Coláiste Éamann Rís is a Catholic secondary school for boys under the trusteeship of the Edmund Rice Schools Trust (ERST). The school aims at forming a community composed of students, teachers, parents, management and other staff. The central purpose of the school community is the religious, moral, intellectual, physical and social education of each student. The community seeks to create the atmosphere of Christian care and concern in which the student can grow to maturity.
In order to create an environment within which each student can grow to maturity the school requires generally accepted codes of behaviour and rules of procedures by which the school community abides. The idea is that boys will acquire the skills of self-discipline but at the same time sanctions may have to be imposed to ensure that good order is maintained at all times. It is also the intention that the teaching staff of Coláiste Eamann Ris will at all times seek to reward good behaviour positively.
2. Mission statement and ethos
“Coláiste Eamann Ris Callan is a Catholic school inspired by the vision of Edmund Rice. The central purpose of the school is the religious, moral, intellectual, physical and social education of the student in an atmosphere of Christian care and concern.”
The Code is written with this Mission Statement in mind and where possible incorporates the Edmund Rice Schools Charter.
3. Development of the Code
The Code is written as a revision of our 2005 Code of Behaviour. It also incorporates the NEWB Guidelines for Schools. The Board of Management, Student Council, Parent’s Council and Staff were all involved in the preparation of the Code. The document was vetted by Ms Roisín Scullion on behalf of ERST.
4.1 That each student will acquire habits of good conduct and self-discipline so that as they mature towards adulthood they may become responsible citizens.
4.2 That each student will recognise the inherent dignity of other members of the school community and treat them with respect and courtesy at all times.
4.3 That an effective learning environment may be maintained in all classes.
4.4 That students will at all times respect and uphold the honour, dignity and traditions of the school.
The Code applies to all instances when a pupil is under supervision of Coláiste Éamann Rís, Callan or while wearing the school uniform i.e where the student, although outside the school, is still the responsibility of the school e.g. school tours, games and extracurricular activities and attendance at events organised by the school.
Where a student is alleged to have engaged in serious misbehaviour outside school when not under the care or responsibility of the school a judgement would have to be made that there is a clear connection with the school and a demonstrable impact on its work or reputation, before the code of behaviour applies.
6. Role of parents/guardians
Parent’s /Guardians have a pivotal role in this Code. They will have the Code explained at the school’s Open Night in first term and First Year Induction morning in August. This Code will be posted on the school’s website http://www.cbscallan.org and summarised in the school diaries. Parents will be asked to sign the Code early in First Year on a yearly basis thereafter. These forms will be kept on file in the school. However once a student appears in school uniform it is presumed that he and his parents/guardians have agreed to the Code of Behaviour regardless of whether the Code has been signed or not. At the start of each school year each Year Head will go through the Code with their “Year”. The Principal will periodically, at Assembly, highlight areas of the Code from time to time.
As will be outlined later the school will communicate through the school diary and/or through informal meetings/phone calls/e mails for minor breaches of the Code. Parents should check the school diary on a regular basis and sign it once a week to ensure that homework is being done and that there are no discipline issues being flagged. If a student is given a disciplinary Ticket the parent/guardian is expected to sign the Ticket and prearrange a meeting in school with the teacher who issued the Ticket and/or Year Head/Deputy Principal/Principal as soon as convenient.
7. Role of students
Students have a responsibility for making sure their school is a happy, calm and effective place which allows teaching and learning to take place. This requires full compliance with the Code of Behaviour and an understanding of their duties as members of the Coláiste Eamann Ris community. Such duties vis-à-vis their behaviour applies while at school and while under the supervision of the school authorities on school tours or other activities off-site. As a guideline, students must ensure that they:
• Treat everyone with respect.
• Never bully.
• Always speak in a polite and respectful manner
• Always wear uniform as prescribed and be presented appropriately.
• Keep school free from drugs, alcohol, tobacco, chewing gum.
• Keep mobile phones, ipod, ipads and other such devices turned off and completely out of site while on the school premises unless such devices are being used for educational purposes under the direction of a member of staff.
• Sign in / out of the Deputy Principal’s office or the Principal’s office when arriving late or leaving school early.
• Never disrupt class.
• Respect property of the school and other while in school
• Respect the property of others while out of school on school activities.
• Conduct themselves in a safe and responsible manner.
8. Rewarding positive behaviour
8.1 This revised Code incorporates our “Rewarding Positive Behaviour policy”. Rewarding good behaviour is the main goal of this Code. School management and staff should actively foster a school ethos, policies and practices that help promote positive behaviour and prevent inappropriate behaviour.
8.2 Coláiste Eamann Ris has a range of commendations and prizes to reward achievement and good behaviour and to ensure that these students are recognised by the School Community. These students will be formally acknowledged at the Leaving Certificate award ceremony and the end of school award ceremony in May and informally through the school website http://www.cbscallan.ie.
8.3 During the school year academic or sporting achievements will be commended at school assembly on Tuesday mornings and where possible on the school website http://www.cbscallan.org.
8.4 The strategies and policy regarding rewarding positive behaviour are included later in this document.
9. Pastoral Support
If students are experiencing difficulties in relation to discipline and /or settling into the school etc staff, class tutors, Guidance Counsellor and Chaplain are available to help them. Tutors meet regularly and try to identify such problems. If a parent has worries they can visit, ring or e-mail the school. Year Heads look after initial discipline issues but will try and investigate the underlying reasons for such behaviour. Depending on what is discovered the tutor or the Guidance Counsellor or the Dep Prin/Principal or the HSE/Gardaí may then be involved.
10. Specialised Support
If a student demonstrates particularly challenging behaviour the school will involve, at as early a stage as practical, the services of the EWO and/or NEPS and or the SENO.
11. Levels of intervention.
The school operates a Ticket System for Disciplining serious acts of misbehaviour. If a teacher believes a student is guilty of seriously disrupting teaching and learning they should issue a Ticket. It is open to Year Heads and school management to do likewise if a student is guilty of serious misbehaviour. The teacher informs the student he is being issued a Ticket and the reason for it. The teacher informs the Year Head who asks the school secretary to post the ticket home. The secretary issues a letter along with the top copy of the Ticket to the parent/guardian. The parent guardian is asked to sign the Ticket and return it, in person, to the school .They are also asked to arrange a meeting with the Teacher (and Year Head or Prin/Deputy Principal if the teacher is absent) where the behaviour can be discussed. If subsequent tickets have to be issued the same procedure will be followed. If necessary the EWO will be informed.
On receipt of a Fourth Ticket the student may be suspended for 3-5 school days. Suspension will be carried out in accordance with the NEWB Guidelines and are outlined in this document. Fair procedures and the principles of natural justice must apply, which means informing parents, carrying out an investigation, giving the student the opportunity to reply before the penalty is imposed as outlined in the revised Suspension and Expulsion policy in this document.
11.1 – Class Teacher
Subject teachers will work with students to resolve any difficulties that arise in class. Teachers may contact parents directly. Teachers may also place students on lunch time detention for class disruption or home-work issues. Students will be given adequate time to eat their lunch. If the teacher deems the student’s misbehaviour to be of a very serious nature a Ticket must be issued. When a resolution to the misbehaviour cannot be found the teacher will refer the student to the appropriate Year Head.
11.2 – Year Head
The Year Head may contact parents/guardians and request a meeting. The Year Head can place students on lunch time detention and Friday evening detention if they deem this a necessary action. If Friday detention is to be used the parents and students will be notified well in advance in accordance with the detention procedure set out below. If the Year Head believes that a student’s behaviour warrants it they may issue the student with a Behaviour Card .This is a card that is presented by the student to each of his teachers at the end of class. Good behaviour warrants a tick while poor behaviour warrants an x. Three x’s will warrant action from the Year Head i.e. detention, Ticket or a recommendation to the Principal to suspend. The Behaviour Card will be imposed for a period of time determined by the year head. Once the student has completed a week of appropriate behaviour this sanction should be ceased and the improvement acknowledged to the pupil.
11.3 – Principal
If the Year Head feels that no progress is being made with a particular student or that the situation is very serious then the student is referred to the Principal. The Principal may impose a suspension for persistent misbehaviour or for an act of very serious misbehaviour. The Principal will refer a disciplinary matter to the Board of management if he/she feels that such a course of sanction is appropriate.
11.4 – Board of Management
The Board of management, on the recommendation of the Principal, may expel a student in accordance with the expulsion procedures set out below. Such a course of action shall only be considered after reasonable efforts at rehabilitation have failed. The school’s Suspension and Expulsion Policy is revised in line with the NEWB Guidelines.
12. School rules.
Rules are necessary to provide clear boundaries. They describe how to behave so that a pupil and his classmates can learn well and develop into mature and responsible individuals. Our school has general rules while teaching staff may have classroom rules. All exist to foster a spirit of teaching and learning. However to promote teaching and learning the school may have to apply sanctions from time to time .These may include (but not exhaustive):
Temporary confiscation of property, e.g. mobile phones as per the Mobile Phone Policy
Reassignment to another class or to the supervision of a staff member
Removal of privileges, e.g. not being allowed on trips
Note in diary
Penalty sheet or additional educational assignments given
Phone call or letter to parent/guardian
Monetary fine e.g €15 for smoking on school premises
Assisting in the maintenance of the school environment
Detention – informal or formal
Being placed on a Behavioural card
Meeting with parent/guardian
Referral to Year head
Referral to Principal
Operation of the ticket system (See Appendix at the end of this section)
Regular attendance is vital if a student is to achieve his or her potential. It is also the law of the land that students attend school up to the age of 16 or the completion of the Junior Cert whichever is the latest. The school will endeavour to reward students with excellent attendance records at its end of year Awards Ceremony.
• Students must be on time for school, assembly and class.
• If late for class, a student must sign in at the Deputy Principal’s office (or Principal if Deputy Principal and have a note of explanation. Students will receive a late note which must be presented to their class teacher.
• If absent from school, a student must have a note written in their diary explaining why they were absent. Parents/guardians should ensure that a boy does not attend school where he is suffering from an infectious illness.
• On return to school, the student must show this absence note to the deputy principal and to each relevant class teacher.
• If a student is unwell, he must report to his tutor. A student must never leave the school without their tutor’s permission. Once this permission has been given, the student must sign out in the company of his tutor. If the tutor is not available, the student must report to the Deputy Principal or Principal.
• If a student has written permission from parents/guardian to leave the school during the day, he must sign out at the deputy principal’s office/principal’s office and sign back in on his return.
• If a student is absent from class as a result of engaging in extra-curricular activities, he must complete assigned homework and catch up on work missed.
• If a student is attending class in St Brigid’s they must leave for class and return to class as soon as possible.
• The list of possible sanctions is identified by the school under section entitled “Sanctions for breaching the Code”.
• It is important that sanctions are proportionate and appropriate. In most cases a first transgression will be dealt with by a sanction outlined or a verbal warning. In more serious cases a Ticket or, at the Principal’s discretion, a suspension may be required.
• If a student is late for school three times he will be detained for a full lunch time and a letter will be sent home. He will of course be given time to eat his lunch. If a student is late nine times each subsequent late will involve a lunch time detention.
12.1 – Uniform and appearance
• The school uniform must be worn with pride at all times during the school day and during all school-related activities. If a student is missing any item of school uniform, he must report to his Year Head. The full school uniform is comprised of grey school jumper with crest, grey trousers, black and red school tie, grey shirt and black shoes. We surveyed students and parents in 2014 and the outcome was that O’Brien’s Drapery Callan would continue to supply the uniform.
• Students must wear the prescribed school coat. Hoodies and non- school jackets are not permitted to be worn/visible on the school premises. If a hoodie or any non- school jacket is taken from a pupil it will necessitate a parent/guardian collecting the jacket.
• Piercings or any forms of jewellery/studs are not permitted and students wearing such will be asked to remove them.
• Students who are not wearing the correct uniform will be detained on the school premises at lunch time.
• It is the agreed policy of all the school’s education partners that hair should be neat and of a natural colour. A minimum of grade-2 haircut with no beading or other adornment. The requirements will be periodically reviewed.
12.2 – Smoking
Smoking on the school premises contravenes the law of the land. It similarly contravenes the school’s Health and Safety Policy and Substance misuse policy. To this effect a module on the effects of smoking on student’s health will be carried out through SPHE classes each school year. Smoking , while in school uniform on the school premises or while representing the school on school trips or activities is not permitted.
• Students caught smoking on the school premises will be fined €15 for a first offence. A letter to this effect will be sent to his parent’s /guardians with a week’s notice to pay the fine. Arrangements to pay in instalments can be reached but failure to keep the agreement will result in dinner time detention. A ticket will not generally apply to a smoking offence.
12.3 – Bullying
In June 2014 the Board of Coláiste Éamann Rís adopted an anti-bullying statement and that is included in full in this policy. This supplements our Anti-Bullying, Integrity in the Workplace and Sexual Harassment policies all which are now being also amended in this collated policy.
As a school we all share the responsibility to ensure bullying is not tolerated in Coláiste Éamann Rís Callan. We also believe there is an onus on staff and students who witness or suspect that bullying is occurring on the premises or outside in any form to report their concerns to a parent/guardian, teacher, tutor, Year Head, Guidance Counsellor or Deputy Principal/Principal. Electronic or Cyber bullying is also covered in this policy.
Types of bullying behaviour would include:
• Pushing or shoving others aggressively on corridors or elsewhere.
• Physical assault of any nature.
• Jeering other students or their families.
• Name calling or “slagging” others in a hurtful way.
• Stealing or damaging the property of others.
• Threatening others in any way.
• Ignoring, isolating or ostracising another student intentionally.
• Making snide or smart remarks.
• Excluding others from conversation when you are present.
• Making hostile facial expressions or rude gestures.
• Making hurtful or sarcastic comments, oral or written.
• Using mobile phones or other technologies to threaten or intimidate.
• Making hurtful comments regarding a person’s sexuality.
• Making hurtful comments about a person in relation to their race or religious beliefs.
1. 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 Éamann Rís, Callan has adopted an 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.
1. 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:
• A positive school culture and climate which-
o is welcoming of difference and diversity and is based on inclusivity;
o encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and promotes respectful relationships across the school community;
• Effective leadership;
• A school-wide approach;
• A shared understanding of what bullying is and its impact;
• Implementation of education and prevention strategies (including awareness raising measures) that-
o build empathy, respect and resilience in pupils; and
o explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.
• Effective supervision and monitoring of pupils;
• Supports for staff;
• Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
• On-going evaluation of the effectiveness of the anti-bullying policy.
3. 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:
• Deliberate exclusion, malicious gossip and other forms of relational bullying,
• Cyber-bullying (See separate policy on Cyberbullying) and
• Identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.
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.
4. The relevant teacher(s) for investigating and dealing with bullying is (are) as follows:
• First Yr – Year Head
• Second Yr – Year Head
• Third Yr – Year Head
• Transition Yr Co-ordinator
• Fifth Yr – Year Head
• Deputy Principal
5. The education and prevention strategies (including strategies specifically aimed at cyber- bullying and identity-based bullying including in particular, homophobic and transphobic bullying) that will be used by the school are as follows :
• Modules in SPHE, CSPE and other curriculum areas to highlight bullying/cyberbullying.
• Proactive monitoring of hotspot areas while on Supervision and Substitution.
• Visiting Speakers
• Display of posters in the school e.g. LGBT
• Frequent mention at Assembly
• Mention at Open Night and Induction Morning
• Publishing this policy on the school website http://www.cbscallan.ie
• Adopting a school wide approach to cyberbullying
• An awareness day on the subject of bullying.
6. 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:
(i)The primary aim for the relevant teacher in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame);
(ii) In investigating and dealing with bullying, the teacher will exercise his/her professional judgement to determine whether bullying has occurred and how best the situation might be resolved;
(iii) All reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher. In that way pupils will gain confidence in ‘telling’. This confidence factor is of vital importance. It should be made clear to all pupils that when they report incidents of bullying they are not considered to be telling tales but are behaving responsibly;
(iv) Non-teaching staff such as secretaries, special needs assistants (SNAs), bus escorts, caretakers, cleaners must be encouraged to report any incidents of bullying behaviour witnessed by them, or mentioned to them, to the relevant teacher;
(v) Parents and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as is practicable, the relationships of the parties involved as quickly as possible;
(vi)It is very important that all involved (including each set of pupils and parents) understand the above approach from the outset;
(vii) Teachers should take a calm, unemotional problem-solving approach when dealing with incidents of alleged bullying behaviour reported by pupils, staff or parents;
(viii) Incidents are generally best investigated outside the classroom situation to ensure the privacy of all involved;
(ix) All interviews should be conducted with sensitivity and with due regard to the rights of all pupils concerned. Pupils who are not directly involved can also provide very useful information in this way;
x) When analysing incidents of bullying behaviour, the relevant teacher should seek answers to questions of what, where, when, who and why. This should be done in a calm manner, setting an example in dealing effectively with a conflict in a non-aggressive manner;
(xi) If a group is involved, each member should be interviewed individually at first. Thereafter, all those involved should be met as a group. At the group meeting, each member should be asked for his/her account of what happened to ensure that everyone in the group is clear about each other’s statements;
(xii) Each member of a group should be supported through the possible pressures that they may face them from the other members of the group after interview by the teacher;
(xiii) It may also be appropriate or helpful to ask those involved to write down their account of the incident(s);
(xiv) In cases where it has been determined by the relevant teacher that bullying behaviour has occurred, the parents of the parties involved should be contacted at an early stage to inform them of the matter and explain the actions being taken (by reference to the school policy). The school should give parents an opportunity of discussing ways in which they can reinforce or support the actions being taken by the school and the supports for their pupils;
(xv) Where the relevant teacher has determined that a pupil has been engaged in bullying behaviour, it should be made clear to him/her how he/she is in breach of the school’s anti-bullying policy and efforts should be made to try to get him/her to see the situation from the perspective of the pupil being bullied;
(xvi) It must also be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parents and the school;
(xvii) Follow-up meetings with the relevant parties involved should be arranged separately with a view to possibly bringing them together at a later date if the pupil who has been bullied is ready and agreeable. This can have a therapeutic effect;
(xviii) In cases where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour has occurred, it must be recorded by the relevant teacher in the recording template at Appendix 3
(xix) In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account:
• Whether the bullying behaviour has ceased;
• Whether any issues between the parties have been resolved as far as is practicable;
• Whether the relationships between the parties have been restored as far as is practicable; and
• Any feedback received from the parties involved, their parents or the school Principal or Deputy Principal;
(xx) Where a parent is not satisfied that the school has dealt with a bullying case in accordance with these procedures, the parents must be referred, as appropriate, to the school’s complaints procedures;
(xxi) In the event that a parent has exhausted the school’s complaints procedures and is still not satisfied, the school must advise the parents of their right to make a complaint to the Ombudsman for Children.
Procedures for recording bullying behaviour
The Board of Management will ensure that the school has clear procedures for the formal noting and reporting of bullying behaviour and these must be documented in the school’s anti-bullying policy. All records must be maintained in accordance with relevant data protection legislation. The school’s procedures for noting and reporting bullying behaviour must adhere to the following:
(i) While all reports, including anonymous reports of bullying must be investigated and dealt with by the relevant teacher, the relevant teacher will use his/her professional judgement in relation to the records to be kept of these reports, the actions taken and any discussions with those involved regarding same;
(ii) If it is established by the relevant teacher that bullying has occurred, the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationships of the parties involved.
(iii) The relevant teacher must use the recording template at Appendix 3 to record the bullying behaviour in the following circumstances:
a) In cases where he/she considers that the bullying behaviour has not been adequately and appropriately addressed within 20 school days after he/she has determined that bullying behaviour occurred; and
b) Where the school has decided as part of its anti-bullying policy that in certain circumstances bullying behaviour must be recorded and reported immediately to the Principal or Deputy Principal as applicable.
In each of the circumstances at (a) and (b) above, the recording template at Appendix 3 must be completed in full and retained by the teacher in question and a copy provided to the Principal or Deputy Principal as applicable. It should also be noted that the timeline for recording bullying behaviour in the recording template at Appendix 3 does not in any way preclude the relevant teacher from consulting the Principal or Deputy Principal at an earlier stage in relation to a case.
7. The school’s programme of support for working with pupils affected by bullying is as follows:
(a)An appointment will be made with the school Guidance Counsellor. If for any reason the student would rather speak to an alternative staff member (i.e. School Chaplain, Year Head, Class Tutor, Principal, Deputy Principal), every effort will be made to facilitate this arrangement. Students who have been victims of bullying will be provided with counselling to help them raise their self-esteem, to develop their friendship and social skills and thereby build resilience whenever this is needed.
(b) Where deemed appropriate, the student(s) will be referred to an outside agent or agencies.
(ii) A programme of support for those students involved in bullying is in place and is an important part of the school’s intervention process. The school recognises the fact that students involved in bullying behaviour also need assistance on an ongoing basis.
The school’s programme for working with students who have engaged in bullying behaviour is as follows:
a) An appointment will be made with the school Guidance Counsellor. Students who engage in bullying behaviour will be provided with counselling to help them learn other ways of meeting their needs without violating the rights of others. For those with low self-esteem, opportunities will be developed to increase feelings of self-worth. It is, therefore, important that the learning strategies applied within the school allow for the enhancement of the student’s self-worth.
(b) Where deemed appropriate, the student(s) will be referred to an outside agent or agencies.
(iii) Students who observe incidents of bullying behaviour are encouraged to discuss them with teachers
8. 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.
9. 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.
10. This policy was adopted by the Board of Management on June 30th 2014
11. This policy has been made available to school personnel, published on the school website and provided to the Parents’ Association. A copy of this policy will be made available to the Department and the patron if requested.
12. 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.