Wellbeing

Wellbeing in Loreto Community School is about young people feeling confident, happy, healthy and connected.

The working definition of wellbeing defined by the WHO (2001) and adapted by the Department of Education is as follows

‘Wellbeing is present 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’.

Here in Loreto Community School we value the importance of prioritising both individual and collective wellbeing to help all students realise their full spiritual, educational and personal potential.

Important Documents

• Framework for Junior Cycle (2015)
• LOOKING AT OUR SCHOOL 2016
• A Quality Framework for Post-Primary Schools
• Junior Cycle Wellbeing Guidelines 2017
• Circular 0055/2019 Department of Education and Skills
• Wellbeing Policy Statement and Framework for Practice 2018 (Revised October 2019)

A wide range of activities and initiatives across the school community invite students to take ownership of their own wellbeing through engaging in various learning opportunities and by asking themselves questions across the six indicators of wellbeing.

Let’s look at some of the key areas where wellbeing is seen in our school community.

Culture and Environment

Our Mission Statement - Loreto Community School respects the individual's rights and self-worth while promoting a happy, safe Christian environment where all may realise their spiritual, educational and personal potential.

• Form tutors meet students every morning to support and connect.
• 6th year prefects liaise with, and support 1st year students.
• Routines are established in classrooms to support a good learning environment.
• The outdoor and indoor facilities of the school are used to enhance learning in creative ways including; the outdoor classroom, the polytunnel, the 1 km walk, the outdoor pitches and assault course.
• The walls of the school are filled with student work and achievements creating a sense of pride and belonging.

Relationships and Partnerships

• Strong positive relationships are built everyday between students and staff. The atmosphere in the school is nurturing, open and friendly.
• The student council represents student voice and offers opportunities for students to build leadership and communication skills through organising school events and activities that align with the school spirit and which promote collective wellbeing.
• Student and parent voices are regularly captured through surveys.
• Many whole school events throughout the school year encourage positive relationships across year groups. The November Remembrance Service, Santa Run, Friendship Week, World Mental Health Day, Carol Service and the School Mass.
• The 6th year prefect team liaise with staff, mentor younger students, organise events, greet parents at parent-teacher meetings and provide positive role models for younger students.
• Parent/Teacher meetings offer opportunities for parents to build relationships with teachers. Senior students are invited to attend these parent-teacher meetings in order to engage in individual goal setting.
• The year head and tutor system builds strong bonds between staff, students and parents.
• The Parent Association works with the principal, staff and the board of management to build effective partnership between home and school.
• TY and LCA students engage in regular work experience in the local community.
• Artwork is displayed in local libraries and offices.
• Students are involved in clean-up activities in the local area.
• Students access local support groups through a referral system and engage in workshops in school.

Curriculum (Teaching and Learning)

• A diverse range of subjects and programmes are offered at both Junior and Senior Cycle in the school. Students are supported to choose the learning programme that suits them best. Subject plans include references to the indicators of wellbeing and subject teachers focus on subject specific study skills.
• Student wellbeing and successful learning are inextricably connected.

Students have the option to do:

• Established Leaving Cert.
• Leaving Certificate Vocational Programme (LCVP).
• L.C.A.
• Transition Year.

Wellbeing Specific Key Skills

Subjects offered at Junior Cycle

Core Curriculum Subjects:

• Irish
• English
• Mathematics
• History
• Geography
• Science
• French or Spanish
• Religious Education
• CSPE (Civic, Social & Political Education)
• SPHE (Social, Personal & Health Education)
• Wellbeing Class
• Physical Education

Optional Subjects

• Art, Craft & Design
• Woodwork
• Technical Graphics
• Home Economics
• Business Studies
• Music
• Technology
• Metalwork

Core Curriculum Subjects

• Irish
• English
• Mathematics
• Religious Education (2 one hour classes per week)
• Physical Education or options (Cookery/ Drama)
• Career Guidance (one class)

Option Subjects

• Geography
• History
• Business
• Language – French/Spanish
• Accounting
• Music
• Art
• Biology
• Chemistry
• Physics
• Home Economics
• T.C.G.
• Construction Studies
• Technology
• Physical Education
• Agricultural Science
• Politics and Society

• Rotating Wellbeing Modules are offered in 1st and 2nd Year. Each Module lasts approximately 6 weeks.

• Wellbeing is central to subjects like SPHE, CSPE, PE, Digital Wellbeing and Wellbeing Modules.
• Junior students are asked to reflect on wellbeing specific learning in their Wellbeing Reflective Journal.
• Awareness Events take place regularly on topics like Vaping, Mobile Phone Use, Healthy Eating, Mental Health Awareness, Inclusion, Study Skills, The importance of Sleep, Internet Safety and LGBTQ+.
• Subject departments work together to offer opportunities for co-curricular projects and learning.
• Formative assessment is prioritised in all subject areas to allow students to learn competencies and to provide individual feedback and goals.

• The school Student Support Team, Year Heads, Tutors, Wellbeing Coordinator and SEN department promote whole-school and individual wellbeing across a Continuum of Support.

Our two Guidance Counsellors work to provide educational, vocational and personal support to the school community.

• Whole school guidance is supported by all members of the school community.

• Extracurricular activities provide opportunities for students to learn valuable life skills like leadership, interpersonal, teamwork and resilience.
• Many extracurricular activities are offered by the school;

Inclusion Terms:

Our Well being Tree

Our first year students from Scoil Mhuire in Milford NS checking out their copper leaves they made back in January 2020 as part of our well-being tree project. These students were in 5th class back in 2020 and were interviewed by RTE news about their experience.

Our Inclusion Notice Board: