School Philosophy

St. Clare’s Primary School is a co-educational, Catholic, Primary School, which strives to provide a well ordered, caring, happy and secure atmosphere where the intellectual, spiritual, physical, moral and cultural needs of the pupils are identified and addressed.  While St. Clare’s is a school with a Catholic ethos, it also has due recognition for all other religions.  The main Aim of the school is to prepare the pupils to take their place in society as good and responsible citizens

Positive school climate and atmosphere:

The values and principals upheld in the school community are put into practice through the support of teachers of one another as mentors and through the example shown to children.  They are also evident when staff and pupils display a welcome to visitors, which is friendly and polite.

All visitors/Parents are expected to show appropriate example to the children when present at the school

Aim & Objectives

The aims of Social, Personal and Health Education are to:

·               Foster in the child a sense of care and respect for themselves 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

·               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

·               Enable the child to respect human and cultural diversity and to appreciate and understand the interdependent nature of the world

When due account is taken of intrinsic abilities and varying circumstances, the S.P.H.E Curriculum should enable a child to:

·               Be self-confident

·               Develop a sense of responsibility and come to understand his / her sexuality and the process of growth, development and reproduction.

·               Create and maintain supportive relationships.

·               Develop an ability to protect themselves from danger and abuse.

·               Become aware of the various influences on choices and decisions.

·               Promote the values of a just and caring society.

Contexts for S.P.H.E:    

Each teacher will outline the areas of S.P.H.E which:

·               Will be dealt with automatically as part of every day

·               Will be actual S.P.H.E lessons

·               Will be taught through other subject areas

S.P.H.E shall be taught through a combination of contexts:

·               Positive school climate and atmosphere

·               Discrete time

·               Integration with other subject areas

Each Staff Member shall integrate and implement this policy. 

S.P.H.E extends in a general way and is covered in many subject areas i.e. Religion, Health, Stay Safe Programme, Physical Education, Social and Environmental Studies.

Bullying prevention lessons will be taught in every half term (i.e. approximately 6 discrete lessons per term)

Healthy Eating will be taught at all class levels and reinforced through lunchtime supervision each day 12.20 – 12.30.

Substance abuse lessons/programmes will be used in all classes and will include discrete lessons on alcohol/drug/smoking in Senior Classes.

The programme begins in the infant room and is presented in three strands

a)     Myself and

b)     Others and myself.

c)      Myself and the wider world

The syllabus extends its scope each year and revisits these strands in deeper ways appropriate to the age and development of the child.

The syllabus is one of a spiral nature starting and finishing with the same themes (a) myself (b) myself and others (c) myself and the wider world    extending its scope and depth each year appropriate to the age and development of the child.

Relationship of R.S.E to S.P.H.E

Social, Personal and Health Education (S.P.H.E) provides opportunities for pupils to learn basic personal and social skills which foster integrity, self – confidence and self-esteem while nurturing sensitivity to the feelings and rights of others.

Relationships and Sexuality Education (R.S.E) is an integral part of S.P.H.E and must be taught in this context.  It provides structured opportunities for pupils to acquire knowledge and understanding of human sexuality and relationships through processes that will enable them to form values and establish behaviours within a moral, spiritual and social framework.  In particular, it addresses the meaning of human sexuality, relationships, growth and development, relevant personal and social skills and aspects of parenting.

Relationships and Sexuality Education

Relationships will be a key part in the SPHE programme.

The child within the family and their relationship to parents / guardians and siblings – their unique place within the family

The child in school – relationships with their friends – showing friendship – returning friendship – spoiling friendship – forgiving – reconciliation – their sense of belonging within the class.

Boy / Girl relationships – recognition and respect for others’ feelings – uniqueness and value of each person – covering all ages – language that describes these feelings.

R.S.E also deals with the issue of human growth and development, human sexuality and human relationships.

In the Senior cycle (5th and 6th classes) some very sensitive issues will be dealt with but the children will have been prepared for these issues by the cyclical nature of the syllabus.  Each year their awareness and knowledge is growing and expanding and they now have reached a very important stage in their development. 

Content and language are carefully selected so that children get the necessary factual knowledge in the context of Catholic moral teaching as befits the ethos of the school.

In order to allay any fears that parents have, it is important for parents to know exactly what will be taught to the children and at what stage it will be taught.

Junior Infants: 

Naming body parts appropriately, specifically Penis, Breasts

Senior Infants

Naming body parts appropriately, specifically Vulva/ Vagina

1st / 2nd:

Pupils are expected to be able to name parts of the male and female body using appropriate names and identify some of their functions e.g.

Mouth – swallowing, chewing food, breathing

Vagina – opening where a baby leaves a mothers womb

Penis – passing urine

Breasts – feeding a baby

Naval – where a baby was joined to its mother before being born

3rd / 4th:

Pupils are expected to be able to discuss the stages and sequence of development of the human baby from conception to birth e.g.

Week 2 – the size of a full stop

Week 6 – the size of a baked bean / would fit neatly on to a 1c piece

Week 8 – the size of an adult thumbnail / would cover a 10c piece

Week 14 – the length of an adults hand / size of a grape fruit

5th / 6th:

Pupils are expected to be able to identify and discuss physical and other changes that occur in boys and girls during puberty and to understand the reproductive systems of male and female adults.

Female:

Hormonal changes

Changing body shapes

Development of breasts

Appearance of pubic hair

Onset of menstruation (periods)

Beginning of ovulation

Male:

Hormonal changes

Physical growth

Growth of testicles and penis

Appearance of pubic hair, underarm and facial hair

Breaking of the voice

Beginning of sperm production

Onset of nocturnal emissions (wet dreams)

Pupils are expected to be able to understand conception and birth within the context of a committed loving relationship.

Parents are informed   fully about the content of these lessons and are required to prepare their child prior to the lessons and discuss any issues arising afterwards.

Parents will be informed about the specific names for the body parts which will be used e.g. in Junior Infants “penis, vagina, vulva, breasts” – First Class “introduction of term, womb, and some of the functions of body parts will be identified.

Typically the programme will be covered in 3-4 sessions depending on the size / maturity etc… of the class.

General Organisational and Classroom Planning

1.      If issues are raised following T.V programmes (soaps) or general class. Oral work, which the children may be watching, the teachers will not ignore it, but try to deal with it in an age appropriate way.

2.      The school shall be proactive in promoting and exercising an inclusion of all children regardless of race, religion, gender, culture or special needs at all times including break time.

3.      Diversity (age, race etc…) within the school community shall be acknowledged, recognised and valued.

4.      All children shall have equal access to the services, facilities and amenities in the school.

5.      Sanitary provisions shall be provided in all classes from 3rd to 6th (inclusive). Sanitary provisions shall also be provided in the school office and staff toilet.

6.      Gender specific talks if necessary are provided to all children from 3rd class up and will be conducted by the following teachers; John Conlon, Michéal Dolan, Claire Sheerin and Stephanie Kelly or outside specialists.   All topics shall be normally addressed to both genders at 6th class level.

7.      Teacher shall conduct discrete lessons from the Stay Safe Programme and Substance Use Policy as part of his or her yearly S.P.H.E plan when teaching the relevant class.

8.      In multi-class situations maturity levels will be taken into consideration and specific issues will be managed in a sensitive way.  An alternative is that these issues may be taught when the junior class group is with another teacher.

9.      Children with different needs will be offered support where possible through….

·    Resource teachers support S.P.H.E for Special Needs children and the Learning Support Teacher will support language difficulties

·    S.N.A’s will support S.P.H.E where appropriate

·    Any specific / sensitive issues will be considered in meeting the individual needs of the child for example bereavement or loss, disability, illness etc…

Supporting Roles:

Training / Evaluation and Resources

Teachers will evaluate the overall effectiveness of the programme in the school, and in conjunction with parents and the Board of Management will review and develop the programme for the coming years.  This will be done annually and any amendments necessary as a result of this review will be undertaken.

Appropriate in-service training should be given periodically to facilitate and develop the effectiveness of the programme.  If parents express a wish for further information this can be arranged.

Talks for parents / guardians on bullying / substance abuse / transition to secondary / R.S.E will normally be provided each year.

The Cúntas Míosúil is used to document what actual element of the S.P.H.E Plan was taught on a monthly basis.

Any resources required shall be made available upon request to the school office.  Any resource materials / ICT Hardware / Software used by children with learning difficulties / special needs shall be stored in appropriate classrooms. All members of staff shall have access to resources including any S.P.H.E developmental courses / resources.

Any teacher has the right to withdraw if he / she do not feel comfortable / confident teaching any aspect of the R.S.E Programme. The principal shall make the appropriate provisions.

Communication and Child Protection Issues

Any disclosures made by any child to a member of staff shall be reported directly to the school principal and where necessary the vice principal.  Staff must not promise privacy / complete confidentiality as all serious concerns must be reported.

These practices are communicated to new teachers by being given the folder containing the S.P.H.E Policy, the teacher in the same class group acting as mentor (Infants / 1st / 2nd etc…) and A table of contents for each class to be posted up on notice board.  Parents will be provided with a full copy of the S.P.H.E Policy for evaluation and amendment every 2 years.

Caretaker / Secretary & other Staff will be made aware of S.P.H.E Policy and any incidents re behaviour etc… are reported directly to School Principal / Deputy Principal

The values and principles upheld in the school community are put into practice through the support of teachers of one another as mentors.  They are also evident when teachers display a welcome to visitors, which is friendly and polite.

All Teachers / visitors / Parents are expected to show appropriate example to the children when present at the school

Effective communication within the school is enhanced by use of the teacher’s notice board.

The class teacher or principal shall address any parental concerns positively.

Communication between home and school will be developed by:

Encouraging Parental Involvement in school through shared learning programmes /outings ……etc

Class teacher may opt for a meeting with the parents of his / her pupils.

Inviting parents to visit during periods when numbers are reduced because part of a class is with another teacher e.g. Irish Dancing.  A speaker may be organised at such times to talk to the parents.

Parents shall review draft policy and all proposed amendments etc… should be made through the Parents Association for review.

Each class will notify parents at the beginning of the school year about the issues which will be dealt with during the year.

Community Supports

Procedures for the Reporting of Child Abuse

Reasonable cause for concern:

Specific indication from the child

An account by the person who witnessed the abuse

Evidence (injury or behaviour) which is consistent with abuse and unlikely to be caused in any other way

An injury or behaviour which is consistent with abuse and with an innocent explanation but where there are corroborative indicators supporting the concern that it may be a case of abuse

Consistent indication, over a period of time that a child is suffering from emotional / physical neglect

Health Service Executive

Health Board Staff have a responsibility to inform reporters and any other involved professionals about the outcomes of any enquiry or investigation into that reported concern.