IPPN

Published: 17 December 2018

FastLaneAV

Published: 06 December 2018

The demands of the present season, both at home and in school, put so much pressure on everyone that it can be easy to feel low and anxious and become stressed. Sometimes our expectations about the perfect Christmas concert, carol service etc. can be unrealistic. Everything will not be perfect. It only needs to be good enough. Apart from the obvious means of looking after yourself, such as healthy diet, sufficient sleep, exercise, watching our alcohol intake and taking time for ourselves, you may find these few tips helpful in getting you to the holidays in one piece:

• Delegate – you can’t do everything – ask others for help
• Find a space where you can be alone for a few minutes and breathe. ‘B’ - stop and breathe. Put ’B’ on the phone, on your desk, in fact anywhere that will remind you to breathe
• Eat a lunch every day
• Be compassionate to yourself and others. Help someone who may be lonely or isolated and give them a listening ear. Helping others increases our sense of wellbeing
• Learn to say no. You don’t have to agree to every request
• Calm things down. Look for signs of stress among the adults in the school. What could be done to help? Perhaps another staff member could give some practical help in the classroom
• Seek help if things become fraught – Contact the IPPN Support Office on 021 4824070.

Published: 06 December 2018

DES officials consulted with IPPN, management bodies and representative associations in relation to the Model for Allocating Special Education Teachers to Schools on Wednesday 5 December. Schools will be very much aware of the basis that they received their allocation in 2017:

• Baseline 20%
• Complex Needs 50%
• Standardised Tests 22%
• Disadvantage 4%
• Gender 4%

A number of changes are proposed for 2019, but it is anticipated that the baseline of 20% will remain the same. The percentage allocated to complex needs will decrease. However, this decrease will mean that the other elements, especially disadvantage and standardised tests, will increase.

There is an old saying that ‘All politics is local’. Despite the overall proposed changes, the reality for any school leader is ‘how will this affect our school’. The DES have a number of options:

1. Implement total losses and total gains: This would effectively mean that if a school had a retained element in 2017 of 10 or 15 hours, then these would all be gone this time. Likewise, all gains for schools would be fully implemented.
2. Gradual losses and gradual gains: This is self-explanatory in that if there was a retained element of 10 or 15 hours, then the losses may only be a percentage of these hours in this tranche. Schools would still have a retained element.
3. Leave everything as it is: Schools who have a retained element would probably be delighted with this option. However, if your school had enrolled extra pupils with special needs and were only left with your existing resources, you may not be as happy with this option.

The DES wish to take a pragmatic view with those schools who only have small gains or losses. It is possible here that a decision may be taken to leave these clusters as they are. Consideration is also being given to this allocation operating for three years. This in many ways would give certainty to schools for this period.

IPPN would appreciate your feedback in relation to these options. Click here to select your preferred option by Friday, 14 December 2018.

Published: 06 December 2018

In this and next week’s e-scéal, we will examine the Child Protection and Safeguarding Inspection Model (CPSI). The CPSI is a new level-three model of inspection by the Inspectorate, which focuses on the implementation of the Child Protection Procedures for Primary and Post-Primary Schools 2017. It will examine the implementation of the Procedures in schools through conducting ten checks based on the requirements of the procedures.

How has the Child Protection and Safeguarding Inspection Model been developed?
The CPSI is being developed by the Inspectorate through an extended consultation process with the Education Partners and other interested stakeholders, including the Office of the Ombudsman for Children. As part of the development process, the Inspectorate also conducted research visits in twelve settings, including one Youthreach centre and one school at a Special Care Unit. The visits involved discussion with principals and teachers regarding how best to conduct the inspections. Following the research, the model was developed and is currently being trialled in nineteen settings, which again includes a Youthreach centre and a special care unit.

What will happen during a Child Protection and Safeguarding Inspection?
During a CPSI, inspectors will:

• Engage with learners about their learning in Social Personal and Health Education (SPHE) and the Stay Safe programme in primary schools, and SPHE and Relationship and Sexuality Education (RSE) in post-primary schools.
• Administer an on-line parent questionnaire that explores issues relevant to school climate and parents’ awareness of the school’s child protection procedures, including the school’s anti-bullying procedures
• Hold meetings with:
• Designated Liaison Person (DLP) / Deputy DLP
• Chairperson of Board of Management
• A sample of school personnel
• The SPHE coordinator
• Review the following documents:
• Board of Management minutes
• Child safeguarding statement and risk assessment
• Relevant school plans, monthly progress records (primary) and timetable data (post-primary)
• Review child protection records, where these have been created.

What checks will be conducted during a Child Protection and Safeguarding Inspection?
The inspection framework is currently being developed and will be published in January. All of the aspects of the framework will be based on the Child Protection Procedures for Primary and Post-Primary Schools 2017. These procedures set out a number of requirements on schools relating to communicating with members of the school community about child protection matters; training of school personnel and board members in respect of child protection; reporting child protection concerns, oversight by the Board of Management; and fulfilling certain record-keeping obligations in relation to child protection matters. They also detail the mandatory aspects of the curriculum that are designed to develop students’ knowledge, skills, attitudes and behaviours through Social Personal and Health Education (SPHE), Relationship and Sexuality Education (RSE) and the Stay Safe programme.

The ten checks that will be conducted during a Child Protection and Safeguarding Inspection will be based exclusively on the Child Protection Procedures for Primary and Post-Primary Schools 2017.