Wellbeing Programme

Click Here

Wellbeing Programme,

Coláiste an Spioraid Naoimh, Bishopstown, Cork.

Roll number: 62580U

School Patron: Presentation Brothers Schools Trust

Introduction to the Wellbeing Programme

1.1 Introduction and School Context

1.2 Mission Statement

1.3 Ethos and Aims of Coláiste an Spioraid Naoimh

Wellbeing in Coláiste an Spioraid Naoimh

2.1 What is Wellbeing?

2.2 The Context of the Wellbeing Programme

2.3 A Framework to Promote and Develop Wellbeing

Wellbeing in Practice: Policy and Planning

Wellbeing in Practice: Relationships

4.1 Student Wellbeing

4.2 Student Voice

4.3 Staff Wellbeing

Wellbeing in Practice: Culture

5.1 First Year Wellbeing

5.2 Second Year Wellbeing

5.3 Third Year Wellbeing

5.4 Transition Year Wellbeing

5.5 Fifth Year Wellbeing

5.6 Sixth Year Wellbeing

5.7 Extra / Co-Curricular Activities

Wellbeing in Practice: Curriculum

6.1 Junior Cycle Curriculum

6.2 Senior Cycle Curriculum

Professional Standards and Duties

7.1 Confidentiality

7.2 Evaluation and Review

Appendix A – Whole School Activities

A.1 Learning Outcomes

A.2 Sample Student Learning Experiences

A.3 Links to Junior Cycle, Key Skills in Focus and Indicators of Wellbeing

Appendix B – Statements of Effective Practice

B.1 Culture and Environment

B.2 Curriculum (Teaching and Learning)

B.3 Policy and Planning

B.4 Relationship and Partnerships

Section 1

Introduction to the Wellbeing Programme

This section is divided into the following areas:

Introduction and School Context
School Mission Statement
Ethos and Aims of Coláiste an Spioraid Naoimh
The Rationale for this programme

1.1 Introduction and School Context

Coláiste an Spioraid Naoimh is an all-boys secondary school in the western suburbs of Cork City, under the trusteeship of the Presentation Brothers School Trust (PBST). The enrolment is over 700. The core Catholic values of the school through the Presentation Brother School Trust and School Mission Statement aim to support and nourish the lives of people who are at the heart of the school – students, staff and parents.

Coláiste an Spioraid Naoimh is committed to promoting spiritual and human development, achieving excellence teaching and learning, showing respect for everyone, being just and responsible, creating community and developing moral and ethical future leaders,

A Presentation Brothers school has four core elements that capture best its contribution to Catholic education:

A genuine and tangible spirit of respect and caring for each member of the school community;
A comprehensive and holistic education;
A vibrant experience of community and partnership:
A deep commitment to gospel values as lived in the Edmund Rice tradition.

1.2 Mission Statement

Coláiste an Spioraid Naoimh is a Catholic school which seeks to create a caring environment, in which Christian values permeate all aspects of school life and teachers and students find fulfilment. The school believes in the vital importance of respect and good relationships between teachers, students and parents and is conscious of its role in the broader community.

Through the delivery of an excellent and ever evolving academic curriculum and the provision of our well established co-curricular and extra-curricular programmes, we:

promote academic excellence by encouraging all students to reach their full potential

foster the growth of self-worth and confidence through the development of the whole person;

equip students with life-skills and develop their leadership qualities by enabling them to take up leadership roles

nurture the importance of caring for the wellbeing of staff and students

provide students with opportunities to live their faith through liturgies, and by engaging in social action programmes.

empower students to take responsibility for care of the environment

1.3 Ethos and Aims of Coláiste an Spioraid Naoimh

The pursuit of excellence, the fostering of the work ethic and the development of talents, both academic and non-academic are the ideals and objectives which the school sets before its students. To encompass these ideals and objectives, Coláiste an Spioraid Naoimh is committed to the provision of a socio-educational ethos in which its students can develop into fully integrated and responsible young adults, capable of coping with the pressures and challenges of the modern world.

The Christian dimension of its ethos is one of the main identifying characteristics of the school and is central to its educational philosophy. At all times, the school endeavours to nurture in its students a spirit of generosity towards and acceptance of one another in an atmosphere based on mutual respect and tolerance and on the recognition of the intrinsic dignity of each individual.

Coláiste an Spioraid Naoimh aims to create a dynamic community where every student is valued equally and has a real sense of belonging. The school is a welcoming school and commits to using its resources to ensure and promote the care and wellbeing of each student.

1.4 Rationale

One of the core functions of any post primary school is to provide an academic service to its students that will fulfil their needs and allow them to pursue their chosen field of further study, training, or to enable them to enter the world of work. However, this provision by a school only attends to one aspect of the student’s needs. The journey through the teenage years is one of physical, emotional, and psychological change. The adolescent is required to cope with, among other things, new feelings, new adult responsibilities, an emerging sense of independence, peer influences, academic pressures and above all, a growing sense of his new self.

In order for him to cope successfully with his new world and emerge into adulthood, support and assistance should be provided by all those charged with responsibility for the broader needs of the individual.

In line with The Framework for Junior Cycle 2015, and The Guidelines for Wellbeing in Junior Cycle, 2017, The Wellbeing Policy Statement for Practice 2018-2023 and Circular Letter 0015/2017, Coláiste an Spioraid Naoimh has devised a programme, which will provide junior students, with upwards of 400 hours of wellbeing related teaching and learning.

Section 2

Wellbeing in Coláiste an Spioraid Naoimh

This section is divided into the following areas:

What is Wellbeing?
The Context of the Wellbeing Programme
A Framework to Promote and Develop Wellbeing

2.1 What is Wellbeing?

Wellbeing is commonly seen as

“as a combination of sustained positive feelings and attitudes – happy, healthy and confident young people who feel safe, secure, cared for, included, involved, and engaged”

(The Guidelines for Wellbeing in Junior Cycle 2017, p.18).

The World Health Organisation defines the presence of wellbeing as

“when a person realises their potential, is resilient in dealing with the normal stresses of their life, takes care of their physical wellbeing and has a sense of purpose, connection and belonging to a wider community. It is a fluid way of being and needs nurturing throughout life.”

(The Wellbeing Policy Statement and Framework for Practice 2018-2023, p.10)

Wellbeing is one of the principles of Junior Cycle Education where:

“The student experience contributes directly to their physical, mental, emotional and social wellbeing and resilience. Learning takes place in a climate focused on collective wellbeing of school community and society.”

(Junior Cycle Wellbeing Guidelines, 2021, p. 16)

Student wellbeing is present when each individual recognises their abilities, takes care of their physical wellbeing, are resilient to the normal stresses of life, and feel a sense of purpose and belonging to a wider community. In Coláiste an Spioraid Naoimh we focus on the holistic perspective, encompassing attributes to enable each individual to succeed on their chosen pathway through life.

2.2 The Context of the Wellbeing Programme

Whole School Approach

Coláiste an Spioraid Naoimh recognises the important role it plays in promoting and ensuring the Wellbeing of our students and staff. There are four key aspects of wellbeing in schools as defined in the Junior Cycle Wellbeing Guidelines (NCCA, 2021). These incorporate school culture, relationships, policy and planning and the school curriculum.

Wellbeing Programme Coláiste an Spioraid Naoimh (1)

The focus on these four aspects of Wellbeing aims to establish a Wellbeing programme that encompasses all members of our school community.

These key aspects within the school setting are:

Curriculum: The provision of the Junior Cycle subjects and how we cater for wellbeing within the curriculum.
Policy and Planning: As a school we endeavour to look after the Wellbeing of the school community. Through policies, planning and School Self-Evaluation, we will be able to make decisions with due regards to the wellbeing of our students and staff.
Relationships: Strong and authentic relationships amongst all members of the school community form the backbone of a positive learning environment. As a school, we endeavour to make sure that all interactions between students and staff are positive affirming.
Culture: Our school’s ethos, mission statement and the prevailing atmosphere ensures all of the school’s community strive to make the school a centre for learning and teaching, and holistic student development.

These will be described in more detail in the context of Coláiste an Spioraid Naoimh in Sections 3 – 6.

Wellbeing in Junior Cycle

Wellbeing (Staying Well) is one of the eight key skills underpinning the Junior Cycle Profile of Achievement.

Staying well - Coláiste an Spioraid Naoimh Wellbeing (1)

Elements of the Staying Well Key Skill for Junior Cycle Profile of Achievement

Junior Cycle Wellbeing Guidelines (NCCA, 2021)

A number of the twenty-four statements of learning (SOL) in Junior Cycle relate explicitly to student Wellbeing.

Coláiste and Spiraid Naoimh is committed to authentic engagement with the Wellbeing programme in order to improve positively impact on student outcomes and student experiences.

“It is envisioned that the school’s commitment to this area of learning will increasingly have a positive impact on the Wellbeing of students.”

Circular (0005/2019)

Wellbeing Indicators

The foundation of this programme is based on the JCT Wellbeing Guidelines and the six identified key Wellbeing Indicators in young people.

The evidence of these in daily student experience may be considered the success criteria for this Wellbeing programme.

Wellbeing is a core part of the student experience at Coláiste an Spioraid Naoimh. All subjects seek to foster the Wellbeing of students to develop young people who are connected, aware, resilient, responsible, respected and active. In particular, the following subjects and modules primarily focus on the wellbeing indicators indicated above:

Physical Education (PE)
Social, personal and health education (SPHE)
Civic, social and political education (CSPE)
Digital literacy (as part of Computer Studies)
Guidance
Bystander Programme (Transition year module)

A vast range of extra-curricular activities aim to enhance the wellbeing of all students. Throughout the school year, the school has a number of wellbeing celebrations and initiatives which serve to enhance relationships and create a strong culture of wellbeing in the school.

Jigsaw’s One Good School programme
Sports Days
Wellbeing Week
FUSE
Green Schools

2.3 A Framework to Promote and Develop Wellbeing

Wellbeing is present when the individual realises their abilities, takes care of their physical wellbeing, can cope with the normal stresses of life, and has a sense of purpose and belonging to a wider community. The key indicators of wellbeing are active, responsible, connected, resilient, respected and aware. Wellbeing is a whole school responsibility.

Continuum of Support

At Coláiste and Spioraid Naoimh the wellbeing support structures are modelled on the National Educational Psychological (NEPS) Continuum of Support. This enables different levels of support for student wellbeing in accordance with the varying needs of students at different times. All staff involved in the education of students have a role in each stage of the continuum.

Looking at our Schools (LAOS)

The Looking at our Schools 2022 schools quality framework sees:

“… students’ as well being as intrinsic to this holistic view of learning … it recognises the crucial role of schools in promoting and nurturing students’ well being through their practice in the key areas of school environment, curriculum, policies and partnerships”

(LAOS 2022)

Several statements of effective and highly effective practice pertain to student and staff wellbeing. In the Domain 1, Learner Outcomes,

“Pupils demonstrate a knowledge, appropriate to their stage of development, of their own behaviour as individuals and as members of a group. They apply this knowledge thoughtfully to manage situations and to support their well-being.”

(LAOS, 2022)

and in the Domain 3, Leading School development,

“The principal and other leaders in the school value and support partnership with parents as a means of supporting pupils’ learning and wellbeing”

(LAOS, 2022)

School Self-Evaluation (SSE)

The school keeps its policies, curriculum and procedures under constant review. The school will use the SSE process to reflect and review how we promote wellbeing in school. The SSE process will allow us to examine our strengths and weaknesses in this area and consider areas of improvement. This will involve the views of all stakeholders.

A variety of initiatives and improvements have been undertaken through the process of SSE, and these have contributed to the enhancement of student learning and student wellbeing at CSN. The following five strands have been implemented as a part of Phase 1 and Phase 2.

Phase 1:

Strand 1 – Literacy

A whole-school plan addressing the attitude of our students towards reading and writing for pleasure was designed and implemented in 2013. The plan also addressed the standards of written work and the use of assessment for learning strategies by teachers. A huge focus was placed on the refurbishment of the school Library, but other initiatives such as the creative writing website – cloudofthink.ie – and an annual reathon as part of a reading week initiative, were also introduced. Spioraid Signals, the school magazine, was relaunched to provide students with opportunities for writing. The whole-school OLAM (Overall Literacy Assessment Mark) assessment for learning strategy was introduced in September 2013. This literacy assessment mark attributed 10% of house exams in first year to language mechanics and presentation of work.

Strand 2 – Numeracy

This strand examined students’ attitudes to maths and sought to highlight the importance and relevance of numeracy across the curriculum. Initially the group analysed Junior Cert results and administered the PDST maths competency test and PDST student maths survey. This was given to all first and second years. It was decided that the main focus was to improve the attitude of first and second year students towards maths. Initiatives such as Fun Maths Friday took place. Prior to Covid-19, all maths teachers with base classrooms had their walls covered in subject-rich material. For a number of years students numerically charted their academic progress in their journal.

This was a cross-curricular initiative which allowed students to take more responsibility for their own progress. New pages were added to the school journal to facilitate this. In more recent years this charting of progress has moved online and now students fill in their exam results in Google sheets which enable the display of progress graphs on their digital diary portfolios.

Strand 3 – Learning to Learn

Between 2016-2019, all fifth-years completed a detailed survey, entitled Studying at Home. Clear areas for improvement emerged such as delivering a wider range of note-taking techniques, strengthening the students’ abilities to interpret exam questions, teaching them to perform online searches more effectively, and discovering appropriate learning styles.

A team of six teachers delivered a Study Seminar to all 5th Years every October. The seminar covered six areas which the survey indicated were in need of attention. Written feedback was sought from all fifth-years at the end of the seminar. Later in the year, other teachers gave further talks on areas such memorization, motivation and goal-setting during the year. A team of teachers contributed articles from their own expertise in areas such as exercise, stress and nutrition.

The end result was a comprehensive, 40-page Study Skills book which was professionally designed and produced. A range of other study skill resources (testimonies of former students/study plan templates/motivational videos, useful online links and resources) were assembled.

Phase 2:

Strand 4 – Self-Directed Learning using Technology

This strand was developed in conjunction with the IT department’s implementation of the school’s Digital Learning Plan. Its primary focus was intended to develop our students’ skills as self-directed learners and the strand provided opportunities for teachers to experiment with and evaluate the effectiveness of varying facilitative approaches in the classroom in collaboration with their colleagues. One of the long term aims of the strand was to embed the use of G-Suite for education into daily practice in the school.

Strand 5 – Growth Mindset

This strand aimed to foster a set of beliefs among students that their intelligence is not fixed, that they can become smarter, and that improvements are always possible via hard work, good strategies and input from teachers. These aims are encapsulated in the concept of the Growth Mindset. An additional aim was to help students reflect on their progress as learners and develop a sense of ownership and responsibility for their learning. Strand five’s focus highlighted CSN’s belief that one of our core duties is to empower students to understand how they learn and accept more responsibility for their own learning.

Section 3

Wellbeing in Practice: Policy and Planning

In conjunction with the stakeholders; students, parents, teaching staff, ISAs (Inclusion Support Assistants), school ancillary staff, school management, the board of management and school trustees, Coláiste an Spioraid Naoimh school policies and programmes are evolved according the needs of students and the school.

In addition to this document school policies and plans that pertain to student and staff wellbeing include:

Code of Positive Behaviour
Social Political and Health Education (SPHE) Subject Plan
Relationships and Sexuality Education (RSE) Policy
Electronic Equipment Mobile Phone Policy
Acceptable Usage Policy
Anti-Bullying Policy
Anti-Cyberbullying Policy
Critical Incident Policy
Child Safeguarding Statement
Admission Policy
Dignity in the Workplace: Anti-Bullying Policy
Dignity in the Workplace: Harassment and Sexual Harassment Policy
Additional Education Needs (AEN) Policy
Data Protection Policy
Homework Policy
Whole School Guidance Plan
Health and Safety Statement
School Mission Statement
Physical Education Subject Plan

Section 4

Wellbeing in Practice: Relationships

This section describes Wellbeing in practice in Coláiste an Spioraid Naoimh through the lens of relationships in the school.

4.1 Student Wellbeing

Through the school’s policies and procedures, the school seeks to provide a safe, caring environment for all. The school recognises the importance of addressing all educational needs through the Continuum of Support:

Support for All
Support for Some
Support for Few

As part of student wellness at Junior and Senior cycle Coláiste an Spioraid Naoimh aims to increase a culture of participation in the activities (academic and extra-curricular for all students), particularly those on the margins.

Wellbeing Support for All

The following wellbeing supports are available for all students:

Subject Teachers: The subject teacher is responsible for maintaining a safe environment in which to learn. The subject specific teacher is also responsible for creating a positive classroom environment, monitoring the progress of each student in their care and providing assistance where needed.
Class Teacher: Each class group has a dedicated class teacher. This teacher takes a particular interest in the welfare of all the students in their class and builds a relationship with their students. They monitor attendance, contact home if necessary and keep abreast of each student’s progress within the school community.
Year Head: The Year Head has overall responsibility for a year group while maintaining a secure, healthy, orderly and disciplined learning environment in a manner that demonstrates equality, fairness and justice, (to include monitoring of Wednesday detention, liaising with parents and mentoring students). Year Heads will work closely with Class Teachers to ensure the wellbeing of the students in their care.
SPHE Programme: All Junior Cycle students participate in timetabled SPHE classes from first to third year. The content of these classes particularly pertains to student wellbeing. Refer to SPHE subject plan.
Senior Cycle Students can avail of Guidance Classes by appointment.
Wellbeing Coordinator: The Wellbeing Coordinator Promotes and facilitates activities related to student wellbeing.
Student Voice Facilitator: The Student Voice Facilitator promotes and facilitate student voice in school activities through the Student Council and other activities. Refer to the next subsection.
School Chaplin: The school chaplaincy service is available for all students.
Physical Education
CSPE Programme: All Junior Cycle students participate in timetabled CSPE classes from first to third year. The content of these classes particularly pertains to student wellbeing. Refer to CSPE subject plan.
Digital Literacy Module: All Junior Cycle students participate in timetabled Computer Studies classes from first to third year. The Digital Literacy module of these classes particularly pertains to student wellbeing. Refer to Computer Studies subject plan.
Coláiste an Spiroaid Naoimh is a participating school in Jigsaw’s One Good School programme and their workshops and programmes are teacher-led through the computer department.
Green Schools is an international education programme and award scheme that promotes long-term, whole-school action for the environment. Schools focus on issues such as waste and litter management, energy, water, sustainable transport, biodiversity and Global Citizenship. It fosters a strong sense of citizenship and leadership by the school community that spreads far outside the school into the wider community.
Sports Days
Wellbeing Week – this follows a different theme each year and co-curricular learning occurs throughout the year based on the theme
FUSE – an anti-bullying and on-line safety programme developed by DCU Anti-Bullying Centre and supported by the department of Education
Cineáltas: Action Plan on Bullying provides a collective vision and clear roadmap for how the whole education community and society can work together to prevent and address bullying in our schools.

Wellbeing Support for Some

The following extra wellbeing supports are available for students as required:

Guidance Councillors: guidance counsellors offer an opportunity for students to attend individual counselling/guidance sessions as required. See the Coláiste an Spioraid Naoimh Whole School Guidance Plan.
AEN Support: The Additional Educational Needs (AEN) coordinator and department provides support for students with of AEN in the school. That is managing the planning and provision of the AEN programme while fostering a commitment to inclusion, equality of opportunity and holistic development of each student. See the Coláiste an Spioraid Naoimh AEN policy.
ISAs: Inclusion Support Assistants (ISAs) provide assistance and support to students with additional educational needs. See the Coláiste an Spioraid Naoimh AEN policy.
Sixth Year Mentors: Teachers in the school act as mentors to sixth year students in the student mentorship programme.
Deputy Principals: The Deputy Principals have overall responsibility for either Junior or Transition Year and Senior Cycle while maintaining a secure, healthy, orderly and disciplined learning environment in a manner that demonstrates equality, fairness and justice. They liaise closely with the year heads and will work with them as required to ensure the welfare of students in the school.
TY Leaders / 6th Year Prefects: Senior Cycle students support, encourage and help first year students, particularly beginning their first few weeks in school and school sports and other whole school activities.
TY students participate in the Bystander Intervention module.

Wellbeing Support for Few

The following extra wellbeing supports are available for students as required:

Pastoral Care Team: The Coláiste an Spioraid Naoimh pastoral care team continues to meets weekly at a set time to discuss pastoral issues and needs of students. The team includes the school Principal, Deputy Principals, guidance councillors.
Critical Incident Plan and Protocols: In the eventuality of a critical incident involving the school community Coláiste an Spioraid Naoimh will adhere to its critical incident plan.
Child Protection: Coláiste an Spioraid Naoimh acknowledges that child protection and welfare considerations permeate all aspects of school life and must be reflected in all of the school’s policies, procedures, practices and activities. Through the schools Child Protection Statement and in its policies, procedures, practices and activities, the school adheres to the principles of best practice in child protection and welfare. See the Coláiste an Spioraid Naoimh Child Protection Statement.

4.2 Student Voice

Listening and responding to feedback and suggestions from students is essential to the wellbeing of the student body. As active participants in their own learning, Coláiste an Spioraid Naoimh recognises the important of student input and ‘voice’. Students are experts in their own wellbeing and combining this intrinsic expertise with teachers and other school partners can help to contribute to effective learning for and about wellbeing. Lundy’s (2007) model is used to facilitate meaningful activation of student voice.

Space: Students should be given save inclusive opportunities to express their views.
Voice: Students should be facilitated to express their views.
Audience: The view should be considered by those with decision making power.
Influence: The view should be acted on as appropriate.

Feelings of agency in the school environment will contribute to general wellbeing.

Coláiste an Spioraid Naoimh places an emphasis on giving space for student voice, and facilitating students to express their views through the following channels:

Students Council: The student council is formed from two elected representatives from each year group. They meet regularly to express views of the student body as their elected representatives. They are consulted on all amendments to school policies and where appropriate on school plans.
Prefect Group: There are twelve school prefects in sixth year who also represent the sixth-year cohort as student leaders.
TY Leaders: These are given responsibilities for activities in transition year.
TY Wellbeing Committee
Communication with ISAs, Subject Teachers, Class Teachers, Year Heads, and Deputy Principals.
Formal or informal communication with school Guidance Counsellors
Additional Educational Needs (AEN) Team. See Coláiste an Sioraid Naoimh AEN policy.
Student Surveys: Year groups or the entire student cohort are surveyed using Google Forms on a range of issues to get a flavour of the overall opinion of the student body on a range of issues.

4.3 Staff Wellbeing

Staff wellbeing is a vital component in contributing to wellbeing of the entire school community. Coláiste an Spioraid Naoimh recognises the importance of staff wellbeing and the following protocols and procedures are active in the school to support this:

The promotion of a safe, comfortable teaching environment
An open door policy whereby staff can discuss issues of concern with the Principal, and/ or Deputy Principals in a confidential manner
Staff Wellbeing committee
Staff Welllbeing liaisons
Regular staff and departmental meetings
Continuous Professional Development is provided, encouraged and supported
Subject departments are resourced well and any requests for resources are considered as appropriate
Provision of IT equipment for subject planning and delivery
Staff have the opportunity to develop their professional and leadership capacity through various initiatives, committees and groups.
Droichead process for induction of newly qualitied teachers (NQTs)
Mentoring process for student teachers.
Induction process for new teaching staff and PBST induction programme.
Informal social events for school staff.
Jigsaw’s One Good School teacher-led module on staff self-care and wellbeing
Access and information provided on spectrum life – The Employee Assistance Service.
Provision of tea, coffee and biscuits for staff for break time.

Section 5

Wellbeing in Practice: Culture

This section describes Wellbeing in practice in Coláiste an Spioraid Naoimh through the lens of culture, practice, and activities in the school.

5.1 First Year Wellbeing

An induction programme is in place, incorporating an early return for first year students – including a student fun day and allowing students to familiarise themselves with the new school environment. Students meet with all members of Management, the First Year Head, Class Teachers and their assigned Student Leaders in the morning and take a tour of the school in small groups (rooms associated with teachers they will have and offices/rooms to note such as the Principal’s office, Deputy Principals’ offices, Main Office/Reception, Staffroom, Prayer Room, Library, PE Hall, Guidance Counsellors’ Offices etc. are highlighted). Lockers are allocated, journals are distributed and the school Code of Conduct is explained.
Senior Student Leadership programme: Senior students are asked to volunteer to apply to be leaders to incoming first year students. Successful applicants receive leadership training in Mardyke House.
The Religious Education (RE) Programme incorporates visits to the prayer room, a module which explores the history of the school and the story of Edmund Rice, attending mass in the local church, and developing an understanding of the ethos of the school.
The SPHE Programme focuses on topics such as settling into a new school environment, belonging and integration, coping with change, and the transition from primary to secondary school, planning and organising your time, study techniques, making friends/friendship, self-esteem, etc. this programme outline and timeline suggestions, is available in the SPHE Subject Plan.
First year students may make individual guidance appointments or be referred to the guidance counsellor – generally by their Year Head or class teacher.
Counselling is available to all students.
Students have timetabled periods of Social, Personal and Health Education (SPHE) each week.
The Relationships and Sexuality Education (RSE) programme is delivered as part of SPHE.
Students have a double period of Physical Education (PE) per week.
Students have timetabled periods of Civic, Social and Political Education (CSPE) each week.
All students have three periods of Religion (RE) per week.
Students have two class periods of Computer Studies per week.
Students are encouraged to become active members of the school community through the extensive range of extracurricular activities.
A parent-teacher meeting for parents/guardians of first year students is scheduled.
Individual meetings with parents/guardians are available on request.
Individual student concerns which may arise are brought to the attention of the School Pastoral Care Team, which includes the Principal, Deputy Principals and Guidance Counsellors.
The Year Head liaises with parents, subject teachers, class teachers and the Guidance Counsellor to address any issues of concern.
Individual meetings are held between students and the Guidance Counsellor, or parents and the Guidance Counsellor on request. These can be in relation to personal, educational or career matters.
Students Council includes two first year student representatives. They represent the views of first year students at Student Council meetings.
Assemblies take place to reinforce positive behaviour, to reflect on our school ethos, to provide positive feedback to year groups and any other relevant information.
Students may attend a retreat as part of the RE programme.
Students participate in first Year Fun Events organised by staff.
Referrals to outside agencies are made when the school resources and expertise are exhausted in dealing with particular issues.

5.2 Second Year Wellbeing

Continuing development of self-knowledge, personality, qualities and potential through SPHE and RE programmes (including speakers on Internet Safety etc.)
Multidisciplinary approach building on first year topics such as Study Skills/Planning, Organisation, career journey. Encourage students to set goals to help achieve success. These skills are developed through all subject programmes.
Students are encouraged to become autonomous members of the school community. Students are encouraged to become active members of the school community through the extensive range of extracurricular activities.
All students have three periods of Religion (RE) per week.
Students have two class periods of Social, Personal and Health Education (SPHE) per week.
The Relationships and Sexuality Education (RSE) programme is delivered as part of SPHE.
All classes have a double period of PE per week.
Students have timetabled period(s) of Civic, Social and Political Education (CSPE) each week.
Students have two class periods of Computer Studies per week.
A parent-teacher meeting for parents/guardians of second year students is scheduled.
Individual student concerns which may arise are brought to the attention of the School Pastoral Care Team; which includes the Principal, Deputy Principals and Guidance Counsellors.
The Year Head liaises with parents, subject teachers, class teachers and the Guidance Counsellor to address any issues of concern.
Individual meetings are held between students and the Guidance Counsellor, or parents and the Guidance Counsellor on request. These can be in relation to personal, educational or career matters.
Referrals to outside agencies are made when the school resources and expertise are exhausted in dealing with particular issues.
Assemblies take place to reinforce positive behaviour, to reflect on our school ethos, to provide positive feedback to year groups and any other relevant information.
Students Council includes two second year student representatives. They represent the views of second year students at Student Council meetings.

5.3 Third Year Wellbeing

An Information Webinar for parents of 3rd year students is presented by the TY Co-ordinator and Guidance Counsellors on the TY programme including Subject Sampling.
Junior Cycle Examination Special Accommodations are processed by the AEN Department.

Students may attend a retreat as part of the RE programme.
Individual career appointments are available for any students to assist with TY and subject choice or any other concerns.
Assemblies take place to reinforce positive behaviour, to reflect on our school ethos, to provide positive feedback to year groups and any other relevant information.
Students Council includes two third year student representatives. They represent the views of third year students at Student Council meetings.
All classes have a double period of PE per week.
All students have two periods of Religion per week.
Students have timetabled period(s) of Social, Personal and Health Education (SPHE) each week.
Students have timetabled period(s) of Civic, Social and Political Education (CSPE) each week.
Students have timetabled period(s) of Computer Studies each week.
Referrals to outside agencies are made when the school resources and expertise are exhausted in dealing with particular issues.

5.4 Transition Year Wellbeing

TY students have a Careers class each week throughout TY.

Work Experience Preparation – All Transition Year students complete two one-week work experience placements. Work Experience Preparation includes discussion of workplace scenarios, responsibilities to the employer/business, getting the most out of the experience, dress code, communication, organisation of their work experience, reflection on work experience, evaluation of personal performance and perceptions of the career and self-assessment.
Transition Year students may make individual guidance appointments. Individual counselling/guidance meetings are available by referral or on request.
The Transition Year programme itself provides a wide range of whole school activities. Personal Development modules in TY include activities such as volunteering to collect for various charities, GAA Future Leaders programme, UCC Bystander course, Environmental Awareness, Sign Language, Chinese Studies, Safety in the Workplace, Strength and Conditioning, etc. Other learning experiences include Build a Bank, MiniCompany, Student Enterprise Awards, Work Experience, etc .
The Transition Year programme provides opportunities for students to explore a range of different subjects, learn about different career sectors and professions (e.g. MiniMed), In addition, students visit UCC and MTU Cork.
Past pupil Careers and Courses day.

The following is a sample of the many and varied structures and activities which are in place to assist students in making the transition from Junior to Senior Cycle.

Transition Year induction lead by Programme Co-ordinator/Year Head
Bonding trip
Work experience
Transition Year Portfolio
Progress Report at Christmas & at the end of year
TY Graduation
Subject sampling
Interview skills
International Computer Driving Licence course (ICDL)
Various educational visits/trips. Numerous guest speakers on topics deemed suited to the group, e.g. Careers speakers, well-being speakers, etc.

In addition:

All classes have a double period of PE per week.
Assemblies take place to reinforce positive behaviour, to reflect on our school ethos, to provide positive feedback to year groups and any other relevant information.
Students Council includes two fourth year student representatives. They represent the views of fourth year students at Student Council meetings.
The TY Coordinator/Year Head liaises with parents, subject teachers and the guidance counsellor to address any issues of concern.
All students have two periods of Religion per week.
Individual meetings are held between students and the Guidance Counsellor and parents and the Guidance Counsellor on request. These can be in relation to personal, educational or career matters.
Students can avail of counselling with the Guidance Counsellor by referral from a teacher, parent or by self-referral.
Referrals to outside agencies are made and when the school resources and expertise is exhausted in dealing with particular issues.
Students Council includes two fourth year student representatives. They represent the views of fourth year students at Student Council meetings.

5.5 Fifth Year Wellbeing

Students may make individual guidance appointments through self-referral or may be referred for a meeting with the guidance counsellor.
Fifth year is an important time for students to develop their understanding and interest in their newly chosen option and mandatory subjects. Individual Guidance sessions will often focus on developing self-awareness.
Individual meetings are held between students and the guidance counsellor and parents and the guidance counsellor on request. These can be in relation to personal, educational or career matters.
A study skills seminar takes places for 5th year students and study skills resources are provided for all.
All students have two periods of Religion per week.
All students have two periods of PE per week.
Assemblies take place to reinforce positive behaviour, to reflect on our school ethos, to provide positive feedback to year groups and any other relevant information.
Students Council includes two fifth year student representatives. They represent the views of fifth year students at Student Council meetings.
Guidance Counsellors meet with all students who are intending to apply through UCAS or other colleges abroad towards the end of fifth year. Students are made aware of items such as the UCAS Personal Statement and the requirement for additional assessments (e.g. UKCAT).
The RSE programme is delivered to all classes.
Referrals to outside agencies are made when the school resources and expertise are exhausted in dealing with particular issues.

5.6 Sixth Year Wellbeing

All sixth year students have the opportunity to attend UCC, MTU Cork and the local PLC college open days.
Sixth year notice board on Google Classroom for information in relation to guest speakers and open days.
Study Skills

Students discuss study techniques/methods and organisation during their Vocational Guidance Interview. Students are assisted in making personal study plans

Open Days.

Information on Open Days are presented on the school guidance calendar (on school website) and guidance notice board on google classroom.

Learning or emotional issues which arise are dealt with through the School Pastoral Care System are referred to the guidance counsellors.
Parent teacher meetings for sixth year students are scheduled.
Individual meetings are held between students and the guidance counsellor and parents and the guidance counsellor on request. These can be in relation to personal, educational or career matters.
Referrals to outside agencies are made when the school resources and expertise are exhausted in dealing with particular issues.
Assemblies are conducted regularly to reinforce positive behaviour, to reflect on our school ethos, to provide positive feedback to year groups and highlight all the activities which take place for that year group – particularly in relation to pre Leaving Certificate examinations, CAO/PLC/UCAS deadlines, accessing guidance support, etc.
Student Council includes sixth years who take part in many aspects of school life and represent the views of the students, as well as organise school events.
All students have one period of Religion per week.
All students have two periods of PE per week.
Visiting speakers are invited in throughout the year. These are generally from Higher Education Institutes (HEI) and Colleges of Further Education. They may be general information talks on the specific HEI or they may be subject specific, depending on the needs of the year group. There is a focus on ensuring a mixture of topics are given the opportunity for exploration through these sessions. Students sign a ‘sign up’ sheet to attend these events.
There is a strong emphasis on each student achieving their potential.
Referrals to outside agencies are made when the school resources and expertise are exhausted in dealing with particular issues.
Students Council includes two sixth year student representatives. They represent the views of sixth year students at Student Council meetings. The chairperson of the Students Council is generally a sixth year representative.

5.7 Extra / Co-Curricular Activities

As part of student wellness at Junior and Senior cycle Coláiste an Spioraid Naoimh aims to increase a culture of participation in the activities. In addition to timetabled curricular activities there are a large number of co-curricular and extra-curricular activities in the school. A sample of these include:

School visits for First Year students
Class retreats
Internet Safety week
Mental Health Awareness week
First Year Transition Day
Lunchtime Yoga and Meditation
Guest Speakers
5th Year Study Skills
1st year Hill walk
Prize-giving ceremony
School year group day trips
School Sports Day “Mara Sport”
School clubs

Debating
Chess
Vex-Robotics
Cloud of Think
Young Scientist / SciFest

School sports

Hurling
Football
Basketball
Tennis
Fishing
Soccer

School Tours
Trad Group

Section 6

Wellbeing in Practice: Curriculum

6.1 Junior Cycle Curriculum

In line with Dept. of Education and Skills guidelines Coláiste an Spioraid Naoimh has curricular provision for 400 hours, (24,000 mins) of Wellbeing related teaching and learning over the three years of Junior Cycle for 39 school weeks

This calculation is based on first year students the 2024/2025 school year. For more information on individual breakdown per year group please see individual subject plans.

6.2 Senior Cycle Curriculum

At Senior Cycle, the school continues to support student wellbeing through its curriculum. In addition to this, the school provides:

A comprehensive Transition Year programme which includes:

a yoga and wellbeing module,
guest speakers,
road safety,
work experience,
first aid training

6 week module ‘The Bystander Intervention Programme for Senior Students
Relationship and Sexuality Education (RSE)
Timetabled Guidance classes
Information about subject choices and career paths

Section 7

Professional Standards and Duties

7.1 Confidentiality

In the process of learning and teaching in the area of student wellbeing a student may disclose information of a sensitive nature. It is explained to the student that a teacher cannot guarantee confidentiality if:

The life or safety of the student is in danger
The life or safety of others is in danger
There are concerns regarding Child Protection – see Children’s First Guidelines and Child Protection policy
A crime is about to be committed or has been committed

If such a situation arises where confidentiality cannot be kept, a teacher as a mandated person will contact the school’s Designated Liaison Person or Deputy Designated Liaison Person (DLP, the Principal, DDLP the Deputy Principal) to seek help and safety for the student. In so far as is possible, in such cases, confidentiality is broken following discussion (and hopefully agreement) with the student and a full explanation will be given regarding the necessary procedures that may need to be taken. Where appropriate the Designated Liaison Person may make contact with TUSLA for a formal referral or to seek advice (informal consultation) and/or contact the student’s parents/guardians. The DLP will keep a record of all TUSLA referrals made.

7.2 Evaluation and Review

Critical reflection and evaluation is a very important part of the school Wellbeing Programme. It is necessary to review the plan to measure the strengths and weaknesses of this programme within the school and to assess whether it is meeting the needs of the students. It is also important to employ strategies for a whole school approach to wellbeing.

Wellbeing Promotion Indicators of Success

As we enter the next stage of School Self- Evaluation (SSE) process with the Wellbeing in Education Framework for Practice, a whole school approach will involve all members of the school community engaging in a collaborative process to consider the existing provision for wellbeing under each of the four key areas and devise and implement a plan for improvement in one key area as appropriate for our school. The Wellbeing Indicators of Success are further expended upon in the statements of effective practice listed in Appendix B.

The SSE process provides a framework for schools when gathering and analysing evidence, identifying needs and setting targets for achievable outcomes. It is a collaborative, reflective process of internal school review, focused on school improvement. The six-step process enables our school to gather and use evidence to identify meaningful and specific targets and actions for improvement. It will enable us to create and implement improvement plans, to measure our progress and to identify our achievements.

The Wellbeing programme is amended in line with the School Improvement Plan, targets and SSE process. Through the application of the indicators of success in the table below, CSN can assess our strengths and targets for improvement and to actively monitor our progress and outcomes in relation to wellbeing promotion over time.

Review by School Staff: 30th May 2024

Review by Parents Association: 30th May 2024

Review by Students Council:

Ratified by Board of Management: 3rd October 2024

Appendix A

Whole School Activities

Title: Wellbeing – First Year Sports Day, Whole School Sports Day & First Year Climb.

Duration: 22 hrs

Identified need: Student wellbeing.

Aim: To provide holistic experiences for students through the medium of physical and social contexts – helping students to understand and appreciate wellbeing areas such as self-esteem and life-skills, and the development of potential personal, social and emotional skills.

A.1 Learning Outcomes

Students will learn to:

Recognise and value opportunities for learning within and beyond the school.
Lead physical activities that young people find enjoyable and can undertake to achieve the minimum physical recommendations for health.
Use a wide range of movement skills and strategies effectively to enhance their performance.
Respond, individually and as part of a team to different games’ scenarios.
Contribute to team challenges that require co-operation and problem-solving skills to achieve a common goal.
Apply decision-making skills in a variety of situations.
Appreciate the importance of respectful and inclusive behaviour in promoting a safe environment free from bias and discrimination.
Describe what promotes a sense of belonging in school, at home and in the wider community and their own role in creating an inclusive environment.

A.2 Sample Student Learning Experiences

Students will understand and appreciate the importance of non academic experiences by participating in whole school activities in a more informal setting outside the classroom.
Students will appreciate the benefits of leading and participating in physical activity during the school Sports Days and the First Year Climb.
Students will use a vast range of fundamental movement skills and strategies to perform optimally during the school Sports Days and the First Year Climb.
Students will work on their own and as part of a team to different games’ scenarios.
Throughout the first year students will co-operate with instructions from teachers and other peers while using problem-solve skills to achieve a common goal.
Students will use their decision-making skills in various activities throughout the sports day.
Students will be respectful and include their peers in a safe environment throughout the school sports day.
Students will feel a sense of belonging within their communities by operating in an inclusive environment.

A.3 Links to Junior Cycle, Key Skills in Focus and Indicators of Wellbeing

Links to Junior Cycle

Key skills in focus

Indicators of Wellbeing in focus

Assessment

Assessment takes place in the form of student reflection and teacher led discussions, which is supportive of students’ wellbeing, by avoiding over-assessment and by providing students with opportunities to take ownership of their own participation and experiences.

Useful resources and weblinks

https://ncca.ie/media/4943/wellbeing-indicators-poster.pdf

https://ncca.ie/media/5062/updated-guidelines-2021_en.pdf

https://www.jct.ie/perch/resources/leadership/wellbeingguidelinesforjuniorcycle.pdf

Appendix B

Statements of Effective Practice

B.1 Culture and Environment

B.2 Curriculum (Teaching and Learning)

Cookie	Duration	Description
cookielawinfo-checkbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checkbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.