IPPN

Published: 22 September 2022

Circular 54/2022 relates to updated regulations concerning Exemptions from the study of Irish in Primary Schools. The purpose of the following piece is to provide a brief overview of the circular. Where a query in relation to such exemptions arises in the school, IPPN strongly advises the school leader to read the circular itself.

Circular 54/2022 was issued on 25 August 2022 and revises Circular 52/2019

Rationale
This circular emphasises the value of all children studying Irish, the first language of the state, particularly in the context of the Primary Language Curriculum, which takes an integrated approach to language study and acknowledges that young children adapt and improve their language skills over time.

The Primary Language Curriculum is informed by the benefits of bilingualism and by the principles of inclusion. It is designed as a Curriculum for children of all abilities in all school contexts and supports the provision of a differentiated learning experience for pupils in an inclusive school environment.

This rationale underpins the emphasis on pupils under 12 continuing to study Irish with limited exceptions

Important Takeaways
Firstly, this Circular now requires that schools record data on pupils who are exempt from the study of Irish and the reason for that exemption on the Primary Online Database (POD)

Secondly, it clarifies that the only circumstances in which consideration may be given to granting an exemption from the study of Irish are set out in subsection 2.2 of the Circular

Thirdly, the circular re-iterates that it is in the interests of the child to study Irish until at least Rang V or Rang VI before making a decision regarding an exemption from Irish.

Exempting a pupil from the study of Irish
This can only be done in exceptional circumstances by the Principal, in consultation with the child’s parents/guardians, the Class Teacher, the Special Education Teacher and the child

The Circular lists five reasons where an Exemption from the study of Irish might be considered.
The first relates to a pupil who has spent at least 3 years in a school outside Ireland without the opportunity to study Irish. That pupil must be at least 12 years of age on enrolment or re-enrolment OR have completed a full primary education course in another country.

The second relates to pupils who experience significant literacy difficulties, which are an obstacle to their learning across the curriculum. There are three conditions attached to granting pupils in this category an exemption. The first is that the pupil must have reached at least Second Class. The other two conditions relate to the significant literacy difficulties and prescribe the documentary evidence required by the school to substantiate it.

The third relates to pupils who experience a high level of multiple and persistent needs that are a significant barrier to the pupil’s participation and engagement in their learning and school life. There are five conditions attached to granting pupils in this category an exemption. The first is that the pupil must have reached at least Second Class. Three of the other four conditions relate to the documentary evidence required by the school to substantiate the pupil’s needs, which hinder his/her learning and school life. The final condition is that the principal is satisfied that the granting of an exemption is in the overall best interests of the pupil concerned.

The Fourth relates to pupils in a special school or special class OR who have a recommendation and have been deemed eligible for a place in a special school and/or in a special class in a mainstream school.

• A pupil who is enrolled in a special school or special class or who was previously enrolled in a special school or special class and who is now transitioning to a mainstream provision is automatically entitled to an exemption from the study of Irish without an application.
• A pupil who has a recommendation and has been deemed eligible for a place in a special school and/or in a special class in a mainstream school is required to apply for an exemption from the study of Irish.

The Fifth Reason relates to a pupil, one or both of whose parents/guardians are diplomatic or consular representative(s) of another country to Ireland. An exemption may be granted to such children irrespective of age or educational history.

The Application Process

• An application form for parents/guardians is available in the DE publication “Exemptions from the Study of Irish: Guidelines for Primary Schools”. Alternatively they may make a written application to the principal
• The school should mark the date of receipt on the application and acknowledge it in writing
• The school will contact the applicants to confirm the sub-paragraph on which the application for exemption is based and to advise them of the steps in the process, to be completed within 21 days.
  

The Principal will make a decision on granting a Certificate of Exemption having reviewed the application documentation, consulted the relevant teachers within the school and the relevant DE, NEPS or NCCA Guidelines, as appropriate.

Where an exemption is granted, a Certificate of Exemption will be issued to the applicants. A copy of the application form and all supporting documentation will be retained in the school and may be inspected by authorised officers of the DE. The pupil’s POD record must also be updated to reflect the granting of an Exemption from the study of Irish and the reason for it.

In addition to the Certificate of Exemption, the principal is obliged to inform the applicants: 

•  Of the arrangements for the pupil’s teaching and learning
•  That the pupil will be exposed to incidental learning of Irish through its use in the school environment
•  Of the option not to exercise the Exemption at present without losing the option to use it at a later time

A copy of the Certificate is available in the Dept. publication “Exemptions from the Study of Irish: Guidelines for Primary Schools”.
Where an exemption is refused the applicants will be informed and a copy of the application form and all supporting documentation will be retained in the school for at least the duration of the pupil’s attendance at the school

Appealing an Exemption
Where an application has been refused the applicants may appeal the refusal to the Irish Exemptions Appeal Committee. The committee will make a decision on whether the exemption should or should not be granted.

In making a decision the IEAC will consider the decision of the school and the grounds given for refusing the application, the criteria set out in this Circular and any supporting documentation that was available to the school, contained in the Student Support Plan(s) and any supplementary information provided to the school by the applicant.

An Appeal application is available in the Dept. publication “Exemptions from the Study of Irish: Guidelines for Primary Schools”.

Published: 22 September 2022

The unrealistic expectations that others in the school community may have of the school leader can very often put so much pressure on the leader to live up to the perfect image of being responsible for solving every issue or problem. Managing those expectations is the focus this week. We live in a relational world, which can sometimes be wonderful but also messy at other times. Examining and re-framing expectations does not mean lowering standards or not striving to be the best leaders we can be. It does mean letting go of unnecessary pressure.

Much of the stress experienced by our school leaders comes not from the delivery of the curriculum and managing the teaching and learning, but from interpersonal conflicts. The time, the anxiety, the frustration and sometimes the breakdown in physical and emotional health dealing with multiple conflicts, means that the main purpose of a school in terms of teaching and learning does get the optimal focus.

• A parent comes to the school leader, often on Friday afternoon, to complain that their child is being bullied and the school is doing nothing about it. If you do not stop this, then the parents will remove the child from the school.
• A staff member approaches the newly appointed school leader saying that the atmosphere in the school is toxic. What are you going to do about it? (Underlying implication- toxic atmosphere since you arrived).
• A member of the Board of Management calls to the office to inform you that parents have come to him complaining about the 4th class teacher regarding the way he speaks to the children.
• A staff member is constantly arriving late into school. Despite having addressed timekeeping with her on a number of occasions, it continues to happen. She is threatening to take a grievance procedure against you for harassment.
• Parents involved in a custody battle for their children had an altercation in the school-yard at collection time yesterday, witnessed by many of the children leaving school.
• The Parents' Association want to meet with you, as they are unhappy with the way Gaeilge is taught in some classes.
  

These are just some of the issues replicated in schools all over the country. The outcomes and the manner in which these scenarios are addressed depend largely on how the school leader manages the communication, so that the other party clearly understands what they can expect from the school leader. It is essential that this message be clearly communicated. You cannot control what others think about you but you can choose how you talk about it. A person has a right to have their issue addressed. However, they have a responsibility to be part of the solution. If you believe that you have to solved all problems coming to you, then of course the problem is yours. You are taking all responsibility for the problem on yourself. However, if you were to believe that you will do everything to support and guide the other party in arriving at a resolution and at the same time not make the problem your sole responsibility, think how much more clearly you will be in a position to see the wood from the trees. Unless you make this clear from the start, they will assume that you have now accepted this situation as being your responsibility to solve. Then, if this does not work out as they expect, the conflict is bound to escalate. Managing the expectations of others can help to build healthy relationships. The most important element in managing expectations is to be realistic. Under promise. Over deliver. Be clear about what action each will take to make progress. Be mindful of the language used – “We are in this together”. “How can we support each other?” “Have we done everything we possibly can do?” “Is there anything else we can do or need to do?” Keep talking. Keep evaluating. We will make mistakes, but we will learn from them and move on.

Published: 15 September 2022

The issue of Electricity and Gas bills is a huge issue and worry for schools. Guidance was issued in past few days to schools from the Schools Procurement Unit and FSSU.

It is very clear for schools that have signed up already. However, some schools have not. For those schools the guidance is not so clear.

• Schools already registered have security of tariffs up to 30/4/2024 for Electricity and up to 31/8/2024 for Gas
• Schools that are not registered should do so immediately. Registration process is simple and all links are in the Guidance note
• Schools will then be issued a new offer of contract with tariff details attached. These will vary depending on school size etc
• This 'late' signup will offer protection between date of sign up until the dates mentioned above
• There is NO DEADLINE DATE for registering/sign up but the sooner the better!

The unambiguous advice to schools that remain outside of the OGP contracts is to strongly consider signing up to the contracts for Electricity and Natural Gas (if applicable) and secure the protection they provide, for the school. Not to do so leaves schools at the mercy of the open market.

Published: 15 September 2022

Building on the guidance regarding managing expectations begun in the last Escéal, this week the focus is on managing expectations of self. Until we learn to examine the beliefs we have in relation to self, we will never be in a position to manage the expectations of others – either our expectations of them or their expectations of us. When expectations are not met, conflict ensues.

Ask yourself:

Do you expect that as a school leader you must solve every problem?

When someone comes to you with a problem, do you automatically accept it as yours to resolve?

If you fail to resolve an issue, how do you feel?

Others may believe that solving all issues is the remit of the school leader. Do you strive to live up to those expectations? If this is the case what does this do to you in terms of your wellbeing?

How realistic are your expectations of self?

We all need to be careful about our expectations in relation to self and others, because if they are unrealistic it can make life extremely difficult. It does not mean that we lower our standards or do not try to be the best possible leaders we can be. Neither does it mean that you will not do everything possible to support people in resolving their issues.

It is important to communicate what you can and will do to support a resolution. It is equally important to communicate what you cannot do. Do not over promise and under deliver on this.

Be clear what a person can expect of you and what you can expect of that person.

This then means that you let go of the pressure to be perfect.

“I am good enough.” (Actually you are.)