Whole School Policy (Draft)
Social, Personal and Health
School Name: Scoil
This plan was formulated by the staff during
croke park hoursunder the guidance of an SPHE Cuiditheoir – Aimee Keaveny, on
April 10th 2019. All staff were involved in the development of the
SPHE in our school will enable each child to:
a positive sense of self-esteem, enhance social and communication skills and
equip him/her with the knowledge and ability to lead a healthy life.
The aims of Social, Personal and Health
• to promote the personal development and
well-being of the child
• to foster in the child a sense of care and
respect for himself/herself and others and an appreciation of the dignity of
every human being
• to promote the health of the child and
provide a foundation for healthy living in all its aspects
• to enable the child to make informed
decisions and choices about the social, personal and health dimensions of
life both now and in the future
• to develop in the child a sense of social
responsibility, a commitment to active and participative citizenship and an
appreciation of the democratic way of life
• to enable the child to respect human and
cultural diversity and to appreciate and understand the interdependent nature
of the world.
(See page 9 of the Curriculum Statement)
When due account is taken of intrinsic
abilities and varying circumstances, the SPHE curriculum should enable the
• be self-confident and have a positive sense
• develop a sense of personal responsibility
and come to understand his/her sexuality and the processes of growth,
development and reproduction
• develop and enhance the social skills of
communication, co-operation and conflict resolution
• create and maintain supportive
relationships both now and in the future
• develop an understanding of healthy living,
an ability to implement healthy behaviour and a willingness to participate in
activities that promote and sustain health
• develop a sense of safety and an ability to
protect himself/herself from danger and abuse
• make decisions, solve problems and take
appropriate actions in various personal, social and health contexts
• become aware of, and discerning about, the
various influences on choices and decisions
• begin to identify, review and evaluate the
values and attitudes that are held by individuals and society and to
recognise that these affect thoughts and actions
• respect the environment and develop a sense
of responsibility for its long-term care
• develop some of the skills and abilities
necessary for participating fully in groups and in society
• become aware of some of the individual and
community rights and responsibilities that come from living in a democracy
• begin to understand the concepts of
personal, local, national, European and global identity
• appreciate and respect the diversity that
exists in society and the positive contributions of various cultural,
religious and social groups
• promote the values of a just and caring
society in an age-appropriate manner and understand the importance of seeking
truth and peace.
(See page 10 of the Curriculum Statement)
Since SPHE is spiral in nature we will cover the following content
at each level throughout the school over a two-year period (this is on
display in our staffroom).
Self Identity (Sept/Oct)
Taking care of my body (Jan/Feb)
Growing & Changing (Mar/Apr)
Safety & Protection (May/Jun)
Making Decisions & Sensitive Issues (Jan/Feb)
Myself and others
Myself & my family (Nov/Dec)
My friends and other people (Sept./Oct.)
Myself and the wider
Media Education (Nov./Dec.)
We will teach
SPHE in a combination of the following contexts:
A positive school climate and atmosphere and adopt strategies such as:
effective communication within the school
- E-mail/phones in classrooms/Aladdin
- Notice Boards – Staff Room
- Important information sent
around to staff in a folder (messages protected)
- Children are involved in
- Children report bullying to
class teacher/yard duty teacher
Parents: Regular Newsletter
§ Notes i.e. homework journal
§ Parent/Teacher Meetings – By appointment meetings also.
§ Coffee/Tea sessions after religious/sacramental events/school
§ Parent’s Association in the school.
§ Parent’s Association organise talks for parents/coursed etc.
§ Visitors are greeted upon arrival/offered tea/coffee
Facilities/room provided for
§ Invited to staff room for breaks.
2. Catering for individual
§ Individual reward system in every class e.g. student of the week.
§ Announcements made.
§ School band/choir/sports teams/quizzes/school concert.
§ Timetabling is very fair for withdrawal.
§ We use a variety of teaching styles & activities – Activity
§ General positive school climate with regard to reinforcing
§ Rainbows Programme.
§ Resource teachers.
§ Learning support teachers.
§ In-class support for maths.
§ Access to Counsellor (school based)
§ Social skills training.
- Creating a
health-promoting physical environment
§ Beautifully decorated & well maintained school.
§ School cafeteria.
§ Playground markings for yard time activities.
§ Children’s work on display throughout school.
§ Butterfly garden.
§ Litter management by senior pupils.
§ Recycling in classrooms.
§ Newsletter/Intercom mentions achievements.
§ Active Parent’s Council re. decision – surveyed for opinions.
4. Developing democratic
§ Pupils involved in drawing up class rules.
§ Code of Behaviour is widely publicised e.g. website, each
beginning of year parents association meeting
§ Children bring home own rubbish/litter wardens.
buddies/recycling campaign/butterfly garden.
§ Job allocations in classrooms.
§ Involvement in school activities i) on own time ii) with materials
§ Children have activities each evening and take responsibility re.
§ Children represent the school in a wide variety of activities e.g.
sports, music, art, write a book.
§ Fortnightly assembly.
5. Enhancing the self-esteem
and well-being of members of the school community.
§ Reward systems in place classes/displaying children’s work.
§ Openness to change/photographs on display of winners/successes/a
special visit/play in our school yard.
§ New pupils – appointed ‘buddies’ to look after them.
§ Folder for new staff members on policy & procedures/social
§ Involvement in committees.
§ Library promotes reading/swimming/computer lab – participation in
§ By organising/attending/training courses.
§ Availing of DES support.
§ Regular appraisal of staff efforts.
§ Inclusion in newsletter.
- Fostering respect
§ Anti-bullying policy exists and is practised by all staff members.
Communicating school policies and practices to all parents and
All children are included in
teams, choirs, concerts, photo opportunities etc.
Resources are in place to
cater for needs of minorities e.g. RTT, SNAs, non-national Resource teacher.
Integration of different
social groups through organised games, activities, cooking etc.
Teachers voluntarily run
“Rainbow” groups to cater for children in need.
Social skills groups in
action to help children who display anti-social behaviour or lack of personal
inclusive and respectful language
§ Refer to children by Christian name.
§ Praise, encourage and affirm.
§ Zero tolerance of racist/ offensive language.
§ Promote minority cultures in a positive light.
§ *Being conscious of different family structures and units, respect
them and refer to them in whole class situations.
* To be put in place September 2019
appropriate communication between home and school
§ Regular newsletters, notice boards, posters etc.
§ PT meetings. Notes in homework journals
§ Parents council
§ Collaboration for St. Boden’s NS. children for assessment /
support files etc.
§ Policy statement re homework journal – internet site
§ * Suggestion box for parents, teachers, class to communicate their
* To be put in place September 2019
9. Developing a school approach to
§ Teacher and SNA observations (ongoing)
§ Discussion with children formally/informally
§ Open forum in Circle time and Social Skills group
§ Teacher designated Tasks and Tests
§ Communication with parents via support files and meetings
Integration of the Traveller Community
Buddy system for Asperger /
Autistic spectrum in yard.
Our World Week
Games from other countries
incorporated into sports day.
hour per week or one hour per fortnight.
§ VISUAL ARTS
§ PHYSICAL EDUCATION
We will try to
incorporate Quiet Time in to our classrooms’ climate and atmosphere where we
give the children 15 minutes every fortnight to reflect, think and enjoy
quietness in our classrooms.
The following policies related to SPHE issues have been drawn up
in consultation with parents and the Board of Management
- Anti – Bullying
in the context of our Behaviour/Discipline policy
- R.S.E. Policy
- *Substance Use
- Health and Safety
* In progress.
We are also adopting the National Guidelines for the Protection
and Welfare of Children and the Department of Education and Science Child
Protection Guidelines and Procedures. (D.L.P. = Ezarah Doherty)
8. APPROACHES AND
We will adopt the following approaches and methodologies:
- Active learning which includes
drama activities, co-operative games, use of pictures, photographs and
visual images, written activities, discussion, use of media and
information technologies and looking at children’s work.
- Talk and discussion
- Skills through Content
- Collaborative learning
§ Use of the Environment
- “Walk tall – Quality Circle Time”;
- Be safe.
- Primary Education
– Visiting Speakers.
- SPHE Curriculum Books – Videos.
- Stay safe.
- Bi Follain.
10. COMMUNITY LINKS:
- Involved in Church singing.
- Carol singing for Christmas.
- Involved in Community Games/C.
- Involved in Environmental
- Visits form local
- Health Board – Provide Health
checks/ Would like Health Board to give talks to parents/children around
11. PROVISION FOR TRAINING AND STAFF DEVELOPMENT:
Some/all of the teaching staff has attended:
- training in the
Stay Safe Guidelines
- training in the
Relationships and Sexuality programme (R.S.E.)
- training with the
Walk Tall Programme
- training in the
Children First Guidelines [DES Guidelines and Procedures]
12. KEY CONSIDERATIONS:
- Wide Variety of family
- SCN/learn support children will
be included/involved in class lessons.
- 5th & 6th
Class: Teachers working with pupils and vice versa on sensitive sexual
- English not 1st
language – Through using a variety of teaching methodologies – visually,
auditory, kinaesthetically etc.
Self-assessment for Teachers
§ Have I covered the agreed strand units?
§ What do we need to change?
assessment: P. 70-77
§ Teacher observation.
§ Teacher designed tasks and tests.
§ Projects and Portfolios.
§ Informal family and community feedback. (See RSE note to parents)
14. ROLES AND
- B.O.M. → ratify
plan & support implementation.
- Parents → be
aware of content of school plan & support SPHE through involvement
in homework e.g.
- Principal →
oversees implementation and supports staff.
- Teachers → follow
school plan and implement SPHE accordingly.
- Pupils →
Co-operate and participate in class lesson.
- Other staff → be
aware of contents of this plan and follow procedures re. same.
15. TIMEFRAME FOR
- April 2019.
- Staff will review
this plan under the guidance of Ms. Ezarah Doherty.
16. REVIEW AND
This school plan was formulated by the principal and staff and
approved by the Board of Management of School on _____________________
Chairperson of Board of Management:
This plan will be reviewed every two years.