IPPN

Published: 17 June 2021

Message from Damian White, IPPN President

Published: 17 June 2021

You will have seen the Department of Education’s (DE) Statement of Strategy for the period 2021-2023 in last week’s e-scéal. It is fair to say that we in IPPN are very disappointed that the critical supports needed by primary school leaders are not included in the Statement. While the Strategy focuses mostly on learners, there was an opportunity under Goal 3: ‘Helping those delivering education to continuously improve’, to articulate the DE’s vision for supporting school leadership in a proactive, practical way to be more sustainable. It would have been a very positive indicator to principals and deputy principals that the DE is serious about their wellbeing, as well as the wellbeing of pupils. The only reference to school leaders in the Statement is in relation to the provision of CPD. This of course is crucial, but in no way reflects the key priorities of school leadership. IPPN will continue to advocate for the needs of primary school leaders to be prioritised in our engagement with all education stakeholders, including the Department and the relevant ministers. It will continue to be emphasised that sustainable leadership for all school leaders is IPPN’s number one priority. Chief among the priorities is the workload of teaching principals, particularly those with two or more special. classes in their schools. Administrative status for those principals has to be prioritised.

Damian White, IPPN President

IPPN’s Submission
In IPPN’s submission last November in relation to the strategy, IPPN was asked to ‘list 3 key strategic actions that should be prioritised for primary and post-primary education over the next 3 years’ in relation to Goal 3: Helping those delivering education to continuously improve.

IPPN highlighted the following:

1. Sustainable leadership action research, especially in relation to small schools,helping school leaders improve their practice, through significant support and the structures relating to leadership, as well as improving governance and leadership development.
2. To facilitate school leaders’ development, they need time to focus on leading teaching and learning, as well as time to engage with professional learning. Teaching principals need specific support in this regard, including a minimum of one day a week for leadership and management, with a review of the threshold for appointment as administrative principal.
3. IPPN believes that the induction process for newly-appointment principals should be mandatory and enhanced further to ensure all new leaders are fully supported to thrive in the role.
4. A particular action needs to be prioritised around governance and the structures and supports needed to ensure it is effective and sustainable in every school, with a particular focus on small schools.

It also asked ‘How could greater collaboration/engagement benefit students under this goal?’ The response was ‘Putting structures and supports in place to help school leaders to feel sustained and supported in their role would help to ensure improved morale among school staff, increased focus on teaching and learning, and pupil outcomes - Quality Leadership Quality Learning.’

IPPN’s resourcing priorities for consideration:

1. Put one leadership and management day per week for teaching principals on a permanent and statutory footing
2. Ensure that the rebuilding of middle leadership capacity can be facilitated right across the sector in a fair and equitable manner
3. Continue the level of resourcing currently in place for schools to maintain cleaning and hygiene for the duration of the pandemic.

Published: 09 June 2021

A topical issue at this time of year is the retention of pupils in the same grade. Circular 32/2003 refers to the retention of pupils in the same class. The DES does not encourage this generally, but may to be justified on the basis of sound educational reasons which would benefit the needs of the child. For example: A child has not achieved sufficient levels of literacy or numeracy, missed a significant level of schooling, had emotional/behavioural issues that impeded their learning during the course of the year.

Under the Department’s policy, children should only be allowed to repeat a year for educational reasons and in exceptional circumstances. An additional grade level should not operate through the retention of all or a substantial number of pupils at a grade level. The child’s age must also be taken into account – a school should always endeavour to place a child in an age appropriate setting.

A letter needs to be submitted to the school by parents requesting it. In such exceptional circumstances a Principal teacher, following consultation with the learning support teacher/resource teacher and class teacher and parent(s), may concludes that a pupil would benefit educationally by repeating a grade level.

A record outlining the educational basis for the decision to retain a child should be kept for any pupil so retained. In addition, there should be a clear programme outlined for such a pupil that records precisely what new approach will be used for her/him and what its expected benefit will be. These records should be retained within the school and should be brought to the Inspector’s attention by the Principal when s/he visits the school. No pupil should repeat a grade more than once in a primary school.

If the decision to retain the child is made, an IPLP should be drawn up indicating what interventions will be put in place for the child to maximise their learning experience. In instances where a school has approved the retention of a pupil in 6th class, no capitation grant will be paid by the DES for this pupil in the following school academic year.

Issues to Consider:

• Decision to be based on the developmental/learning needs of the child only – not the school; the parents; enrolment; their age (“s/he’s very young”) etc
• Consider the impact of the decision to repeat on the Self-esteem of the child – friendships etc. Children frequently see “repeating” as punishment for “not doing well”, even when they themselves feel they’ve done their best
• Children with an assessed learning need (SEN), may be best supported by “moving on” with appropriate supports in place
• Are both parents (where applicable) in agreement about the issue?
• Children have a right (as far as possible) to be placed in class groupings with peers of a similar age and stage of development

Published: 09 June 2021

Wellbeing in Post-Covid Schools: Primary school leaders’ Reimagining of the Future