Personal Electronic Devices (PED’s) Policy

Coláiste Iognáid Policy on Personal Electronic Devices (PED’s)

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Anti-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 coláiste Iognáid 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.

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Code of Behaviour

Coláiste Iognáid aspires to be a community wherein mutual respect, co-operation and natural justice are integral features. The Code of Behaviour aims to respect the rights of all members of the College community – management, staff, students and parents.

The fostering of personal and communal responsibility allied to self discipline is a central concern of the College in the hope that individuals and groups will learn to take the fullest possible ownership of the values enshrined in the Mission Statement and behave accordingly.

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Internet Acceptable Use Policy

The aim of this Acceptable Use Policy is to ensure that pupils will benefit from learning opportunities offered by the school’s Internet resources in a safe and effective manner. Internet use and access is considered a school resource and privilege. Therefore, if the school AUP is not adhered to this privilege will be withdrawn and appropriate sanctions – as outlined in the AUP – will be imposed.

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Guidance Plan

In this plan, the term guidance will be used to refer to all guidance and counselling activities and student support services in the school. Guidance in schools refers to ‘a range of learning experiences provided in a developmental sequence, designed to assist students to make choices about their lives and to make transitions consequent on these choices’ (NCGE 2004).

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Pastoral Care Policy

School Pastoral Care implies caring for the quality of relationships between all the various ‘partners’ in the school community. It involves the engagement of all the school policies, processes and programmes in the development of the appropriate systemic structures, roles and resources to support the development of the emerging adult.

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Relationships and Sexuality Education Policy

The R.S.E. policy currently applies to students taking Social, Personal and Health education to Junior Cert. level. The school recognizes that parents/guardians are the primary educators and home is the natural environment in which relationships and sexuality education (R.S.E.) should be initiated and developed.

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Admissions Policy

Admissions policy is subject to annual review

Admissions Policy 2018-2019

Admission of Transfer Students

Fr. Bob McGoran Centre Admissions Policy

The Fr. Bob McGoran Centre caters for special needs students with Autistic Spectrum Disorder (ASD). The goal of the centre is ‘inclusion’ and the integration of it’s students into the mainstream class.

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BOM Strategic Plan

This plan is the result of a series of consultative meetings with BOM members, Staff and parents from early 2009. This document contains the main goals and actions 2010-2014 identified by working groups within the five target areas.

1. Teaching and Learning and Supporting Staff
2. Development of Active Partnerships and Communication with all the Stakeholders.
3. Celebration of School Culture and Heritage.
4. Finance and Buildings.
5. Policy development and review.

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Critical Incident Plan

A Critical Incident Policy for the Jes means having a set of procedures in place, so that we can respond as a school community in a caring, supportive way in the event of a Critical Incident occurring. The goal is to provide a caring, safe and supportive environment, which respects the whole school community, so that all those involved will emerge from any critical incident knowing that there are structures in place that will help them deal appropriately with the event.

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Equality Document

The aim of this (equality) document is actively to promote and encourage those behaviours, which enhance our relationships of respect with others and to uphold equality and anti-discrimination protection afforded under national legislation to all members of the Coláiste Iognáid community. It is implicit therefore that Coláiste Iognáid strives to provide a healthy stress-free environment where all persons whether students, teachers, administrators of auxiliary staff have the freedom to work and to learn in the decide knowledge that neither bullying intimidation nor harassment are tolerated.

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School Tours Policy

School Tours and Activities Policy

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Good Practice on School Tours

Outlines good practice on  school tours and outings.

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Substance Use Policy

The aim of this document is provide a framework within which the whole school community manages issues relating to substance use.

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Vision Document

The ultimate goal of the education which Coláiste Iognáid provides is an effective appreciation of the radical goodness of the world “charged with the grandeur of God”

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Transition Year

The purpose of the Transition Year is to broaden the educational experience of our pupils of that they may be better prepared for life in the widest sense of the term. According to the college’s Vision Document “We strive for the formation of the balanced person who will play a fulfilling and responsible role in society at large.”

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Child Protection Policy of Coláiste Iognáid, Gaillimh.

The Board of Management recognises that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, practices and activities. Accordingly, in accordance with the requirements of the Department of Education and Skills’ Child Protection Procedures for Primary and Post Primary Schools, the Board of Management of Coláiste Iognáid has agreed the following child protection policy:

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Literacy and Numeracy – For Learning and Life 

The circular letter 0056/2011 states clearly that literacy and numeracy are among the most important skills taught in our schools. They are fundamental to a person’s ability to succeed in education, to gain fulfilling employment and to lead a satisfying and rewarding life. The national strategy emphasises the important roles that schools, teachers and parents play in fully developing these skills.

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