Returning to School in September in the aftermath of COVID19

Returning to School in the aftermath of COVID19

August 2020

The following sections are the latest additions to this Resource Bundle:

September 3rd 2020 Section 19 19.5 19.6 Section 20 20.3 Section 21 21.4

Staff Returning to Working in Schools Supporting the Wellbeing of School Communities as Schools Reopen: Guidance for Schools Briefing Note on Supporting the Wellbeing of Schools Pupils Returning to School Assistance for Children who have not returned to School Dealing with a suspected case of COVID19 Quick Isolation Guide

TABLE OF CONTENTS 1

INTRODUCTION ....................................................................................................................................... 1 1.1 CONTENTS OF THIS RESOURCE BUNDLE .......................................................................................................... 1 1.2 HOW TO USE THIS RESOURCE BUNDLE ........................................................................................................... 1 1.3 THE PRINCIPAL’S ROLE ................................................................................................................................ 1 1.4 ISSUES YET TO BE FULLY RESOLVED ................................................................................................................ 1 1.4.1 Training ............................................................................................................................................. 2 1.4.2 Funding ............................................................................................................................................. 2

2

ROADMAP FOR THE FULL RETURN TO SCHOOL ........................................................................................ 3

3

FOCUS ON WELLBEING, TEACHING AND LEARNING ................................................................................. 4 3.1 RETURN TO SCHOOL PRIMARY CURRICULUM GUIDANCE .................................................................................... 4 3.1.1 Preparing for the Return to School ................................................................................................... 5 3.1.2 Key Curriculum considerations for supporting Teaching, Learning and Assessment ........................ 5 3.1.3 Learning Approaches ........................................................................................................................ 5 3.1.4 Revisiting and Revising ..................................................................................................................... 5 3.1.5 Curriculum Priorities ......................................................................................................................... 5 3.1.6 Specific Subjects ................................................................................................................................ 6 3.1.7 Further Advice and Support for Schools and Teachers ...................................................................... 6 3.1.8 Pausing Curricular Development and Reform ................................................................................... 6 3.2 A TRAUMA INFORMED RETURN TO SCHOOL DURING COVID-19......................................................................... 6

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COVID-19 RESPONSE PLAN FOR THE SAFE AND SUSTAINABLE REOPENING OF PRIMARY AND SPECIAL SCHOOLS ................................................................................................................................................. 7 4.1 PURPOSE .................................................................................................................................................. 7 4.2 CONTENTS ................................................................................................................................................ 7 4.3 APPENDICES .............................................................................................................................................. 8 4.3.1 Appendix 1 COVID-19 Policy Statement ............................................................................................ 8 4.3.2 Appendix 2 Pre-Return to School Questionnaire COVID-19 .............................................................. 8 4.3.3 Appendix 3 Lead Worker Representative .......................................................................................... 8 4.3.4 Appendix 4 Risk Assessment ............................................................................................................. 8 4.3.5 Appendix 5 Contact Tracing Log ....................................................................................................... 8 4.3.6 Appendix 1 Checklist for School Management.................................................................................. 8 4.3.7 Appendix 2 Checklist for dealing with a Suspected Case of COVID-19 .............................................. 9 4.3.8 Appendix 3 Lead Worker Representative .......................................................................................... 9

5

COMMUNICATION PLAN ....................................................................................................................... 10 5.1 5.2 5.3 5.4 5.5

6

AIMS OF THE COMMUNICATIONS PLAN ........................................................................................................ 10 COMMUNICATIONS PLAN FUNDAMENTALS.................................................................................................... 10 LETTER TEMPLATES................................................................................................................................... 11 COMMUNICATIONS PLAN – TEMPLATE LETTERS AND PHONE CALLS ................................................................... 11 DOWNLOAD LETTERS ................................................................................................................................ 12

LEAD WORKER REPRESENTATIVE ........................................................................................................... 13 6.1 6.2 6.3

COLLABORATIVE APPROACH ....................................................................................................................... 13 ROLE OF THE LEAD WORKER REPRESENTATIVE ............................................................................................... 13 WHAT CAN A LEAD WORKER REPRESENTATIVE DO? ....................................................................................... 14

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6.4 6.5 6.6 6.7 6.8 6.9 7

LEAD WORKER REPRESENTATIVE ................................................................................................................. 14 DEPUTY LEAD WORKER REPRESENTATIVE/ ASSISTANT LEAD WORKER REPRESENTATIVE......................................... 14 SELECTION OF LEAD WORKER REPRESENTATIVE/ DEPUTY LWR/ ASSISTANT LWR ................................................ 15 SUPPORTS FOR THE LEAD WORKER REPRESENTATIVE/ DEPUTY LWR/ ASSISTANT LWR ......................................... 15 PROCEDURE FOR DEALING WITH ISSUES THAT ARISE ......................................................................................... 15 GLOSSARY OF TERMS ................................................................................................................................ 16

DES SOCIAL DISTANCING FOR PRIMARY CLASSROOMS ADVICE ............................................................. 17 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8

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DES CHECKLIST FOR MAINTAINING PHYSICAL DISTANCE IN THE CLASSROOM ....................................................... 17 MAINSTREAM - SINGLE DESKS .................................................................................................................... 17 MAINSTREAM - DOUBLE DESKS .................................................................................................................. 17 MAINSTREAM - CHILDREN ORGANISED IN PODS ............................................................................................. 17 SEN CLASSROOMS ................................................................................................................................... 18 POWERPOINT PRESENTATION ..................................................................................................................... 18 SAMPLE PHOTOS...................................................................................................................................... 18 VENTILATION PRACTICES IN CLASSROOMS ..................................................................................................... 19

CHECKLISTS FOR RE-OPENING OF SCHOOLS FOR 2020/21 SCHOOL YEAR ............................................... 21 8.1 PURPOSE OF THE CHECKLISTS...................................................................................................................... 21 8.2 USING THE CHECKLISTS.............................................................................................................................. 21 8.3 CHECKLISTS ............................................................................................................................................. 21 8.3.1 Checklist 1 – Checklist for School Management.............................................................................. 21 8.3.2 Checklist 2 – Dealing with a Suspected Case of COVID-19 .............................................................. 21 8.3.3 Checklist 3 –Checklist for the Lead Worker Representative ............................................................ 22 8.3.4 Checklist 4 – Checklist for Cleaning ................................................................................................. 22 8.3.5 Checklist 5 – Checklist for Staff ....................................................................................................... 22

9

MINIMISING AND MANAGING THE COVID-19 VIRUS IN SCHOOLS ......................................................... 23 9.1 9.2

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CLEANING ISSUES .................................................................................................................................. 24 10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8

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BEFORE REOPENING THE SCHOOL ................................................................................................................ 24 HOW TO CLEAN ....................................................................................................................................... 25 TOILETS .................................................................................................................................................. 26 SCHEDULE OF ENVIRONMENTAL CLEANING.................................................................................................... 27 SAMPLE ENVIRONMENTAL CLEANING PLAN ................................................................................................... 27 CLEANING / DISINFECTING ROOMS WHERE A PERSON WITH SUSPECTED OR CONFIRMED COVID-19 WAS PRESENT ..... 28 CLEANING OF COMMUNAL AREAS IF A PERSON IS DIAGNOSED WITH COVID-19 ................................................... 28 WEARING OF FACE COVERINGS / MASKS BY SCHOOL STAFF ............................................................................. 29

DES-APPROVED TEMPLATES .................................................................................................................. 30 11.1 11.2 11.3 11.4

12

MINIMISING THE RISK OF INTRODUCTION OF COVID-19 INTO THE SCHOOL ........................................................ 23 MANAGING THE RISK OF SPREAD IF THE VIRUS IS INTRODUCED INTO THE SCHOOL................................................. 23

RETURN TO WORK (SCHOOL) FORM ............................................................................................................ 30 SCHOOL CONTACT TRACING LOG (FOR VISITORS) ........................................................................................... 30 COVID-19 RISK TEMPLATE ....................................................................................................................... 30 ALTERNATIVE (NON-DES) COMPLETED RISK TEMPLATES ................................................................................. 30

SAMPLE REOPENING OF SCHOOL LOGISTICAL PLANS ............................................................................. 31 12.1 PLAN 1 - LARGE URBAN SCHOOL (800 PUPIL) ............................................................................................... 31 12.1.1 Essential Elements of the Logistics Plan ..................................................................................... 31

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12.1.2 Headings Used ............................................................................................................................ 31 12.2 PLAN 2 - MEDIUM URBAN SCHOOL (200 PUPILS) .......................................................................................... 32 12.2.1 Essential Elements of the Logistics Plan ..................................................................................... 32 12.2.2 Headings Used ............................................................................................................................ 32 12.3 PLAN 3 - LARGE URBAN SCHOOL (200 PUPILS) .............................................................................................. 33 12.3.1 Essential Elements of the Logistics Plan ..................................................................................... 33 12.3.2 Risk Assessment .......................................................................................................................... 33 13

DES PUBLISHED CIRCULARS DOCUMENTS AND LETTERS ........................................................................ 34 13.1 13.2 13.3 13.4 13.5 13.6 13.7 13.8 13.9 13.10 13.11 13.12 13.13 13.14 13.15 13.16 13.17

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CIRCULARS PUBLISHED SINCE SCHOOL CLOSURES – GENERAL ............................................................................ 34 CIRCULARS PUBLISHED SINCE SCHOOL CLOSURES – COVID SPECIFIC.................................................................. 34 INFORMATION NOTES ON CIRCULARS: COVID-19 SPECIFIC.............................................................................. 34 FFSU GUIDELINES ISSUED SINCE MARCH RE COVID-19 .................................................................................. 35 HSPC COVID-19 INTERIM RECOMMENDATIONS FOR THE RE-OPENING OF SCHOOLS ............................................ 35 COVID-19 RESPONSE PLAN FOR THE SAFE AND SUSTAINABLE REOPENING OF PRIMARY AND SPECIAL SCHOOLS .......... 35 ILLUSTRATIVE CLASSROOM LAYOUTS ............................................................................................................ 35 ILLUSTRATIVE SEN CLASSROOM LAYOUTS ..................................................................................................... 35 RETURN TO SCHOOL PRIMARY CURRICULUM GUIDANCE .................................................................................. 36 SUPPORTING THE WELLBEING OF SCHOOL COMMUNITIES AS SCHOOLS REOPEN: GUIDANCE FOR SCHOOLS ........... 36 CONTINUITY OF SCHOOLING: SUPPORTING PRIMARY PUPILS WHO ARE AT VERY HIGH RISK TO COVID-19 .............. 36 LITREACHA ÓN AIRE NORMA FOLEY 27Ú IÚL .............................................................................................. 36 LETTERS FROM MINISTER NORMA FOLEY 27TH JULY .................................................................................... 36 LITREACHA ÓN AIRE NORMA FOLEY 14Ú LUNASA ....................................................................................... 36 LETTERS FROM MINISTER NORMA FOLEY 14TH AUGUST............................................................................... 36 LITIR DO PHRÍOMHOIDÍ 27LÚNASA ......................................................................................................... 36 LETTER TO PRINCIPALS 27TH AUGUST ....................................................................................................... 36

RETURN TO SCHOOL SAFELY INDUCTION TRAINING .............................................................................. 37 14.1 PURPOSE ................................................................................................................................................ 37 14.2 DES PROVIDED INDUCTION TRAINING VIDEOS ............................................................................................... 37 14.2.1 Primary Induction Training ......................................................................................................... 37 14.2.2 Cleaning Induction ...................................................................................................................... 37 14.2.3 Lead Worker Representative Induction ...................................................................................... 37 14.2.4 Bus Escorts Induction .................................................................................................................. 37 14.2.5 SNA Induction ............................................................................................................................. 37

15

IPPN SCHOOL LEADER ADVICE BULLETINS.............................................................................................. 38 15.1 15.2 15.3 15.4

16

CLUSTERS AND SUPPLY PANELS ............................................................................................................. 43 16.1 16.2

17

BULLETIN 1 – LET’S GET GOING .................................................................................................................. 38 BULLETIN 2 – 10TH AUGUST ....................................................................................................................... 39 BULLETIN 3 - 17TH AUGUST ........................................................................................................................ 40 BULLETIN 4 – 24TH AUGUST ....................................................................................................................... 41

PRINCIPAL AND DEPUTY PRINCIPAL RELEASE TIME .......................................................................................... 43 SUBSTITUTE TEACHER SUPPLY PANEL SCHEME IN PRIMARY SCHOOLS.................................................................. 44

GRANTS RELATED TO COVID-19 ............................................................................................................. 46 17.1 17.2 17.3

MINOR WORKS GRANTS ........................................................................................................................... 46 COVID AIDE GRANT ................................................................................................................................ 46 COVID-19 CAPITATION GRANT: CLEANING COSTS......................................................................................... 47

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17.4 17.5

COVID-19 CAPITATION GRANT: PPE, CONSUMABLES AND EQUIPMENT ........................................................... 47 EXAMPLE OF GRANTS TO 106 PUPIL SCHOOL ................................................................................................ 47

18

PROCUREMENT PROCEDURES ............................................................................................................... 48

19

STAFF RETURNING TO WORKING IN THE SCHOOL .................................................................................. 49 19.1 19.2 19.3 19.4 19.5 19.6

20

PUPILS RETURNING TO SCHOOL ............................................................................................................ 51 20.1 20.2 20.3

21

ARRANGEMENTS FOR TEACHERS AND SNAS ON THE REOPENING OF SCHOOLS ...................................................... 49 REVISED SUBSTITUTION ARRANGEMENTS FOR 2020/2021 SCHOOL YEAR .......................................................... 49 REVISED ARRANGEMENTS IN RESPECT OF RECRUITMENT OF TEACHERS AND SNAS ............................................... 50 ARRANGEMENTS FOR ANCILLARY STAFF ON THE REOPENING OF SCHOOLS ........................................................... 50 SUPPORTING THE WELLBEING OF SCHOOL COMMUNITIES AS SCHOOLS REOPEN: GUIDANCE FOR SCHOOLS................ 50 BRIEFING NOTE ON SUPPORTING THE WELLBEING OF SCHOOLS......................................................................... 50

CHILDREN WHO DO NOT RETURN TO SCHOOL ................................................................................................. 51 WHEN SHOULD CHILDREN NOT COME TO SCHOOL ........................................................................................... 51 ASSISTANCE FOR CHILDREN WHO HAVE NOT RETURNED TO SCHOOL ................................................................... 51

DEALING WITH A SUSPECTED CASE OF COVID-19................................................................................... 53 21.1 21.2 21.3 21.4

LITIR DO PHRÍOMHOIDÍ 27LÚNASA .............................................................................................................. 53 LETTER TO PRINCIPALS 27TH AUGUST ........................................................................................................... 53 SCHOOLS’ PATHWAY FOR COVID-19 – THE PUBLIC HEALTH APPROACH ............................................................ 53 QUICK ISOLATION GUIDE ........................................................................................................................... 53

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1 INTRODUCTION

1.1

CONTENTS OF THIS RESOURCE BUNDLE

This Resource Bundle is a ‘one-stop shop’ in relation to preparing for the return to school in September 2020. The Bundle contains all the documents and templates relating to the safe return to school for pupils and staff and complies with the Government’s ‘Return to Work Safely Protocol’. It will be updated as required and as dictated by expert advice on an on-going basis. Each section and subsection of the Resource Bundle contains links to the relevant documents discussed in that section.

1.2

HOW TO USE THIS RESOURCE BUNDLE

The Resource Bundle provides an overview of documents, templates and sample school plans, communication templates and advisory bulletins provided by the DES and IPPN to assist school leaders as they re-open their schools. They are downloadable in MS Word format and therefore easily adapted to the requirements of the individual school.

1.3

THE PRINCIPAL’S ROLE

It is important for all school leaders to realise and to put into practice the concept that re-opening schools is a whole school-community effort. There are roles for the BoM, for parents, for school staff and for children. It is the school leaders’ role to co-ordinate these roles and to ensure that the preparations are made in the spirit of community co-operation.

Engaging all the partners at local school level will give them ownership of the process and thereby motivate everyone to engage positively with the re-opening efforts.

It is the BoM’s responsibility to implement the plan. It is the principal’s responsibility to oversee the re-opening process as the day-to-day manager of the school. School leaders are advised by IPPN to engage with all the local partners and to delegate as many of the tasks as possible. School leaders who do not engage with willing members of their school community risk are needlessly exposing themselves to overwork and risk not being in their best and most relaxed possible frame of mind and body when resuming school in September. It is very important that, despite the emergency, school leaders take all possible assistance and look after their own wellbeing. The tone of the re-opening of the school over the first crucial few days will be set by the school leader and that will very much depend on the state of that school leader’s wellbeing and resilience on the day.

1.4

ISSUES YET TO BE FULLY RESOLVED

Details of the following are still being worked out, but will not be the responsibility of the school leader or the BoM. They will be resolved and implemented by the BoM. This Resource Bundle will be updated as the details become clear.

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1.4.1 Training Training will be provided for the following:  Principal  Compliance Officer  Staff Representative  Cleaning Staff It is envisaged that the HSA will provide this training online.

1.4.2 Funding A procurement exercise is being finalised and it is expected that instructions for schools to engage with local suppliers identified by it will be issued early in August.

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2 ROADMAP FOR THE FULL RETURN TO SCHOOL

This document was published by the DES on 27th July and contains an overview of the measures being taken and recommended by the DES in relation to the reopening of schools. It is useful background reading and contains the following sections: 1. Public Health Advice 6 COVID-19 Response Plans for Schools  Measures and Operational Changes to be implemented in Schools  Supporting and Promoting Good Hand Hygiene  Enhanced Cleaning Regimes in our Schools  Maintaining Physical Distancing in Schools 2. Additional Supports Available to Schools  Additional Support for Primary Schools  Additional Support for Post Primary Schools  Additional Support to Special Schools and for Special Classes  Access to Procurement Framework & Funding to support Hand Hygiene & PPE Needs within Schools 3. Arrangements to Get Children Safely to our Schools 4. Supporting the Wellbeing of School Communities 5. Guidance on Learning and School Programmes in 2020/21  Curriculum Guidance – General Principles  Primary Level  Supporting Pupils with Special Educational Needs (SEN)  Post-Primary Level 41 Assessment for certification  Pausing Curricular Reform 6. Provision for Very High Risk Staff and Students and arrangements in the event of school closure in the future  Supporting pupils at “very high risk” of COVID-19  Supporting Teaching and Learning in the home where there is localised school closure 7. Ongoing Communication Arrangements  Continued Stakeholder Engagement  Provision of Support materials for schools  Materials to support students, parents and school communities in returning safely  Direct Communication Channels for Schools 8. What will schools be like when they reopen?

Cliceáil anseo chun íoslódáil Click here to download

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3 FOCUS ON WELLBEING, TEACHING AND LEARNING

The Covid-19 pandemic has resulted in significant challenges to the lives of everyone in the school community. For many this has been both a time of individual and collective trauma. Principals, all staff, students and all their families have concerns about safety and the need for protection.

For some it has brought grief, loss, economic hardship, and trauma. School staff have faced additional professional stress, and teachers have had to learn new ways to teach children remotely while also worrying about the impact of Covid19 on students. Principals have faced the responsibility of supporting the whole school community during closure, while also having to plan for school reopening.

School closures and home confinement have had a negative effect on many children. During this period, children may have been exposed to a wide range of stressors including fears of infection, frustration, and exposure to large amounts of distressing information in the media (Brooks et al, 2020; Wang et al, 2020; Dalton, 2020). Children are missing out on in-person contact with friends, family members, classmates, teachers and their school community. Some children may be experiencing a lack of personal space at home and the impact of family financial loss. These many stressors can result in enduring effects on children.

Covid19 has dominated the media and conversations, resulting in children being exposed to large amounts of information. This may be distressing for children who do not fully understand the information and they may overestimate the risks to themselves and their families. The pandemic may negatively affect both adults and children’s mental health, causing stress and anxiety. Following a pandemic, members of the school community may experience several different emotional and behavioural reactions such as anxiety, depression, post-traumatic stress, behavioural problems, somatic complaints, fear, and traumatic grief. (Pfefferbaum et al, 2014) While the curriculum normally plays a central role in our schools, the main focus for school leaders, teachers and parents must be to gently re-introduce pupils to their friends and to many unfamiliar and new school routines. For a little while this must take precedence over some aspects of the curriculum. Subjects such as SPHE, art, music and drama might be given more prominence than unusual in the timetables for the first weeks back to school

3.1

RETURN TO SCHOOL PRIMARY CURRICULUM GUIDANCE

“School leaders and teachers will already be preparing for the return of pupils for the new academic year. At a practical preparatory level, decisions on matters such as the allocation of teachers to class groups, booklists, and book rental arrangements are being finalised. Helping all pupils to make the transition back to school, to reconnect with their teachers and friends and to establish new school routines that support their health and safety will be a priority at the start of the new school year”

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The document contains the following sections 3.1.1 



3.1.2 



Preparing for the Return to School Initial Priorities, o COVID-19 prevention measures o Supporting pupils settling back into school o Mediating the curriculum to acknowledge the children’s experiences while learning from home o Progressing wellbeing, teaching, learning and assessment o Building on the experience of using digital technologies to support contingency arrangements where some children may need to continue learning remotely Managing transitions, including o Home to school after five months o Supporting pupils with SEN o Welcoming Junior Infants o Moving from Senior Infants to RI o Communications with parents o Pupil Voice Key Curriculum considerations for supporting Teaching, Learning and Assessment Identifying the starting points of learning o Getting to know where each child is in his/her learning and what their strengths and weaknesses, likes and dislikes, interests and experiences while learning from home in order to identify appropriate starting points for teaching and learning for the 2020/21 school year.

Preparation for Teaching and Learning o Teachers individually and as a staff will have to decide what pupils learn, the sequence and pace of that learning and the activities and experiences best suited to that learning

3.1.3 Learning Approaches These should continue to be varied and to include  Language  Outdoor environment  Play 3.1.4

Revisiting and Revising  It will be important to reinforce and consolidate pupils’ knowledge from their previous class  The NCCA Curriculum Overview Wall Chart is particularly useful for this purpose

3.1.5 Curriculum Priorities Some subjects e.g. SPHE, PE, Language and Mathematics will need to assume greater importance in the initial weeks of reopening

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3.1.6 Specific Subjects The document outlines the emphasis to be placed on each particular subject and the approach to that subject recommended in the light of the five-month disruption to normal teaching and learning. It gives specific and detailed guidance on  SPHE  PE  Language  Mathematics  SESE o History o Geography o Science  Arts Education o Visual Arts o Music o Drama 3.1.7     3.1.8

Further Advice and Support for Schools and Teachers Supporting pupils at very high risk of COVID-19 Supporting Teaching and Learning in the home where there is localised full school closure CPD for Teachers The Inspectorate Pausing Curricular Development and Reform  Primary Curriculum Framework  Primary Mathematics Curriculum  Primary Languages Curriculum  Other Policies / Strategies Click here to download

3.2

A TRAUMA INFORMED RETURN TO SCHOOL DURING COVID-19

This guide was originally developed by Louise Lunney who is a MA student of Psychology in UCC. She has kindly allowed the ABC network to compliment her document with additional resources to help support schools in their return preparations to welcome staff students and the wider school community as restrictions start to lift.

The whole school community has been through a huge period of upheaval with impacts on staff both personally and professionally.

This document uses a trauma informed perspective in recognition of this. It focuses on how we can safely relate in a time of social distancing. This guide was developed using several resources written both in Ireland and internationally.

Click here to download

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4 COVID-19 RESPONSE PLAN FOR THE SAFE AND SUSTAINABLE REOPENING OF PRIMARY AND SPECIAL SCHOOLS

4.1

PURPOSE

In accordance with the ‘Return to Work Safely Protocol’ issued by the Government, all employers are required to prepare a COVID-19 Response Plan. This applies to all BoMs of Primary and Special Schools.

This final version was published by the DES on 27th July 2020 and will be used as is by all schools. It is no longer a template. It should be uploaded to the school website and all members of the school community should be made aware of where to read it. School staff are obliged to read it as part of their preparation for returning to work in the school building.

Click here to download

4.2

CONTENTS

The following items are covered: 1. Introduction 2. COVID-19 School Policy a. School Buildings b. Signage 3. Planning and preparing for return to school a. School building b. Signage 4. Procedure for Returning to Work (RTW) 5. Return to work safely and Lead Worker Representative(s) 6. Safety Statement and Risk Assessment 7. General advice to prevent the spread of the virus a. Wash your hands frequently b. Hand hygiene and hand sanitiser c. Avoid touching your eyes, nose and mouth d. Physical distancing e. Practice respiratory hygiene f. Do g. Do not h. People at very high risk (extremely vulnerable) 8. Managing the risk of spread of COVID-19 9. Control measures a. Return to Work Form b. Induction training c. Induction training – online video d. Hygiene and respiratory etiquette e. Personal Protective Equipment (PPE) f. Wearing of gloves g. Cleaning h. Access to the school building / Contact Log RE-OPENING OF SCHOOLS RESOURCE BUNDLE

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10.

11.

12.

13.

i. First Aid / Emergency procedure Dealing with a suspected case of COVID-19 Staff duties COVID-related absence management Employee Assistance and Wellbeing Programme Click here to download

4.3

APPENDICES

The Response Plan contains the following Appendices which can be downloaded hereunder: 4.3.1 Appendix 1 COVID-19 Policy Statement This template must be downloaded and completed by all schools. It should then be published on the school website Click here to download 4.3.2 Appendix 2 Pre-Return to School Questionnaire COVID-19 This questionnaire must be completed by staff at least 3 days in advance of returning to work. If the answer is Yes to any of the below questions, you are advised to seek medical advice before returning to school Click here to download 4.3.3 Appendix 3 Lead Worker Representative See Section 4

4.3.4 Appendix 4 Risk Assessment This is a basic template for the completion of a Risk Assessment in relation to COVID-19. IPPN has published a much more comprehensive Risk Assessment which has been completed and is ready for use immediately. All parents and staff should be afforded the opportunity to read and agree with the Risk Assessment.

Click here to download DES Risk Assessment Click here to download IPPN Risk Assessment 4.3.5 Appendix 5 Contact Tracing Log This will be used by all visitors to the school to ensure that, if required by HSE, tracing information is available Click here to download

4.3.6 Appendix 1 Checklist for School Management This is a comprehensive checklist to ensure that the BoM has fulfilled all required checks, works and procedures to prepare the school for a safe reopening Click here to download

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4.3.7 Appendix 2 Checklist for dealing with a Suspected Case of COVID-19 This checklist deals with the establishment of an isolation area within the school and the procedures for dealing with a child or adult who displays symptoms of COVID-19, their movement to the isolation area, isolation period, exit from the school and the cleaning of the isolation area when they have left Click here to download

4.3.8 Appendix 3 Lead Worker Representative This checklist ensures that the person chosen as the Lead Worker Representative is prepared and ready to carry out the duties assigned Click here to download

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5 COMMUNICATION PLAN

The return to school will cause anxiety to many in the school community. Clear communications from the school giving up-to-date information is the best means of countering anxiety, re-assuring the entire community and giving staff, parents and children ownership of the return to school process.

The co-operation of all members of the school community will be needed to ensure a smooth transition from home to school for children and parents in particular and in dealing with the inevitable issues and conflicts which will arise at the beginning of the 2020/21 school year.

As stated in the IPPN Resource Bundle on Communications, “Within the school context, many problems can be directly traced to ineffective or insufficient communication – its content, manner and means. Taking time to review your communications strategies and ideas will be time well spent. Taking time to think about what you want to say will also help ensure you maintain your integrity and professionalism, that of your school, and of the wider educational community, particularly at times of challenge or crisis.”

5.1

AIMS OF THE COMMUNICATIONS PLAN 1. Provide information to Staff and Parents relevant to their concerns and roles in the return to school 2. Re-assure Staff and Parents that the school is planning for the return to school in accordance with the guidelines issued by the DES and NPHET 3. Ensure that all Staff and Parents are given the same information at the same time and minimise the incidence of false or misleading information, rumours or conspiracy theories on social media

5.2

COMMUNICATIONS PLAN FUNDAMENTALS 1. The Communications Plan consists of messaging sent to parents via a. e-mail b. text c. website 2. Communications to Parents will be copied to all school staff 3. Some communications will pertain to staff only and will therefore be only sent to them 4. All communications will be done in the name of the BoM and signed jointly by the Chairperson of the BoM and the Principal 5. The number and timing of the messages will vary between schools, depending on their context and capacity

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5.3

LETTER TEMPLATES

6 letter templates accompany this communication plan. These have been developed with assistance from INTO and CPSMA. Ideally the letters should be signed by the Chairperson and Principal. In the case of newly appointed Principals who have not yet met their staff or parents, the Chairperson might take the opportunity to introduce the new principal in the first letter to parents and staff.

5.4

COMMUNICATIONS PLAN – TEMPLATE LETTERS AND PHONE CALLS

Msg 1 Letter

From BoM

To Parents

Content   

2 Letter

BoM

Parents

  

3 Letter

BoM

4 Letter

BoM

Parents

  

Parents





5 Letter

BoM

Staff

 

 

Assure parents that it is the aim of the BoM and Staff to safely re-open the school on (insert date decided on) based on current advice and guidance Give parents the links to the above guidance Inform parents that the BoM has published the DES COVID-19 Response Plan and School COVID-19 Policy Statement

Timing Wk of 03Aug20

Explain the concept of Physical Distancing and how the school intends to implement it Outline for parents that children who are displaying symptoms of illness should not be sent to school Ask parents to assist with teaching their children about safe behaviour practices for Covid-19

Wk of 10Aug20

Request parents not to come into the school building without an appointment Give parents details drop-off and collection routines Give parents details of movement routines within the school

Wk of 17Aug20

Re-assure parents that the BoM has made all preparations for the re-opening of the school in accordance with the DES and Medical guidelines and recommendations Declare your anticipation to welcoming all children back to school on (insert date decided on)

Wk of 24Aug20

Thank all staff for their support of the children during the lockdown Outline for staff the control measures in place for their return to working in the school o Completing the RTW Form and sending it to the Principal 3 days before returning to school o Making themselves aware of the School Covid-19 Response Plan and Risk Assessment o Using Checklist 5 to ensure that they are prepared for the return to school Give them the links to the above documents Invite them to make you aware of any issues they have with the documents

Wk of 10Aug20

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

Inform them that you will be following up on an individual phone call with each staff member to discuss any issues they might have and ask if there are any unsuitable times for such a call

6 Call

P.O.

Each  Staff Member 

Phone call to ascertain how they are feeling about returning to school and to discuss any issues they might have Reassure them individually and offer visor, where needed

Wk of 10Aug20

7 Letter

P.O.

Staff



Welcome all staff back to school and express your anticipation at welcoming them all again, in a socially distanced manner, on (insert date of staff return) Inform staff of the arrangements for Induction / Familiarisation and walk-through of the new routines and practices to prevent the spread of the virus Inform them of the identity of the Lead Worker Rep Remind them to send in their RTW Forms

Wk of 17Aug20

  

5.5

DOWNLOAD LETTERS

To download Letter 1, to parents, click here To download Letter 2, to parents, click here To download Letter 3, to parents, click here To download letter 4, to parents, click here To download Letter 5, to staff, click here To download Letter 7, to staff, click here To download Call 6 1, suggestions when calling staff members, click here

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6 LEAD WORKER REPRESENTATIVE

The COVID-19 Return to Work Safely Protocol is designed to support employers and workers to put measures in place that will prevent the spread of COVID-19 in the workplace. The Protocol was developed following discussion and agreement between the Government, Trade Unions and Employers at the Labour Employer Economic Forum.

The Protocol provides for the appointment of a Lead Worker Representative (LWR) in each workplace.

The LWR will work in collaboration with the employer to assist in the implementation of measures to prevent the spread of COVID -19 and monitor adherence to those measures and to be involved in communicating the health advice around COVID-19 in the workplace.

The purpose of this section is to set out the provisions in respect of the LWR in schools. The operation of these arrangements will be kept under review by the parties. This document should be read in conjunction with:   

6.1

the COVID-19 Return to Work Safely Protocol the Guidance and FAQs for Public Service Employers during COVID-19 COVID-19 Response Plan for Primary and Special Schools

COLLABORATIVE APPROACH

Responsibility for the development and implementation of the COVID-19 Response Plan and the associated control measures lies primarily with the BoM/ETB and school management.

Strong communication and a shared collaborative approach is key to protecting against the spread of COVID-19 in schools, and looking after the health, safety and wellbeing of staff and students.

Adherence to the Return to Work Protocol will only be achieved if everyone has a shared responsibility in implementing the measures contained within the Protocol in their place of work.

If a staff member has any concerns or observations in relation to the COVID-19 Response Plan, control measures or the adherence to such measures by staff, students or others, they should contact the LWR who will engage with school management.

6.2

ROLE OF THE LEAD WORKER REPRESENTATIVE

In summary, the role of the LWR is to:  Represent all staff in the workplace regardless of role, and be aware of specific issues that may arise in respect of different staff cohorts  Work collaboratively with school management to ensure, so far as is reasonably practicable, the safety, health and welfare of all staff in relation to COVID-19  Keep up to date with the latest COVID-19 public health advice  In conjunction with school management, promote good hygiene practices such as washing hands regularly and maintaining good respiratory etiquette along with maintaining social distancing in accordance with public health advice  Assist school management with the implementation of measures to suppress COVID-19 in the workplace in line with the Return to Work Safely Protocol and current public health advice

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      

6.3

In conjunction with school management, monitor adherence to measures put in place to prevent the spread of COVID-19 Conduct regular reviews of safety measures Report any issues of concern immediately to school management and keep records of such issues and actions taken to rectify them Consult with the school management on the school’s COVID-19 Response Plan in the event of someone developing COVID-19 while in school including the location of an isolation area and a safe route to that area Following any incident assess with the school management any follow up action that is required Consult with colleagues on matters relating to COVID-19 in the workplace Make representations to school management on behalf of their colleagues on matters relating to COVID-1 9 in the workplace

WHAT CAN A LEAD WORKER REPRESENTATIVE DO?

The LWR may consult with, and make representations to, school management on any issue of concern in relation to COVID-19. These include issues in relation to:  Cleaning protocols and their implementation  Physical Distancing  Implementation of one-way systems in the school to ensure social distancing  including when entering and exiting the school  Hand Hygiene facilities including their location and whether they are stocked and  maintained  Hand sanitising  Staff awareness around hand hygiene in the school  Respiratory hygiene  Personal Protective Equipment  At Risk Groups  Visitors/Contractors

6.4

LEAD WORKER REPRESENTATIVE

Every school will appoint one Lead Worker Representative

6.5

DEPUTY LEAD WORKER REPRESENTATIVE/ ASSISTANT LEAD WORKER REPRESENTATIVE

In schools with less than 30 staff, a Deputy Lead Worker Representative will be appointed in addition to the LWR. The role of the Deputy LWR will be to deputise as LWR where the LWR is absent.

In schools with 30 or more staff and in all Special schools, an Assistant Lead Worker Representative will be appointed in addition to the LWR. The role of the Assistant LWR will be to:  assist the LWR in their duties as set out above; and  deputise as LWR where the LWR is absent

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6.6

SELECTION OF LEAD WORKER REPRESENTATIVE/ DEPUTY LWR/ ASSISTANT LWR

The school staff are entitled to select staff members for the LWR, Deputy LWR and Assistant LWR positions as appropriate. The LWR/ Deputy LWR/ Assistant LWR represents all staff in the workplace regardless of role and must be aware of specific issues that may arise in respect of different staff cohorts. In this regard, if a teacher is selected for the role of LWR, then the Deputy LWR/ Assistant LWR should be selected from the non-teaching staff where feasible and vice versa.

The process for the selection and appointment of the LWR/ Deputy LWR/ Assistant LWR as appropriate should be arrived at by consultation and consensus at school level, through the seeking of volunteers to act in that capacity. Where there is more than one volunteer, all school staff should vote to select the LWR/ Deputy LWR/ Assistant LWR. The LWR/ Deputy LWR/ Assistant LWR will, following selection by the school staff, be formally appointed by the employer. LWR/ Deputy LWR/ Assistant LWR will be required COVID-1 9 Response Plan for the safe and sustainable reopening of primary and special schools to confirm, prior to taking up the role, that they have completed the provided training and that they are fully aware of the requirements of the role.

6.7

SUPPORTS FOR THE LEAD WORKER REPRESENTATIVE/ DEPUTY LWR/ ASSISTANT LWR

The LWR/ Deputy LWR/ Assistant LWR shall be entitled to:  Receive information and training in respect of their role [further detail to be provided]  Be consulted by school management on the control measures being put in place by the school to minimise the risk of being exposed to COVID-19  Regular communication with school management on issues related to COVID-19  Be informed of changes in practice arising from COVID-19 response measures Where the LWR/ Assistant LWR is a teacher (including a post-holder), the 10 Croke Park hours which can currently be used for planning on other than a whole school basis will be utilised by the LWR and Assistant LWR to carry out their duties in that role.

Where the LWR/ Assistant LWR is an SNA, 10 of the “72 hours” will be utilised by the LWR and Assistant LWR to carry out their duties in that role.

Where the LWR/ Assistant LWR is a Secretary or Caretaker, a re-prioritisation of duties by school management should be carried out to afford the staff member sufficient time to carry out their duties in that role

6.8

PROCEDURE FOR DEALING WITH ISSUES THAT ARISE

Where an issue of concern is identified by the LWR (or is notified to the LWR by a staff member), the LWR should bring this to the attention of the Principal. Action points for addressing the issue should where possible be agreed between the LWR and the Principal. Staff should be informed of the outcome.

If agreement cannot be reached, the LWR may notify the BoM (Chairperson of the BoM in the first instance)/ ETB head office of the issue. Action points for addressing the issue should where possible be agreed between the LWR and the BoM/ETB head office. Staff should be informed of the outcome.

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6.9

GLOSSARY OF TERMS

COVID-19 Response Plan: plan designed to support the staff and BOM/ ETB in putting measures in place that will prevent the spread of COVID-19 in the school environment. The plan details the policies and practices necessary for a school to meet the Return to Work Safely Protocol, the Department of Education plan for school reopening and to prevent the introduction and spread of COVID-19 in the school environment. COVID-19 Response Plans for Primary and Special Schools are available on the Department’s website.

Labour Employer Economic Forum (LEEF): the forum for high level dialogue between Government, Trade Union and Employer representatives on matters of strategic national importance - involves the Irish Congress of Trade Unions, Government & Employers.

Return to Work Protocol: national protocol designed to support employers and workers to put measures in place that will prevent the spread of COVID-19 in the workplace.

Safety Representative: Section 25 of the Safety, Health and Welfare at Work Act 2005 sets out the selection and role of the Safety Representative in the workplace. The rights of the Safety Representative are set out in legislation. (Note: A Safety Representative has rights and not duties under the 2005 Act). This role is separate to the LWR under COVID-19.

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7 DES SOCIAL DISTANCING FOR PRIMARY CLASSROOMS ADVICE

The DES has released 10 diagrams (Mainstream Classrooms), 4 diagrams (SEN Classrooms) and 1 PowerPoint Presentation in relation to Social Distancing in Primary Classrooms and schools. These are:

7.1

DES CHECKLIST FOR MAINTAINING PHYSICAL DISTANCE IN THE CLASSROOM

This document was issued on 6th August and is a checklist for School Leaders who find it difficult to maintain the recommended physical between children or pods in a classroom. The following is the final paragraph of the document “If after the implementation of all the above measures, a primary school continues to have difficulties in maintaining physical distancing in the classroom in line with the public health advice, please call our dedicated school reopening helpline on 057 9324461 or email at reopeningschools@education.gov.ie“ Click here to download the document

7.2

MAINSTREAM - SINGLE DESKS    

7.3

MAINSTREAM - DOUBLE DESKS     

7.4

Diagram of an 80 m2 Classroom with 32 children and 1 teacher Diagram of an 80 m2 Classroom with 28 children and 1 teacher Diagram of an 80 m2 Classroom with 24 children and 1 teacher Diagram of a 60 m2 Classroom with 32 children and 1 teacher

Diagram of an 80 m2 Classroom with 31 children and 1 teacher Diagram of an 80 m2 Classroom with 28 children and 1 teacher Diagram of an 80 m2 Classroom with 24 children and 1 teacher Diagram of an 80 m2 Classroom with 30 children and 1 teacher Diagram of a 60 m2 Classroom with 32 children and 1 teacher

MAINSTREAM - CHILDREN ORGANISED IN PODS 

Diagram of a 60 m2 Classroom with 32 children, 1 teacher and 1 SNA Click here to download mainstream class layouts

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7.5

SEN CLASSROOMS    

7.6

Diagram of a 35m2 Classroom with 6 children, 2 SNAs and 1 teacher Diagram of a 35m2 Classroom with 8 children, 2 SNAs and 1 teacher Diagram of a 35m2 Classroom with 11 children, 2 SNAs and 1 teacher Diagram of a 25m2 Classroom with 6 children, 2 SNAs and 1 teacher Click here to download SEN class layouts

POWERPOINT PRESENTATION This presentation outlines the concept and context of Physical Distancing in the classroom and in the school. It outlines the two aspects of Physical Distancing in schools:  Increasing Separation  Decreasing Interaction Click here to download

7.7

SAMPLE PHOTOS 49 m2 classroom – 27 pupils

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7.8

VENTILATION PRACTICES IN CLASSROOMS

The following advice has been issued by the DES re Ventilation Practices in Schools: The Roadmap for the Full Return to School incorporates all the detailed guidance documents and communication materials which are referenced (but not necessarily replicated) in the summary document, all of which are available at www.gov.ie/backtoschool. This includes the public health advice from the Health Protection Surveillance Centre (HPSC) and the Return to Work Safely Protocol developed by the Health & Safety Authority.

The Public Health Advice for the re-opening of schools and educational facilities makes two specific references to ventilation practices which schools should consider, and if appropriate to their specific school context, implement “Consider if room ventilation especially in classrooms can be improved without causing discomfort.

Where possible the opening of doors and windows should be encouraged to increase natural ventilation ……. .” (Section 5.6 Environmental Hygiene); and “Increase air flow and ventilation where climate allows (open windows, use air conditioning where available, etc.)” (Section 8.1, checklists for School Management, Teachers and Staff) In addition, section 7 of the Return to Work Safely Protocol notes that Air conditioning is not generally considered as contributing significantly to the spread of COVID-19.

Switching off air conditioning is not required to manage the risk of COVID-19. For organisations without air conditioning adequate ventilation is encouraged, for example, by opening windows where feasible etc.

The completion and implementation of the COVID-19 Response Plan by a school is the means through which schools can best prevent the introduction and spread of COVID-19 and demonstrate that they are operating in accordance with the requirements of the Roadmap, the Public Health advice and the Return to Work Protocol, and other detailed guidance provided by the Department.

The following practical measures for the deployment of good ventilation practices in schools should be considered by schools in the implementation of their COVID-19 Response Plans, The opening of windows to introduce fresh air is very important and should continue to be used during school opening times via a proactive rather than reactive approach.

Achieving fresh air via a number of windows partially opened as required rather than one window fully open can help to maximise the use of window driven natural ventilation distribution across the room without causing discomfort.

In colder weather any local chilling effect can be offset by opening the windows nearest and above the radiators.

Consideration should be given to local circumstances that may require to have additional windows open such as after break time activities.

Rooms with adequate fresh air should not be stuffy or have condensation on the window glass.

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Schools should also ensure that all permanent ventilation openings in rooms are fully open and not blocked by wall hangings etc. These normally are either a circular or rectangle ventilation grill on the external classroom wall or linear slot type ventilators built into the window frames. All of these should be opened all the time, if they have been taped and sealed for decorating purposes then the tape/sealing should be removed.

All mechanical ventilation systems and any air conditioning systems should be set to 100% fresh air, any air conditioning units that cannot operate on 100% fresh air should be left off. Check with unit suppliers if in doubt.

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8 CHECKLISTS FOR RE-OPENING OF SCHOOLS FOR 2020/21 SCHOOL YEAR

8.1

PURPOSE OF THE CHECKLISTS

These checklists have been designed to ensure that school leaders consider all aspects of re-opening schools for the 2020/21 school year. Checklists 1 to 4 have already been dealt with as appendices to the School Response Plan. The remainder are useful

8.2

USING THE CHECKLISTS

Ideally the school leader will identify reliable people within the school community (BoM, staff, parents’ association, parent body) who would have the expertise, opportunity and willingness to assist the school leader in preparing the school for re-opening. In addition to lessening the burden on the school leader, delegation gives participants ownership in and solidifies commitment to the school, and people often like to be asked to help.

8.3

CHECKLISTS

8.3.1 Checklist 1 – Checklist for School Management This checklist contains a total of 56 checks covering areas such as:  Planning and Systems  Staff  Training and Induction  Buildings and Equipment  Control Measures in place o Hand / Respiratory Hygiene o Physical Distancing o Visitors to the School Click here do download Checklist 1 here

8.3.2 Checklist 2 – Dealing with a Suspected Case of COVID-19 This checklist contains a total of 24 checks covering areas such as:  Isolation Area  Isolating a Person  Arranging for the Infected Person to leave the School  Follow-up  Cleaning Click here do download Checklist 2 here

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8.3.3 Checklist 3 –Checklist for the Lead Worker Representative This checklist contains a total of 19 checks and is designed to assure the BoM and school leaders that the person appointed as Staff Rep (Lead Worker Rep) is fully cognisant of the information they should have and of their responsibilities in relation to fulfilling their role. Where the Staff Rep (Lead Worker Rep) answers “no” to any question, the school leader needs to take immediate action to address the situation.

Click here do download Checklist 3 here 8.3.4 Checklist 4 – Checklist for Cleaning This checklist contains a total of 26 checks and covers areas such as:  Documentation and required reading  Cleaning Plan for Cleaners  Cleaning Products and instructions for Staff regarding cleaning personal items and workspaces  Cleaning Products and Methods  PPE for Cleaners  Waste Disposal Click here do download Checklist 3 here

8.3.5 Checklist 5 – Checklist for Staff This checklist contains a total of 29 checks and is designed to assure the BoM and school leaders that every staff member is fully cognisant of the information they should have in relation to Covid-19 and of their responsibilities for ensuring that they are fit for work.

Each staff member should complete a copy of this checklist and sign it. Where the staff member answers “no” to any question, the school leader needs to take immediate action to address the situation. The school leader should keep these signed checklists, where the staff members have answered “yes” to all questions, on file and give a copy to the staff member.

Click here do download Checklist 5 here

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9 MINIMISING AND MANAGING THE COVID-19 VIRUS IN SCHOOLS

The COVID-19 Interim Recommendations for the reopening of schools and educational facilities has a chapter devoted deals with minimising the risk of introduction of COVID-19 into the school and managing the risk of spread if it is introduced, as follows

9.1

MINIMISING THE RISK OF INTRODUCTION OF COVID-19 INTO THE SCHOOL

Chapter 4 of the Recommendations suggests ways of minimising the risk for  Staff and Pupils  Visitors  Influenza Immunisations

9.2

MANAGING THE RISK OF SPREAD IF THE VIRUS IS INTRODUCED INTO THE SCHOOL

Chapter 5 of the Recommendations suggests ways of managing the spread of the virus through  Hand Hygiene  Wearing of Face Coverings / Masks  Social Distancing  Activities  Use of Shared Equipment  Environmental Hygiene (Cleaning – See Section 10) Click here to download the HPSC Recommendations

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10 CLEANING ISSUES

Cleaning has assumed renewed importance in the context of preventing the spread of COVID-19. The BoM has a responsibility to ensure that effective and thorough cleaning routines and practices are put in place. The following is taken from Chapter 5.7 of COVID-19 Interim Recommendations for the reopening of schools and educational facilities

10.1 BEFORE REOPENING THE SCHOOL 

Each facility should remove unnecessary clutter to facilitate cleaning but taking into account the importance of having educational materials, wall posters and artwork displays in creating a stimulating learning environment. GUIDANCE Reopening of schools and educational facilities V1.0 19



Consider ways to reduce the need for pupils/teachers to physically touch common objects/ doors for example by installing no-touch waste containers, propping doors open, sensor operated hand towels



Consider where possible, whether work-stations could be assigned to the same members of staff and group of children rather than having spaces that are shared



Consider if room ventilation especially in classrooms can be improved without causing discomfort. Where possible the opening of doors and windows should be encouraged to increase natural ventilation and also to reduce contact with door handles The building is in a good state of repair, and where necessary take the necessary corrective measures Legionella o With little or no water use over a prolonged time, water is left lying in pipes. Issues arising from this include: Stagnant water and dead ends, depletion of disinfection substances (chlorine) and possible fluctuation of water temperatures. All these are favourable conditions for: the growth of harmful bacteria including Legionella, leaching out of chemicals from piping (lead and copper); growth of biofilms o Further advice on the prevention of Legionnaires’ disease after the COVID-19 Pandemic is available at: https://www.hsa.ie/eng/topics/biological_agents/specific_biological_agents_infections/leg ionell osis/covid-19_legionella_information_note.pdf

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10.2 HOW TO CLEAN 

Cleaning is best achieved using a general-purpose detergent and warm water, clean cloths, mops and the mechanical action of wiping/scrubbing. The area should then be rinsed and dried



The routine use of disinfectants is generally not appropriate but is recommended in circumstances where there is a higher risk of cross-infection for example someone has become ill whilst at school or if there has been a spillage of blood, faeces or vomit. See Table 1



Disinfectants are potentially hazardous and must be used with caution and according to the manufacturer’s instructions. Surfaces and items must be cleaned before a disinfectant is applied as most disinfectants are inactivated by dirt

Table1 Cleaning options for school settings

Routine Surfaces

Neutral detergent

Toilets

Neutral detergent AND (optional) 0.1% Sodium Hypochlorite OR virucidal disinfectant Cleaning equipment Non –disposable cleaned at the end of cleaning session Personal protective equipment Uniform AND for cleaning staff household gloves Waste management Domestic waste stream

Post-COVID Case Neutral detergent AND 0.05% sodium hypochlorite OR Virucidal disinfectant 0.1% sodium hypochlorite OR Virucidal disinfectant

Non-disposable disinfected with 0.1% sodium hypochlorite OR virucidal disinfectant Uniform AND plastic apron (if available) AND household gloves Place in plastic bag and tie, then place in a second plastic bag and store securely for 72 hours before putting it out for collection in the normal domestic waste stream

Adapted from Table 1. ECDC Technical Report. Disinfection of environments in healthcare and non-healthcare settings potentially contaminated with SARS-CoV-2. March 2020



The manufacturer’s instructions for mixing, using and storing solutions must always be followed



Using excessive amounts of cleaning agents will not kill more germs or clean better but it will damage work surfaces, make floors slippery and give off unpleasant odours



Water should be changed when it looks dirty, after cleaning bathrooms and after cleaning the kitchen



Always clean the least dirty items and surfaces first (for example countertops before floors, sinks before toilets)



Always clean high surfaces first, and then low surfaces

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

Separate colour coded cleaning cloths and cleaning equipment should be used for kitchen areas, classrooms and toilets



Cleaning cloths can either be disposable or reusable. Disposable cloths should be disposed of each day



Ideally, reusable cloths should be laundered daily on a hot wash cycle (at least 60°C) in a washing machine and then tumble dried

 

Ideally, mop heads should be removed and washed in the washing machine at 60°C at the end of each day or in accordance with the manufacturer’s instructions If a school does not have a washing machines, after use the cloths and mops should be cleaned thoroughly with warm water and detergent, then disinfected using a low concentration of household bleach rinsed and air dried



Mop heads/buckets should not be cleaned in a sink that is used for food preparation



Mop heads should not be left soaking in dirty water



Buckets should be emptied after use, washed with detergent and warm water and stored dry



If equipment is stored wet, it allows germs to grow increasing the risk of cross infection



Waste bins should be emptied on a daily basis

10.3 TOILETS 

School toilets should be clean and in good repair and monitored regularly



All toilet areas should have hand washing facilities



Toilets, wash hand basins and surrounding areas should be cleaned at least daily and whenever there is visible soiling



The cleaning of toilets, bathroom sinks and sanitary facilities used by pupils and or staff should be carefully performed



Toilets should be cleaned thoroughly using a general-purpose detergent paying particular attention to frequently touched areas such as toilet flush handles, toilet seats, basins and taps, and toilet door handles



Separate cloths should be used for cleaning the toilet and wash hand basin to reduce the risk of spreading germs from the toilet to the wash hand basin

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

Cleaning staff should inspect the toilets and hand washing facilities at regular intervals to ensure; The toilets and wash hand basins are in good working order (for example the locks on toilets are working, toilets are not blocked)



There is a plentiful supply of liquid soap, paper towels and toilet rolls



Waste bins are not overflowing



A checklist should be located in the toilets which is dated and signed at regular intervals

10.4 SCHEDULE OF ENVIRONMENTAL CLEANING 

Each setting should be cleaned at least once per day. If there is access to additional cleaning support during school hours this should be focused on frequently touched objects and surfaces e.g., door handles, hand rails, chairs/arm rests, communal eating areas, sinks and toilet facilities



If pupils are moving between classes, consideration may be given to appropriate cleaning products being provided to enable them to wipe down their desk/chair/surfaces before leaving the room



Surfaces in dining areas should be wiped cleaned in between each sitting



Cleaning of the staff areas should be considered as part of the overall cleaning strategy



Any crockery and cutlery in shared kitchen areas should be cleaned with warm water and washing up liquid and dried thoroughly before being stored for re-use



A written cleaning schedule should be available for cleaning staff which details: o Item(s) and area(s) to be cleaned o The frequency of cleaning o Cleaning materials to be used o Equipment to be used and its method of operation o Written cleaning schedules should be available and should be monitored to ensure that they are adequate and are being followed.

10.5 SAMPLE ENVIRONMENTAL CLEANING PLAN The following plan was submitted by a member of IPPN for sharing with all of us Note: this cleaning plan includes the use of a fogging machine which is generally used by contract cleaners. Some schools have purchased their own fogging machines. If your school does buy an fogging machine (not very expensive) make sure that the cleaners are properly instructed on its use Click here to download the sample Cleaning Plan

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10.6 CLEANING / DISINFECTING ROOMS WHERE A PERSON WITH SUSPECTED OR CONFIRMED COVID-19 WAS PRESENT



The room should be cleaned as soon as is practicably possible



Once the room is vacated, the room should not be reused until the room has been thoroughly cleaned and disinfected and all surfaces are dry



Disinfection only works reliably on things that are clean. When disinfection is required it is always as well as cleaning never instead of cleaning



The person assigned to clean the area should avoid touching their face while they are cleaning and should wear household gloves and a plastic apron



Clean the environment and the furniture using disposable cleaning cloths and a household detergent followed by disinfection with a chlorine-based product such as sodium hypochlorite (often referred to as household bleach)



Chlorine based products are available in different formats including wipes. Alternatively use a two in one process of cleaning and disinfection with a single product for example certain wipes



If you are not familiar with chlorine based disinfectants then please refer to the HPSC Management of Infectious Diseases in Schools available at https://www.hpsc.ie/az/lifestages/schoolhealth



Pay special attention to frequently touched flat surfaces, the backs of chairs, couches, door handles and any surfaces or items that are visibly soiled with body fluids



Once the room has been cleaned and disinfected and all surfaces are dry, the room can be put back into use



Carpets (if present) do not require special cleaning unless there has been a spillage however for ease of cleaning, it is preferable to avoid carpets in areas where possible (Existing carpets do not need to be removed)

10.7 CLEANING OF COMMUNAL AREAS IF A PERSON IS DIAGNOSED WITH COVID-19 

If a child or adult diagnosed with COVID-19 spent time in a communal area like a canteen, play area or if they used the toilet or bathroom facilities, then these areas should be cleaned with household detergent followed by a disinfectant (as outlined above) as soon as is practicably possible



Pay special attention to frequently touched sites including door handles, backs of chairs, taps of washbasins, toilet handles. Once cleaning and disinfection have been completed and all surfaces are completely dry, the area can be put back into use

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10.8 WEARING OF FACE COVERINGS / MASKS BY SCHOOL STAFF 

The National Public Health Emergency Team has recommended the use of cloth face coverings by members of the public in indoor settings where social distancing cannot be maintained



In general, face coverings should not be required for school staff if physical distancing is possible and is practiced appropriately. Wearing a face covering will conceal facial expression and can make communication difficult



The wearing of a visor as an alternative to a facial covering may be considered where there is a concern that there will be prolonged close contact and that exposure to fluid/respiratory droplets is likely e.g. where there are behavioural issues with problems such as spitting

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11 DES-APPROVED TEMPLATES

11.1 RETURN TO WORK (SCHOOL) FORM This allows each staff member to pre-declare their fitness to return to the school workplace. It should be filled in on-line and returned to the principal three days before the staff member returns to the school workplace. Staff are not returning to work – they never stopped working, but are now returning to the school workplace.

Click here to download the Return to Work form

11.2 SCHOOL CONTACT TRACING LOG (FOR VISITORS) This log allows for contact tracing in the event of an infection, as it records contacts between staff and pupils, and others with whom staff have interacted.

Click here to download the Contact Tracing Log

11.3 COVID-19 RISK TEMPLATE This template identifies COVID-19 as a hazard and outlines the control measures in place to deal with this risk. It might be included in the school’s Health and Safety Statement Click here to download Covid19 Risk Template

11.4 ALTERNATIVE (NON-DES) COMPLETED RISK TEMPLATES Click Here to download IPPN Risk Assessment Click Here to download 400 pupil school Risk Assessment

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12 SAMPLE REOPENING OF SCHOOL LOGISTICAL PLANS

These plans have been designed by school leaders who have agreed to share anonymised versions of them with their colleagues through this IPPN Resource Bundle. They may provide some inspiration or guidance for you as you and your staff plan for the practical elements of each school day

12.1 PLAN 1 - LARGE URBAN SCHOOL (800 PUPIL) This school has 800 pupils and 53 Staff. The Staff consist of Principal and Deputy, both admin  32 Mainstream Class Teachers,  SETs  12 SNAs  Secretary  Caretaker

12.1.1 Essential Elements of the Logistics Plan The school has been divided into 3 distinct Groups, each containing 10 classes from JI to RVI Each Group has a separate 20-minute drop off time each morning Each Group has a separate 20-minute collection time each evening Each Group has been assigned a separate time to use the three playgrounds Supervision shared by Mainstream and SETs who work together

12.1.2 Headings Used  Underlying Principles  Assumptions  Timetables  Arrival at school  End of the school day  Collection during the school day  Dealing with a suspected case of COVID-19  Children who cannot attend school  Supporting the learning of children who cannot attend school  Impact of a suspected or confirmed case of COVID-19 in a class

       

Personal equipment Shared equipment Yards Learning Support PPE Teacher absence and substitution PE Extra-curricular activities

Click here to download

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12.2 PLAN 2 - MEDIUM URBAN SCHOOL (200 PUPILS)        

12.2.1   

210 pupils  Mainstream classes 3 SETs (1 shared with another school 1 day per week)  1 EAL Post  2 Full Time SNA posts Full Time Secretary Part Time Caretaker 2 Cleaners

Additional Challenges Only one entrance/exit to the school building is available due to an ongoing building project.

No on-site parking for parents/guardians.

Drive through space outside the school gate, which also incorporates access to the building site.

Essential Elements of the Logistics Plan Staggered drop-off, collection and break-times SEN Plan Weekly implementation plan

12.2.2 Headings Used  Additional Human Resources from DES   Key Dates   Staggered Drop Off and Collection Times   Break-times   Yard Supervision   Changes to Classrooms, School Layout and  School Routines   Team Teaching / SETs / SNAs  Social Distancing (JI – RII)   Social Distancing (RIII – RVI)   GP Room   Assemblies   Corridors and Stairwells   Additional Measures to Limit Interaction   Doors and Windows   Cloakrooms and Toilets   Lunches   Books, Copies, Pencils, etc.  Uniforms / Tracksuits   Office

Photocopying ICTs Substitute Teachers / SNAs PE and PE equipment Staff Room Teaching and Learning Supporting the Learning of Children who Cannot Attend School Wellbeing of the School Community Use of PPE Masks Gloves Hygiene and Cleaning Illness and dealing with a Suspected Case of COVID-19 COVID-19 Absence Management Teacher or SNA Absence Management Employee Assistance and Wellbeing Programme Tasks Identified to Date Click here to download

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12.3 PLAN 3 - LARGE URBAN SCHOOL (200 PUPILS)      

12.3.1   

380 pupils 15 Mainstream classes 7 SETs Full Time Secretary Full Time Caretaker 2 Cleaners

Essential Elements of the Logistics Plan Plan for Parents Risk Assessment Detailed Gide for drop-off and collections Click here to download

12.3.2 Risk Assessment This school has shared a Risk Assessment which is very detailed and practical Click here to download

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13 DES PUBLISHED CIRCULARS DOCUMENTS AND LETTERS

13.1 CIRCULARS PUBLISHED SINCE SCHOOL CLOSURES – GENERAL Circular 19/2020 Release Days for Teaching Principals Circular 30/2020 SNA Allocations for School Year 2020/2021 Circular 31/2020 ICT Infrastructure Grant for School Year 2019/2020 Circular 33/2020 Increments for 2011 Entrants Circular 34/2020 Increments for New Entrants Circular 38/2020 Revision of Capitation Grants Circular 44/2020 Home Tuition Grant Scheme 2020/2021 – Home Component

13.2 CIRCULARS PUBLISHED SINCE SCHOOL CLOSURES – COVID SPECIFIC Circular 19/2020 Appendix A Cluster Form Circular 27/2020 Temporary assignments for SNAs Circular 36/2020 Recruitment of SNAs for 2020/2021 School Year Circular 40/2020 Arrangements for Inspections and SSE for 2020/2021 School Year Circular 45/2020 COVID-19 operational supports for the full return to school Circular 49/2020 COVID-19 Arrangements for staff returning to work in schools Circular 54/2020 COVID-19 Arrangements for Ancillary Staff returning to work in schools

13.3 INFORMATION NOTES ON CIRCULARS: COVID-19 SPECIFIC SIU 0001/2020 on Circular 16/19 - Advertising procedures for HSCL posts during COVID-19 TTC 0002/2020 on Circular 44/19 - Filling ISM Posts during COVID-19 TTC 0003/2020 on Circulars 36/20 and 51/19 - Filling of SNA Posts during COVID-19 TTC 0006/2020 on Circular 44/19 - Recruitment of Teachers for 2020/2021 School Year TTC 0008/2020 - Revised Substitution arrangements and EPV Leave for 2020/2021 School Year

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13.4 FFSU GUIDELINES ISSUED SINCE MARCH RE COVID-19 P12 2019-2020 Employer COVID-19 Refund Scheme P13 2019-2020 Update to COVID-19 Payments P14 2019-2020 Supporting Remote Working P15 2019-2020 Update to Payments to Employees during COVID period P16 2019-2020 Review of Contracts for Service during COVID period P17 2019-2020 Using Electronic Banking P18 2019-2020 Primary School Capitation Rates P19 2019-2020 Working from Home Tax Credit and Allowance P20 2019-2020 Payments to Independent Assessors on Interview Panels P21 2019-2020 Financial Supports for the Full Return to School P22 2019-2020 PPE, Consumables and Equipment purchases and Update on Coding for COVID-19 Grants Income and Expenditure

13.5 HSPC COVID-19 INTERIM RECOMMENDATIONS FOR THE RE-OPENING OF SCHOOLS This document summarises interim recommendations for the reopening of schools and educational facilities during the COVID-19 pandemic. It will inform the development of sector specific guidance for educational settings by the Department of Education.

This is interim guidance developed in the context of the current COVID-19 epidemiology in Ireland and will be updated to reflect the changing situation.

Click here to download HSPC Interim Recommendations

13.6 COVID-19 RESPONSE PLAN FOR THE SAFE AND SUSTAINABLE REOPENING OF PRIMARY AND SPECIAL SCHOOLS The Response Plan to be adopted by all schools Click here to download COVID-19 Response Plan for the safe and sustainable reopening of Primary and Special Schools

13.7 ILLUSTRATIVE CLASSROOM LAYOUTS These are the DES recommended layouts for various Mainstream Classrooms Click here to download

13.8 ILLUSTRATIVE SEN CLASSROOM LAYOUTS These are the DES recommended layouts for various SEN Classrooms Click here to download

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13.9 RETURN TO SCHOOL PRIMARY CURRICULUM GUIDANCE DES advice and recommendations for school leaders and teachers regarding teaching and learning in the context of the COVID-19 disruption to schools Click here to download

13.10 SUPPORTING SCHOOLS

THE

WELLBEING

OF

SCHOOL COMMUNITIES

AS

SCHOOLS REOPEN: GUIDANCE

FOR

Click here to download Supporting the Wellbeing of School Communities Guidance

13.11 CONTINUITY OF SCHOOLING: SUPPORTING PRIMARY PUPILS WHO ARE AT VERY HIGH RISK TO COVID-19 Click here to download Continuity of schooling: Supporting primary pupils who are at very high risk to COVID 19

13.12 LITREACHA ÓN AIRE NORMA FOLEY 27Ú IÚL Litir do phríomhoidí ón Aire Oideachais Norma Foley TD Litir d’fhoireann na scoile Litir do thuismitheoirí

Cliceáil anseo chun íoslódáil Cliceáil anseo chun íoslódáil Cliceáil anseo chun íoslódáil

13.13 LETTERS FROM MINISTER NORMA FOLEY 27TH JULY To Principals - Letter from Minister Foley To School Staff - Letter from Minister Foley To Parents - Letter from Minister Foley

Click here to download Click here to download Click here to download

13.14 LITREACHA ÓN AIRE NORMA FOLEY 14Ú LUNASA To Principals - Letter from Minister Foley

Click here to download

13.15 LETTERS FROM MINISTER NORMA FOLEY 14TH AUGUST Litir do phríomhoidí ón Aire Oideachais Norma Foley TD

Cliceáil anseo chun íoslódáil

13.16 LITIR DO PHRÍOMHOIDÍ 27LÚNASA Litir do phríomhoidí 27Lúnasa

Cliceáil anseo chun íoslódáil

13.17 LETTER TO PRINCIPALS 27TH AUGUST Letter to principals 27th August

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Click her to download

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14 RETURN TO SCHOOL SAFELY INDUCTION TRAINING

14.1 PURPOSE The Induction Training slides are designed to make all staff members aware of the dangers of COVID19 and to instruct them in the precautions and procedures which are necessary for them to safely return to the workplace. They were produced to facilitate the Summer Provision and are presently being updated and made more comprehensive.

14.2 DES PROVIDED INDUCTION TRAINING VIDEOS The following Induction Training Videos have been released by the DES

14.2.1 Primary Induction Training This video is for all Staff Members Click here to download Primary Induction

14.2.2 Cleaning Induction Click here to download Cleaning Induction

14.2.3 Lead Worker Representative Induction Click here to download Lead Worker Representative Induction

14.2.4 Bus Escorts Induction Click here to download Bus Escorts Induction

14.2.5 SNA Induction Click here to download SNA Induction Training

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15 IPPN SCHOOL LEADER ADVICE BULLETINS

IPPN will publish a bulletin each week during the month of August to assist its members in preparing their school communities for the reopening of the school. This will take the form of the familiar “Planning Prompts” and is intended as a reminder to members of what might be done as the month progresses

15.1 BULLETIN 1 – LET’S GET GOING Date of Issue: 3rd August It has been a difficult year for school leaders and at least some of August will be busy for many of you too. We hope that you can get a break from school for as much time as possible. Our objective is sending out these bulletins during the month of August is to lighten your load by keeping you up to date and encouraging you to delegate where possible.

We would suggest that you conserve and strengthen your most valuable resource as much as possible during August. That resource is the health and wellbeing of yourself and your staff so that you are in the best possible shape to deal with the reopening of the school. It is fair to assume that your resilience may well be tested during the first weeks of September, so - don’t try to do it all yourself!!

We would suggest that you consider the following as priorities for this week – many of you will have done some of these already  Convene a BoM meeting to o Ratify and adopt the COVID-19 Policy Statement o Formally ratify and adopt the DES Response Plan for the safe and sustainable reopening of Primary and Special schools o Approve the Communications Plan o Approve the setting up of a School Committee for Reopening – a group of people from the school community who are willing to assist school leaders in implementing the Response Plan  Convene a meeting of the Reopening Committee and delegate tasks to those with the skill and willingness to undertake them  Send out the first letter to parents / guardians and staff

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15.2 BULLETIN 2 – 10TH AUGUST Date of Issue: 10th August Dear IPPN Member, We are now into week 2 of the preparations for reopening our schools. We in IPPN would again like to remind you to put your own wellbeing at the top of your priorities for this week and the weeks to come. There is a solid reason for this – as the school leader you must be in a position to oversee all of the issues which will arise during the first weeks of reopening.

To do so effectively and to project a positive atmosphere for your staff and the wider school community, you will need to be mentally and physically fit and relaxed and to have built up your resilience. These are the weeks to do that. So, delegate the tasks and factor in time out for yourself and your family.

We would suggest that you consider the following as priorities for this week – many of you will have done some of these already  Communicate o Send a second letter to the parents and staff – template in Live Resource Bundle o Send a letter to all staff members – template in Live Resource Bundle. Attach a Return to Work Form and Checklist 5 for their information and to be filled in o Inform staff in the letter that either yourself or your DP (in large schools) will be in touch with them by phone over the coming week and ask if there is a time which is not convenient for them to speak to you about any issues they may have about returning to work in the school o Keep in touch with the BoM 

Delegate o Continue to delegate tasks to the Response Plan Team you established with the BoM o Refer Response Plan Team to the DES document of 6th August “Maintaining Physical Distance in the Classroom – Checklist” when setting out seating in classrooms –RIII to RVI in largest classrooms, Pods where 1m distance between children is not possible and, if this is not possible, contact the DES help line



Procurement The DES issued “Guidance for Primary Schools & Special Schools on PPE, Consumables and Equipment”. In it the DES states that it has issued a pack to each school outlining how to access materials. Now is the time for the BoM to assess what is required and to order it



Reopening Logistics Plan Continue to work on your Reopening Logistics Plan. There are sample Logistics Plans from schools in the Live Resource Bundle, considering: o the staggering of drop-off, break and collection times, if required o organisation of SEN in the school o support for children who may not be able to return to school yet

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

Principal Release Days Cluster o If you have not already done so, ensure that, if you are a Teaching Principal, you are included in a Principal Release Days Cluster with local schools



Circular 49/2020 o This circular deals with Teachers and SNAs returning to work in the school building and was released last Friday evening

15.3 BULLETIN 3 - 17TH AUGUST Date of Issue: 17th August Dear IPPN Member, We are now into week 3 of the preparations for reopening our schools. As we draw close to the reopening, IPPN would again like to remind you that our Leadership Support Team is there to address any issues which will inevitably arise over the period of time prior to the reopening and during the first few days of the term.

You may want to consider the following as priorities for this week – many of you will already have completed these.  Communicate o Send a second letter to the parents and staff – template in Live Resource Bundle o Complete phone calls to Staff members about their return to school issues where considered necessary o Letter to Staff - template in Live Resource Bundle, informing them of  who has been chosen (by nomination or vote) as LWR  details of return to school for staff  induction and familiarisation training dates o All Teaching and SNA Staff will need a copy of Circular 49/20202 o Ancillary Staff (Secretaries, Caretakers, Cleaners, Bus Escorts) will need a copy of Circular 54/2020  Delegate o Continue to delegate tasks to the Response Plan Team established in conjunction with the BoM o The Environmental Cleaning Plan (example in Live Resource Bundle) o The signs should arrive in schools this week and will need to be put up by the Response Team  Procurement  Complete the procurement and ordering of PPE/sanitizers, either from the DES list or locally (using 3 quotes )  Reopening Logistics Plan Inform parents and Staff of the details of the Logistics Plan as it affects them o Drop off and collection procedures o How to make an appointment to meet with a teacher or the principal o SEN and SET arrangements o Arrangements for children who cannot return to school RE-OPENING OF SCHOOLS RESOURCE BUNDLE

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



BoM o Has the BoM read adopted the Logistics Plan? o Has the BoM read and adopted the COVID-19 Risk Assessment and adopted it as part of the School Risk Assessment? o Has the BoM read and adopted the Environmental Cleaning Plan?

Principal Release Days Cluster o

Continue with clustering arrangements for Teaching Principal Leadership & Management days

15.4 BULLETIN 4 – 24TH AUGUST Date of Issue: 24th August Dear IPPN Member, Your hard work over the past weeks has brought you to where you can now safely reopen your school.

There will still be challenges as everyone acclimatises to the new routines and procedures. Your preparations are in place to welcome back everyone to school for the 2020/2021 school year.

We would suggest that you consider the following as priorities for this week – many of you will have done some of these already: 

Communicate o Send a third and final communication to the parents and staff – template in Live Resource Bundle o Talk to those staff members who have indicated an anxiety or difficulty about returning to work in the school. Reassure them that the control measures to keep them safe are in place. See if you can provide any additional reassurance requested by them o Keep the BoM informed of last minute preparations and difficulties. This can be done by communicating with the Chairperson rather than holding full BoM meetings o Thank all those from the school community who have assisted you in your preparations over the past weeks

Checklists  Use the checklists in Section 8 of the Live Resource Bundle to ensure that all measures are in place and attend to any last minute issues they uncover.

First day back  Give some thought to how you intend to welcome the staff back to school for their induction training later this week. In particular, think about how you will conduct the induction training, while adhering to social distancing protocols. Current restrictions are that indoor gatherings are confined to 6 people from no more than 3 households. For larger staffs, this may mean considering holding the induction training and staff meeting or discussions on induction via online platforms. The need for adults to maintain a 2m social distance is still paramount.

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You are ready  You have done all you can with the help of your colleagues throughout the school community.

Be confident now, both in what you have done to prepare and in what you will do as you welcome children, staff and parents for the new school year.

If you have any concerns, where you need support or advice, particularly over the coming week, as always, you can contact us on  

1890 21 22 23 021 4824070

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16 CLUSTERS AND SUPPLY PANELS

16.1 PRINCIPAL AND DEPUTY PRINCIPAL RELEASE TIME The DES has authorised an additional number of Release Days for each category of Teaching Principal to ensure that all Teaching Principals to have one Leadership and Management Day per week, as follows Size of School P + 5/6 P + 3/4 P + 0/1/2

Circular 19/2020 Release Days 31 25 19

Additional Release Days 6 12 18

Total Release Days 37 37 37

The Additional Release Days are set out on P22 of the DES Roadmap for the Full Return to Schools of 27th July 2020. Schools may combine their Release Days to form a Cluster of 5 schools which can employ a full time fixed term teacher to provide one release day per week for each Teaching Principal in the cluster. Schools who form clusters must fill out Appendix A of Circular 19 (Cluster Form) and return it to the DES Click Here to download Circular 19/2020 Click Here to download Appendix A of C. 19/2020 In schools where the Principal is an Admin Principal, the Deputy Principal will have an entitlement to Deputy Principal Release days in respect of the 2020/21 school year as follows: Deputy Principals Release Days where schools have an Admin Principal Size of School*

Number of days release time 5 10 12 14 16 16

< Principal + 9 Principal + 9 – Principal + 16 Principal + 17 – Principal + 24 Principal + 25 – Principal + 32 >Principal + 33 All Special Schools > P+4 *Mainstream Class Posts

These Release Days are also set out on P22 of the DES Roadmap for the Full Return to Schools of 27th July 2020.

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16.2 SUBSTITUTE TEACHER SUPPLY PANEL SCHEME IN PRIMARY SCHOOLS The Substitute Teacher Supply Panel Scheme was launched on a pilot basis in 6 locations (2 x Dublin, Kildare, Meath, Cork and Galway) in the 2019/20 school year. The scheme is being expanded nationwide for 2020/21 with up 84 additional locations to meet the anticipated increase in demand for substitute teachers arising due to the Covid-19 emergency. Over 250 additional posts will be allocated to the new panels. Arrangements for the operation of Substitute Teacher Supply Panels are set out in Circular 0059/2019 This Scheme will be expanded nationwide for the 2020/21 school year, with up to 90 additional locations catering for schools of different patronages, including special schools and Gaelscoileanna. A number of panels will also be established in Gaeltacht areas. Over 250 primary teaching posts will be allocated to provide substitute cover through these panels. This will support schools to manage sick leave and other absences by having a supply of teachers to meet substitution needs when required.

The expansion of the Teacher Supply Panel Scheme will operate alongside normal teacher substitution arrangements for schools and will be reviewed on an ongoing basis.

Agreed timelines in relation to recruiting primary teachers have been reduced in order to assist recruitment in that sector.

County Carlow Cavan Clare Clare Cork Cork Cork Cork Cork Cork Donegal Donegal Donegal Dublin Dublin Dublin Dublin Dublin Dublin Galway Galway Galway Kerry Kerry Kildare Kildare Kildare Kildare

Town Carlow Cavan Ennis Kilrush Cobh Mitchelstown Mallow Ballincollig Cork City North Cork city Centre Letterkenny Donegal Buncrana Terenure Dublin city centre Ballyfermot Artane Arklow Ballinteer Athenry Galway City Tuam Tralee Killarney Maynooth Athy Leixlip Kildare Town

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County Kilkenny Laois Laois Leitrim Limerick Limerick Longford Louth Louth Mayo Mayo Mayo Meath Meath Monaghan Offaly Offaly Roscommon Sligo Tipperary Tipperary Tipperary Waterford Waterford Westmeath Westmeath Wexford Wexford

Town Kilkenny City Portarlington Portlaoise Carrick-on-Shannon Castletroy Newcastlewest Longford Dundalk Drogheda Claremorris Castlebar Ballina Ashbourne Navan Monaghan Tullamore Edenderry Roscommon Sligo Nenagh Thurles Clonmel Waterford Dungarvan Athlone Mullingar Wexford Enniscorthy

44

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17 GRANTS RELATED TO COVID-19

The DES has issued COVID related grants to assist schools with reopening schools and keeping them open, as outlined in Circular 45/2020, FSSU Guideline 21 and FSSU Guideline 22, as follows:  Minor Works Grant + Enhanced Minor Works Grant  COVID-19 Aide Grant  Capitation Grant o For Cleaning Costs o For purchase of PPE, Consumables and Equipment

17.1 MINOR WORKS GRANTS In addition to the normal Minor Works Grant, the DES has issued and Enhanced Minor Works Grant matching the normal Minor Works Grant. The following table outlines the grants for different sized schools: School Size* 60 100 200 300 400 500

Normal Minor Enhanced Minor Works Grant Works Grant €6610 €6610 €7350 €7350 €9,200 €9,200 €11,050 €11,050 €12,900 €12,900 €14,750 €14,750 *Applies to Mainstream pupils only

Total Minor Works Grant €13,220 €14,700 €18,400 €22,100 €25,800 €29,500

17.2 COVID AIDE GRANT A grant of €143.32 per day is available to schools for the employment of an Aide to assist with the physical aspects of preparing the building for reopening e.g. moving furniture, putting up signage etc.

Size of School <300 300 – 600 >600

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No. of Days 2 5 10

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17.3 COVID-19 CAPITATION GRANT: CLEANING COSTS All schools will receive a grant of €63.00 per mainstream pupil and €77.00 per special class pupil, to cover the cost of cleaning wages, materials and equipment, PPE and waste disposal from September to December 2020.

Rate per Pupil Mainstream €63.00 Special Class €77.00 One third of this grant (€21.00 per mainstream Pupil and €29.00 per Special Class Pupil has been given to schools to cover cleaning costs from August to December 2020. The situation will be reviewed in December and further monies issued for Term 2

17.4 COVID-19 CAPITATION GRANT: PPE, CONSUMABLES AND EQUIPMENT All schools will receive a grant of €25.00 per mainstream pupil and €100.00 per special class pupil, to cover the cost of PPE, Consumables and Equipment September to December 2020.

Rate per Pupil Mainstream €25.00 Special Class €100.00

17.5 EXAMPLE OF GRANTS TO 106 PUPIL SCHOOL This school has 100 Mainstream and 6 Special Class Pupils and will has received the following amounts in August 2020

Grant Minor Works

Mainstream Pupil

Special Class Pupils

€18.50 per pupil €74.00 per pupil = €1850.00 = €444.00

Amount

€5,500.00 + €1,850.00 + € 444.00 Enhanced €18.50 per pupil €74.00 per pupil €5,500.00 Minor Works = €1850.00 = €444.00 + €1,850.00 + € 444.00 COIVID Aide €286.64* Capitation: €21.00 per pupil €29.00 per pupil €2,100.00 Cleaning = €2,100.00 = €174.00 + € 174.00 Capitation: PPE €25.00 per pupil €100.00 per pupil €2,500.00 & Consumables = €2,500.00 = €600.00 + € 600.00

Total €7794.00

€7794.00

€286.64.00 €2,274.00 €3,100.00 €21,248.64

*2 days @ €143.32 per day

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18 PROCUREMENT PROCEDURES

The Des has produced a Procurement Framework which has been sent to all schools. The following are the details of the Framework Download the files at https://filesender.heanet.ie/2.0/?s=download&token=3b417fab-a6a9-6922-2df0-0f01810f67bf

Step 1

Step 2

Click here to download DES Supplier List

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19 STAFF RETURNING TO WORKING IN THE SCHOOL

The DES have released a number of Circulars and Information Notes temporarily advising BoMs on how to treat staff who may have difficulties in returning to the school building in light of COVID-19 and of revised leave and substitution arrangements

19.1 ARRANGEMENTS FOR TEACHERS AND SNAS ON THE REOPENING OF SCHOOLS Circular 49/2020 outlines these arrangements under the following headings 1. Introduction 2. Purpose of this Circular 3. Pre-Return to Work Form 4. Special Leave with 5. Application Procedures for Special Leave with Pay 6. Self-Isolation 7. COVID-19 Diagnosis 8. Restricted Movement other than following Non-Essential Travel Overseas 9. Restricted Movement following Non-Essential Travel Overseas 10. Very High Risk 11. High Risk Group 12. Alternative Working Arrangements 13. Ordinary Sick Leave 14. Employee with caring or childcare responsibilities or living with high risk or very high risk individual 15. Pregnant Employees 16. Employee becomes unwell 17. Employee Assistance Service 18. Data Protection 19. Appendix A: Application for Special Leave with Pay 20. Appendix B: Declaration Form – Restricted Movement Group 21. Appendix C: Declaration Form – Very High Risk Group

19.2 REVISED SUBSTITUTION ARRANGEMENTS FOR 2020/2021 SCHOOL YEAR Information Note 0008/2020 clarifies the revised arrangements for Substitution and EPV days for the 2020/2020 school year under the following headings: 1. Introduction 2. Amendments to the Supervision Scheme 3. Substitute cover for leave which is currently non-substitutable 4. EPV Leave 5. Recording of Leave

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19.3 REVISED ARRANGEMENTS IN RESPECT OF RECRUITMENT OF TEACHERS AND SNAS Information Note TTC 0006/2020 on Circular 44/2019 outlines the revised arrangements of the Recruitment of Teachers for the 2020/2021 school year. It deals with two subjects: 1. Reduction in the advertisement period from 14 to 7 days 2. Reduction in notification from 7 to 5 days

19.4 ARRANGEMENTS FOR ANCILLARY STAFF ON THE REOPENING OF SCHOOLS Circular 54/2020 outlines these arrangements under the following headings 1. Application – persons the Circular applies to 2. Very High Risk Group 3. High Risk Group 4. Alternative Working Arrangements 5. Application for Payment of a Substitute

19.5 SUPPORTING SCHOOLS

THE

WELLBEING

OF

SCHOOL COMMUNITIES

AS

SCHOOLS REOPEN: GUIDANCE

FOR

The document outlines how schools can support the wellbeing of school communities through fostering resilience by promoting:  A Sense of Safety  A Sense of Calm  A Sense of Belonging and Connectedness  A Sense of Self- efficacy and Community-efficacy  A Sense of Hopefulness It further outlines a Continuum of Support for Transition.

In terms of supporting School Staff, the Guidelines remind school leaders of the supports available to staff who may have difficulty or anxieties related to transitioning back to school. These include  PDST – Professional Development Support for Teachers  CSL – Centre for School Leadership  OHS – Occupational Health Service (Medmark)  EAS – Employee Assistance Service, supported by Spectrum The Guidelines also contain a very useful list of resources for schools in this respect Click here to download

19.6 BRIEFING NOTE ON SUPPORTING THE WELLBEING OF SCHOOLS This Briefing Note is in the form of a letter to schools from Anne Tansey, Director of NEPS in which she reiterates and summarises what is contained in the Guidelines Click here to download

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20 PUPILS RETURNING TO SCHOOL

20.1 CHILDREN WHO DO NOT RETURN TO SCHOOL Some children will not return to school because they are in the Very High Risk. Once this is certified by a doctor these children must be marked present on the rolls and supported by distance learning via online platform as was the case prior to the summer holidays.

Children who do not return to school due to COVID-19 related anxieties will be marked absent and the school has no obligation to support their learning via online platform as was the case prior to the summer holidays.

The above situations and the procedures to deal with them are detailed in the DES publication “Continuity of schooling: Supporting primary pupils who are at very high risk to COVID-19”

20.2 WHEN SHOULD CHILDREN NOT COME TO SCHOOL The HSE has yesterday published guidelines for parents in the form of a poster on when to seek advice from a GP and when it is ok to send a child to school. It would be advised that this poster be forwarded to all parents / guardians Cliceáil anseo chun an tEolas ón FSS do Thuismitheorií anseo Click here to download the HSE Information for Parents The Government have also published advice in the form of FAQs for parents around all aspects of returning to school for their children. This website might also be circulated to parents and might help alleviate any forms of COVID-19 anxieties among parents and children in relation to school. The web page is at https://www.gov.ie/en/publication/389bd-topics-being-raised-on-the-back-to-schoolhelpline/

20.3 ASSISTANCE FOR CHILDREN WHO HAVE NOT RETURNED TO SCHOOL Tusla Education Support Service (TESS) has committed to supporting schools and families in the return to school and are available to assist where pupils, who are not in the category of Very High Risk, have not yet returned to the classroom.

The TESS consists of 3 distinct, interlinked strands  HSCL – Home School Community Liaison Service  SCP – School Completion Programme  EWS – Education Welfare Service

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Details of their services to schools can be found in a letter from Noel Kelly, director of TESS, to all school leaders on 2nd September 2020 Cliceáil anseo chun íoslódáil Click here to download

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21 DEALING WITH A SUSPECTED CASE OF COVID-19

The procedures for isolating a person who is suspected of having the COVID-19 virus and removing them from the school in a timely fashion have been outlined in the COVID Response Plan and other documents to date. There has been some confusion in relation to the steps to be taken following the removal by a parent / guardian of a child who is in isolation from the school. For the avoidance of doubt, the following letters and guidelines have been issued

21.1 LITIR DO PHRÍOMHOIDÍ 27LÚNASA Litir do phríomhoidí 27Lúnasa Cliceáil anseo chun íoslódáil

21.2 LETTER TO PRINCIPALS 27TH AUGUST Letter to principals 27th August Click her to download

21.3 SCHOOLS’ PATHWAY FOR COVID-19 – THE PUBLIC HEALTH APPROACH Schools’ Pathway for COVID-19 – the Public Health Approach Click her to download

21.4 QUICK ISOLATION GUIDE The HPSC has produced a useful wall chart in relation to Isolation measures to be taken when a child (person < 13) displays symptoms of COVID-19 Click her to download

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