The CESPE student is configured by a CESPE style. This style or way of being is manifested by the student in his work, however, it comes more from inside than from the area of behaviour.

The CESPE student appears noble and without wrinkles. He is easily associated with others and he tends to assimilate new situations. He is cordial showing his feelings and he want things at once. He shows himself tidy and he tends to sistematization, becouse of the fact that he knows that all effective work is always hard.
In all those expressions of his style, there are some reason or one deep reason whose explanation is his style of being, and not only his style of acting. This style is not easy to analize. There is no way to get it by calculation, and there is no way to feign it too. It is acdquired slowly. It is achieved by contagion. Living and working everyday with intentions or ideals like CESPE´s.


Our ideology is a result of years and years of virtues, and it is everyone´s work. They aren´t given by uniforms or emblems. It is a style of being. It is the most valuable thing that wants to have and tries to give the educational community of Colegio San Pelayo.

After mature reflections and wide queries, the educational community Colegio San Pelayo offers families, students, educators and collaborators a short summary of their ideology and intentions, which inspire their educational action.

Thisway, makes it easier:

For parents, the task of choosing the type of education they want for their children

For collaborators, the decision of bringing free and responsable help

This ideology is a summary of the main principles and objectives which inspire the whole activities at the collegue.
It aims to offer an appreciated resource for the educational community, which guides the creation of the Curruculum and which part of some basic assumptiones commonly admitted:

  • That everyone has the right to an educaction with the same oportunities
  • That parents are the main responsibles of their children education. Thus, they have the right to choose for them the type of education and the collegue they consider more convenient.
  • That society and the administration, more particularly, have a duty to guarantee and make these rights possible.

It is defined by its two chief objectives:


  • Human training
  • Individual and social difficulties
  • Faculty´s teacher groundwork and educational groundwork
  • The creation of some structures and an atmosphere which benefits the harmonious integration of culture too
  • The essential coordination between families and school


  • Methodological hints of each area of educational intervention
  • Educational style of the school
  • Proposed activity program
  • Responsabilities of each component of the educational community
  • Ways of didactic research