On 27th July 2020, the Department of Education and Skills published guidelines for reopening schools. You can find all the published documents here. I have put together the highlights from the three most relevant documents for primary school teachers:
I have selected what I deemed to be the most relevant information under the following headings:
Returning to Work
Suspected Cases of COVID-19
Lead Worker Representative
Visitors to School
Physical Distancing
Staff Interaction
Hand Hygiene
Cleaning Regimes
Equipment and Resources
High-risk Staff and Pupils
Curriculum Guidance
Wording has been taken directly from the documents so as to avoid ambiguity and misinterpretation.
Returning to Work
Schools must have a COVID-19 policy in place prior to the reopening of schools.
All staff will undertake and complete COVID-19 Induction Training prior to returning to the school building.
If a staff member is unsure about any aspect of the COVID-19 Response Plan, the associated control measures, or his/her duties, he/she should immediately seek guidance from the Principal.
In order to return to the workplace, staff must complete a Return to Work (RTW) form. A RTW form should be completed and returned 3 days before returning to work.
The principal will provide details of the Induction Training and details of any additional health and safety measures in place in the school.
It is critical that staff are aware of, and adhere to, the control measures outlined.
Staff have a legal obligation under Section 13 of the Safety, Health and Welfare at Work Act 2005 to comply with health and safety requirements and to take reasonable care for the health and safety of themselves, their colleagues and other parties within the workplace.
Manage the risks of COVID-19... do everything to avoid the introduction of COVID-19 into the school.
Suspected Cases of COVID-19
No child, teacher or parent should attend an educational setting if unwell or any members of their household are unwell with symptoms of COVID-19.
A designated isolation area should be identified within the school building ...behind a closed door and away from other staff and pupils.
If it is not a room it should be 2m away from others in the room.
Provide a mask for the person presenting with symptoms.
Staff member caring for a pupil should wear a face covering.
Arrange for them to be transported home as soon as possible.
Arrange for cleaning of the isolation area and work areas involved.
Carry out an assessment which will determine follow-up action.
The HSE will inform any staff/parents who have come into close contact with a diagnosed case.
Symptoms of COVID-19
Cough
Fever
Shortness of breath or breathing difficulties
Loss of smell or taste, or distortion of taste
Lead Worker Representative
Every school will appoint one LWR.
In schools with less than 30 staff, a Deputy LWR will be appointed to deputise where the LWR is absent.
In Schools with 30 or more staff, an Assistant LWR will be appointed to assist the LWR, and deputise where the LWR is absent.
Appointing a LWR
The school staff are entitled to select staff members for the LWR, Deputy and Assistant LWR.
One of the positions should be selected from the non-teaching staff where feasible.
The process for appointment should be arrived at by consultation at school level, through the seeking of volunteers. Where there is more than one volunteer, all school staff should vote.
Role of the LWR
Represent and consult with all staff.
Work collaboratively with school management and assist with implementation of measures to suppress COVID-19.
Keep up to date with the latest public health advice.
Monitor adherence and conduct regular reviews of safety measures.
Report any issues of concern immediately to management. Following any incident, assess any follow-up action required.
Supports for the LWR
Where the LWR/Assistant LWR is a teacher, The 10 Croke Park hours used for planning on other than a whole school basis will be utilized.
Where the LWR/Assistant LWR is an SNA, 10 of the ‘72 hours’ will be utilized.
Where the LWR/Assistant LWR is a secretary or Caretaker, a re-prioritization of duties should be carried out to afford them time to carry out the duties.
Visitors to Schools
Necessary visitors such as contractors and parents will be restricted to essential purposes and limited to those who have attained prior approval.
The Department of Education Inspectorate may also need to visit schools to support them in the implementation of public health advice.
A detailed sign in log of those entering the school should be maintained. The school should maintain a log of staff and pupil contacts.
Physical Distancing
Increase separation ~ Decrease interaction
Distance of 1 metre should be maintained between desks or between individual pupils
This recommendation in the first 4 years of primary school is not a pre-requisite to reopening.
Structure pupils and their teachers into Class Bubbles and ‘Pods’ within those class bubbles.
There should be at least 1m distance between individual Pods.
Flexibility in implementing of measures may be required.
Pupils and teaching staff should be consistently in the same Class Bubbles.
Each class grouping...mix only with their own class.
Different Class Bubles should where possible have separate breaks.
Pod sizes should be kept as small as is reasonably practical.
Sharing educational material between Pods should be avoided/minimised.
Limit contact and sharing of common facilities.
Schools should reconfigure class spaces to maximize physical distancing.
Room is clear of any unnecessary furniture etc.
Staff Interaction
2m is recommended for physical distancing by staff.
If 2m cannot be maintained, guidance on face covering should be observed.
Physical distancing should be observed within the staff room through the use of staggered breaks etc.
Staff meetings should be held remotely or in small groups or in large spaces.
Staff can rotate between areas/classes but this should be minimized where possible.
If a staff member has any concerns in relation to COVID-19 he/she should contact the Lead Worker who will engage with the principal/BOM.
Hand Hygiene
Existing handwashing facilities in schools were not designed for the enhanced level of handwashing envisaged necessary...without significantly impacting on educational class time. Hand sanitizers can be deployed more readily... the Department will provide funding to schools to install and use hand sanitizers for each classroom and other key locations in their school
The Department has arranged a framework to enable schools to purchase hand sanitizers and any other PPE supplies. Funding will be available at the end of August.
Supplies should be topped up regularly.
Hand hygiene can be achieved by hand washing or use of a hand sanitizer
On arrival at school
Before eating or drinking
After using the toilet
After a cough or sneeze
After playing outdoors
When hands are physically dirty
Handwashing
There is a requirement for access to hand washing facilities after activities that are likely to soil hands.
Wash hand basins, running water, liquid soap and hand drying facilities should be provided in all toilet.
Warm water is preferable but if the plumbing system only supplies cold water, a soap that emulsifies easily should be used.
Hand Sanitiser
Hand sanitizer is suitable for use when hands are not visibly soiled.
Hand sanitizer dispensers can be deployed at exit and entry points of schools and classrooms.
Evidence of effectiveness is best for alcohol based hand rubs but non-alcohol based can be used too.
Care should be taken to ensure that pupils do not ingest them. Young children should not have independent use of alcohol gel.
Cleaning Regimes
The Department of Education will provide additional funding to schools to support the enhanced cleaning required
Each school setting should be cleaned at least once per day.
Additional cleaning should be focused on frequently touched surfaces - door handles, hand rails, sink and toilet facilities.
There should be regular collection of used waste disposal bags.
Cleaning Regimes for Teachers
Specific advice in relation to school cleaning will be covered in the induction training
All staff will have access to cleaning products and will be required to maintain cleanliness of their own work area. Under no circumstances should these cleaning materials be removed from the building.
Staff should thoroughly clean and disinfect their work area before and after use each day.
Cleaning Regimes for Toys
All toys should be cleaned on a regular basis for example weekly.
Choose toys that are easy to clean and disinfect
Wash toys in warm soapy water. Rinse in clean water. Thouroughly dry.
Toys that cannot be immersed up in water should be wiped with a damp cloth and dried.
All shared equipment should be cleaned between uses.
Equipment and Resources
Staff and pupils should avoid sharing of personal items
Sharing educational materials between Pods should be avoided/minimized
Shared equipment should be cleaned between uses
Pupils should be encouraged to perform hand hygiene after using any shared item
Remove unnecessary clutter
Minimize congregation at shared resources.
Pupils should be encouraged to have their own individual art and equipment supplies
Shared electronic devices should be cleaned between use. Consideration could be given to the use of wipeable covers
Minimise sports equipment sharing and clean shared equipment between uses
Choose toys that are easy to clean and disinfect.
Jigsaws and puzzles should be capable of being washed and disinfected.
Play dough where used should be for individual use only.
Library and Books
Where practical pupils should have their own books. Textbooks that are shared should be covered in a wipeable plastic covering that can be wiped with a suitable household cleaning agent between uses.
High-risk Staff and Pupils
The list of people in very high risk groups includes people who:
· are over 70 years of age – even if fit and well
· have had an organ transplant
· are undergoing active chemotherapy for cancer
· are having radical radiotherapy for lung cancer
· have cancers of the blood or bone marrow such as leukaemia, lymphoma or myeloma who are at any stage of treatment
· are having immunotherapy or other continuing antibody treatments for cancer
· are having other targeted cancer treatments which can affect the immune system, such as protein kinase inhibitors or PARP inhibitors
· have had bone marrow or stem cell transplants in the last 6 months, or who are still taking immunosuppression drugs
· have severe respiratory conditions including cystic fibrosis, severe asthma, pulmonary fibrosis, lung fibrosis, interstitial lung disease and severe COPD
· have a condition that means they have a very high risk of getting infections (such as SCID, homozygous sickle cell)
· are taking medicine that makes you much more likely to get infections (such as high doses of steroids or immunosuppression therapies)
· have a serious heart condition and are pregnant
Staff at very high risk may be unable to return to school.
Schools will be provided with resources to replace staff unable to return to the workplace due to COVID-19
These staff will be facilitated to work from home. This may include supporting very high risk students who cannot attend school.
Pupils at very high risk may be unable to return to school.
Ensure that these pupils receive appropriate support to engage with learning...support these pupils and ensure their ongoing connection with their classmates and school community.
Additional supports will be provided for these pupils through designated teachers from within the staffing resources of the school.
Welcoming Pupils back to School
The Department will disseminate guidance for parents for children’s return to school.
Extensive communication by the school with the school community on the specific arrangements that will apply in the school is expected.
It will be important to allow pupils and parents to become familiar with the operation and layout of the school and the new health and safety measures and routines - for example, through a virtual tour of the school or an advance open day.
The focus at the start of the new school year will be on managing the transition period of returning to school from home.
Schools will be encouraged to allow time for pupils to develop the relationships necessary so that they are ready to participate in a meaningful way with their learning.
School supports will be available for children who struggle to come back to school.
Reassure parents who are anxious about their child returning to school; communication in this regard should be factual, clear and based on the latest evidence and guidance.
Establishing and maintaining two way communication will be critical throughout the coming period.
Visitors such as parents will be restricted to essential purposes and limited to those who have attained prior approval from the principal.
Welcoming Junior Infants
A wide range of resources and support materials have been prepared and published by the Department of Education and the Department of Children, Disability, Equality and Integration. (Click here)
Given the well-recognized benefits of play and its role in connecting pre-school and primary school learning experiences, schools are encouraged to provide children in infants and Junior classes with opportunities for play.
Curriculum Guidance
Curriculum considerations must take account of the variable learning experiences of pupils during the period of school closure.
The school community and relevant agencies need to ensure that pupils who have been adversely affected by the lack of classroom contact time receive the necessary supports in their learning.
Challenges facing us all is September include ensuring that pupils can settle happily back into school, that all in the school community stay safe and well and that pupils can pick up and progress in their learning, experiencing as full and as enjoyable a curriculum as possible.
Schools need to enable pupils to communicate their own needs, and to acknowledge and respond to those needs. This can be done through activities in SPHE lessons, through art, imaginative play and/or through conversations.
Getting to know each child will be especially important in identifying appropriate starting points for teaching and learning.
Teachers will need to take time to assess pupils’ needs, and to re-teach, revise, and consolidate previous learning before introducing new learning.
Teaching Methodologies
It is not envisaged that standardized tests of Reading and Mathematics will be administered on the return to school.
It is essential that teachers continue to provide a broad range of active learning experiences for all pupils. These include play-based learning, inquiry-based learning, talk and discussion, use of digital technologies, and learning in the environment.
Care should be taken to avoid the over use of teacher-directed and didactic approaches to teaching in an effort to ‘catch up’ or ‘cover lost ground’
Curriculum Priorities
It will be necessary for schools to prioritize certain aspects of the curriculum.
Give greater time to SPHE, PE, Language and Mathematics.
The use of integrated approaches will be particularly important in the context of building efficiencies into how the curriculum is delivered.
Teachers might find it useful to work with the curriculum content, objectives and learning outcomes for the previous class level for at least the month of September.
SPHE and Wellbeing
There should be a focus on wellbeing as a foundation for learning.
Identify what areas of learning were not taught during the school closure period and prioritize those for term one. Mandatory aspects of SPHE such as Stay Safe and Relationships and Sexuality Education (RSE) should be taught early in the year.
Particular attention should be given to personal hygiene, managing feelings, and resolving conflicts.
The Outdoor Environment
Planning for more frequent use of the outdoor space across the curriculum will help children to adhere to social distancing, engage in physical activity, and build their sense of wellness and contentment.
Even while seeking to maintain social distancing, every effort should be made to ensure that pupils have the opportunity to play and socialize both through structured and unstructured breaks. Break times may be staggered, play activities may be mostly outdoors, or groups may be kept very small.
Physical Education
Emphasise strands such as Athletics or Outdoor and Adventure Activities with particular focus on the strand units of running, jumping, throwing and orienteering.
Choose learning experiences where pupils can work individually or in small groups with minimal equipment
Promote physical activity and movement of a non-contact nature.
Language
Learning experiences that are playful, interactive and constructive will be very beneficial in supporting the development of oral language.
Reciting a wide range of poems, rhymes and descriptive passages, singing songs will be beneficial for reviving and supporting fluency and creativity in language, and can also support integration with other curricular areas.
Access to ample reading materials in a range of genres will support their enjoyment of reading. It will be important that pupils can choose and engage with texts of interest to the, in both languages.
Mathematics
An emphasis on talk and discussion will be important in enabling pupils to describe their learning, to express their understanding and demonstrate an absence of understanding.
It will be important the topics and concepts taught during the school closure period are revised and that pupils’ learning is reinforced and consolidated. Topics not taught in the last school year will need to be prioritized.
While the use of physical manipulatives may be more restricted, alternative versions including notation boards, hundred squares, Diene’s cut-outs and virtual manipulatives could be utilised.
Distance Learning
Explicit provision must be made for contingency curriculum planning for a situation in which there might be an unexpected period of school closure.
Build on the experience of using digital technology during the school closure period to support contingency arrangements in the event that pupils need to continue their learning is a distance learning environment
Update school policies to support digital and blended learning; include the school’s Acceptable Use Policy (AUP), Child Protection procedures, and Data Protection and Critical Incident policies.
You can find a free downloadable pdf of these highlights here.