Nagle Community College
Well Being Policy
Nagle Community College is a centre of education which encourages the holistic development of all in an environment which is caring, respectful and just.
Nagle Community College is keenly aware of the necessity to nurture the whole person so as to meet the demands of modern life with resilience and optimism. The school’s mission statement recognises the importance of providing a safe and supportive environment which is caring, respectful and just for all its staff and students.
• To provide for the well-being of all.
• To outline clearly the school’s approach to the provision of well-being for all members of the Nagle Community College community.
• To detail the support structures for students and staff that are embedded in the school and the curriculum.
• To outline the ways in which staff and other agencies provide for and respond to individual needs.
What is Well-Being?
Well-being is present when students realise their abilities, take care of their physical well-being, can cope with the normal stresses of life, and have a sense of place and belonging to a wider community. There are six key indicators of well-being; Connected, Active, Aware, Resilient, Respected and Responsible.
This policy is based on the NEPS document; “Well-Being in Post-Primary Schools” and structured in terms of the NEPS continuum of support;
“Support for All”, “Support for Some” and “Support for a Few”.
All young people’s needs exist along a continuum. These needs can be expressed as ranging from general to mild and/or transient, to complex and/or enduring (well-being in post-primary schools, summary, p.8).
Supporting and Promoting a Culture of Well-Being –
‘Support for All’
Policies and procedures that promote well-being are developed, carried out and reviewed as part of a whole school approach. This process is part of the overall provision for ‘All’.
Code of Behaviour
Critical Incident Policy
Child Safeguarding Statement
Acceptable Usage Policy on the use of the internet
Anti-Bullying Policy: The Board of Management recognises the very serious nature of bullying and the negative impact it can have on the lives of pupils and is therefore committed to the following key principles of best practice in preventing and tackling bullying behaviour; A positive school culture and climate, effective leadership, a school-wide approach, a shared understanding of what bullying is and its impact, implementation of education and prevention strategies, effective supervision and monitoring of students, supports for all staff, constant recording, investigation and follow up of bullying behaviour and on-going evaluation of the effectiveness of the anti-bullying policy.
Critical Incident Policy: Nagle Community College aims to protect the well-being of our students and staff by providing a safe and nurturing environment at all times. The critical incident plan helps staff respond quickly and efficiently in the event of a critical incident and helps maintain a sense of order with support offered to students, staff and families.
Child Safeguarding Policy: Nagle Community College recognises that child protection and welfare considerations promote all aspects of school life and must be reflected in all of the school’s policies, procedures, practices and activities. To that end, the school recognises that the protection of children is of paramount importance, regardless of all other considerations, and fully complies with its statutory obligations under the Children First Act 2015 and relevant legislation relating to the protection and welfare of children.
Acceptable Usage Policy: We in Nagle Community College are cognisant of the potential dangers and risks associated with the internet. The AUP is put in place to maximise the learning opportunities and minimise the risk associated with the internet by having a series of rules and standards for safe internet practice.
Code of Behaviour: Nagle Community College encourages an environment which is “caring, respectful and just” and, consequently, the Code of Behaviour can be seen as a tool which gives structure to this aim in terms of roles, disciplinary structures and systems for promoting good behaviour, progress and effort within our school.
Rules: The aim is to engender a sense of respect for each person, and a sense of respect for, and pride in, the college and in the community in which he/she lives.
Curricular Provision: Junior Cycle – 400 hours: There is a co-ordinated approach to the provision of SPHE, PE, Guidance and CSPE.
The Junior Cycle Well-Being Guidelines state that when planning a programme, the starting point must be the shared vision and values of the school alongside consideration of the principles and Statements of Learning set out in the Framework for Junior Cycle. A Junior Cycle programme that builds the foundations for well-being is enjoyable and engaging, has meaning and relevance and equips students with the knowledge, skills and dispositions to develop as learners and build positive relationships.
The vision for Junior Cycle places students at the centre of the educational experience; “enabling them to actively participate in their communities and in society, and to be resourceful and confident learners in all aspects of their lives”. Well-being is one of the eight principles underpinning the Junior Cycle Profile of Achievement (JCPA); Engagement and Participation, Learning to Learn, Choice and Flexibility, Quality, Well-Being, Inclusive Education, Creativity and Innovation and Continuity and Development.
Well-being is also embedded in the Junior Cycle Statements of Learning and the following Statements of Learning are particularly applicable to well-being:
The student is a confident and competent participant in physical activity and is motivated to be physically active (SoL 17)
The student takes action to safeguard and promote his/her wellbeing and that of others (SoL 11)
The student has awareness of personal values and understanding of the process of moral decision making (SoL 5)
The student values what it means to be an active citizen, with rights and responsibilities in local and wider contexts (SoL 7)
The student understands the importance of food and diet in making healthy lifestyle choices (SoL 13)
Staying well is one of the 8 key skills for the new Junior Cycle;
There is also a pastoral support team which provides support for all students:
The support team meets on a weekly basis and is made of; Principal/Deputy-Principal, Year Heads, HSCL, School Chaplain, SCP, Guidance Counsellor and SEN-coordinator. The support team works in a co-ordinated, committed manner to identify students’ needs, take positive actions to address those needs, and manages the overall well-being of students.
The school has also Student Council, comprised of student representatives from all year groups which regularly meets to discuss school related issues. Wellbeing and the identification of student needs are addressed by the council.
Fostering positive staff-students relationships and providing activities that promote physical health and well-being is central to the general education provided at Nagle Community College. Through the good-will of staff a broad and varied programme of extra activities is offered to students.
These activities include; soccer, athletics, basketball, football, as well as other outdoor pursuits. Students can also avail of lunch-time activities in the sports hall and/or participate in the chess club or practice with the choir. Teachers also organise various educational trips including; Geography, History, Science, CSPE, English and more, as well as foreign trips/tours to Spain and France and other countries.
‘Support for Some’
There is a more focused approach employed with a number of students who are in need of more specific support. This support is provided through guidance, counselling, the school chaplain, the RE Department and the SEN department.
Guidance – Targeted guidance is given to students with particular reference to study skills, subject choices, information re college courses, exam technique, processing HEAR, DARE and CAO forms, all with the aim of supporting students and alleviating anxieties.
In Junior Cycle, students receive an opportunity to explore the world of careers, investigate apprenticeship, further and higher education options plus future careers. During Transition year, students continue to gain information on College options and received presentations from various organisations. Students’ prioritised focus during Transition year is on their preparation, participation in and reflection on their work and/or College placements. Students prepare curriculum vitae, cover letters and develop interview skills. At times, to mirror the reality of the real work or College, students are offered the opportunity to compete for placements that are subject to limited offers, such as; RTE, Defence Forces, Garda, Dell, Engineers’ week CIT, Easter Week UCC.
In Fifth and Sixth year, students are advised in the application process for Third Level and possible grants for their preferred path. In addition to classroom activities, students receive an opportunity to meet with the guidance counsellor on a one-to-one basis. Students can discuss career and education concerns, hopes and plans and are advised on action they must take to complete College applications for chosen pathways. Our main aim is that students leave Nagle equipped with the required skills, competence and knowledge to move confidently and competently towards their future careers and contribution in society.
School Counsellor: Students of concern that may present with a wide range of mental and emotional difficulties can be referred to the School Counsellor and psychotherapist. Specialised support can be given to ensure students can manage their emotional issues, and ultimately, remain in school. Issues can include: stress, anxiety, family bereavement, self-harm, anger management, depression and more.
School Chaplain – Time is given to the individual to support them in articulating who they are and what is going on in their lives. Student’s development of a positive self-image is a key aim for the Chaplain. The Chaplain is a confidential listener and a personal and spiritual support for staff and students.
School Completion Programme (SCP) – aims to have a positive impact on retention for young people at risk of early school leaving. This is achieved in a number of ways utilising a range of innovative, creative as well as tried and tested interventions. Students at risk of early school leaving are identified and supports are put in place for those students.
Home School Community Liaison (HSCL) – aims to increase the link between home, school and the Community. Parents are encouraged to become more involved in their children’s education so that they as the primary educators of their children will be positive role models, encouraging the educational and personal advancement of their children.
ASD – Nagle Community College ASD Programme caters for students with a wide range of strengths and needs including those looking to pursue State Examinations as well as focusing on Personal skills aimed at increasing their quality of life, independence and life skills once they graduate from Nagle CC.
SEN Team- Planning for SEN delivery takes into account High and Low incident needs students through withdrawal, team-teaching, small class groups, and literacy and numeracy classes for those exempt from the study of Irish, class placement, subject choice and levels. ASD provision also forms a central part of this planning. This is governed by the SEN policy which details the practice of the school in relation to the creation of IEPs for individual students.
School Management – The Board of Management sees it as supporting and affirming the work of its staff. At each Board meeting the Principal’s report keeps the Board informed of the work of staff. This is formally affirmed at staff gatherings and through the agreed report Management is cognisant of the pressures that may come to bear on all members of staff from time to time and respond with compassion. At staff meetings achievement and endeavour are recognised and it is the policy of the Principal to meet with staff members individually each year to allow time to discuss professional issues.
Meitheal Leadership Programme- Through the Meitheal Leadership Programme, students are empowered to identify and use their own initiatives and talents to respond to the needs of some students in the school, particularly the first year group who are transitioning from primary school to secondary school. The main objective of the team members is to improve the quality of school life for their fellow students by taking on one “needs band action” per month. The team are particularly mindful of first year students, aware of the changes that come with moving from primary to post primary school. The Meitheal team work with the Meitheal support teacher and the Scala group in supporting students. Meitheal is an opportunity for each member of the team to grow in self-awareness and confidence. It is about young people doing their best, caring for each other and helping their fellow students.
‘Support for the Few’
This support focuses on putting in place intervention for young people with more complex and enduring needs. Nagle Community College continues to work to establish close links with a broad spectrum of services to meet the needs of the few. Services and agencies include; NEPS, CAMHS, TUSLA, HSE, Juvenile Liaison Officer Service, Pieta House, SENO, EWO and NBSS.
Members of the schools SNA team help to support the students with organisational and behavioural difficulties to support the well-being of these students.
Class Tutors and Year Heads – Class tutors and Year Heads work closely to monitor, support and guide the few students who struggle with behaviour management in the school context.
NBSS Check and Connect/ Check and Connect Mentoring Intervention – Check and connect is an evidence-based structured adult mentoring programme that aims to promote student engagement at school and with learning. It is implemented by an adult who is a combination of mentor and advocate.
The National Behaviour Support Service (NBSS) works with Nagle CC on the planning, implementation and mentor training needed for this intervention. In NBSS partner schools teachers volunteer to become Check and Connect mentors and work to:
1. Build a positive relationship with a young person, including his/her family and the school.
2. Encourage a student’s regular school participation in academic, social and emotional learning.
3. Keep school progress a relevant issue for the student and their parents.
Each mentor links with one student, checking in weekly to discuss how he/she is doing and offering support in a number of ways. For example:
• Providing on-going, consistent and timely monitoring of a student’s behaviour for signs of withdrawal and disengagement: lates, absences, failing tests, conduct sheets, detentions, suspensions, lack of interest in school, resistance to learning, social isolation, etc.
• Implementing timely interventions or supports to ensure student achievement and wellbeing, when appropriate. Working with other teachers, management and other support staff to help the student be successful.
• Problem solving with the student when difficulties arise.
Check and Connect is intended to complement existing support systems grow in self-awareness and confidence and it is about young people doing their best, caring for each other and helping the students whom they work.
Nagle Community College recognises the important role it plays in mental health promotion to enhance a young person’s life chances. We are aware of the available services and supports in our community and continue to forge meaningful links with the services when working with at risk young people.
Ratified by the Board of Management on:_____________________________________
Signature – Chairperson, Board of Management:________________________________
Signature – Secretary, Board of Management:___________________________________