IPPN

Published: 13 May 2021

Almost 900 IPPN members participated in research conducted by Maynooth University last December on school leaders’ physical and mental health. The resulting report ‘Wellbeing in Post-Covid Schools: Primary school leaders’ Reimagining of the Future’ was published last week. The authors, Dr Jolanta Burke and Dr Majella Dempsey, presented some of the key findings at the IPPN Principals’ Conference on Friday 7 May.

The research highlights a number of very striking facts about Irish primary school leadership, which are set out below. It explores the ‘daily hassles’ that affect levels of stress and wellbeing experienced by individuals and also suggests ways that leaders can support their own wellbeing, as well as how the system can ease the pressures that lead to excessive stress.

School leaders’ health and wellbeing is at the heart of IPPN’s priorities and is a key driver of IPPN’s Sustainable Leadership Project. The Maynooth University research will be very useful in providing both context and reference material for the project, as it highlights some of the root causes and potential solutions to the issues around leaders’ workload, which can lead to ‘illbeing’. All members are encouraged to read the report. In the coming weeks, synopses will be provided of each of the chapters.

 

Key findings:
A key indicator of wellbeing according to the research, is the taking of breaks:

•  25% of leaders surveyed had never taken a ‘sos beag’ during the day, 42% take it some days. Only 33% take it every day or most days.
• 11% had never taken their lunch, 42% take it some days, 34% take it most days and only 13% take it daily.

Of all the 27 daily ‘hassles’ (Figure 10), the five tasks that had the highest impact on leaders were as follows:

1. Covid-related safety measures
2. Time pressures
3. Ensuring all DE guidelines are followed
4. Late night/Friday communications from DE
5. Procurement.

 

Teaching Principals (TPs) and Administrative Principals (APs)

• Within the next 5 years, 13% of leaders intend to stay in their roles, 17% are thinking of leaving, 32% will be retiring, and 38% are unsure
• 75% of principals work more than 40 hours a week
• 33% of APs work 50+ hours vs 26% of TPs
• • Almost 4 out of 10 admin principals teach 1-4 hours a week (n=164, 37%), 1 out of 10 teaches 5-10 hours a week (n=45, 10%) and 1 % teaches 11-20 hours
• 7 out of 10 teaching principals teach 21+ hours, 2 out of 10 teach 11-20 hours, and 7% teach less than 10 hours
• TPs reported lower levels of stress than APs
• TPs reported lower levels of personal wellbeing compared to administrative leaders
• No statistically significant differences were found in relation to their work-life balance
•  No differences were found in relation to their overall work-related wellbeing
• No differences were found in relation to their experiences of positive and negative emotions, quality of work-related relationships, physical health or their levels of happiness

 

Notable quotes and statistics as presented by the researchers:
“Worryingly, approximately a quarter of the primary school principals began to experience an increased number of symptoms of depression, even though the number of symptoms do not yet reach the threshold of depression. If they are not addressed over the coming months, and action is not taken to alleviate their symptoms, school leaders’ mental strain may persist and lead to diagnosable mental illness.”

• 2 out of 10 participants experience symptoms of severe stress
• 2 out of 10 participants experience symptoms of severe anxiety
• 1 out of 10 participants experience symptoms of depression
• 2 out of 10 leaders show high levels of resilience, 3 out of 10 show low levels of resilience -> IPPN CPD opportunity

“Whilst the pre-pandemic levels of primary school leaders are unknown, given that the general population reports some levels of flourishing, it is possible that the Covid-19 crisis has led to a decline in leaders’ wellbeing, which is why no flourishing levels were reported. This finding is worrying and requires addressing to avoid further decline in wellbeing”.

 

Notable quotes by school leaders who participated in the research:

• “I spend a portion of day being an SNA - assisting everyone else in the school!”
• “Work life balance is perfect - it’s bananas at work & bananas at home! This is not sustainable”
• “It has taken 5 hours to deal with each positive Covid case we have had in the school […] (and this has always happened outside of school hours)”
• “Drawing up policies (often a one for all does fit!) Draft policies could be drawn up for all schools and then changes could be made on an individual level. An operating procedures manual for schools. McDonalds and Starbucks don't expect each franchise to make up their own policies and procedures!”
• “Restoration of posts for large schools needs to be a priority”
• “Teachers feel very overwhelmed by the gaps in learning and the efforts to bridge those gaps when children are presenting with social and emotional needs”.

The full report is available to view and download from the Maynooth University research portal at http://mural.maynoothuniversity.ie/14412/

 

 

 

 

 

 

Published: 13 May 2021

The NCSE’s current Statement of Strategy expires at the end of this year.

IPPN has been asked to provide input to the NCSE’s review of their strategy and their strategic goals and actions for the period 2022-2026. The submission has to be made by the 28th of May. It It would be appreciated if members could provide feedback as soon as possible, so that it can be reviewed and finalised in time for the submission deadline. An online form has been set up to facilitate your responses. Please submit your input here by Monday evening 17 May.

The survey asks the following questions:

1. What key goals should be included in the NCSE strategy?
2.  What specific NCSE/other actions are required to meet those goals?
3. What is the TOP challenge you face in relation to NCSE policy, processes and procedures that you would like IPPN to raise in the submission?

The submission will be included in a forthcoming e-scéal.

Published: 13 May 2021

The proposed new ‘frontloading model’ for the allocation of SNAs to schools is paused for a second year, mainly because of the pandemic. The Cabinet agreed last Tuesday, 4 May to fund an additional 990 SNAs for next September, as they did last September. All schools will retain their current allocation. There are additional SNAs coming into the system.  About half of the 990 will be required for new special schools and special classes. This will leave the remainder to be allocated with priority been given to new schools, schools with developing school status and those schools currently without any SNA access. Teresa Griffin, at IPPN’s Conference, stated that a new slimmed down version of ‘Exceptional Review’ is in place for the coming year and will be online. There is a realisation, especially in the DE, that some schools will retain their SNA support for a second year, even though they may not have the same level of care needs. There will be many other schools who will be very disappointed with this announcement, as they are genuinely struggling to meet their care needs. The DE has advised that it will carry out a full review and re-profiling of schools for the next academic year 2022-2023.

 

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Published: 13 May 2021

It is important to note that while the offer of a Summer Programme is made to every school, it is not obligatory for every school to participate.
It should also be noted that the job of ‘overseer’ can be carried out by the principal if they wish, or another member of staff. IPPN see the Summer Programmes as an ideal opportunity to build leadership capacity within the school, by offering opportunities to post-holders or other teachers to take the lead.
The following provides some guidance for schools in preparation for July Provision.

• Identify children in your school who are entitled to apply for July provision
• Pupils with a diagnosis of Autism
• Pupils with severe and profound learning difficulties
• Pupils with Down Syndrome
• Any child in a special class or special school
• Children transitioning into a special class from Early Years settings
• Pupils in primary school mainstream classes who present with the following disabilities
• Children who are Deaf or severely hard of hearing
• Children who are blind or have a most severe visual impairment
• Children who have a moderate general learning disability
• Children with severe emotional behavioural difficulties

Draw parent’s attention to the form available on DES website.

Identify teachers/SNAs on staff who are willing and available to do July provision/school based programme.

All teachers must complete a Statutory Declaration in order to be eligible to provide tuition. A declaration made within the previous 12 months is valid.
A declaration must be witnessed and signed by one of the following:

• Practising Solicitor
• Commissioner of Oaths
• Notary Public
• Peace Commissioner

Schools can help to match available tutors to eligible pupils.

School based programmes
The principal and BoM should decide whether some children will be offered the school based summer provision which is available this year.

Every school will be offered the chance to participate in the scheme this year.
Numeracy and Literacy camps will be available to all primary schools-expanded to 2 weeks.
Schools have autonomy and flexibility to plan a programme in terms of the schools’s own context.

Children with Complex needs

• Pupils with a diagnosis of autism
• Pupils with severe and profound learning difficulties
• Pupils with Down syndrome
• Pupils who are deaf are severely hard of hearing
• Pupils who are blind or have a severe visual impairment.
• Pupils with a moderate general learning disability
• Pupils with severe emotional behavioural difficulties.

Children in the above categories entering primary school next September are also eligible for the programme.

 

Children at the greatest risk of educational disadvantage

• Pupils already identified by the school as being more at risk of educational disadvantage and early school leaving.
• Pupils who did not access or engage fully in online learning during the school closures in 2020 and in 2021.
• Pupils whose domestic circumstances or home environment is not conducive to online learning.
• Pupils who have been identified as having poor attendance
• Traveller and Roma pupils

Note: The above criteria are not prescriptive, but act as a guideline. Schools are best placed to have autonomy in determining which pupils are most likely to be at risk of educational disadvantage.

 

Supports for Pupils Participating in the Summer Programme

• School meals programme - DSP provided for an extension of School Meals for all eligible schools participating in summer programs last year. Similar arrangements are being explored for this year
• School Transport - SEN Transport services or grant funding will be available to children with complex needs that normally avail of the scheme.

 

Supports for Schools Participating in the Summer Programme

 

• Centralised Application Process – Online portal to reduce administrative burden on schools
• Overseer - All schools can appoint and overseer are to manage the school’s summer programmes
• Preparation - Paid preparation time of 10 hours per program per week, will be made available to each school
• Earlier Payment – The DE is exploring the option to make payments via 0LCS or Esinet system
• Staffing – Provision for schools to recruit final year student teachers graduating this summer
• Flexibility – Program can take place in July or August
• Guidance – Additional guidance, information and CPD is available
• Helpline – Will be provided to support the Programme
• Running Costs – Capitation Grant funding will be provided to cover the running costs of the scheme.

 

In the case where the BoM wishes to offer these programmes, the following may require consideration:

• Securing expression of interest by parents
• Staffing for the programme - teachers and SNAs
• Staff interested in overseeing the programme
• School transport required
• Cleaning staff required
• Programme Plan
• Familiarise oneself with the portal for admin/payment of staff
• Statutory declaration forms
• Grant for additional daily expenses
• Child Protection policy and nominating DLP
• Risk assessment update to include summer programme
• Covid Response Plan

 

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