The below responses are updated based on information available to INTO on 11 September 2020. Members should bear in mind that this is an evolving and fast-changing situation and that stakeholder consultations will continue over the coming weeks.
We will continue to update these FAQs as further information becomes available.
1. Work and Attendance
A teacher’s normal place of work is their school. In these circumstances, teachers are required to attend for work unless they are on approved leave. Circular 49/20 sets out the arrangements for paid leave and remote working for certain categories of teacher in the context of Covid-19. A teacher’s normal place of employment is their school, and there is no contractual or legal entitlement to work from home. However, if you are on certain types of leave where you may not attend the workplace and are medically fit for work, you are regarded as being available to work remotely. This includes people who are on A teacher who is on Covid-19 Leave – Diagnosis is not precluded from working remotely if it is feasible i.e. the teacher has recovered sufficiently. Teachers on sick leave or unpaid leave are not available to work remotely. The DES has set out duties that support the work of the school in developing and delivering its programmes of teaching and learning for pupils for teachers who are working remotely which may include: You should discuss arrangements for working remotely with your principal, or for principals this should be discussed with your Board. Where a principal teacher is in the very high risk category and is working remotely and in view of the many roles required of a Principal and the need for the presence of the Principal in the workplace to carry out certain of these roles, the Department has, on an exceptional basis, agreed to sanction the filling of an Acting Principal working in collaboration with the Principal in the very high risk category. Each school is required to put in place a School Covid-19 response plan. A template plan has been published by the Department of Education (DE) following consultation with stakeholders. The Covid-19 response plan outlines the measures which schools must put in place including: Schools as workplaces are subject to inspection by the Health and Safety Authority to ensure that they are compliant with measures to contain the spread of Covid-19. Staff have a statutory obligation to take reasonable care for their own health and safety and that of their colleagues and other people in the school community. The cooperation and assistance of all staff is essential to reduce the risk of spread of COVID-19 and to protect health and safety as far as possible within the school. All staff have a key role to play. In this regard and in order to facilitate safe working, these duties include, but are not limited to, the following: In accordance with the government Return to Work Protocol, every employee returning to work must complete a return to work form. This is a standard form which has been provided for schools by the DE. The form includes questions designed to minimise the risk of people inadvertently returning to work with Covid -19, and to identify those in the very high risk categories. The form is a self-declaration form. It should be filled out at least 3 days before returning to the workplace. If you answer yes to any of the questions, you must seek medical advice before returning to school. The responsibility for the development and implementation of the Covid-19 Response Plan and the associated control measures lies primarily with the Board of Management/ ETB and school leadership team. The government Return to Work Protocol for all workplaces provides that a Lead Worker Representative (LWR) is selected in each workplace. The role of the LWR is to work collaboratively with the employer to ensure, so far as is reasonably practicable the safety, health and welfare of employees in relation to COVID-19, to monitor and promote adherence to the control measures in place, to consult with colleagues and if necessary make representations to the employer on behalf of their colleagues on matters relating to COVID-19 in the workplace. The DE has published Guidance on the role of the Lead Worker representative in primary and special schools, and a Checklist to assist them with their work. A designated isolation area should be identified within the school building. The possibility of having more than one person displaying signs of COVID-19 should be considered and a contingency plan for dealing with additional cases put in place. The designated isolation area should be behind a closed door where possible and away from other staff and pupils. If a staff member/pupil displays symptoms of COVID-19 while at school the following are the procedures to be implemented: The HSE/ HPSC published a Schools pathway for Covid-19 on 24th August. It sets out the action that should be taken by the public health authorities and schools if there is a confirmed case in the school. INTO has prepared a short Guide to this document. The Medical Officer of Health will liaise directly with the school and inform them of any confirmed cases, and will undertake a risk assessment to inform schools further actions. Schools have been asked to provide a contact number so that they can be contacted outside of school hours if necessary. If a child in your class/ a colleague is diagnosed with Covid -19, the HSE contract tracing process will be activated. Contact tracing identifies people who were in close contact with someone who has coronavirusSchools are required to keep a list of visitors to schools for the purposes of contact tracing. Staff should be encouraged to download the Covid Tracker app to assist in the identification of close contacts. Schools are also required to prepare a summary of key information which can be given to the public health authorities to inform their risk assessment. If through this process you have been identified as having had close contact with a confirmed case, the HSE contract tracing team will contact you through a call from a contact tracer, or an alert through the Covid -19 tracker App. They will arrange a test for you and advise you to restrict your movements for 14 days. If you are advised by the HSE that you should restrict your movements, you should not attend work, and will be on Covid- 19- Restricted Movement leave, as per Circular 49/20. In a letter to all schools on 28th August, the DE advised that “The response to confirmed cases or outbreaks of Covid-19 in the community or in a school is the responsibility of and will be led and managed by Public Health HSE. Any actions to be taken by the school will be communicated directly by Public Health HSE. School management will be informed as and when such actions such as exclusion of children or staff; partial or full closure, are deemed necessary on public health grounds. If the school is not so informed, it has not been deemed necessary by Public Health.” Yes, schools are required to put physical distancing measures in place. The Roadmap for the Full Return to School notes the public health advice, which recognises that physical distancing in a school context has some specific elements acknowledging that: “The principle of distancing can be usefully applied in the school setting, allowing for some flexibility when needed. However, it must be applied in a practical way, recognising that the learning environment cannot be dominated by a potentially counterproductive focus on this issue” Schools are being advised that physical distancing has two elements (i) increasing separation; and (ii) decreasing interaction. Increasing separation means that all available space in the school should be availed of in order to safely maximise physical distancing and that classroom space should be reconfigured to maximise physical distancing. This may involve the removal of nonessential furniture from classrooms, and the utilisation of all available space in the school. It may also involve reorganisation of class groups to maximise the use of rooms of different sizes. It is recommended that where possible, a distance of 1m should be maintained between desks or individual pupils. However, it is recognised that younger children and some children with special education needs are unlikely to maintain this distancing. The DE has provided a number of illustrative classroom layouts to demonstrate how physical distancing can be applied. It is recommended that staff and children use the same workspace rather than moving around, and do not share equipment or books. A common-sense approach is required in recognising the limits to which decreasing interaction between pupils can be achieved depending on the school setting. The objective is that each teacher and class grouping mix only with their own class to the greatest extent possible. Classes may also be divided into pods (groups) with less interaction between those groups. Class groupings should have separate play areas/ times as far as possible. Arrangements should be made to ensure that children do not congregate when entering or leaving their classrooms. The public health advice also states that a distance of 2m should be maintained between staff when they are not engaged in teaching, for example on breaks, when arriving for / leaving school and in and around the school building. Staff meetings may be held remotely, or in small groups in large spaces to facilitate physical distancing. Staff should also be mindful of maintaining 2m physical distancing in interacting with parents, for example when they are leaving or collecting children from school. Yes. The School Covid Response Plan states that staff have a statutory obligation ( under the Health Safety and Welfare at Work Act) to take reasonable care for their own health and safety and that of their colleagues, and sets out the duties which are included in this, including adhering to physical distancing, good respiratory etiquette and completing the Return to Work form. It should be borne in mind that any failure to adhere to a school policy may be dealt with by management through the normal disciplinary process for schools, beginning with the informal stage. Any concerns which a member of staff has in relation to Covid-19 related issues should be discussed with the Lead Worker Representative, who can make representations on behalf of their colleagues and work collaboratively with the board to ensure, as far as is reasonably practicable that the measures are in place. The role of the Health and Safety Authority is to ensure compliance with the Return to Work Safely Protocol. If an employee feels the workplace is not in compliance with this protocol which includes social distancing guidelines, they can raise their concerns with the HSA and they will address the concerns with their employer. You can make a complaint using the HSA’s online complaint form. You should raise your concern with your principal/ board first to give them the opportunity to address the issue. Yes. The School Covid Response Plan states that staff have a statutory obligation ( under the Health Safety and Welfare at Work Act) to take reasonable care for their own health and safety and that of their colleagues, and sets out the duties which are included in this, including adhering to physical distancing, good respiratory etiquette and completing the Return to Work form. The procurement process allowed for higher grade masks for SNAs and teachers in a Special Class setting owing to the nature of the work and close contact with children. If a teacher / SNA has been provided with personal protective equipment (PPE) which they feel is not of the required standard, they should raise this issue with their school principal and /or Board of Management and schools can acquire medical grade masks where necessary. The Department of Education will be reviewing the funding to schools later in the year for the January – March 2021 period and this expense could be taken into account then. No. In upholding the values of Circular 13/2017, Special Education Teams will continue to deliver support in usual way. Whilst schools have autonomy to deploy SET resources, the principles of the above circular still apply and a school is not permitted to redeploy Special Education Teacher(s) to mainstream classes to reduce class size. The circular sets out the allocation process for Special Education Teachers (SETS) to mainstream primary schools. It states that schools should ensure that the additional SET supports are used in their entirety to support pupils identified with special educational needs. The additional Teaching Resources which are being provided under this model cannot be used for mainstream class teaching, or to reduce the pupil teacher ratio in mainstream classes. Yes. The deployment of SETs and SNAs must address the needs of the cohort of pupils who require support. In light of Covid-19 safety measures, minimisation of interaction is a key consideration, however, the Department of Education in their advice to schools recognise that this is not always possible. As per public health advice and Department of Education guidance in the Covid-19 Response Plan for the Safe and Sustainable Reopening of Schools movement should be limited as much as possible – “to the greatest extent possible, children will be in the same class bubble”. Access to resources, the use of Personal Protective Equipment (PPE), and the provision of cleaning materials so that staff can clean their own desk & workspace after each “bubble” interaction should also be factored into the arrangements. The space available to SET team / number of rooms in the school building will dictate whether or not children can be withdrawn. If teachers have access to a room, they will be responsible for School Leaders and Management team will consider the needs of the pupils in organising the deployment of the SET team. Pupils with special educational needs, those children at risk of educational disadvantage, pupils with English as an additional language (EAL) and children experiencing homelessness or living in direct provision have been the most adversely affected by the interruption of formal schooling and therefore their need for additional support will be exacerbated by events of recent months and disruption to their schedule. Special education teaching supports provided to schools should be used solely for the support of pupils with identified special educational needs, including those pupils for whom English is an Additional Language (EAL). The special education teaching supports cannot be used to reduce the pupil-teacher ratio in mainstream classes. Neither can they be used to allow any special education teacher sole responsibility for the delivery of any curriculum subject to any particular class. The principle of integration is central to the Special Class model, and as such it should continue. The education of the pupil is the key priority. It follows that the pupil can be part of two bubbles for this purpose, and the integration should be in line with the social distancing measures in place for the mainstream classes. As with the movement of SETs and SNAs, movement between “bubbles” must be minimised, but it some cases it cannot be avoided. As per advice in the circular, travel during the course of the school day is not recommended and should be avoided if at all possible. If a teacher is shared between schools, it is preferable that his/her timetable is organised in such a way as to allow support to be delivered in whole day blocks in the one school. The department has provided additional staffing resources which will help to minimise the movement of staff within and between schools. It is recognised that there will continue to be movement of staff between schools, albeit perhaps at a reduced level. See additional information here. The sharing of materials among pupils should be minimised. Where possible, children should have their own individual resources, for example: textbooks, pencil cases, art equipment and musical instruments. Some resources can be shared when necessary, but strict adherence to the Department of Education COVID-19 response plans for the safe reopening of schools must be maintained: Shared electronic devices such as tablets, touch screens and keyboards should be cleaned thoroughly between use. The use of wipeable covers for electronics is recommended to facilitate cleaning. Similarly, sharing of sports equipment and musical instruments should be minimised but where it is not practicable to provide pupils with their own individual piece of equipment, the shared resource must be cleaned between uses. Where practical, students 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. Students should be encouraged to perform hand hygiene before and after using any shared item. Teachers will need to adapt their class library to ensure adherence to the Department of Education COVID-19 response plans for the safe reopening of schools. Books should be covered in transparent, wipeable plastic covering that can be cleaned with a suitable household cleaning agent between uses. Students should be encouraged to perform hand hygiene before and after using any shared item. Children should be encouraged to make careful choices and minimise handling of books. Teachers may segregate books available into separate plastic boxes (preferably with lids) and allocate a box to each “pod” within the class bubble. Returned books should be quarantined for a period of 72 hours. Again, there must be a strong emphasis on hand hygiene at all times. Where possible, children should have one notebook / copybook for homework exercises and the use of plastic, wipeable covers is advised to enable cleaning before and after handling. Pupils may bring a lunchbox/water bottle to school, but they should be the only person to handle these items during the school day and should not share or swap their lunch with other children. The virus that causes COVID-19 survives for longer on hard surfaces like lunchboxes and water bottles, compared to soft fabrics like clothing, so these items should only be used by one child and should be cleaned daily with regular household cleaning products. A designated teacher from within the school staff. School leaders will have flexibility and discretion to redistribute their existing support resources. For example, Special Education Teachers (SETs) can be assigned to pupils who have special education needs to provide and monitor adapted education provision for children in this category. There may also be teachers within the staff who themselves are deemed to be at ‘very high risk’ and are available to work from home. Such teachers could support pupils who are learning from home. For schools who do not have a member of their teaching staff working from home, they may organise for a designated teacher from another school (who has been certified as ‘very high risk’ and is working remotely) to provide continuity of supports to pupils who are at ‘very high risk’ to Covid-19. Local Education Centres will compile a list of schools in a region that have teachers in this category. The Class teacher may decide that they themselves are best placed to meet the needs of the pupil(s) most appropriately at very high risk. Such a decision must be made in consultation with school leadership. No. Pupils and parents who are experiencing a high level of anxiety, to the extent that they choose not to return to school, should receive support and reassurance from the school. It is understandable that some parents will harbour an element of concern as children return to schools following a prolonged absence, but schools can assure parents that they have been provided with guidelines from the DES in relation to class size management, implementing social distancing etc. to ensure a sufficiently safe learning environment. Parents can access these guidelines, which are based on public health advice and informed by best practice internationally, here. The National Educational Psychological Service (NEPS) have developed resources for parents, pupils and teachers on anxiety. NEPS will be available to advise schools on how best to support pupils and parents in this cohort. Pupils identified as at risk of early school leaving should also be supported in the usual manner and schools are not expected to use adapted education provision / remote learning. TUSLA Education Support Service (TESS) have indicated that they will prioritise supports for schools in relation to return to school and school attendance for children in this category during the months of September and October. TESS have also devised a useful set of Frequently Asked Questions for parents which can be accessed here. Children who hold a medical certificate stating that they are at ‘very high risk to Covid-19’ and are therefore instructed to remain at home, as per public health advice, should be marked present. All pupils other than those in the ‘very high risk to Covid-19’ group will only be marked present when they attend school. In cases where families are experiencing socio-economic disadvantage or do not have access to the necessary technology, the school should provide pupils with access to one of the pooled devices to support remote learning. If no devices are available, the school may be able to purchase the required materials using the Department of Education ICT grant (April 2020). Some pupils may not have adequate connectivity to support online learning and in such instances, schools should explore alternative options such as sending materials via post, phone calls to parents and pupils, or using email or text as a means of communicating. A clear channel of communication must be established from the beginning of the school year. An agreed online platform should be utilised to facilitate clear, consistent two-way home-school communication. For children who are medically certified as “very high risk to Covid-19”, the designated teacher must ensure daily contact with the pupil to meet the required level of guidance and support to maintain progress in learning. Collaboration with the class teacher and frequent, effective communication is paramount to ensure that this process runs smoothly Education centres will identify schools in their locality where there are teachers available to work from home and compile a list of same. This will assist school leaders in linking pupils who are at ‘very high risk’ with a designated teacher. Local Education Centres will provide guidance for schools in accessing support for those engaged in remote teaching, facilitating support (as appropriate) from PDST. Teachers should aim to provide opportunities for pupils at ‘very high risk’ to interact with their peers, albeit in a remote setting, by setting project work that can be completed as part of a group / pair work. Regular engagement with pupils who are learning from home is imperative to support their emotional development and minimise the difficulty they might experience reintegrating with the school community upon their return. It is suggested that opportunities for group work / interaction on a whole class level be provided at least once each week. Teachers will continue to plan in the usual manner using agreed school planning templates and their normal preparation strategies incorporating different methodologies and strategies where possible. There should be a balance of guided and independent tasks across all curricular areas. Teachers should endeavour to provide a range of teaching and learning strategies to stimulate and engage the pupil. Tasks selected should be carefully prepared to meet the individual needs of the pupil including language needs and the needs of pupils with SEN. The use of thematic approaches to learning will help pupils learning from home to experience a broad curriculum that incorporated a range of subjects including Social, Environmental and Scientific Education (SESE) and the Arts as well as the curricular areas identified earlier. Teachers are expected to provide supportive, constructive, and timely feedback to pupils who are at very high risk to Covid-19 and are learning from home. Pupils should be afforded regular opportunities to demonstrate their level of understanding and learning progression. It is important that the teacher takes into account the voice of the pupil to gain an insight into his / her level of engagement with distance learning In keeping with guidance for teachers on curriculum matters for the 2020-2021 school year, pupils who are learning from home should experience a curriculum in which the following are prioritised: An emphasis must be placed on pupil wellbeing and this can be supported through lessons and learning opportunities in SPHE and PE. Teachers should highlight the importance of using the environment to allow for enriching learning experiences and promote active learning which is a key aspect of the child-centred 1999 primary curriculum. No. As per Circular 11/01 ‘Retention of Pupils in Primary Schools’ the Primary Curriculum is designed as an eight-year course and skipping one year is not permitted. Teachers will meet the needs of pupils with exceptional academic ability through differentiation. The focus of the Inspectorate’s work in the first term of the 2020/2021 school year will be on supporting schools and they will act in an advisory capacity as schools manage the re-integration of pupils following the prolonged closure. Mandatory aspects of the SPHE programme, including Stay Safe and RSE, should be prioritised in the new school year. For children who are learning from home, class teachers, designated teachers and parent(s)/guardian(s) will agree approaches to these areas in line with school policies. Tasks assigned to pupils in infant classes must reflect the active, hands-on nature of their classroom learning experiences. Online approaches in isolation are not conducive to effective learning experiences for younger children. Teachers may provide opportunities for younger pupils to share their learning activities with their peers. Parent(s) / guardian(s) should be provided with The class teacher has primary responsibility for the learning of pupils in his / her class. Class teacher must collaborate with the relevant special education teacher (SET) to review the pupil’s priority learning needs and plan accordingly (in line with Continuum of Support). The pupil’s Individual Education Plan (IEP) / support plan should be developed in cooperation with the class teacher, the pupil, and his / her parent(s)/guardian(s). Any additional support that would normally be made available to a pupil in the school setting (for example, support for behavioural, emotional and social needs, support for literacy and numeracy or EAL) must continue to be provided. Frequent communication between the class teacher, designated teacher and SET regarding curricular content and classwork will be necessary. Goals and strategies identified in the IEP / support plan will be reviewed and updated as required. A special education teacher in the ‘very high risk’ category who is working from home may support pupils with SEN across a cluster of schools. The Professional Development Support for Teachers will: The NCSE, COGG and Scoilnet websites offer a range of materials to support learning at home. [/dropdown] The length of the school day is set out in Circular 11/95 – Time in school as follows Recognising the unprecedented circumstances, some teachers may also agree to undertake additional supervision duties before or after school on a goodwill basis, following consultation between staff and management. Alternatively, a school may decide to allocate time from Croke Park hours for supervision. If your school has decided to lengthen the school day without consultation, you should seek an opportunity to have this reviewed at an early date and in line with the information above. Under the Organisation of Working Time Act, employees are entitled to a fifteen-minute break during the first six hours of their working day. The current health crisis does not remove this entitlement, and employers should ensure that their supervision rotas provide for adequate break times for staff. The school day circular, 11/1995, provides for forty minutes of breaks/recreation for pupils during the school day, but teachers’ duty of care to their pupils extends through that time, and teachers are not entitled to the entirety of this time as a break. The level of supervision required in each school is a matter for the Board of Management, taking into account factors such as age, maturity and number of pupils as well as the topography of the area that requires supervision. All teachers have a duty of care to their pupils throughout the school day, but supervision at mid-morning and lunch time breaks can be covered on a rota basis. Arrangements for supervision are governed by Circular 33/2013. Teachers are required to provide up to 43 hours of supervision for mid-morning and lunch time breaks. In some small schools, teachers provide in excess of this. The guidance on physical distancing contained in the Roadmap for Full Return to Schools states that “different Class Bubbles should where possible have separate breaks and meal times or separate areas at break or meal times [or this could be different class years i.e. 2nd class, 3rd class etc.]” and that “staff members who move for class bubble to class bubble should be limited as much as possible”. The Roadmap also acknowledges that the risk of transmission is lessened outside, so with physical distancing in place teachers can safely supervise children from outside their “bubble” in the school yard. This also facilitates staff breaks. In accordance with the Organisation of Working Time Act, all employees are entitled to a 15 minute break during the school day. Where revised arrangements have been put in place without consultation with staff, you should seek an opportunity to have this reviewed at an early date and in line with the information above. All absences in primary schools are now substitutable including those where previously no substitute could be appointed, including for In respect of EPV days, For the 2020/21 school year, the Department will provide substitute cover for the first day of EPV Leave taken by a teacher in the school year. Subsequent EPV Leave may be taken only where the effect on the school’s operation, including its COVID-19 Response Plan, is minimal and where this can be enabled without disruption to the teaching of the class and without the division of the class group between other classes. Where it is not possible for a teacher to take their total EPV Leave during the 2020/21 school year, accumulated untaken EPV Leave will be carried over to be taken in the 2021/22 school year, subject to a total maximum of five days EPV in 2021/22. The DES has established 100 supply panels, employing 300 fixed term teachers to provide substitution in over 2000 schools. These panels provide cover for short term absences in the schools included in the clusters. in addition, teachers on career break can carry our substitute work without restriction and teachers who are job sharing can carry out substitute work in their own schools. The Teaching Council has also announced a number of measure to increase teacher supply, including: INTO has released an enhanced version of our popular Subsearch service which is now available to INTO members. TeacherConnect is a brand-new member service which offers an enhanced service to members available for substitute work and to schools seeking to fill a substitute position. To access the new service visit https://teacherconnect.into.ie. Circular 49/20 sets out that an employer may grant special leave with pay where an employee has: Substitution for such days will be paid by the DE. Any special leave with pay granted for the purpose of diagnosis of COVID-19, self-isolation or restricted movements or because a teacher is in the very high risk category will not be counted as part of the employee’s Sick Leave record. You must contact your school if any of the above circumstances apply. You must inform your school that you have tested positive for COVID-19. You will need to complete the Application Form at Appendix A of Circular 49/20 and submit it to your Board/ ETB with medical/ HSE certification, including estimated date of fitness to return to work. Special leave with pay will be granted by the employer and the appropriate leave (Covid-19 –Diagnosis) entered on the Online Claims System (OLCS). The Occupational Health Service (OHS) advises that in a confirmed COVID-19 infection, an employee needs to be 14 days post onset of symptoms and also 5 days fever free (which may run concurrently) before returning to the workplace. It should be noted that the 14 days is from the onset of symptoms and not the date of receiving a positive COVID-19 test result. The HSE will activate contact tracing and advise your close contacts that they need to restrict their movements for 14 days. You will be medically/HSE advised to self-isolate while you wait for a COVID-19 test appointment and test results, generally because you have symptoms of Covid-19. You must arrange a COVID-19 test as soon as possible and must immediately inform the employer of the COVID-19 test result. You must inform your school that you are self isolating. You should complete the Application Form at Appendix A and special leave in Circular 49/20 (Covid-19 leave: Self-Isolation) with pay will be granted by the employer and applies up until the COVID-19 test result is obtained. Where the COVID-19 test result is positive, you will remain on special leave with pay and must be recorded by the school as ‘COVID-19: Diagnosis’ on the OLCS/relevant ETB system. You will be medically/ HSE advised to restrict your movements if you have no symptoms but you are a close contact of a confirmed case, or live with someone with symptoms. You must arrange a COVID-19 test as soon as possible. You must complete the Declaration Form at Appendix B of Circular 49/20 and return it immediately to the employer, accompanied by medical certification (GP/HSE) including date of fitness to return to the workplace. You remain available for work,and should contact your principal in relation to working remotely for the 14 day period. A sub will be appointed for you, and your leave will be recorded on the OLCS/relevant ETB systemas Covid-19 –Restricted Movement. If you live with someone who has symptoms and is awaiting a test, it may not be recommended that you to arrange a test, pending the outcome of the persons test. If the person you live with has a negative test, you no longer need to restrict your movement and you can return to work immediately. If a sub teacher is offered a contract of more than 40 days in duration then they are considered to be a non-casual sub from day one of that contract (with the exception of covering a long term sick leave absence). In this instance, a non-casual sub would have access to broadly the same entitlements as their temporary and permanent colleagues for the duration of their contract. Therefore, a non-casual sub would have access to special leave with pay should they have a diagnosis of Covid, be medically advised to self-isolate, or restrict their movements. Casual subs do not have a contract of employment and therefore, have no entitlement to paid leave from the DES. However, teachers in this situation should contact the DEASP to check whether they are eligible for the Covid 19 Enhanced Illness Benefit. The DEASP stipulates that to qualify for COVID-19 enhanced Illness Benefit, you must: To submit a claim for this benefit, a casual sub will need to have worked a day in the preceding four weeks. For more information please contact the DEASP. The current Government advice is not to travel overseas. Any person coming into Ireland, (apart from Northern Ireland and individuals arriving in Ireland from locations with a security rating of normal precautions – “Green List”), is required to restrict their movements for 14 days. If you intend to undertake non-essential travel overseas to a country which is not on the Green List, you should make provision for the 14 day period of restricted movement, by way of an Unpaid Leave application, in line with the normal terms and conditions as set out in Chapter 11, Circular 54/19. A sub will be paid in this case. You must advise your school in writing in advance of such travel abroad and to include the travel details. This requirement is necessary for the protection of public health. If you return from a “Green List” country, there will be no requirement to restrict your movements. However, you should still notify your employer in advance in writing of your intention to travel, as the “Green List” will be regularly reviewed and may change, and you should be aware that whatever restricted movement requirements are in place on their date of return will apply. INTO is currently seeking clarification in relation to essential travel (eg for medical treatment) in non green-list countries. We will update this information as soon as possible. The list of people in very high risk groups includes those who: Current HSE advice for people in this category is that you need to cocoon. If you are unsure if you need to cocoon or not, talk to your doctor. If you fall into this very high risk category, you should consult your GP / consultant in advance of return to work and seek their advice. You should complete the online Occupational Health Service (OHS) Covid -19 Risk Assessment immediately and submit it to the OHS, with a Report from your treating consultant. You should inform your principal that you believe you are in the very high risk category and are required to cocoon. You will also be required to advise your school in the Return to Work form that you are in this category. Medmark will provide you with a Risk Assessment Report. Where that Report advises that you are in the very high risk category, and cannot attend the workplace, you must fill out the Declaration Form at Appendix C of Circular 49/20 and submit to your school. Where you are medically fit for work, you should work from home as to the maximum extent possible. You may be assigned work in supporting children in the very high risk category, or other work assigned by your principal. A substitute teacher will be appointed to carry out your normal teaching duties. The list of people in high risk groups as defined by the HSE includes those who: In accordance with public heath advice , a teacher in this category who is not ill must attend the workplace, unless advised otherwise by the Occupational Health Service (OHS). You should take extra care to: You are not obliged to disclose your condition on the Return to Work form. However, if you are concerned about your health and your fitness to return to work, you should consult your doctor and get their advice. If your doctor states that you are unfit for work, you will be on sick leave in accordance with the normal provisions (see Chapter 1 of Circular 54/19). In accordance with Circular 49/20, if you are fit for work but where you have concerns about close contact with pupils for prolonged periods, you can seek advice from the OHS by completing the OHS Covid -19 Risk Assessment and submitting with a report from your treating consultant to the OHS. The OHS will provide you with a Risk Assessment Report. Where that Report advises that you are in the very high risk category and cannot attend the workplace, you must fill out the Declaration Form at Appendix C of Circular 49/20 and submit to your school. Where you are medically fit for work, you should work from home as to the maximum extent possible. Where an individual feels that they have been placed in an incorrect risk category a review process has been put in place by Medmark. Individuals should email Medmark to request a review as follows: The review will be undertaken by a team of four specialist occupational physicians who re-evaluate the medical evidence and deliver a consensus opinion on the risk categorisation. If someone is considered borderline Medmark indicates that it is highly likely they will be given higher categorisation. If your treating doctor/ consultant deems that you are unfit for work, you should provide certification to your school and, if you pay Class A PRSI, you must apply for Illness Benefit for absences in excess of six days, including Saturdays . Please note to apply for Illness Benefit you must submit your IB1 and Med1 forms directly to the DEASP in a timely manner to ensure payment. You can obtain these forms for your doctor. Paid sick leave will continue in line with the provisions set out in Chapter 1 of Circular 54/19. If you need to apply for the Critical Illness Protocol, you should do so in the normal manner. If you recover, you should indicate to your school/ principal that you are now fit for work, and they should update the OLCS accordingly. If you have been absent for a short-term illness the school/ principal will follow the dates of the certificate and can end the sick leave accordingly. The principal can accept the teacher’s own doctor’s confirmation of their fitness. You will need to complete a Return to Work form. If a teacher has been absent for a longer period – more than twenty-eight days consecutively or cumulatively in the past twelve months – they must be referred to the OHS, Medmark, and be certified as fit to work in order for the school/ principal to end the period of sick leave on the OLCS. Medmark has confirmed to INTO that it is continuing to operate and will provide telephone consultations during this time and will be in contact with members who are referred to them. There are various categories of unpaid leave, with various conditions attaching to the schemes. (see below) Any changes to unpaid leave will be at the discretion of the Board of Management/ ETB, and must be in accordance with the rules for the leave as set out in Circular 50/19. Unpaid Maternity Leave Per Circular 54/2019, Chapter Two, part 17.1: “Termination of Statutory Additional Unpaid Maternity/Father’s Leave An application to take statutory additional unpaid Maternity Leave or statutory additional unpaid Father’s Leave, may be withdrawn in writing, for any reason, up to 4 weeks prior to the proposed commencement date for such leave. If the 4 week cancellation period provided for in the Act has passed, entitlement to withdraw an application has been lost.” Statutory Unpaid Adoptive Leave Per Circular 54/2019, Chapter Three, part 15.1: “Termination of Statutory Additional Unpaid Adoptive/Father’s Leave An application to take statutory additional unpaid Adoptive Leave, or statutory additional unpaid Father’s Leave, may be withdrawn in writing, for any reason, up to 4 weeks prior to the proposed commencement date of such leave. If the 4 week cancellation period provided for in the Act has passed, entitlement to withdraw an application has been lost.” Parental Leave Per circular 54/2019, Chapter Five, parts 12 , 14 and 15 The parental leave circular makes provision for parental leave to be suspended by the teacher in the event that the teacher becomes too ill to care for their child, of if the employer believes the teacher is using the parental leave for a purpose other than child-care. In relation to requests to change work hours/pattern, S15 states that “Such a request must be made in writing to the employer not later than 6 weeks before the proposed commencement of the change in work pattern specifying the nature of the changes requested, the date of commencement and duration of the change in work pattern”. Otherwise, as per the Confirmation Document at Appendix B of the relevant chapter, “Following signing, no amendment can be made to the Confirmation Document without the agreement of both parties. A copy of the Confirmation Document should be retained by the teacher.” Discretionary unpaid leave Circular 54/2019 Chapter Eleven is silent on the withdrawal of a request for unpaid leave days, so this may be addressed on a case by case basis by schools. Career Breaks In accordance with Circular 54/19, a return to duty in the school/ETB which granted the Career Break is not permitted other than at the beginning of a succeeding school year. A teacher on a Career Break who wishes to resign from his/her teaching post must notify the employer in writing in accordance with the teacher’s terms of employment. If a teacher resigns from the Career Break during the course of the school year, that year will be deemed to be a full school year for the purposes of the maximum number of years allowed under the Career Break Scheme. Jobsharing In exceptional circumstances, the employer may permit a Job Sharing teacher to withdraw from the Job Sharing Scheme and return to his/her original teaching post earlier than expected if he/she can be accommodated within the approved staffing allocation, subject to contractual arrangements. However, such an application may not be considered beyond 1 st November. Carer’s Leave Per paragraph 12.1 of Chapter 6 of 54/2019: The period of Carer’s Leave shall terminate on the date specified on the Confirmation Document at the time of application, except where the relevant person: Otherwise, per the Confirmation Document at Appendix B of the relevant chapter, “Following signing, no amendment can be made to the Confirmation Document without the agreement of both parties. A copy of the Confirmation Document should be retained by the teacher.” The HSE advises that “the information we have so far shows that pregnant women are not at-risk. This means that if you are healthy, you do not have a higher risk of serious illness if you catch coronavirus while pregnant.” Pregnant women are advised to take the normal measures to protect themselves, by washing their hands, social distancing and staying at home. In relation to attending work, the HSE advises that if you cannot work from home, you practice social distancing. If you have any concerns about your fitness for work, you should consult your doctor. If your doctor believes you are unfit for work, the sick leave provisions contained in Chapter 1 of Circular 54/19, including the pregnancy related sick leave provisions, will apply. Current advice from the HSE is that if you are caring for someone at a higher risk from coronavirus, it is very important you follow the advice on how to protect yourself from coronavirus. There is no provision for specific leave in the context of Covid-19, but the provisions of parental leave (if the vulnerable person is a child) or carer’s leave may apply.Am I obliged to attend for work in the school building?
In what circumstances can I/must I work from home?
2. Preventing the spread of Covid-19 in schools
What is my school required to do to ensure safe working for me?
What am I required to do as a school employee to ensure safe working?
Must I fill out a Return to Work form?
What is the role of the lead worker representative?
What happens if a colleague or pupil displays symptoms of Covid-19 during the school day?
What happens if a child in my class/a colleague is diagnosed with Covid-19?
Should physical distancing be in place in schools?
Am I required to adhere to the physical distancing, respiratory etiquette and to the other control measures which my school has put in place?
What should I do if my school has not put the recommended control measures in place?
3. Covid-19 Best Practice for Schools
Am I required to adhere to the physical distance, respiratory etiquette and other measures put in place by my school?
Are medical grade masks required?
Can schools redeploy Special Education Teachers (SET) to reduce the pupil – teacher ratio and ensure that less children are in one room / class “bubble”?
Can teachers and SNAs move between classes?
Can Special Education Teachers continue to withdraw pupils for additional support?
Can pupils attending Special Classes continue to be integrated into mainstream classes each day?
Can shared Special Education Teachers continue to travel between two (or more schools)?
Can resources be shared among pupils?
Can a teacher continue to provide library books for pupils?
Is there any special guidance for teachers regarding handling copy books / correcting homework etc?
Can children continue to use lunchboxes and reusable water bottles?
Who will provide support to pupils who are not present at school due to underlying medical conditions (and certified by doctor as “very high risk”)?
Is a school expected to provide adapted education for children who are not at ‘very high risk’ to Covid-19 but are anxious about returning to school?
Are pupils who are learning from home marked absent on the school roll?
How can schools ensure continuity of education for pupils in the ‘very high risk’ category who do not have access to digital devices?
How often should the designated teacher communicate with parent(s)/guardian(s)?
If no members of a school’s teaching staff are working from home and therefore there is no teacher available to assume the role of “designated teacher”, what options are available?
How can teacher maintain a sense of connection between pupils attending school and those who are learning from home?
What planning is a teacher expected to do for pupils who are learning from home?
How can a teacher assess pupils who are learning from home?
Are there specific aspects of the Curriculum that teachers should focus on? How can I (as teacher) “catch up” on gaps in learning as a result of school closure?
Can a parent request that their child can skip a year of primary school (based on performance or perceived achievement in recent months)?
Will Inspectors be visiting schools and conducting incidental inspections during the first term?
Due to the sudden school closure, pupils missed out on important content in the Stay Safe/RSE programme
How can teachers ensure continuity of learning for infants / younger pupils who are learning from home?
Advice for supporting pupils with at ‘very high risk to Covid-19’ with Special Education Needs
What support is available to schools?
4. School Day/Supervision/Substitution
In order to facilitate the safe arrival and dismissal of pupils, schools may use the 20 minutes set down for “assembly, supervision, preparation” as this does not entail the lengthening of the school day for pupils or teachers.What breaks am I entitled to as a teacher?
My Board has decided that the social distancing requirement to maintain separation between classes means that each class must be supervised separately. This means I am on supervision duty at every break. Is this necessary?
Can my school get a substitute if I am on leave?
What measures have been taken to ensure the supply of substitutes for this year?
5. Leave
Who can avail of Covid-19 leave?
I have been diagnosed with Covid-19. What should I do in relation to work?
I have been advised medically/by the HSE to self isolate. What should I do in relation to work?
I have been advised medically/by the HSE to restrict my movements as I am a close contact or live with a person with a diagnosis of Covid-19. What should I do in relation to work?
I am a non-casual sub teacher. Can I access paid leave if I have a diagnosis of Covid, or am advised medically/by the HSE to self-isolate or to restrict my movements?
I am a casual sub teacher. Can I access paid leave if I have a diagnosis of Covid, or am advised medically/by the HSE to self-isolate or to restrict my movements?
If I travel abroad and have to restrict my movements on return what should I do in relation to work?
I am a teacher in the very high-risk category. Will I be entitled to leave and what should I do?
I am a teacher in the high-risk category. Will I be entitled to leave and what should I do?
I am currently on sick leave. What should I do?
I have applied for unpaid leave starting later in the school year? Can I withdraw my application for leave?
What are the conditions governing requests for changes to unpaid leave?
I am pregnant and due to go on maternity leave later in the school year. I am very worried about being in school. What should I do?
I care for and live with a person who is in the very high-risk category. Should I be in work?