Seán Sherlock
Ceist:154. Deputy Sean Sherlock asked the Minister for Education and Skills the reason a person (details supplied) is not being accommodated on school transport despite appeals being made. [43990/18]
Amharc ar fhreagraSchool Transport Eligibility
Ceisteanna (154)
Freagraí scríofa
School transport is a significant operation managed by Bus Éireann on behalf of the Department.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
In the 2017/18 school year over 117,000 children, including over 12,000 children with special educational needs, were transported in over 4,500 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually at a total cost of almost €190 million in 2017.
Children are generally eligible for school transport if they satisfy the distance criteria and are attending their nearest school.
Children who are not eligible for school transport can be facilitated where spare seats are available after eligible children have been accommodated.
Where the number of ineligible children exceeds the number of spare seats available Bus Éireann allocates tickets for the spare seats on the basis of an agreed selection process.
Bus Éireann has advised that the child in question, who is not eligible for school transport, was unsuccessful in obtaining a seat for the 2018/2019 school year.
The terms of the School Transport Schemes are applied equitably on a national basis.
Teaching Qualifications
Ceisteanna (155)
Peadar Tóibín
Ceist:155. Deputy Peadar Tóibín asked the Minister for Education and Skills the progress he has made in considering whether more challenging thresholds of competency are required for those planning to teach in the Irish medium sector as outlined in the policy on Gaeltacht education; if the Teastas Eorpach sa Ghaeilge will be linked to the assessment of student teachers' Irish language competency in Irish; and the CPD opportunities that have been made available for teachers in Gaeltacht and Irish medium schools for greater pedagogical competence to mediate the curriculum through Irish. [44009/18]
Amharc ar fhreagraFreagraí scríofa
To work towards achieving the Policy on Gaeltacht Education objective, the Department engaged in a procurement process for the design and delivery of two new Irish-medium teacher education programmes. These new teacher education programmes include a full-time 4-year Irish-medium Initial Teacher Education (ITE) B.Ed. programme (primary teaching) and a part-time 2-year Irish-medium M.Ed. postgraduate teacher education programme for practising primary and post-primary teachers and principals. Mary Immaculate College commenced the delivery of the Masters in Education (M.Ed.) on Irish-medium and Gaeltacht Education in September 2018, while Marino Institute of Education will deliver the Irish-medium initial teacher education B.Ed. programme from September 2019.
On entry, candidates for each of these new Irish medium teacher education programmes are required to have reached an Irish-language proficiency standard of “independent user” Level B1 (Common European Framework of Reference for Languages CEFRL) across all Irish-language competences (listening, reading, spoken interaction, spoken production, writing) following the completion of an externally administered Irish language proficiency test. This requirement is in addition to the existing entry requirement, which has been increased for all students entering primary ITE (see below). On exit from each of the two Irish-medium programmes, students must demonstrate that they have attained “proficient user” Level C1 (CEFRL) standard on exit from the Irish-medium B.Ed. and M.Ed. programmes, through the completion of an externally validated Irish-language proficiency test across all language competences (listening, reading, spoken interaction, spoken production, writing) in Irish.
The additional entry and exit requirements for these two new Irish-medium teacher education programmes have been put in place to ensure that candidates are sufficiently proficient in the Irish language to enable them to engage fully with the programmes and to ensure that the programmes are meeting the objectives of the Policy on Gaeltacht Education 2017-2022.
The potential for provision of Irish-medium programmes in other ITE providers will be considered in light of the experience of the initial Irish-medium programme and their impact on meeting the teacher supply needs of Irish-medium and Gaeltacht schools.
From September 2019, the minimum level of Leaving Certificate Irish required at entry to programmes of primary ITE has been increased from a H5 to a H4 (Higher Level). All students who wish to enter the Irish-medium primary programme in Mary Immaculate College will need to fulfil this requirement, as well as the ones above.
The Teaching Council is the statutory body charged with determining standards for the teaching profession and for accrediting programmes of initial teacher education. All initial teacher education programmes were re-conceptualised and extended, in accordance with the Teaching Council’s Policy Paper on the Continuum of Teacher Education and Criteria and Guidelines for Programme Providers (both 2011, the latter updated in 2017). The Teaching Council is currently undertaking a review of its Criteria and Guidelines for Programme Providers, which will consider, among other things, the impact of the re-conceptualised programmes for Initial Teacher Education on teaching and learning in Irish.
Running in tandem with the introduction of new curricula at primary and post-primary, targeted continuing professional development opportunities for serving teachers are provided by the Professional Development Service for Teachers (PDST) and Junior Cycle for Teachers (JCT). Furthermore, while they do not specifically address the teaching of other subjects through Irish, CPD in all other subjects and areas such as School Self-Evaluation and Leadership is delivered in Irish to Gaeltacht and Irish-medium schools by the JCT and PDST, inclusive of the use of pedagogical approaches.
School Management
Ceisteanna (156)
Jackie Cahill
Ceist:156. Deputy Jackie Cahill asked the Minister for Education and Skills if he will facilitate and support the school management of a school (details supplied) in providing a number of car parking spaces on land that the school management has negotiated from the landowner free of charge; and if he will make a statement on the matter. [44012/18]
Amharc ar fhreagraFreagraí scríofa
The school to which the Deputy refers has been advised that the works in question can be applied for under a future Summer Works Scheme. The school has also been informed that if it has identified works that require immediate attention for health and safety reasons, it may submit an Emergency Works Application for these works only for consideration.
DEIS Review
Ceisteanna (157)
Pearse Doherty
Ceist:157. Deputy Pearse Doherty asked the Minister for Education and Skills the details of the qualifying criteria, including scores and other assessment parameters, which a school had to achieve at a minimum in order to qualify for Delivering Equality of Opportunity in Schools, DEIS, status in relation to the review of the DEIS scheme and the subsequent DEIS Plan 2017 in which 79 additional schools were conferred with DEIS status; and if he will make a statement on the matter. [44018/18]
Amharc ar fhreagraFreagraí scríofa
As the Deputy will be aware, my Department has introduced an objective, statistics based model for assessing which schools merit inclusion in the DEIS Programme, so that all stakeholders can have confidence that we are targeting extra resources at those schools with the highest levels of concentrated disadvantage.
The key data sources used in the DEIS identification process are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include not only single parent rate, but those related to demographic growth, dependency ratios, education levels, overcrowding, social class, occupation and unemployment rates. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. This data is applied uniformly to all schools in the country in a fair and objective way, to identify the relative level of concentrated disadvantage present in each school.
The calculation of the level of disadvantage in each school is based on the socio-economic background of their pupil cohort using centrally held data as previously outlined. It is not based on the location of the school but on the geographical CSO Small Areas where the pupil cohort resides. Therefore it is important to understand that the demographic of neighbouring schools will not necessarily be the same and can indicate different levels of disadvantage based on the actual pupil cohort in each individual school. It is also important to note that the educational outcomes of the pupil cohort do not form any part of the identification process and are not taken into account when determining whether a schools should be allocated DEIS status.
A detailed document explaining the methodology used in the Identification process is available on my Department’s website at https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Identification-Process.pdf.
Following the application of the new identification process 79 additional schools were designated as DEIS and 30 urban primary schools were upgraded from DEIS Band 2 to DEIS Band 1. These were schools that were identified as having the highest levels of concentrated disadvantage.
DEIS Status
Ceisteanna (158, 159, 160, 161)
Pearse Doherty
Ceist:158. Deputy Pearse Doherty asked the Minister for Education and Skills the outcome, including scoring, of the assessment which was carried out in respect of a school (details supplied) in County Donegal as part of the review of the DEIS scheme and subsequent DEIS Plan 2017 in which 79 additional schools were conferred with DEIS status in order to determine eligibility for DEIS supports; and if he will make a statement on the matter. [44019/18]
Amharc ar fhreagraPearse Doherty
Ceist:159. Deputy Pearse Doherty asked the Minister for Education and Skills the outcome, including scoring, of the assessment which was carried out in respect of a school (details supplied) in County Donegal as part of the review of the DEIS scheme and subsequent DEIS Plan 2017 in which 79 additional schools were conferred with DEIS status in order to determine eligibility for DEIS supports; and if he will make a statement on the matter. [44020/18]
Amharc ar fhreagraPearse Doherty
Ceist:160. Deputy Pearse Doherty asked the Minister for Education and Skills the outcome, including scoring, of the assessment which was carried out in respect of a school (details supplied) in County Donegal as part of the review of the DEIS scheme and subsequent DEIS Plan 2017 in which 79 additional schools were conferred with DEIS status in order to determine eligibility for DEIS supports; and if he will make a statement on the matter. [44021/18]
Amharc ar fhreagraPearse Doherty
Ceist:161. Deputy Pearse Doherty asked the Minister for Education and Skills the outcome, including scoring, of the assessment which was carried out in respect of a school (details supplied) in County Donegal as part of the review of the DEIS scheme and subsequent DEIS Plan 2017 in which 79 additional schools were conferred with DEIS status, in order to determine eligibility for DEIS supports; and if he will make a statement on the matter. [44022/18]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 158 to 161, inclusive, together.
I wish to advise the Deputy that schools newly included in DEIS from February 2017 are only those with the highest levels of concentrated disadvantage. Schools which were not included, including those referred to by the Deputy, are those who have not been identified as being in that category.
In line with the stated aim of making the new DEIS identification model more transparent, it would be the intention of my Department to make available to all schools, in the interest of full transparency, information relating to their school’s concentrated level of disadvantage. It is important that this is given some further consideration and my Department would welcome the view of its partners in this regard in due course following the outcome of the quality assurance process.
However it is important to note that it is not proposed to publish this information generally as there is a significant risk that this would allow crude comparisons to be drawn in terms of relative levels of disadvantage in schools. This would be highly divisive; unfair to parents, students and communities; place schools in an invidious position; and be contrary to the public interest.
Eircode functionality is currently being encoded on the relevant databases within my Department and an independent accredited encoder, Gamma Autoaddress, have been contracted to provide the necessary services to facilitate this. Work on this project is well underway. The intention is that the encoding process will provide either an Eircode or a small area code for more than 80% of pupils. It is anticipated that following the required testing and a communications process with schools, full functionality and application should be possible by the end of Q1 2019.
In order to ensure the quality of the address data and conduct further analysis, it is not my intention to extend the DEIS programme to any further schools until this work is complete.
DEIS Administration
Ceisteanna (162, 163, 164)
Pearse Doherty
Ceist:162. Deputy Pearse Doherty asked the Minister for Education and Skills when the additional quality assurance work being carried out on the identification model employed for the purpose of assessing schools as part of the DEIS scheme formally commenced; the details of this work; when this work will be formally completed; and if he will make a statement on the matter. [44023/18]
Amharc ar fhreagraPearse Doherty
Ceist:163. Deputy Pearse Doherty asked the Minister for Education and Skills if plans to reassess all schools by quarter one of 2018 in terms of their identified level of disadvantage, taking into account the updated census data from 2016 combined with updated school data, have been achieved and completed in relation to the identification model employed as part of the DEIS scheme; if so, the details of the schools which have been identified by this new model as qualifying for DEIS supports in tabular form; and if he will make a statement on the matter. [44024/18]
Amharc ar fhreagraPearse Doherty
Ceist:164. Deputy Pearse Doherty asked the Minister for Education and Skills the reason no additional schools have been conferred with DEIS status in relation to the commitment made to reassess all schools by quarter one of 2018 for the purpose of identifying schools in need of DEIS supports; when schools identified following this process can expect to begin to receive DEIS supports; and if he will make a statement on the matter. [44025/18]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 162 to 164, inclusive, together.
One of the objectives of DEIS Plan 2017 is to more closely match resources with identified needs in individual schools within a finite financial envelope. DEIS Plan 2017 states that the improved data on the socio-demographic of schools resulting from the new identification model will have an impact not only on the assessment for schools for inclusion in the programme but also on the scaling of resources to allow for more graduated levels of support. This in turn allows for the ultimate objective of allocating resources to best meet the identified need of individual schools.
In order to achieve this, we need to ensure that the current identification model is as accurate as possible and this will be facilitated by the use of Eircode to ensure correct inputting of addresses.
Eircode functionality is currently being encoded on the relevant databases within my Department and an independent accredited encoder, Gamma Autoaddress, have been contracted to provide the necessary services to facilitate this. Work on this project is well underway. The intention is that the encoding process will provide either an Eircode or a small area code for more than 80% of pupils. It is anticipated that following the required testing and a communications process with schools, full functionality and application should be possible by the end of Q1 2019.
Further analysis is also required to examine other variables known to be strong predictors of educational disadvantage in the context of resource allocation.
In order to ensure the quality of the address data and conduct further analysis, it is not my intention to extend the DEIS programme to any further schools until this work is complete.
I wish to advise the Deputy that work is continuing on the implementation of the various Actions under DEIS Plan 2017 with a focus on targeting extra resources as closely as possible at those students with the greatest level of need. Work has also commenced on identifying such interventions that are having the greatest impact on tackling educational disadvantage. This will involve testing new approaches in groups of schools and working closely with schools in school self-evaluation and planning improvements.
School Services Staff
Ceisteanna (165, 167)
Denise Mitchell
Ceist:165. Deputy Denise Mitchell asked the Minister for Education and Skills the reason for the decision to deny an ancillary grant to a school (details supplied); if he will engage with the school on this matter; if his attention has been drawn to the unique situation in which this dual-campus school finds itself in relation to ancillary staff; and if he will make a statement on the matter. [44046/18]
Amharc ar fhreagra
Seán Haughey
Ceist:167. Deputy Seán Haughey asked the Minister for Education and Skills if he will sanction and fund a new school secretary for a school (details supplied) in view of the fact that one of the existing secretaries is retiring; if his attention has been drawn to the fact that this is an amalgamated school based in two campuses which traditionally has two school secretaries; if his attention has been further drawn to the fact that parents have expressed concerns regarding the health and safety of their children on the grounds that there will not now be a staff member at the reception in one of the campuses; and if he will make a statement on the matter. [44054/18]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 165 and 167 together.
Funding for all primary schools in the free education scheme is dealt with on a per capita basis.
The two main grants are the capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc., and the ancillary services grant to cater for the cost of employing ancillary services staff.
The school referred to by the Deputy received €110,416 in respect of capitation funding in 2018, €74,770 for Capitation and €35,646 for Ancillary Services. In addition to these grants the salaries in respect of two Secretaries have been paid directly by my Department under the 1978/79 scheme, one of which will continue for 2019.
Schools are permitted to regard the capitation and ancillary services grants as a combined grant and Boards of Management have autonomy on how they use and prioritise this funding to meet their day to day running costs, including for the provision of secretarial and caretaker services.
There is no provision for additional payments outside of those outlined above.
Teacher Training Provision
Ceisteanna (166)
Denis Naughten
Ceist:166. Deputy Denis Naughten asked the Minister for Education and Skills his plans to train teachers in the use of adrenaline auto-injection; and if he will make a statement on the matter. [44047/18]
Amharc ar fhreagraFreagraí scríofa
My Department promotes the quality of teaching and learning through the provision of quality teacher training programmes and continuing professional development and support for principals and teachers in a range of pedagogical, curricular and educational areas. This is done through initial teacher education programmes, education centres and support services for teachers at primary and post-primary level.
Under the provisions of the Education Act 1998, the Board of Management is the body charged with the direct governance of a school.
The Board of Management of each school is responsible for the care and safety of all of the students in their school and care and safety should be at the centre of all policy and practices. Schools are required to take all reasonable precautions to provide training for teachers to ensure the safety and welfare of their pupils.
The Health and Safety Authority (HSA) advise that, by law, employers and those who control workplaces to any extent, must identify hazards in the workplaces under their control and assess the risk presented by the hazards.
Employers must write down the risks and what to do about them. This is known as Risk Assessment. The aim of Risk Assessment is to reduce the risk of injury and illness associated with work. The Risk Assessment(s) will form part of the employer's Safety Statement.
The Safety, Health and Welfare at Work (General Application) Regulations 2007 set out the First-Aid requirements for workplaces as follows: "Employers have a duty to provide first-aid equipment at all places at work where working conditions require it. Depending on the size or specific hazard (or both) of the place of work, trained occupational first-aiders must also be provided. Apart from some exceptions, first-aid rooms must be provided where appropriate. Information must also be provided to employees as regards the first-aid facilities and arrangements in place."
It is important that the school management authority requests parents to ensure that the school is made aware of any medical condition suffered by any student attending. Where the school is aware of potential difficulties that may arise as a consequence of a medical condition suffered by one or more students, it may be possible for the management authorities, working in conjunction with parents, teachers and children to put preventative measures in place to lessen the possibility of any difficulties arising or to ensure that, if a student suffers from an illness requiring, for example, the administration of medication, that appropriate treatment is available.
The administration of medicines in primary schools is the subject of an agreement between the Irish National Teachers Organisation and the organisation representing school management at primary level. While this agreement specifies that no teacher can be required to administer medicine or drugs to pupils, it also sets out procedures that must be followed where a teacher or teachers agree to do so. The position is that either the parents of the child should make themselves available to administer medication as required, or where they wish the staff in the school to administer it, they should indemnify the school.
My Department cannot direct any member of the Board of Management or the teaching staff of the school to administer medical treatment to pupils, action and procedures which are normally carried out by medical professionals such as doctors and nurses.
The organisation of training in the administration of medicines is a matter for the Board of Management and my Department has no plans for future training programmes in this area.
Where a child requires adult assistance to assist in the administration of medicine and where the extent of assistance required would overly disrupt normal teaching time, SNA support may be allocated for this purpose.
It is a matter for the Board of Management to ensure that SNAs are in a position to effectively meet the care needs of students for whom SNA support has been allocated in the school, when appointing an SNA.
Where specific training is required, the Board of Management should liaise with the Health Service Executive (HSE) in order to ensure that the HSE provides guidance and training that enables the SNA to meet the care needs of the pupil in an appropriate manner. It is a matter for individual school authorities to make such arrangements locally.
It is my Department's experience that once the matter has been discussed in detail with the Board of Management and staff of a school, and once all parties are clear as to the procedures to be followed, arrangements can normally be made to assist the administration of first aid or medicine.
Question No. 167 answered with Question No. 165.
School Staff
Ceisteanna (168)
Seán Sherlock
Ceist:168. Deputy Sean Sherlock asked the Minister for Education and Skills the status of an appeal by a school (details supplied). [44068/18]
Amharc ar fhreagraFreagraí scríofa
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the 30 September 2017. However, the staffing arrangements for primary schools includes the provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts on developing grounds, using projected enrolment for the following September, in this case September 2018.
The school referred to by the Deputy applied for a developing post for the 2018/19 school year. The application was initially refused due to available capacity in the surrounding area. However, in light of additional information received from the school, the developing post was approved in September. The school’s enrolment on 30th September 2018 was sufficient to retain the additional class teacher for the current school year. The school has been notified in this regard.
Schools Building Projects
Ceisteanna (169)
Eamon Scanlon
Ceist:169. Deputy Eamon Scanlon asked the Minister for Education and Skills the position regarding a school (details supplied) in County Leitrim; if he will meet a delegation to discuss proposals regarding a new building for the school; the amount of funding allocated for new school buildings in budget 2019; and if he will make a statement on the matter. [44081/18]
Amharc ar fhreagraFreagraí scríofa
I can confirm to the Deputy that my Department has agreed to meet with the school in question and my officials are awaiting further contact from the school in this regard.
My Department’s capital allocation for school building purposes in 2019 is €622m.
As the Deputy will be aware, the National Development Plan (NDP) provides for an €8.4 billion investment in school buildings over the period 2018 to 2027 to deliver on NDP and National Planning Framework objectives through addressing the twin priorities of catering for demographics and ensuring a strengthened focus on refurbishment of existing school stock. This investment will result in an almost doubling of the capital budget for school buildings - €540m in 2018 rising to an annual average of circa. €1 billion in the second half of the NDP period.
Schools Building Projects Status
Ceisteanna (170)
John Brassil
Ceist:170. Deputy John Brassil asked the Minister for Education and Skills the status of a submission by a school (details supplied) which was submitted for approval on 11 September 2018; and if he will make a statement on the matter. [44088/18]
Amharc ar fhreagraFreagraí scríofa
As the Deputy may be aware, the project to which he refers has been devolved for delivery to the local Education and Training Board (ETB).
I can confirm that the Stage 2A submission was recently submitted to my Department for examination. The outcome of this examination will be conveyed to the ETB as soon as it is available.
School Discipline
Ceisteanna (171, 172, 173, 175, 176, 177, 178)
Róisín Shortall
Ceist:171. Deputy Róisín Shortall asked the Minister for Education and Skills his Department's policy on the use of prone restraints in schools; and if his attention has been drawn to schools that use such restraints on children with disabilities. [44121/18]
Amharc ar fhreagraRóisín Shortall
Ceist:172. Deputy Róisín Shortall asked the Minister for Education and Skills if his attention has been drawn to a discussion document by an organisation (details supplied); the way in which he plans to respond to the report; and if he will make a statement on the matter [44122/18]
Amharc ar fhreagraRóisín Shortall
Ceist:173. Deputy Róisín Shortall asked the Minister for Education and Skills the immediate steps he will take to ensure children are safe in school (details supplied). [44123/18]
Amharc ar fhreagraRóisín Shortall
Ceist:175. Deputy Róisín Shortall asked the Minister for Education and Skills the number of reported incidents of seclusion in schools here in the school year 2017-2018. [44125/18]
Amharc ar fhreagraRóisín Shortall
Ceist:176. Deputy Róisín Shortall asked the Minister for Education and Skills the number of reported incidents of restraint here in the school year 2017-2018. [44126/18]
Amharc ar fhreagraRóisín Shortall
Ceist:177. Deputy Róisín Shortall asked the Minister for Education and Skills his policy on seclusion of vulnerable children in schools. [44127/18]
Amharc ar fhreagraRóisín Shortall
Ceist:178. Deputy Róisín Shortall asked the Minister for Education and Skills his policy on restraint of vulnerable children in schools. [44128/18]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 171 to 173, inclusive, and 175 to 178, inclusive, together.
The Board of Management of each school is responsible for the care and safety of all of the pupils in their school. Schools should supervise and support children who are distressed or out of control until they have recovered and are able to re-engage in the classroom. In some circumstances this may mean the temporary removal of a child from the environment where the problems have arisen. Schools are not required to report on such interventions.
Schools owe a duty of care to all their students and any action taken in relation to managing behavior must be proportionate.
Tusla's Educational Welfare Service, under the aegis of the Minister for Children and Youth Affairs, has published guidelines for schools on Codes of Behaviour which all schools are required by law to have in place. The guidelines advise that specialised behaviour management strategies, such as the use of restraint, should not be used without expert advice, training and monitoring. In particular, the guidelines point to certain sanctions which are regarded as inappropriate, including leaving a student in an unsupervised situation while in the care of the school. All parents must be made aware of behaviour management strategies employed by the school.
Schools may seek advice from their local National Educational Psychological Services psychologist, from the NCSE’s Support Service which includes Special Educational Needs Organisers, the National Behavioural Support Service and the Special Education Support Service, as to how children with behavioural needs can best be supported in school.
A range of guidance is available for schools in relation to the management of student behaviour. The Department published Guidelines for Supporting Pupils with Behavioural, Emotional, and Social Difficulties, which is available on the Department’s website, www.education.ie. The National Educational Psychological Services document Behavioural, Emotional and Social Difficulties – A Continuum of Support also provides advice for teachers, including some advice on the use of “time out” procedures in the classroom.
Training is available for schools in relation to the provision of support for children with special educational needs from the NCSE’s Regional Service. The Special Education Support Service can, as part of their designated training modules, provide guidance for schools in relation to the management of difficult behaviour.
Following a request by the Department for policy advice from the NCSE, which provided recommendations in relation to crisis situations and complex behavioural needs, work on developing guidelines for schools is underway. The Department will engage with education partners on these in the coming months. It is anticipated that the guidelines will be finalised by the end of this school year. The guidelines will assist schools in responding in circumstances where students pose an immediate threat of harm to themselves or others.
The guidelines will be underpinned by the principles that such intervention is never used for the purposes of discipline; that it should be applied proportionately and should last only as long as is necessary to de-escalate the situation. The guidelines will also underline the importance of continued supervision of children during a crisis period including matters related to behaviour. It is also expected that the guidelines will underline the importance of recording such incidents and how they are managed.
Where a parent, or any other person, has concerns about the care or safety of a child in school they should report these concerns to the Board of Management of the school in the first instance.
Where a parent or other person has a concern about the welfare or protection of a child in a school they may report the matter as a child protection concern to Tusla or to the Department of Education and Skills who will then report any child protection complaint in accordance with the Department's procedures.