      12.30pm

From Friday, 30th August 2019 - onwards
Jewish Children                Non-Jewish Children
Start Time:        8.40am      Start Time 10.05am
Finish Time        2.00pm      Finish Time 2.00pm
Please note: There will be no Hebrew classes on the 1st day. Thereafter Hebrew class
will begin at 8.40am

Times for Religion classes for Catholic Children to be decided at a later date

Booklists 2019 – 2020

Booklists are now available on our website These book lists are also sent by post to Parents
in early summer. Should a parent mislay the Booklists they can be found on our website at .
Also the School Supply Centre, Unit 13, Rathfarnham Shopping Centre, Dublin 14 has a copy of all our lists and
undertakes to stock all listed texts.

To avoid queuing parents can E-mail or fax booklist order directly to the School Supply Centre at OR FAX Number 01-4932600. Please indicate full text titles and include a contact
telephone number.

                                              Uniform Lists

Reducing school costs for parents for the coming academic year:
Schools are being encouraged to help reduce school costs for parents. Accordingly, as part of Stratford’s
strategy we have a school crest available for you to purchase in the school office or with Naomi at morning
supervision. This enables parents to purchase generic uniforms at a lower cost. We encourage the purchasing
of one standard uniform as described below. It is a good quality uniform and is important for school tours and
official engagements.

Stratford NS require one obligatory uniform item (supplied by the Schoolwarehouse)
    Boys – Navy crested tracksuit top
    Girls – Navy crested cardigan/tracksuit top

The following items can be purchased at the Schoolwarehouse or in most stores as
generic items:-
    White Polo shirt – Boys and Girls
    Navy Tracksuit – Boys and Girls
    Grey Trousers – Boys
    Navy Skirt – Girls

SCHOOL CRESTS (iron-on or sewn) for all generic items are available from the school
office or morning supervision.

                                    Optional for both Boys & Girls

                    Crested tracksuit bottoms (from the Schoolwarehouse )

Full compliance with the uniform policy is expected as this guarantees modesty of dress appropriate
to the ethos of our school. The formal uniform or the tracksuit version is acceptable in the school on normal
school days. However, the formal uniform is obligatory for formal occasions.

Jewish Studies

Classes are provided from 8.40am to 10.00am. A child who is Jewish according to orthodox Jewish law as
determined by the office of the Chief Rabbi is eligible and must attend Jewish religious classes. Further details
are available from the school office.

                                        Jewish Studies Programme
The Dublin Talmud Torah Jewish Studies Programme comprises of four school classes aged 4 – 12 years.

   1.       General Jewish knowledge
   2.       Study of the 5 Books of Moses
   3.       Prayers
   4.       Hebrew Writing
   5.       Hebrew Reading
   6.       Hebrew Grammar

                                 Aims of the Jewish Study Programme
    1.      Cultivate a love for Jewish learning
    2.      To nurture a pride in being part of the Jewish people
    3.      To attain a proficiency in Jewish learning and practice by promoting and developing Jewish study

A wide variety of interesting activities are used to enrich the curriculum.

                                      Catholic Religious Classes

A full programme of classes is available for those pupils whose parents wish them to prepare for the

The programme followed is that as outlined by the Catholic Church and is implemented under the guidance of
St. Joseph’s Parish, Terenure. The classes cater for all Catholic children from Junior Infants to Sixth class. The
Sacraments of Reconciliation and Communion are received by the children of Second Class, and the Sacrament
of Confirmation is received by the pupils of Sixth Class. To receive these sacraments, children must be baptised.

Lessons are taught in the morning before secular classes and a full timetable is available at the start of each
school year.

School Traffic Warden Service
Stratford National School is situated at a very busy traffic junction and we appeal to parents to reinforce good
road-crossing practise to their children.

The School Traffic Warden Service is available for pupils each morning from 8.25am to 9.05am and from 2.55pm
to 3.15pm. These time periods are the maximum available to schools under the school traffic warden scheme
and the services of the Traffic Warden will not be available for pupils outside of these times. Our Traffic
Warden has requested us to remind all parents not to park in the vicinity of the Warden’s duty point as to do
so places pupils at risk.

Pupils who are waiting to be collected must remain inside the school yard not outside on the footpath or by the
school wall.

School Gate
1.     The school gate can be opened on the keypad. New parents will be informed of the code. In accordance
       with Stratford NS Child Safety Policy please only give this code to relevant people in the interests of
       security. The same code provides access to the brown entrance door used for all pupils in the morning.
2.     When exiting, there is a switch on the wall on the left side before the gate. This releases the gate for
       about 10 seconds to allow you to leave.
3.     Please prevent younger children from pressing the buzzer at the main door of the National School as
       this is most disruptive.

Morning Arrangements:
1     The School Gates open at 8.10 a.m. Pupils must not arrive on school property before this time as they
      are not insured. Supervision is only provided for those who comply with the expected standard of
2     Jewish pupils must remain in the Lunchroom until brought to class by their Hebrew teachers. Non-
      Jewish pupils are not required to be at the school prior to 9.45am, unless they are attending a Christian
      Religion Class.
3     Pupils attending a Christian Religion Class should report to the lunchroom or other appointed
      supervised area, where they await collection by their religion teachers.
4.    From 9.30am – 10.00am a quite ‘reading’ and ‘individual-work’ time is observed by all pupils in the
5     At 10.00a.m. All non-Jewish pupils should be seated quietly in the lunchroom.
6.    Pupils should move in an orderly manner from the lunchroom to their classrooms when directed to do
      so by their teacher.
7.    At 10.05am both Jewish and Non-Jewish pupils should be in their seats in their classroom and in a state
      of good order to facilitate the prompt beginning of class.

End of the Day Arrangements
1.      Parents are expected to arrange for their children’s prompt collection & safe transport home.
2.      Neither the school nor its staff can accept any liability for pupils left behind on the premises.
3.      Parents collecting children should do so from the National School Courtyard
4.      Attendance at extra-curricular activities is conditional on the parent collecting their child promptly.
5.      Only nominated people can collect your child unless the Teacher is informed beforehand.

                                              No Dogs Allowed
Dogs are not permitted on the school grounds for Health & Safety reasons

           We thank you for your full co-operation in all these procedures.
School Attendance, The Education Welfare Act and TUSLA
A good education gives children the best possible start in life and with this in mind, the purpose of the Education
(Welfare) Act 2000 is to encourage regular school attendance and participation in education and training for as
long as possible. Under the law, every child must attend school regularly up to sixteen years of age or complete
at least three years education in a post primary school whichever comes later.

The Educational Welfare Service of the Child & Family Agency (TUSLA) requires that parents let the school
know if their child is absent and the reason why. In compliance with the Act, it is school policy that reasons
must be given in writing.

The school is furthermore legally obliged to notify TUSLA of all cases where a child is absent for 20 days or more
or where absences give rise to concern.

       If your child is sick or is absent for other good reasons, no action will be taken by Educational Welfare
       However, if there is concern about your child’s attendance at school or about the reasons given, you
        may be visited by an Educational Welfare Officer who will discuss your child’s education with you. The
        Officer will work with you and take full account of the circumstances of the child and the family before
        deciding what further action is necessary to ensure that the child receives his/her entitlement to an
       Parents should note that a pupil’s attendance record is based solely on his/her presence or absence for
        the School official Roll Call. The official Stratford National School Roll Call time for Secular Education
        is 10.10am.
       Parents should also note that holidays taken during the school term are considered as absences
        without proper justification. The school cannot give “permission” for holiday absences during term

Further information concerning the TUSLA and about school attendance matters generally can be obtained from
the national Lo-Call Education Helpline (Telephone 1890 36 36 66) which is staffed by an Educational Welfare
The school will be developing a statement of strategies and measures it proposes to adopt, to encourage good

Stratford National School is run in accordance with Jewish dietary law. Therefore, the following requirements
apply to all pupils in our school:
    1) Lunches must not include cooked meats nor poultry
    2) Lunches must not be shared or swapped.
    3) With regard to both school lunches and “special occasions” e.g. last day of term, birthdays cakes etc.,
        parents are reminded that cakes, breads, biscuits or other foods cannot be brought into school for
        distribution to the other children unless all items are sealed and carry kosher certification. Further
        information can be obtained from the School Administration Office.

                              These kosher requirements are strictly enforced.
In addition to these kosher requirements above, under our S.P.H.E. Programme, Stratford NS encourages our
pupils to become more aware of the need for healthy food in their lunch boxes.

Aims of the Healthy Food Policy
    To promote the personal development and well-being of the child.
    To promote the health of the child and provide a foundation for lifelong healthy living.

      To enable the child to appreciate the importance of good nutrition for growing and developing and
         staying healthy.
      To enable the child to accept some personal responsibility for making wise food choices and adopting a
         healthy, balanced diet.

  Lunch is an important meal for school-going children. It should provide one third of their recommended daily
  allowance of nutrients without being high in fat, sugar or salt. It should also provide dietary fibre (roughage).
  The traditional packed lunch of milk and sandwiches is under attack from a range of convenience foods like
  crisps, sweets, biscuits, chocolate and soft drinks. Parents and teachers are concerned about this trend but
  some find it difficult to come up with popular healthy alternatives. We ask you to encourage a healthy lunch
  right from the start. The following guide is designed to help you provide quick, appetising, and nutritious
  lunches for your children.

        Bread & Alternatives                   Savouries                Fruit & Vegetables                 Drinks
Bread or rolls, preferably whole-meal   Tinned tuna/sardines   Apples, Banana, Peach              Milk
Rice – wholegrain                       Cheese, egg, etc       Mandarins, Orange segments,        Fruit juices (pure)
Pasta – wholegrain*                     Quiche (non-meat)*     Fruit Salad, dried fruit,          Squashes -.low sugar
Potato Salad                            Pizza (non-meat)*      Plum, Pineapple cubes              Yoghurt
Wholemeal Scones                                               Grapes, raisins, sultanas
                                                               Cucumber, Sweetcorn, Tomato

                                     A word about Milk and Dairy Foods
  Milk is available to pupils in our school. Milk is a rich source of protein, calcium, vitamins and minerals. If your
  child does not drink milk at lunch, encourage him/her to have a carton of yogurt or a small helping of cheese
                * The school does not have the facility for the heating or reheating of pupils’ lunch items

  Please note that the provision of children’s lunches and the contents of pupils’ lunch-boxes are the
  responsibility of parents. Teachers will promote healthy eating and discourage unhealthy foods. Parents are
  expected to ensure pupils have a healthy lunch every day.
  Where a teacher is aware that a pupil has inadvertently come to school without his/her lunch, the school may
  attempt to telephone the parent, who should supply a suitable lunch as soon as possible. Alternatively, pupils
  will be offered milk and bagels.

  Foods discouraged in school
  Crisps, fizzy drinks, high energy “sports” drinks, etc. Sweets, Chocolate biscuits/bars. ALL nuts & tree nuts.

                                                   Total Nut Ban
  Some children in Stratford NS have a severe allergy to nuts and other allergies. For this reason, Stratford NS
  under the guidance of the BOM enforce a total nut ban and implement a formal allergy awareness policy. We
  do this by the following means.

     No peanuts or any nuts in school lunches.
     No peanut butter sandwiches and spreads containing nuts in school lunches.
     No sharing of school lunches.
     No nuts or nut products

  Due to the severity of the condition it is important that all parents carry out the total nut ban to reduce the risk
  of an allergic reaction by any pupil who presents with the condition.

Stratford NS Enrolment Policy
Places will be allocated on the following basis and in the following order. Within each category all applicants will
be ordered according to the date of receipt of the application to Stratford National School.

1.            Jewish applicants.
2.            Brothers and sisters of families already in Stratford NS and children of teachers from Stratford NS.
3.            Children of past pupils of Stratford NS, Stratford College and Zion Schools Bloomfield Avenue.
4.            Siblings of pupils already in Stratford College and children of Stratford College teachers.
              Applications from siblings of existing Stratford College pupils will be considered before applications
              from siblings of pupils who have been offered places and have accepted them in Stratford College.
5.            Other pupils, on a first come first served basis.

All applicants must be aware of and accept the Ethos and Jewish Denomination of the School.

        All applicants must be 4 years of age on/or before 30th April on year of enrolment.
        Applications will only be considered if presented on the Stratford NS Standard Application Form. E-mail
         copies will be accepted pending originals.
        Accompanying Application Forms must include a birth certificate, to be returned to the parent after
         inspection. E-mail copies will be accepted pending originals.
        Applications for pupils already in school attendance elsewhere contain the most recent school reports.
         Stratford NS reserves the right to contact the previous school and/or seek required information.

     Jewish applicants must submit whatever documentation the Chief Rabbi’s Office
        requires. Failure to comply will prevent the processing of the application.
    In the January prior to the September of entry all applicants (except Jewish applicants and those from
     existing families in Stratford NS) will be contacted formally by letter seeking confirmation of interest in
     seeking a place in Stratford National School. A period of two weeks will be given in which applicants should
     confirm that they wish their application to remain on file. After that two-week period our “outside” waiting
     list will be updated by removing the names of applicants that have not replied to our letter.

    Wherever possible, places are allocated before the end of February prior to the September intake.
     Applications at other times will only be considered if a place is available and in exceptional circumstances as
     determined by the BOM.

    In the case of applicants requiring special Teaching Support, it is essential to have their applications
     processed in good time so that the school can assess if we can meet their needs and arrange to put in place
     the necessary Teaching Support from the Department of Education & Skills (DES).

    While recognising the right of parents to enrol their child in the school of their choice, Stratford N.S. must
     also respect the rights of the existing school community and in particular, the children already enrolled. This
     requires balanced judgements, which are guided by the principles of natural justice and acting in the best
     interest of all children. Management reserves the right to determine the maximum number of children in
     each separate classroom bearing in mind:

         a)        size of class / available space in classrooms
         b)        educational needs of children of a particular age
         c)        our multi-grade classes
         d)        presence of children with special educational, behavioural or language needs

Stratford National School offers our parents a range of formal and informal means of contacting your child’s
teacher and we encourage quality communication between all sections of our school community.

Structured Communication
     In the first term, parents are invited to a Curriculum Evening with your child’s Class Teacher. The
        purpose of this meeting is the general curriculum and class practices.
     In the second term parents are invited to a Parent-Teacher Meeting at which you can discuss your
        child’s general progress with the Class Teacher, on a one-to-one basis.
     A written school report is sent to all parents at the end of the summer term.

Formal Communication
    Important information about Stratford National School will be presented in The Stratford National
       School Handbook and this will be updated annually and will be available on our website
    Parents will be informed of important by letter, mobile phone text or handout which will be also
       displayed on the school doorway. Our website also contain information updates.
    The Parents Association Newsletter is another important means of written communication, distributed
       to all families in the school several times a year and featuring information about events at the school,
       Parents Association activities and articles written by our pupils.

Informal Communication
Stratford National School is a small school and we pride ourselves on having ongoing friendly relationships with
our parents. Often our parents can talk to teachers without a formal appointment. However, as teachers may
have prior commitments parents are advised to make an appointment to see the Class Teacher either by
sending a note to the teacher or by telephoning the School Office at (01) 4922315.

Teachers are not available to discuss issues during class time, except in cases of genuine emergency. Please also
respect teachers’ home lives in the evenings and at weekends. Discussions of a sensitive nature deserve to take
place in private and written notes to teachers should be presented in a sealed envelope. Parents wishing to
meet The Learning Support Teacher should contact the School’s Office for an appointment.

If a parent wishes to discuss an issue with a teacher the following procedures are in place:

       Make an appointment through the office to meet the teacher at the earliest opportunity. The issue will
        usually be resolved to the satisfaction of both parties.
       If the parent is still dissatisfied, he/she should bring the matter to the attention of the Principal, who
        having listened to both sides will try to settle the issue to the satisfaction of both parent and teacher.
       If the issue is still unresolved, it should be passed to the Board of Management, in writing, through the
        Chairperson. If the Board fails to resolve the matter, the issue should be forwarded to the Department
        of Education & Science, in writing.
       Issues regarding the organisation the school should be made in the first instance to the Principal, who is
        available by appointment. Constructive suggestions are always welcome.
       An anonymous complaint will not be entertained by a teacher, Principal, Board of Management or the
        Department of Education.
       The Parents’ Association will not involve itself in a complaint by a parent against a teacher. It is not its
        function and any attempt to involve members of the committee could damage the relationship of
        harmony and trust which exists between the association and the staff.

Birthday Party Invitations - Please ensure that party invitations are not distributed in the school. This measure
prevents feelings of rejection or isolation for any classmates who are not included in the invitations. See also
“Kosher Requirements”.

Code of Positive Behaviour
At Stratford N.S we aim to provide a positive, secure and friendly learning environment where children, teachers,
parents and the wider school community work in partnership. This code was devised in consultation with all
interest groups of Stratford National School with the view to defining acceptable standards of behaviour as goals
to be worked towards as opposed to expectations that are fulfilled or not. We are aware that the school has a
central role in children’s moral and social development as well as their academic development. This code is
developed to ensure that the individuality of each child is accommodated in tandem with the acknowledgement
of the rights of each child to an education in a relatively disruption free environment.


   In devising the code, consideration has to be given to the particular needs and circumstances of the school.
   The aim of this code is to create a well ordered, safe and caring environment conducive to learning.
   We aim to create a positive school climate that encourages and promotes positive behaviour, self-esteem and
   We aim to assist children in taking responsibility for their own behaviour within the school environment.
   We aim to enable teachers to teach without disruption.
   We aim to encourage the involvement of home and school in the implementation of this policy.
   We are an inclusive school and we aim to ensure fair treatment of all regardless of age, gender, race/ethnic
    background and/or ability.


   Positive and respectful relationships are built up between students, staff and parents.
   In Stratford National School, we have high expectations for the behaviour of all members of the school. The
    school recognises the variety of differences that exist between children and the need to understand these
   The educational needs of pupils whose behaviour is unacceptable will be balanced with the educational needs
    of the other children in the school.
   Our school is committed to provide positive support for those students who are more vulnerable to
    behavioural problems and or have special needs.
   It is agreed that a high standard of behaviour requires a strong sense of community within the school and a
    high level of co-operation among staff and between staff, parents and pupils. Every effort will be made to
    ensure that the code of discipline is implemented in a fair and consistent manner.
   It is not school policy to inform parents of everything behaviour related. This is at the discretion of the
    individual teacher in line with our whole school behaviour plan.
   Our school’s code of positive behaviour is founded on following beliefs:
    o   Class Safety in our class, we all have a right to feel safe. We all have a responsibility to help create and
        sustain a safe school environment.

    o   Class Respect in our class we have a right to be treated with respect. We all have a responsibility to
        treat others with respect.

    o   Class Communication in our class, we all have a right to communicate. We all have a responsibility to
        allow others to communicate also.

    o   Class Learning in our class, we all have a right to learn. We all have a responsibility to allow others to

Code of Positive Behaviour (contd.)

Creating a positive school atmosphere
       We have respect for diversity and individual children’s needs
       We enhance pupils’ self-esteem through programmes such as Walk Tall, Stay Safe, S.P.H.E., Anti-Bullying
        Campaign, Talkabout and Circle Time. We also enhance pupil’s confidence and self-esteem via initiatives
        such as the Active School Programme, Friendship week and acknowledging and affirming positive
       We use a range of approaches when looking at discipline. We have restorative circles, reflective time and
        conflict resolution programmes.
       We see the development of emotional intelligence, resilience, respect and tolerance of diversity, the
        teaching of empathy and emotional literacy as vital components of our curriculum.
       We foster communication with home and school via homework diaries, notes, newsletter, informal and
        formal meetings, curriculum evening and our school website.
       We understand that effective teaching and learning are closely linked to good behaviour. We believe that
        positive acknowledgement and reinforcement is a very effective way of promoting good learning

Rules of the School

Good discipline creates a happy environment for children, as children are most content in a safe, structured and
disciplined environment. The school aims to use Positive Reinforcement as much as possible and adhere to the
following rules:
        Courtesy and consideration should be shown to others at all times, in the classroom, throughout the
         school and in the yard
        Respect for and co-operation with teachers and fellow pupils is required
       Pupils should be attentive and orderly in class, showing due regard for the rights of others to work without
        distraction such as talking in class, speaking out of turn and unnecessary movement and noises
       Pupils are expected to take reasonable care of all property whether their own or that of others
       Any form of bullying is totally unacceptable
       Zero tolerance of racist/offensive language
       All pupils should strive to complete all class work and homework to the best of ability and the highest
        possible standard
       Full participation is expected in oral work, listening, reading and discussion
       A high standard of personal hygiene and a neat appearance.
       Pupils must wear the full uniform or school tracksuit
       Pupils may not leave the premises without written permission from parents
       It is essential to have a complete set of books and copies properly covered
       Written work should represent their best efforts in neatness and legibility
       A note of explanation follows/precedes all absences/planned and unplanned
       Children must always bring a healthy lunch to school
       Chewing gum is strictly forbidden
       The school must be kept clean and all unfinished food and drinks will be brought home.
       Children must always walk in corridors, never run.
       Mobile Phones: the making of and receiving of calls is strictly forbidden. Phones must be switched off
        and remain in the child’s bag for the entire school day. Children may not use any mobile phone/tablet
        on school premises unless the equipment is school property or supervised by a member of staff.
        Violation of the above and the phone/tablet will be confiscated and parents will be requested to come
        in and collect the phone.
Code of Positive Behaviour (contd.)


       Children are asked to arrive and leave on time each day. If, under exceptional circumstances, a child
        needs to leave school during the day, parents must supply a signed note (by the child’s parent/guardian)
        to the class teacher or office in the morning to explain the reason for absence.
Class Rules
       At the beginning of each academic year, each class will draft a list of rules. The rules must reflect and
        support the ethos of the school and the school rules, be kept to a minimum and emphasise positive
        behaviour. Rules are positively stated.

Good Manners
In our school, our aim is to treat everyone with respect and dignity. We constantly emphasise the importance of
good manners and encourage children to always use good manners when dealing with others, both children and
adults. Posters listing basic good manners are displayed in classrooms and staff work to promote the use of
good manners. The importance of modelling good manners is essential and includes:
   Always listen to others if they are speaking to you
   Make eye contact when talking and speaking to others
   Don’t interrupt others
   Take turns
   Say ‘hello’ smile or wave when you see someone your know
   Respond to someone when they address you
   Use a respectful tone of voice when addressing others
   Pay attention in class
   Hold the door for people entering or leaving after you
   Always clean up after yourself
   Don’t touch other people’s possessions without permission
   Eat in a polite way
   Wash your hands after using the bathroom
   Use the language of good manners - Please, Thank you /No thank you, Pardon/Excuse me, Sorry

Particular emphasis is placed on the children’s understanding of boundaries and the importance of using a
respectful tone of voice when addressing both adults and children. The children are taught to understand and
respect the roles of different staff members and are expected to treat staff members with courtesy and respect.

The positive strategies which we implement to promote good behaviour, to prevent behavioural difficulties and
to deal with incidents of unacceptable behaviour in the playground are:
       A clear concise set of rules are communicated to the children. These rules are discussed at staff
        meetings, during student circle time and are communicated to children at assemblies and in individual
        classes. These rules can change from term to term and year to year.
       Recording Yard Incidents - If an incident occurs that is of concern it is reported to and recorded by the
        class teacher and/or the principal. A decision will be made at that point what course of action to take. It
        is important that incidents in the yard are dealt with in the yard. It is only necessary in the case of
        serious incidents that teachers and/or the principal are notified.
       If children are engaging in rough or dangerous play they are asked by a teacher to stand out for a short
        period of time, (usually standing at the infant classroom wall or walking with the teacher on duty).

Code of Positive Behaviour (contd.)

Positive approaches to discipline in the yard
All members of the school community work together to create a happy and peaceful yard environment. Older
classes are encouraged to model positive behaviour. Positive yard behaviour is acknowledged and affirmed.
Conflict Resolution
In our school we take a restorative approach to resolving conflict. Within a restorative justice framework the
emphasis on restoring relationships rather than exacting punishments. The building, nurturing and repairing of
relationships is a key issue in supporting learners in schools. Restorative justice focuses on finding an acceptable
way forward for all parties involved in a dispute. We recognise that there are three distinct approaches to
resolving conflict:
         Negotiation: The children are taught the skills needed to negotiate with others in times of conflict. We
          teach children to clearly and directly communicate if another child is behaving in a way that is upsetting
          them. Children are encouraged to say ‘Stop’ if someone is teasing them or annoying them in some way.
          We see this assertive communication as a very important step in each child’s personal development.
        Mediation: Mediation is regularly used to help children resolve conflict. The mediator helps children in a
         dispute to resolve their differences amicably and aims to create win-win solutions. Mediators encourage
         children to communicate their feelings and to give an account of what happened. In the mediation process
         children are encouraged to listen and to understand the situation from both sides. Mediators must be
         impartial and as non-judgemental as possible.
        Arbitration: Unfortunately, not all conflicts are resolved through negotiation and mediation. Sometimes
         conflicts are resolved through arbitration where the teacher or principal intervenes and decides whether
         sanctions are necessary to end a conflict.

Restorative circles are used by the teacher or principal in our school as a tool when dealing with issues. Children
have conversation in a circle based around a series of questions. These questions are as follows:

    1.   What happened?
    2.   What were you thinking/feeling at the time?
    3.   What are you thinking and feeling now?
    4.   Who has been affected by this?
    5.   What do you need to move on?
    6.   What needs to happen now, so that harm can be repaired?

Rewards and Acknowledgement of Good Behaviour
In our school we place a greater emphasis on rewarding positive behaviour than on sanctions. We believe that
students are more likely to behave well when:

   They are given responsibility and are involved in the development of the school’s Code of Behaviour
   They are encouraged to see that the code works in a fair way to the benefit of all
   The standards are clear, consistent and widely understood. There are good relationships between staff,
    parents and students.

Other strategies that help encourage good behaviour are:

   Positive interaction between staff members and students
   Good school and classroom routines
   Clear boundaries for students
   Recognising and giving positive feedback about behaviour

Code of Positive Behaviour (contd.)

 All members of staff have a shared responsibility in operating the schools Code of Behaviour. Visiting staff, student
 teachers etc. are expected to familiarise themselves with the school’s Anti-Bullying Policy and Child Protection
 Policy. Copies of all school policies can be found in the school office.

 The staff member who has dealt with or observed the misbehaviour will communicate incidents of notable
 behaviour the class teacher. Interventions are used in school as part of a plan to change behaviour and are used
 as part of a wider plan to help students learn. Interventions are used in a respectful way that help students to
 understand the consequences of their behaviour and to take responsibility for changing the behaviour. In
 particular teachers are aware that interventions should:

      1.   Diffuse and not escalate a situation
      2.   Preserve the dignity of all parties
      3.   Be applied in a fair and consistent way
      4.   Be timely and age appropriate

  Staff use agreed interventions and teachers know the level of intervention they are authorised to apply.
       S.N.A.s are not responsible for children’s discipline or classroom management. Their role is to remind and
          to advise.
       The teacher deals with most incidents of misbehaviour, a variety of interventions are used in class and on
          yard. They are addressed in the table attached.

  Unacceptable behaviour including minor, serious or major misbehaviour will be judged by the teachers with
  regard to the gravity and severity of such misdemeanours. Sanctions are outlined in the table below:

                  Behaviour Management in School, on Yard and on School Trips

Minor Misbehaviour                   Sanctions                  Minor Misbehaviour- on yard                Sanctions
 - in Class, on Tour
 Talking out of turn      Reason with pupil                 Pulling and dragging other children     Verbal reprimand
 Breaking school rules    Verbal reprimand                  Breaking up other children’s games      Reasoning with pupil
 Regularly out of seat    Advice on how to improve          Taking football games too seriously     Separation from peers at
 Constant talking                                           Playing in the toilets                the infant room wall
 Not making an effort                                       Entering school without permission    (length of time age
 Fidgeting                                                  General ‘horse play’, wrestling       appropriate, e.g. 2/3 mins
                                                            Not ‘allowing’ others to play games   Junior Room children and
                                                                                                  3/4 mins Senior Room)

   Repeated Minor                    Sanctions                Repeated Minor Misbehaviour                  Sanctions
    Misbehaviour                                                        - on yard
- in Class, on Tour      Internal school tasks/Chores       As above                              As above
As above                 Activity based on the school rules                                       Note in journal to inform
                         Meeting with all involved                                                parents
                         comprehensive                                                            Involve Principal
                         discussion/reflection on the                                               Incident Sheet/Book
                         events with a focus on how
                         actions made others feel and
                         encourage an empathic response
                         to events
                         Note in journal to inform parents
                           Meeting with parents

Code of Positive Behaviour (contd.)

             Serious Misbehaviour – In Class                                       Sanctions

 Homework not completed on a regular basis                 Temporary separation from peers
 Speaking disrespectfully to a teacher                     Temporary separation from peers –
 Telling lies                                              Involve Principal
 Name calling                                              Incident Sheet
 Verbal abuse towards other pupils                         Issue of verbal warning and reminder to parents/home
 Physical abuse towards other pupils                       Behavioural contracts
 Causing problems on the way to and from school Use       Separation from peers for conflicts on yard
 of bad language                                           Children with serious misbehaviour issues may be referred
                                                           for further help, e.g. counselling/play therapy/art therapy

             Major Misbehaviour – In Class                                         Sanctions

 Verbally abusing a teacher                                 Involve principal
 Involvement in racial incidents                            Incident Sheet
 Stealing, fighting, truancy                                Issue of note/card home (Areas that need work are …..)
 Any behaviour deemed aggressive or violent                 Behavioural Contracts
 Aggressive/violent behaviour to and from school            Separation from peers for conflicts on yard
 Destruction of school property                            Classroom time-outs (Removal)
 Destruction of property to and from school                 Suspension
 Engaging in any action that would injure a pupil           Expulsion
 Refusal to comply with instructions
            Serious Misbehaviour – On Yard                                         Sanctions

 Intentional physical abuse to another pupil               Written record kept by class teacher
 Verbal abuse to teacher                                   Involve Principal
 Refusal to comply with instructions                       Incident Sheet
 Use of bad language                                       Note home
                                                           Contact parents for meeting

             Major Misbehaviour - On yard                                          Sanctions

 Physical abuse towards teacher                            Immediate removal from yard/Sent to Principal
 Involvement in Racial Incidents                           Incident Sheet
 Physical or threatening abuse towards other pupils        Involvement of parents
 Use and carrying of dangerous implements                  Suspension

The Principal shall inform the Education Welfare Officer (EWO), by notice in writing, when a ‘student is suspended
from a recognised school for a period of not less than 6 days.’ Parents should be informed of their right to come
to the school and be invited to do so in order to discuss the misbehaviour with the Principal and/or the class
teacher. This should always be done when the suspension of the pupil is being contemplated.
The Board of Management has the authority to suspend a student.

Code of Positive Behaviour (contd.)

Grounds for suspension:

   The students behaviour has had a seriously detrimental effect on the education of students
   The students continued presence in the school at this time constitutes a threat to safety
   The student is responsible for serious damage to property
   A single incident of serious misconduct may be grounds for suspension. A record of any suspension will be
    kept on file.
   Principal can sanction suspension immediately or otherwise pending discussion with parents/guardian
   A suspension will usually be for 3-5 days. If a suspension longer than five days is proposed by the principal the
    matter is referred to the Board of Management for consideration and approval. However, the Board may wish
    to authorise the Principal, with the approval the Chairperson of the Board to impose suspension of up to five
    days in circumstances where a meeting of the Board cannot be convened in a timely fashion. The EWO will be
    notified if a student is suspended for a cumulative total of 6 days or more.
   The Board places a ceiling of ten days on any one period of suspension.

Procedures to ensure fairness when excluding a pupil will include:

   Ensuring other means of intervention when dealing with the behaviour has been tried
   Parents have been invited into the school to discuss the intention to exclude.

Implementing the Suspension:

   The principal will notify parents in writing of the decision to suspend if the suspension is longer than three
    days. The letter will confirm:
   The period of suspension-beginning and end dates
   Reasons for suspension
   Any programme to be followed by the student or the parent
   Arrangements for returning to school and any commitments to be entered into by the students and the
   Provision for appeal to the Board of Management
   Right to appeal to the Secretary General of the DES (Education Act 1998, Section 29)
   A suspension bringing the number of days for which a student has been suspended in the current school year
    to 20 days or more is subject to appeal under Section 29 of the Education Act 1998.

Following suspension a plan to reintegrate the student will include where possible an arrangement for a
member of staff to provide support during the reintegration process. Student contracts will if necessary be put
in place for the student and his parents. All efforts will be made to support the student to adhere to his
contract. It will be expected that the parents will support and maintain support at all times for their child.

Instead of Suspension
In some cases the Principal may decide that separation from peers and the current classroom environment may
be the most suitable method of dealing with certain behaviours. In this instance pupils may be assigned work
from their current teacher and temporarily placed in another classroom for a period of time befitting the
behaviour or circumstances.

Code of Positive Behaviour (contd.)

Expulsion will be considered in extreme cases where all possibilities have been exhausted. A proposal to expel a
student requires serious grounds such as that if the students behaviour is a persistent cause of significant
disruption to the learning of others or the teaching process, the students continued presence in the school
constitutes a real and significant threat to safety, the student is responsible for serious damage to property. The
BOM authorises its principal and chair to ratify its decision after 20 days.

   Schools are required by law to follow fair procedures prescribed under the Education (Welfare) Act 2000
    when proposing to expel a student. Parents will be invited to a meeting with the Board at which the
    principal is recommending an expulsion. The parents and principal will not be present when the BOM makes
    its decision.
   A detailed investigation carried out under the direction of the Principal
   The following steps must be adhered to:
   A recommendation to the B.O.M. by the Principal
   Consideration by the B.O.M. of the Principals recommendation, and the holding of the hearing
   B.O.M. deliberations and the actions following the hearing
   Consultations with the EWO officer
   Confirmation of the decision to expel
   Pending these procedures a Board may consider it necessary to suspend a student during this time.
   When the Board is of the opinion that the student should be expelled the Board must inform the EWO in
    writing. The student cannot be expelled before the passage of 20 school days from the date on which the
    EWO receives this written notification (Education (Welfare) Act 2000, s24(1).

Stratford National School is a ‘bullying free zone’. Any form of bullying is totally unacceptable. Please see the
Anti-Bullying Policy.

Homework is assigned Monday to Thursday. Parents are strongly advised to take an active interest in their
child’s homework and to sign their homework journal every night. Please see Homework Policy. Teachers are
happy to discuss homework expectations with parents and clarify any aspects of homework that may be unclear
or new throughout the school year.

Children with Special Needs
All children must comply with the code of behaviour. However children with SEN may need assistance in
understanding certain rules. Children in individual classes may be taught strategies to assist children with SEN to
adhere to the rules and provide peer support. This will be encouraged and promoted at every opportunity.

Behaviour Sheets
Behaviour sheets are utilised to track systematically and consistently any student’s behaviour that is a cause of
concern. Please see Appendix II

IBPS (Individual Behavioural Plan Sheets)
The principal in consultation with parents and teachers of particular children may draw up an IBP. Please see
Appendix III below:-

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