Social, Personal and Health Education Plan

(SPHE)

Scoil an Chro R Naofa osa

SPHE PLAN

Introduction/Context
The staff, parents and management of Scoil an Chro R Naofa osa have
developed and agreed a school policy in line with current recommendations and
guidelines relating to SPHE. In planning SPHE we identified a wide range of
approaches which create a positive school climate and atmosphere. The original
policy was ratified in 2008 and has been updated since on a regular basis.
At the core of what we are about in Scoil an Chro R Naofa osa is the
creation of and sustaining of a positive school ethos where children and adults
are valued, cared for and respected. The school continues to develop and
support a positive school climate and atmosphere as part of its SPHE Plan and
Mission Statement which states:
Scoil An Chro R Naofa osa celebrates the uniqueness of each child as expressed in their
personality, talents, intelligence and potential for development. We seek to nurture children
in all dimensions of their lives - spiritual, moral, cognitive, emotional, imaginative, aesthetic,
social and physical. Our school cherishes and challenges children in a safe, secure, and
attractive learning environment. We endeavour to provide quality learning experiences that
are engaging, enriching and enjoyable through a broad, balanced and relevant curriculum.
Scoil an Chro R Naofa osa aims to enable each child:

to live a full life as a child and to realise his or her potential as a unique individual.
to develop as a social being, through living and co-operating with others and so contribute
to the good of society.
to prepare for further education and lifelong learning.

Scoil an Chro R Naofa osa recognises and values the important role of parents/guardians in the
education of their children and is committed to developing and maintaining effective and meaningful
home-school links. As an integral part of the parish of Huntstown our school undertakes to build
strong and worthwhile relationships with the local community. In partnership with parents/guardians,
the parish and the Church, our school nurtures the Catholic faith through religious education,
preparation for the Sacraments and through the ethos of the school. This ethos is best exemplified in
the quality of all relationships, which are based on dignity and respect for each person through the
promotion of individual inner discipline

The following are examples of how the school has endeavoured to realise the
aspirations referred to in its Mission Statement:
Our school is comfortable, clean warm and safe.
Children and teachers are treated with respect.
Inner discipline is fostered.
Good behaviour is acknowledged and celebrated.
Politeness, e.g. opening doors for teachers and teachers reciprocating, is
the norm.
Children are warmly greeted and acknowledged on corridors/in class.
Teachers are greeted on corridors/in class.

 Childrens successes at school and outside of school are highlighted and

celebrated.
Childrens strengths rather than their perceived deficits are highlighted,
encouraged and developed.
Our code of behaviour is achievable and fair.
Our anti-bullying/anti-racism policy is robust and fair.
There is effective supervision on the school playground and in classrooms
to ensure that children feel safe and secure.
Childrens playground experiences are safe and enjoyable.
Games are provided for children on wet days to promote turn taking,
social interaction and fairness.
Different cultures are celebrated and respected.
The school implements programmes that foster positive relationships
within the school and the local community, e.g. The Yellow Flag
Programme and Rainbows.
Our school liaises with outside agencies such as Aistear Beo, Barnardos,
The ORB Project, Blakestown and Mountview Youth Project and Social
Services to support families.
Our school welcomes applications for school placement from families
outside the school catchment area.
Our school currently has 43 children with Special Education Needs, many
of whom are from outside the school catchment area.
Staff meet with families from the greater Blanchardstown area as part of
the schools commitment to providing information, advice and support to
families of children with special needs.
There is a buddy system in place to support children with autism within
and outside of their Coiscim (ASD) classes.
Older children act as peer tutors for reading with younger children.
Older children act as helpers and role models for younger children at play
times.
Our school has a Student Council, which helps to develop empowerment,
leadership and decision making skills.
Our school provides out-of- school activities in music, games, athletics
and science.
Our exceptional learners are guided and supported to develop and
achieve their potential.
Our school has a childrens savings scheme administered by the local
Credit Union.
Communication with parents and the wider community is fostered using
modern technologies including texting, emailing, the school website and
also by letter, newsletter and information booklets for parents.

 Our school sees itself as very much part of the local community and
invites guests to speak to the children including the local firemen, Garda
and vet.
Guests speakers from local business are invited to our school to
encourage entrepreneurial skills and enterprise.
The school has developed collaborative relationships with local clubs and
community groups.
We provide our hall facilities for a local scouting group and autism group.
We take part in fundraising events where teachers, parents and children
participate.
Children are encouraged to identify suitable charities to support at
Confirmation time and throughout the year, to develop their sense of
social justice and care.
Our school works with Child Vision to support children with visual
impairment.
Scoil an Chro R Naofa osa believes that all of the above contribute to the
childrens sense of belonging, leading to effective teaching and learning and the
promotion of their all-round development. They also enhance communication,
both within and outside the school. Examples of how these initiatives and
activities contribute to teaching and learning are outlined throughout our SPHE
plan.
Our school has children from diverse backgrounds, beliefs and cultures, many
of whom are at different stages of their personal, social and health development.
These factors have influenced the approaches taken to SPHE in our school, and
have lead to us adapting the curriculum to address the various needs, interests,
talents, issues and concerns in the specific context of Scoil An Chro R Naofa
osa, Huntstown.
Rational/Vision
SPHE in our school will enable each child to:
- develop a positive sense of self-esteem. Children are encouraged and
given positive feedback and every effort is made to develop their talents
both academic and personal.
- enhance social and communication skills. Children take part in
presentations of their work to their peers, members of staff and parents.
They are also encouraged to make school announcements on the
intercom.
- acquire knowledge and develop ability to lead a healthy life. A healthy
lunch policy underlines the importance of healthy eating, and children are
encouraged and facilitated by teachers to take part in a variety of games
and physical activities.

Aims
The aims of our SPHE plan are to:
- promote the personal development and wellbeing of the child;
- 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;
- promote the health of the child and provide a foundation for healthy
living in all its aspects;
- enable the child to make informed decisions and choices about the social,
personal and health dimensions of life both now and in the future.
Objectives
When due account is taken of intrinsic abilities and varying circumstances, our
SPHE plan will enable each child in our school to:
be self-confident and have a positive sense of self esteem;
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 behavior and a willingness to participate in activities that promote
and sustain health (refer to Healthy Lunch Policy and Food Dudes
Programme);
develop a sense of safety and an ability to protect him/herself from
danger and abuse (refer to safety protocols and procedures before and
after school, effective supervision and talks from outside agencies);
make decisions and 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 (refer to debate and discussion);
respect the environment and develop a sense of responsibility for its longterm care (refer to Green Schools Programme);
develop some of the skills and abilities necessary for participating fully in
groups and in society (refer to childrens project work, class games,
school musicals, National Childrens Choir);
become aware of some of the individual and community rights and
responsibilities that come from living in a democracy.
Content

Since SPHE is spiral in nature, our school will teach the following content at
each class-level throughout the school over a two-year period:
Strands

Strand Units (Year 1)

e.g. 2014 -2015

Strand Units (Year 2)

Eg. 2015-2016

Myself

Self-Identity
(Sep-Oct)

Safety & Protection

(May/June)

Taking Care
Body
(Jan-Feb)

of

My Making Decisions
Sensitive Issues
(Jan/Feb)

&

Growing and Changing

(Mar/Apr)
Myself and Others

Myself and my family

(Nov/Dec)

Myself and the Wider Developing Citizenship

World
(May/June)

My friends and other

people
(Sept/Oct)
Relating to Others
(Mar/Apr)
Media Educations
(Nov/Dec)

The Stay Safe Programme will be taught in the following class-levels: Senior
Infants, 1st, 3rd and 5th.
Each teacher will receive a copy of Making the Links, a guide to using
materials from the Walk Tall, Stay Safe and RSE programmes, to enhance
linkage between the three areas.

Teaching/Learning Contexts
SPHE will be facilitated through a combination of the following:
a. Building effective communication within the school
In School

 Important information on training courses or workshops will be

communicated through the Aladdin system and on the staffroom
noticeboard.
Important information relating to SPHE will be disseminated and
discussed during staff meetings.
Children will be involved in within-class decision making through
discussion.
Children will be encouraged to report bullying/concerns to their class
teacher or any member of staff.
Our school will hold an annual Anti-Bullying Campaign.
Parents
The childs Homework Journal (First to Sixth class) will be used as a
form of communication for simple day-to-day matters. Regular
newsletters will be sent home during the year to keep parents/guardians
informed of news, issues and developments.
Parents/guardians will be asked to provide the school with a mobile
phone number to which the school can send texts regarding school
closures, holidays, etc.
Formal meetings with parents/guardians will be held every year in
November/December. Parents/guardians will be given an opportunity to
meet the class teacher individually, at a mutually convenient time.
The school will hold an induction evening for the parents/guardians of the
new Junior Infant children, as well providing refreshments for them on
their childs first day at our school.
Our schools Parents Committee will support the work of our school by:
organising fundraising events; coordinating the book rental scheme; and
providing advice to the principal and Board of Management.
Visitors
Visitors to our school will be greeted on arrival and offered tea/coffee.
Facilities/rooms will be provided if necessary.
Visitors will be invited to the staffroom at Break times.
b. Catering for individual needs
Positive behavior will be encouraged and rewarded. Reward systems will
be used in each class, e.g. Student of the Week, Tables Champion,
Gaeilgeoir na Seachtaine, etc. A Class of the Month trophy and certificate
will be awarded at the end of each month based on positive comments
and feedback from staff relating to the class as a whole or an individual
child.

 Children will be encouraged to participate in the school choir, the

National Childrens Choir, school musicals in An Draocht and in school
concerts and assemblies.
Children will be encouraged to participate in sports activities. Such
activities will play a major part in the physical and social dimensions of
the children as individuals and in team building.
Children will be encouraged to represent the school in inter-school
quizzes every year.
Activity based learning, where possible, will be facilitated by the
provision of extra materials and resources.
Our school will liaise with outside agencies such as NEPS, CAMHS
Aistear Beo and Barnardos to provide help and support to children
experiencing difficulties.
Resource Unit teachers will provide extra help and support to children
identified with particular needs.
Social skills training for children with behavioural needs will be provided
in a small group setting, where possible.
c. Creating a health-promoting physical environment
Our school is beautifully decorated and well maintained school.
There are playground markings for yard time activities.
There is a designated playground facility for our Coiscim classes and
junior classes.
The childrens work is on display throughout the school.
Achievements are recognised and celebrated.
We have litter management, recycling and energy conservation
programmes in operation as part of our Green Schools Initiative.
We have an active and enthusiastic Green School Committee.
The majority of the classrooms have individual patio and garden areas
outside.
d. Developing Democratic processes
Pupils are involved in drawing up class rules.
Our Student Council is drawn from our senior classes to represent the
student body.
A reading buddy system operates between some classes and class-levels
to help children gain confidence and to encourage and develop the
leadership skills of those who are helping.
Job allocation in classrooms develops the childrens sense of
responsibility.
Children take great pride in representing the school in a wide variety of
activities including art, quizzes, competitions, sports, music and the

Young Scientists Exhibition. They feel a sense of belonging and have a

pride in their school. The children receive very positive feedback from
their teachers and from members of the wider community.
Class assemblies take place on a regular basis. Positive reinforcement of
achievements and gentle reminders!
Children from the older classes assist and mentor the Junior and Senior
Infant children in the playground at Break times and help to familiarise
them with school rules and procedures. This in turn develops the older
childrens sense of leadership and responsibility.
e. Enhancing the self -esteem and wellbeing of members of the school
community
There is variety of rewards systems in place to encourage and
acknowledge politeness, inner discipline and achievements.
There are displays of childrens work, successes, photographs and special
occasions on the school website and in school newsletters
There is an openness to change, if necessary, within the school necessary,
to improve the childrens experience of school.
The school provides opportunities for the children to work on committees
including the Green Flag, Yellow Flag and the Student Council.
The children have access to a wide variety of facilities including a library,
a school playground, the National Acquatic Centre, a school garden,
outdoor classroom benches, a new school pitch, the all weather pitch in
Huntstown Community Centre and Huntstown Park amongst others.
f. Fostering Respect for Diversity
An anti-bullying/anti-racism policy has been developed and ratified in
accordance with DES guidelines(Circular 0045/2013).
An Anti-Bullying Awareness Programme takes place over a four week
period in January and February each year and concludes with a
Friendship Week. Lesson plan packs are distributed to teachers with
video clips for certain lessons posted on the school server.
Our school achieved Yellow Flag status in 2015. Work is ongoing within
the school to promote individual difference and respect for same. Our
School Diversity Code is displayed throughout the school.
Resources are in place to support children with particular needs including
SNAs, EAL, learning support and resource teachers .
Our school has a Rainbows Programme in operation to help and support
children experiencing loss as a result of bereavement or family
separation.
g. Fostering Inclusive and Respectful Language

The children are always referred to by their forename.

Teachers are encouraged to praise, encourage and affirm.
Our school has zero tolerance of racist/offensive language.
While there is an awareness among many of the children that not all of
their peers and friends have the same academic abilities and talents, they
are sensitive, understanding and supportive of each other.
Our school actively promotes minority cultures in a positive light through
initiatives such as Intercultural Week and Yellow Flag.
Our school is conscious of and respects the diversity of family structures
and units within our school.
h. Developing appropriate communication between home and school
Our school website has been developed and adapted over the years to try
to provide as much information as possible to the school community.
Parents receive texts on a regular basis informing them of school events,
closures, enrolment days and major occasions.
Our Parents Association is in regular contact with the school and plays a
very active role in the life of the school.
Our school hosts a Graduation night for 6th class to acknowledge their
contribution to the school and to recognise their achievements in sport,
art, music, school attendance, and to give them an opportunity to reflect
on their time in school.
Accord meet with parents to outline the content of its talk to the 6 th class
children. This talk helps the children develop a sense of personal
responsibility and to understand their sexuality and the processes of
growth, development and reproduction.
Teachers collaboration with parents of children with Special Needs in
their assessments and in developing and reviewing their IEPs.
Our policy statement on homework clarifies the rationale for homework
and the practicalities in terms of amount, time and correction/feedback .
Our school has a robust policy on internet use, and has received practical
advice and support from Symantec personnel on cyber safety.
i.

Developing a school approach to assessment

Teacher and SNA observations (ongoing).
Discussion with children both formally and informally.
Open forum in circle time and small groups.
Teacher designated tasks and tests.
Project work.
Standardised tests.
Discrete Time

SPHE will be timetabled for 30 mns. per week or one hour per fortnight.
Integration
The SPHE programme will be developed and integrated throughout the
curriculum.
Religion: Caring, sharing, Christian values through the religious
programme.
SESE: Developing environmental awareness and care for the locality.
Recording, estimating, communicating, evaluating, designing and
making.
English: Confidence and competence building in language,
development of oral language skills, emotional and imaginative
development through reading and writing. Use of debate and drama.
Visual Arts: Looking and responding, construction, working with a
variety of materials.
Physical Education: Creating and playing games, understanding and
appreciation of teamwork, turn taking and cooperation.
Geography: Learning about the living environment, developing an
appreciation for the natural environment, caring for the locality in
practical ways, developing pride in their locality, investigating,
recording and evaluating.
History: Learning about Myself, my family and my community.
Developing a sense of personal and local history.
Mathematics: Skills development, calculating, investigating and
recording. Problem solving skills, interfacing with other schools
through Mathletics and Khan Academy.
Music: Listening and responding, developing an appreciation of
music.
Key Considerations
- Consideration will need to be given with regard to the diversity of
cultures and family backgrounds in our school.
- Consideration will need to be given with regard to the significant
physical, intellectual and emotional needs of some of the children in our
school.
- Children with EAL, SEN or learning-support needs will require
flexibility in their timetables to ensure they are included/involved in
SPHE lessons as much as possible.

Approaches and Methodologies

The following initiatives, approaches and methodologies will be used to ensure

the social personal, physical and health of each child is developed to its full
potential in our school:
Active learning will be an integral part of the schools approach to the teaching
of SPHE. In 2015 the school piloted the Aistear/Active Learning Programme in
Junior Infants and the programme was introduced in September 2015 with
support from the Board of Management. Planning is ongoing for its
continuation to Senior Infants in 2016 and in- house CPD will be provided to a
new cohort of teachers during the Easter to summer term 2016.
As part of the curriculum in English, activities in drama will be used to
develop confidence and self esteem and promote good oral skills.
The use of co-operative games will develop the childrens sense of belonging
and the importance of turn taking.
Project work, the use of pictures, photographs and visual materials in
displays where children have an audience (i.e. other classes, parents or
assembly presentations) will help develop a sense of self worth and
achievement.
Written activities, discussion, use of media, looking at childrens work and
use of information technologies will also form part of the approaches to the
provision of a comprehensive SPHE programme.
The schools involvement in STEM/RDS Science Programme encourages
children to work as scientists. This work has been affirmed by a variety of
awards and the school has been invited to participate in a number of times in the
BT Young Scientist of the Year at the RDS.
The school received recognition from Discover Primary Maths and Science
for its work in promoting Science and Maths through discovery.
Scoil an Chro R Naofa osa was recently recognised as a Digital School of
Distinction for its work with IT in developing teaching and learning strategies
using digital media.
Other methodologies will include:

Talk and discussion as part of the routine lessons.

Skills through content.
Collaborative learning.
Problem-Solving i.e. Using digital media to develop mathematical skills
through Mathletics and Khan Academy Maths.
Use of the Environment.

Community Links
-

Carol singing at Christmas at local venues.

Involvement in the Green Schools initiative.
Involvement in the Yellow Flag initiative.
Participation in Athletics meets within Dublin 15.
Participation by sports teams in matches and leagues within the
community.
Participants in Dublin 15 Active Schools Programme.
Health Board services provide health check for eyes, ears and teeth. They
also provide talks from time to time on dental hygiene.
Accord carry out a Relationship and Sexuality Programme in 6th classes
Local GAA clubs provide coaching to various class-levels.
Occasional coaching in cricket and rugby from Cricket Ireland and IRFU.

Provision for training and staff development

Some or all members of staff have attended:
-

training in the Stay Safe Programme (Child Protection Protection);

training in the Relationships and Sexuality Programme (RSE);
training in the Walk Tall Programme;
training in the Children First Guidelines (DES guidelines and
procedures);
two full day in-service seminars in 2001-2003 by the Primary Curriculum
Support Programme;
summer courses relating to SPHE;
Yellow Flag and Rainbows training;
CPD in Braille to support children with vision impairment.

The Board of Management/Principal will endeavour to support/promote staff

development by:
- utilising the experience of staff members who have extended their
professional development to provide CPD during Croke Park
hours;
- identifying and accessing available grants and funding from the
Department of Education and Skills (DES);
- circulating information on available courses and opportunities for
personal or professional development; and
- providing financial assistance, depending on availability of funds
from year to year, to defray fees relating to courses and arranging
and/or paying for substitute cover to enable staff members attend
courses.

Policies

Our schools SPHE Plan is not intended as a standalone plan and it should be
used by teachers with reference to our:

Anti Bullying/Racism Policy (Circular 0045/2013)

Code of Discipline Policy
General Enrolment Policy and Coiscim Enrolment Policy
Mental Health and Well-Being Policy
RSE Policy
Substance Education Policy
Child Protection Policy
Supervision Policy
Health and Safety Policy
Mobile Phones Policy Statement
Healthy Lunch Policy Statement
Internet Use Policy
Swimming Policy
School Excursions Policy

Roles and Responsibilities

- B.O.M. Ratify school plan and support its implementation.
- Parents/Guardians Develop awareness of the content of the school plan
and support its implementation.
- Principal Oversee the implementation of school plan and support the
children, parents/guardians and staff.
- Teachers Follow school plan and implement accordingly.
- Pupils Co-operate and participate in lessons, activities etc.
- Other staff Be aware of the content of school plan and follow
procedures re. same.
Resources
Teacher textbooks:
-

Walk Tall
Stay Safe
RSE
Be Safe
Making The Links

Additional resources:
- Children First National Guidelines for the protection and welfare of
children.
- Child Protection Guidelines and Procedures
- Our Children, Their Lives.
- Understanding Substances and Substance Abuse a handbook for
teachers.

- The World of Drugs skills for the primary school child.

- Smoke Busters book and manual A smoking prevention programme
for 7-11 year olds.
- Facts about Drug Abuse in Ireland
- Awareness FC Drugs Prevention Programme by Mark Morgan.
- Relationships and Sexuality Education Policy Guidelines
- Becoming a Woman by Valerie Vance Dillon
- RSE Resource Guide Marino Institute of Education
- Changes An educational programme from the Always Educational
Service
- In the Beginning Teachers manual
- Looking After Ourselves hygiene, safety etc.
- A series of health workbooks by Stech-Vaugn
- Equal Measures A guide to equality
- Schools and the Equal Status Act
- Diversity at School equality research service
- Women in Sport Action 4 progress
- Stay Safe Parents guide
- Stay Safe User Handbook
- The Gender Equality Programme (DES)
- Equal Measures
Success Criteria/ Assessment
It is envisaged that a whole school approach to the implementation of our
schools SPHE plan will:
develop a positive sense of self-esteem within each child;
enhance each childs social and communication skills to the best of their
ability;
foster in each child a sense of care and respect for himself/herself and
others, and an appreciation of the dignity of every human being;
provide each child with the knowledge and ability to lead a healthy life;
enable each child to make informed decisions and choices about the
social, personal and health dimensions of their life both now and in the
future;
increase collaboration between school personnel and ensure greater
consistency throughout the school in relation to SPHE;
and enhance parental involvement in the health and well-being of their
child.
The achievement of these success criteria will be assessed through feedback
from teachers, children, parents/guardians, the wider school community,
external agencies/bodies, and analysis of the childrens oral and written work as
well as information from teacher devised checklists and tests.

Policy Review and Ratification

Our SPHE plan was formulated by the Principal and staff in consultation with
parents/guardians, and approved by the Board of Management of Scoil an Chro
R Naofa osa. The plan will be reviewed every two years or as required by the
post holders with responsibility for SPHE in our school, Ms. Julie Gillan, Mrs.
Roisn Dooley and Ms. Orla Barry.
Chairperson of the Board of Management______________________________
(Reviewed September 2014 next review due September 2016)

Note:
Following on from the reviews of our SPHE plan a number of changes and
improvements have been made in our school:

 2008: Community celebration of 25 years of Scoil an Chro R Naofa

osa.
2009: Information Booklet for Parents published.
2009: Major extension to the outside play area to allow the children to
run and participate in games.
2011: Major investment by the Board of Management in play equipment
and toys for the Junior Infant classes.
2011: CPD training for teacher in Coiscim 1 class.
2011: Opening of fully equipped ASD classroom to meet the needs of
children with autism. Official opening by the Minister for Transport,
Deputy Leo Varadkar.
2012: Revised Parents Information Booklet published.
2012: Opening of second class, Coiscim 2, for children with autism.
Official Opening by Minister for Social welfare, Deputy Joan Burton and
Professor Paul Reville, Secretary for Education from Massachusetts.
2012: Rainbows training undertaken by 15 members of staff.
2012: Rainbows programme introduced in response to needs of children.
2012: Investment in mathematical equipment to facilitate active learning.
2012: Food Dudes Programme introduced and facilitated by parents and
teachers.
2012: Student Council inaugurated to develop the democratic processes
in the school and to enhance the childrens sense of belonging.
2013: Designation of resource room specifically for children from
mainstream classes with autism.
2015: In School CPD for Infant class teachers and piloting of the
programme.
2015:Aistear/ Active/Learning programme introduced with the financial
support of the Board of Management
2015: New playground opened to enhance play-time and help develop
social and physical skills.
2014: Introduction of the Yellow Flag Programme to heighten awareness
of diversity.
2015/16: Mental Health and Wellbeing Policy drafted.
2015/6: New playing field developed to facilitate athletics, soccer, Gaelic
and other games.
2015/16: Attendance strategies reviewed and booklet for parents
published.
2016: Parental involvement in Sales Reading Programme.
2016: Extension of Aistear/Active learning Programme.