INTO Northern Conference Vere Foster Lecture 2019 Anti Bullying Act - May 2019
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May 2019
INTO Northern Conference
Page 4
Vere Foster Lecture 2019
Page 12
Anti Bullying Act
Page 14
Nuacht CMÉ
Reflections on my year as Northern Chairperson
As I hurtle though my year as Northern and vibrant. As the year passes, I have e outworking of this confidence was
Chairperson, I thought that it would be seen confidence growing among our clearly seen at our Northern Conference
important to pause and membership and this is in Belfast in March. ere was vibrancy
reflect on the year to date. having a major impact on and a life about the Conference that we
It has been an eye- education throughout the should all be very proud of. ose of us
opening experience North now and will who were fortunate to be delegates at the
discovering the difficulties continue to do so in conference will recall the many members
that our members are coming years. that stood up at the podium to speak for
experiencing daily. e is confidence comes the first time at an INTO Conference.
background to many of from strong industrial is bodes well for the INTO and for
these difficulties rests in action that has had the teachers throughout the North. I firmly
unreasonable desired impact of both believe that there is one simple reason
expectations leading to protecting our members we have not gone down the same road
the breakdown in and sending a strong that led to the horrendous working
relationships. message to management. practices that teachers and school
Fortunately, our It comes from the Branch leaders have experienced in England.
members have been structure that has been at reason is INTO. e collective
protected, to a major reinvigorated and from membership of the INTO have fought
degree, from the the more recently for decades against the worst of the
continued onslaught of Paddy McAllister, qualified teachers that are changes and cuts. e vibrancy and
change and unreasonable Northern Chairman becoming active in a confidence we are now seeing will also
expectations that are manner we have not seen protect us from the worst of the
causing; major workload issues, stress for a number of years. workload excesses in the coming years.
and ill health by the ongoing industrial
action. at is why any resolution of the
industrial dispute must be directly
linked to workload as well as pay.
Members I speak with readily Paddy
recognise that the monthly pay packet is McAllister
not going as far as it once did. ey also with
recognise that there is no point gaining Cathy
an increase in salary, though that Crozier,
remains a core objective of the INTO, if outgoing
we are to return to same level of Rep for
workload resulting in careers being cut NC
short through ill health. Southern
I have huge and growing admiration Region
for the activists throughout the Primary B
organisation that keep the INTO strong
Kevin Daly, incoming Chairperson Michelle McCrystal, NC Rep, North Eastern Primary Noreen Kelly, NC Rep, Southern Region Primary B
Region
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A review of Northern
Conference
The Northern Conference is over and alternative way to address the issues formerly. We know the delegates value
once again the tone for the other faced not only by teachers but by the this time which their normal working
teacher unions’ conferences has been system as a whole and the Northern lives have largely eroded away.
set, for where INTO leads the others Committee will be Judging by the many
follow. This year’s Northern Conference striving to ensure they happy faces, having
was energetic, purposeful and upbeat. are all delivered on. some time for
The delegates who attended mirrored Another key aspect of themselves was just
a genuine representation of the these resolutions is the what was needed.
growing INTO membership across the fact they arose directly Next year’s Northern
north. The old hands were joined by a from the memberships’ Conference will likely
new generation of activists who experiences. They are not be held at a venue
brought further energy and renewed theoretically based but outside of Belfast. The
optimism; together they reflected the founded rather on opportunities it
buoyant mood of the entire teaching practical, classroom affords will however
profession. experience, something be the same. So if you
INTO activists lined up to speak to the Department of have an issue which
conference, sharing their experiences Education might consider you think deserves an
of holding the faltering education employing before airing or you have an
system together. Delegate after imposing the next big idea for a motion that
delegate related how they were being thing on the system. you believe is
left to pick up the shortfalls in terms of INTO delegates offering important and would
personnel and resources which have solutions and willing to Gerry Murphy, make a positive
come about as a result of a decade of engage in discussion Northern Secretary contribution to the
cuts. These representatives of teachers kept the tone teachers’ lot; get
from across all sectors and stages constructive and positive. yourself along to your next Branch
confirmed what all involved in Every Northern Conference has, in meeting and share your thoughts,
education including the administrators addition to the work of Conference, a make your case. It could be your idea
and civil servants already know. They social side. The social side of that conference adopts and passes to
showed themselves unafraid to present Conference is in many ways just as the Northern Committee for action,
the unpalatable truths which some important as it allows for the coming next year. There are not many big
prefer to ignore and hide. together of friends, old and new. It organisations that provide as swift a
A total of 28 resolutions were adopted provides a safe place for teachers to route to real change as the INTO, and
by Conference. These resolutions are relax and chat to other teachers, to you as a member are only a Branch
the pathway that INTO will follow in the meet up with colleagues from their meeting away from actively
year ahead. Each provides an college days or schools they worked in contributing to that change.
NORTHERN COMMITTEE INFORMATION
Area Branches Mobile INTO Email
CEC 1 District 1 0101-0113 Seamus Hanna CEC Rep shanna@into.ie
CEC 2 District 2 0201-0217 Dorothy McGinley CEC Rep 07818424080 dmcginley@into.ie
BFC - Patrick McAllister BFC Rep 07828769034 pmcallister@into.ie
NEP North Eastern Primary Region 0101/0102/0104/0107/0109/0111 Michelle McCrystal INTO N Ctte 07851460682 mmccrystal@into.ie
NES North Eastern Post-Primary Region 0101/0102/0104/0107/0109/0111 Siobhan McElhinney INTO N Ctte 07915091871 smcelhinney@into.ie
SEP South Eastern Primary Region 0110/0113 Rachel O'Hare INTO N Ctte 07743427483 rohare@into.ie
SES South Eastern Post-Primary Region 0110/0113 John Kelly INTO N Ctte 07809694954 jkelly@into.ie
BP Belfast Region Primary A 0106 Caroline McCarthy INTO N Ctte 07977935988 cmccarthy@into.ie
BP Belfast Region Primary B 0105 Geraldine McGowan INTO N Ctte 07717277565 gmcgowan@into.ie
BS Belfast Region Post-Primary 0105/0106 Caoimhin MacColaim INTO N Ctte 07710234126 cmacolaim@into.ie
SP Southern Region Primary A 0202/0206/0208/0217 Marty Lavery INTO N Ctte 07733207887 mlavery@into.ie
SP Southern Region Primary B 0201/0203/0211/0214 Noreen Kelly INTO N Ctte 07846392235 nkelly@into.ie
SS Southern Region Post-Primary 0201/0202/0203/0206/0208/0211/0214/0217 Kevin Daly INTO N Ctte 07568528951 kdaly@into.ie
WP Western Region Primary A 0209/0213/0215/0216 Marie O'Shea INTO N Ctte 07802891109 moshea@into.ie
WP Western Region Primary B 0207/0212 Moira O'Kane INTO N Ctte 07522937888 mokane@into.ie
WS Western Region Post-Primary 0207/0209/0212/0213/0215/0216 Annmarie Conway INTO N Ctte 07701049789 amconway@into.ie
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Nuacht CMÉ
Make Your Voice Heard
INTO Northern Conference, Clayton Hotel Belfast
Friday 1st and Saturday 2nd March 2019
RESOLUTIONS PASSED
INTO Northern Conference 2019 was held on Friday 1 and Secretary Designate. Other speakers included: Joe Killeen,
Saturday 2 March 2019 in the Clayton Hotel, Belfast. INTO President, Gerry Murphy, INTO Northern Secretary,
The Right Honourable, Cllr Deirdre Hargey, Lord Mayor of Sheila Nunan, INTO General Secretary, and Noel Ward, INTO
Belfast welcomed guests and delegates to the city of Belfast. General Treasurer.
Kevin Daly, Vice-Chair INTO Northern Committee, called on The conference went into private session for the election
Patrick McAllister, INTO Northern Committee Chairperson, to of Tellers and standing orders report. Delegates went on to
make his chairperson’s address to the conference. discuss a wide range of confidence motions.
Patrick McAllister, INTO Northern Committee Chairperson,
introduced the first guest speaker: John Boyle, INTO General For photos see https://bit.ly/2FzfTtg
Resolution 1 their continued support in relation to of inspection;
Conference: non-cooperation in relation to ETI. [e] Calls on Northern Committee to work
[a] Demands that the employing Conference condemns the negative to ensure that normal inspection
authorities and DE move immediately comments made by the Chief Inspector in notifications will be maintained on
to restore teacher salaries to the real relation to the ongoing union action and cessation of industrial action and that
term levels they were at prior to the the lack of any response from the ETI to schools will not be inspected ‘without
financial crash of the late noughties; the NITC inspections mythbusting further notice’ as threatened in ETI
[b] Instructs the Northern Committee to document 'ETI, Perception and Reality’ in reports.
continue to campaign to achieve October 2016. Conference calls on
salary restoration in concert with our Northern Committee to: Resolution 3
sister unions on the NITC; [a] Reaffirm the decision taken by INTO in Conference condemns the
[c] Directs the Northern Committee to relation to its lack of confidence in the implementation of significant change to
work towards having the teachers’ pay Chief Inspector; the provision of SEN education being
scales extended beyond the salary [b] Continue to work through NITC to rolled out by DE and employing
plateauing that occurs after a teacher pursue an agreed pre-inspection authorities without proper and
who chooses not to seek additional document detailing the minimum meaningful consultation with education
management responsibilities reaches required documentation to support partners. Conference calls on Northern
UPS3 on the Main Professional Grade; the inspection process; Committee to challenge the change and
[d] Further instructs the Northern [c] Reaffirm its commitment to continue support teachers and all pupils including
Committee to continue working non-cooperation with ETI until the the most vulnerable in education by:
towards persuadingthe political parties current industrial dispute is settled. [a] Calling for due process to be followed
to bring about an increase in the level [d] Calls on Northern Committee to by DE and the employing authorities
of funding for education overall. intensify publicity of this action before any changes to SEN provision
among members and the general are delivered to schools;
Resolution 2 public, in order to support members [b] Instructing members clearly to not
Conference commends INTO members for whose schools are issued with a notice comply with SEN changes not signed
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INTO news
off by a Minister;
[c] Demanding DE and EA publish all
research, rationale and process which
has informed their proposed changes
in relation to statementing and
inclusion;
[d] Working with the other Education
Unions on a joint campaign relating to
Special Education.
Resolution 4
Conference:
[a] Is aware of the increasing workload
teachers are being asked to undertake;
[b] Calls on Northern Committee to
produce an audit of the average
number of additional hours of work
carried out each week outside directed
time hours;
[c] Calls on the Department of Education work with the wider trade union of communities, schools and principals.
to publicly recognise and movement to resist any further cuts
acknowledge the additional unpaid across the education system; Resolution 7
work undertaken by teachers; [e] Instructs the Northern Committee to Conference notes with concern the
[d] Calls on the Employing Authorities to work with the wider trade union increased pace within Area Planning
recognise the importance of the movement and other interested which has impacted upon current and
Workload Agreement and a teacher’s parties to develop an alternative vision future employment and career
right to follow it and a Board of for education which regardless of the progression of teachers and which
Governor’s duty to implement it. Committee's work will inform the negatively impacts on local communities
trade unions in their dealings with the and services. Conference further notes
Resolution 5 education administrators going the lack of proper consultation with
Conference: forward. INTO/NITC in relation to Area Planning.
[a] Welcomes the NI Affairs Select Conference calls on Northern Committee
Committee investigation into the Resolution 6 to work with the Employing Authority to
funding of the NI Education System; Conference notes with concern the seek an urgent review of the Area
[b] Commits the INTO to playing a increasing pressures associated with the Planning process to ensure that the needs
constructive and positive role should role of the teaching principal. of local communities are best served by
the work of the Committee lead to a Conference further notes the the process and that the jobs of
fuller and more wide ranging review of difficulties which arise in the education workers are protected where
the education system as a whole in NI; management of this dual role and the possible.
[c] Demands the EANI cease its efforts to untenable position this puts many
bring about further efficiencies across principals in. Conference calls on the Resolution 8
the system until the Stormont Northern Committee to actively engage Conference notes with concern the
Executive and Assembly are restored with the employing authorities in inadequate support given to teachers in
so as to provide for a proper level of developing practical and workable the early years of their career. Conference
public scrutiny to EANI; models of school leadership which allow notes the concerns of many young
[d] Directs the Northern Committee to for flexible approaches to meet the needs teachers who feel that current induction
Photographs © Kevin Cooper Photoline
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Nuacht CMÉ
and EPD structures do not provide Resolution 11 Committee to engage with all relevant
practical support for them in their first Conference condemns the continued use stakeholders to put an end to academic
years. Conference calls for Northern of results at GCSE and equivalent selection.
Committee to lobby the Department to: qualifications, and at A-Level and
[a] Increase levels of support and equivalent qualifications, as the principle
assistance and establish a better indicator of a ‘successful school’.
framework of support for beginner Conference notes with concern the
teachers; range of problems associated for pupils,
[b] Establish, in consultation with schools and staff arising from the use of
beginner teachers and teaching such a crude approach to determining
unions, a programme of support and how such a school is’. Conference also
other training that is fit for purpose; notes with concern the additional
[c] Ensure that funding is ringfenced and pressure this approach places on
enough time provided for beginner teachers, subject leaders/heads of
teachers to avail of additional support department, principals and vice-
that they require. principals. Conference calls on Northern
Committee to:
Resolution 9 [a] Continue to raise this matter with DENI
Conference condemns the ending of the and the employing authorities and
Investing in the Teaching Workforce with these parties seek an end to the
Scheme. Conference notes the benefits of use of GCSE and A-Level grades as the
the scheme for INTO members and the principle measure of success in the
cost-saving impact for the Department of post-primary sector;
Education. Conference calls on Northern [b] Campaign with other relevant
Committee to: stakeholders for greater recognition of
[a] Lobby the Department of Education, pass grades at GCSE and A-Level other
the employing authorities, government than A*- C by employers and FE
ministers and all other relevant colleges in order to facilitate young
departments for the continuance and people's entry to training and
extension of the scheme; employment;
[b] Request from the Department of [c] At the time of publication of league
Education, full details of the cost tables to publicly respond by
savings / efficacy of the scheme; condemning the use of data as the
[c] Publicise the positive impacts of the sole means to define the worth of
scheme. schools.
Resolution 10 Resolution 12
Conference calls on Northern Committee Conference notes with concern the
to resist any attempts by EA to introduce number of primary schools who continue
the Personal Education Plan model until it to engage with transfer tests and
is workload proofed and is deemed encouraging staff to prepare students for
manageable by the JWP of TNC. these. Conference calls on Northern
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Resolution 13 as ‘sick leave’. Conference notes the of Ireland's DES with a view to
Conference: devastating impact of workplace violence identifying areas where closer
• Notes the reported increasing instance and/or physical and verbal abuse on cooperation across the border on
of mental health issues among pupils members, and by extension on their professional matters and educational
and the consequential detrimental family and work colleagues. Conference services can be achieved in the
effects on their school experience, as calls on Northern Committee to: interests of the workers in both
well as that of their peers. [a] Challenge this practice with the systems and the young people of the
• Further notes with concern the Department of Education and entire island;
demands being placed on teachers employing authorities; [b] Instructs the Northern Committee to
coping with these issues and the [b] Seek the implementation of a new begin lobbying the local political
implications for classroom category of leave, which reflects parties for support for such an
management. Calls on Northern absence due to work-based injury or enhanced level of cross border
Committee to demand that support physical or verbal attack; cooperation in education;
systems are put in place, whereby [c] Seek an agreement with the [c] Directs the Northern Committee to
children have access to the support, Department of Education and continue working in concert with the
counselling and/or therapy which is employing authorities that such leave CEC to further promote the idea of
best suited to their needs. should not be accrued or considered increased cross border cooperation in
alongside general sick leave. education through the ongoing
Resolution 14 lobbying efforts undertaken regularly
Conference condemns the current Resolution 15 by INTO members in the Republic of
practice by Department of Education and Conference: Ireland.
employing authorities of recording time [a] Calls on DE to engage more actively
off following a workplace-based assault with their colleagues in the Republic Resolution 16
Tacaíonn an Chomhdháil leis an fheachtas
chun reachtaíocht teanga a achtú don
Ghaeilge atá ar chomhchéim leis an
reachtaíocht teanga sa Bhreatáin Bheag
agus in Albain. Treoraíonn Comhdháil
Thuaidh an Choiste Thuaidh, tionchar an
reachtaíochta seo ar an earnáil oideachais a
fhiosrú.
Conference supports the campaign to
enact Irish language legislation similar to
the language legislation in Wales and
Scotland. Conference instructs the
Northern Committee to investigate the
impact this legislation would have on the
Education sector.
Resolution 17
Conference notes with concern, certain
aspects of the Bullying Act 2016, the
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Nuacht CMÉ
recent training given by EA and the pupils suffering physical and mental despite the Review of SEN not having
potential impact the Act will have on health problems arising from the taken place. Conference calls on Northern
teacher workload. process of selection. Committee to work with members and
Conference calls on Northern interested professional bodies (teaching
Committee to: Resolution 19 colleges, Children's Law Society, NICCY,
[a] Actively engage with NITC and other Conference notes the disparity in the Equalities Commission, SENAC et al) to
relevant bodies to investigate the legal remuneration of teaching principals in determine the impact of these changes in
implications of the Bullying Act 2016 small schools in comparison to their the classroom, and where necessary to
for teachers, principals and school administrative colleagues. Conference challenge and work to reverse those that
governors. calls on Northern Committee to work negatively impact on pupils.
[b] Campaign for a review of the with the employing authorities to ensure
aforementioned Act. that teaching principals are paid at a rate Resolution 21
commensurate with the role they carry Conference notes with concern the ever-
Resolution 18 out, rather than determined by the school increasing workload for SEN co-ordinators
Northern Conference calls on the intake. in both primary and post-primary schools.
Northern Committee to develop a rights- Conference calls upon Northern
based campaign in partnership with the Resolution 20 Committee to work with the Education
Participation and Practice of Rights Conference notes with concern the Authority and other relevant stakeholders
Project to: changes to provision already being to devise clear guidance on time allocation
[a] Challenge the disparity between FSME implemented by DE and the Education for current SENCOs within all sectors.
and non-FSME pupil uptake to Authority for pupils with SEN including
grammar schools; challenging behaviour, Resolution 22
[b] Campaign the Department of mild/moderate/specific learning Conference notes the issues in relation to
Education to address the issue of difficulties and undiagnosed conditions the lack of support for teachers and
principals in primary and post-primary
schools working collaboratively to ensure
pupils have a positive experience when
moving from primary to post-primary
school. Conference calls on Northern
Committee, through NITC, to work with
relevant authorities to develop
appropriate training for teachers to
thereby ensuring greater collaboration
between teachers in primary and key
stage 3 to help to ensure a more positive
experience of transition from primary to
post-primary school.
Resolution 23
Conference commends INTO for the
continued strength of support for
Industrial Action from teachers and
school leaders. Conference calls on
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the student bodies in each campus to
inform trainee teachers about the
importance of joining the INTO;
[b] Provide Rep training for elected union
leaders in each campus to inspire
them to take on these roles and
responsibilities when they find
employment;
[c] Offer access to Conferences and
Branch meetings to allow trainee
teachers to appreciate the inner
workings of our union prior to
graduating.
Resolution 27
Conference calls on Northern Committee
to establish a youth committee which will
meet twice annually in order to:
Northern Committee to continue to work number of teachers who feel vulnerable [a] Discuss issues and concerns that are
through the NITC in finding ways to re- at their place of work due to the amount pertinent to newer members of the
evaluate and normalize working patterns of informal access provided to parents teaching workforce;
so that teachers and school leaders can and other visitors throughout the school [b] Encourage increased participation
achieve a better work/life balance. day in the name of ‘Open Door’ policies. amongst younger members of the
Conference further notes the number of union in branch meetings and school
Resolution 24 teachers and education workers who representatives;
Conference commends INTO in informing have reported being the subject of abuse [c] Encourage younger teachers to
members about their rights and due to such access. Conference calls on participate in committees at both
protections in the event of an assault. Northern Committee to work with the Branch and District levels;
Conference demands that the continued relevant education authorities to ensure a [d] Encourage active participation at INTO
increase in assaults in schools is safe and secure working environment for Conferences and Congress.
acknowledged by the DE and employing all education workers in schools.
authorities and that correct procedures of Resolution 28
reporting, risk assessment and resourcing Resolution 26 Conference commends the work being
are implemented in schools and that Conference calls on Northern Committee carried out at Branch and District level to
school management use all procedures to actively seek to develop a union increase member participation.
available to them to ensure this trend is branch within the two largest teaching Conference instructs Northern
reversed. colleges: St Mary’s and Stranmillis Committee to support Branch Officers in
University Colleges. Conference calls on their efforts to ensure all members are
Resolution 25 Northern Committee to: represented at school, Branch and District
Conference notes with concern the [a] Establish a working group amongst levels.
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SEN –the Perfect Storm
Our education system is under serious of them this will impact on their physical Project identified a new group of children
threat. The health of our teaching and health & learning. We must meet these whose brain functioning is configured in
non-teaching staff is suffering under the children’s educational needs – they are a different way to that previously
strain. The educational budget crisis vibrant young people who are valued but understood by educators of children with
continues to deepen, schools are in we also must understand where they are disabilities and for that we must create a
financial crisis, the profile of our pupils is at. In an education system that is focused responsive pedagogy. Ultimately in our
changing, CPD for teachers has collapsed on academic achievement it is failing to classrooms we are trying to provide a
to ‘online’ training, politicians are using understand the needs of so many purposeful education to the children and
the teacher as the gate keeper for children. Consider just the simple young people in front of us without an
society’s issues and the Education research that tells us that the brain has accurate diagnosis of need. The children
Authority NI is driving a ‘transformation’ of not formed the part that deals with are changing, teaching is changing but is
special education which is confused, lacks numeracy before 26 weeks and the policy keeping up?
research, transparency and most impact will still be prevalent for babies The current transformation of special
importantly funding. Add to this the lack born before 33 weeks. The child will either education is being led by the SEND Act
of ministerial presence and direction from be educated with the knowledge that (2016). The SEND Act followed a review by
the Department of Education and the numeracy needs an individual approach Warnock of education since The Warnock
Education Authority to implement or they will have an education that Report (1978). The Warnock report had
change by stealth before Policy change highlights their failure right through. A identified that 20% of the school
(how many of you have been talking simple ‘google’ of pre-term birth & population could have a SEN and
about PLPs, reduced stages – all part of a numeracy identifies a wealth of research identified 2% might need support over
Code of Practice that has not even been that should be informing our curriculum and above what a mainstream school
printed for consultation). We could and teaching resources. could provide. In 2012 the Minister at the
despair that this perfect storm is The devastating impact of attachment time presented to the Education
negatively impacting on a generation of for some children, trauma, emotional Committee a review of SEN & Inclusion.
pupils and teachers or we could start neglect, impact of parent depression or Since then we have seen a roll out of
doing something about it. abandonment and even the parenting by plans, consultations and policy change by
ipads, smart phones. Bonds are not being stealth to cram and squeeze the children
What can be done? made, emotional resilience is not being we know to fit the 20% - 2% model and it
• There needs to be a recognition of the formed, relationships are failing and these doesn’t fit! What do I feel the motivation
changing complexity of the children children arrive in our classrooms not is? Money, a lack of research and a denial
and young people we are teaching by ready or able to form the relationships about the real needs of children and
the education system as a whole. that are so important to emotional and society.
• Evolving SEN policy in the North of educational development. In 2016 New Regulations for SEN were
Ireland needs to review the risks & Finally, and significantly in the North delivered for consultation – responses
threats to SEN Education and look to we are in denial about the impact of expressed significant concerns but our
the research that is leading the way in Foetal Alcohol Spectrum Disorder. In consultations are not weighted. The
other education systems. England ASD sits at approximately 2%, response of a Union representing over
• A way forward worth fighting for needs over the last 10 years FASD has seen a 7000 teachers, or a director representing
to be clearly identified and coordinated dramatic increase (a combination maybe the Health Trust, or Education lead in a
by those supporting education. of better diagnosis and increased abuse Teaching college counts the same as 1
Our classrooms are changing – children of alcohol) overtaking ASD diagnosis to individual and as a result grave educated
and young people are presenting us with 3%. In NI we have no figures for FASD but concerns are being discounted. The
needs which require us as teachers to our ASD statistic sits at approximately Regulations have not reached final
review how we are teaching, what we are 5% – and yet no one writing policy is publication.
teaching and why we are teaching on a asking any questions about why is our In 2018 we started to see a strong trend
more and more individual basis. ASD figure so high and why do we not forming in the delivery of change in SEN
It’s a simple phrase to say 21st century have figures for FASD when we know without finalised regulations and no
issues but it simply is true. Partly it is there is recognised research in the South indication of the new Code of Practice. A
because we know more, thanks to and in GB. PLP which is a data driven exercise is
research which has opened up our Combine all of this and you find some being drip fed out despite amended
understanding eg. sensory impairments, of the most complex children we are versions still being produced – it is not
ASD, ADHD, rare syndromes. Another teaching in our special schools and child or parent friendly and therefore not
significant impact has been the advances increasingly in our mainstream schools – fit for purpose. The phrase ‘Primary need’
in medical intervention; babies are the child who has a mixed bag of became part of the vocabulary we were
surviving pre-term birth at earlier and everything. The Complex Learning hearing. As teachers we are told to
earlier stages and for a significant number Difficulties and Disabilities Research identify the primary need, again for data
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driven purposes despite research in school. Mental Health is becoming a of manipulating results through
identifying a new complex need and significant issue in all schools, including misinterpretation and disregarding the
comorbidity. I’d love someone to tell me special schools, for our weight of responses from
the primary need of a 15 year old young pupils and now for our for example: Children’s
woman with Downs Syndrome, SLD, ASD, staff as they struggle in a Law Centre, NICCY,
ADHD, VI, anxiety and mental health system that is not fit to Teaching Unions.
issues. Her day in school needs to have a meet their needs. • Research into SEN in
purpose and often that purpose is to help Challenging behaviour is NI. The Children’s
her find some happiness & calm in all the increasing in all our Commissioner is
confusion. classroom with levels of reviewing the provision &
violence reaching higher achievement of children
This brings me to maybe the most severity and frequency. with SEN as members of
destructive and recent SEN change in The Chief Inspector of our schools and society
the North of Ireland, the great move to the ETI in her most recent throughout the
make us fit the 20%-2% – the blanket report highlighted the education system.
removal of medical conditions from the significant increase in Teachers must be a part
SEN register. Data analysts have taken numbers of nursery of this research
over a system. In November 2018 children being suspended contributing the
schools were instructed to run two – and again no one seems successes and failures -
reports off SIMs, their SEN register & to be asking why. I can how are mainstream
Medical Register. On 3rd January 2019 probably describe to you the Caroline McCarthy, schools currently coping
all medical conditions were removed needs of that child. Northern Committee with pupils with increasing
from the SEN register. One school needs already in their
reports a 40% reduction in their SEN Inclusion is a powerful word, can be a schools? What finance, support,
Register, a significant number of which divisive word and a word I believe is training, resourcing etc do they identify
need re-entered and all need reviewed. being misunderstood, misused and as essential and do they currently have
1 days cover per 100 pupils on the SEN misguided by the EA in their current it?
register was allocated to make these plans for Special Education. Inclusion is • Research into the prevalence of
changes (3 min 20 seconds per pupil). not wearing the same jumper, going in complex needs in Belfast. Research into
Has SIMs dictated the path of SEN? the same front door and then behind specialist schools -v- ‘one size fits all’
separate doors. Inclusion is about super school. An assessment of ‘super’
The EA Development Proposal for ‘Future being a valued and expressive member schools already established in NI.
Provision for Children in the Early Years of your school community where needs • A long term plan that looks to
with Special Educational Needs’, states are identified, staff & whole school changing SEN provision based on
that only the most complex of needs will training delivered, resourced and research, close effective working using
be met in Special Schools, without teaching and learning has the greatest the knowledge and experience of the
defining what complex needs are. Special chance of success. school communities, child focused
Schools are planned to lose their bodies (NICCY, Children’s Law Centre,
specialism under the false guise of equity A Way Forward: SENAC etc), The Trust as well as the EA
of provision. Separate schools provided • As individuals respond to consultations & DE, with a clear financial plan and
for specific needs MLD, physical – make sure that the impact of aimed to impact positively throughout
difficulties with associated learning proposed policy change on the our society as we move into the future,
needs, specific learning needs, SLD, teaching and learning in our schools is reassuring. All this while building trust
PMLD, SEBD, has been abandoned by the clearly fed back to DE or EANI. with schools, parents and pupils (a tall
EA (during the absence of a functioning • To delay the process until such a time order but worth a try).
government). Under the premise of as we have an Education Committee
equality of access, all other pupils will who can question the EA position, a Many children need places in smaller
either be placed in mainstream classes or Minister to take responsibility to sign classes, specialist support classes, special
mainstream attached LSCs. (interestingly off any redesign of Special Education schools and the numbers are increasing
LSCs are most often identified for our and clarity as to the best way forward year on year. It’s a simple fact. Our
children with ASD – what about the other to provide an education for all. Education employing authorities need to
needs?) Our mainstream schools are not • Unions and Stakeholders demand an be asking why this is so and meeting the
resourced or financed to meet this need. independent review into the current need, that’s what makes us a better
Teaching and non-teaching staff are practice with consultations. A society. We as teachers and parents also
shouting out letting us know these consultation should be a robust need to be asking why this is so, that’s
changes are not benefiting any children process replacing the current approach what makes us better human beings.
PRINTOUT 11 MAY 2019Nuacht CMÉ
Assaults
Findings of the NIC ICTU Education Trade Union Group survey
Schools are unique working should be of grave concern to everyone the aftermath of such incidents. Added
environments, where the relationships involved in education. to this is the detrimental effect on the
between the parent and the teacher has Assaults on teachers, both physical and education of young people due to
the potential to create an excellent verbal, are all too common in our schools. teacher absence as a result of assaults.
working environment for all; teachers, Teachers and classroom assistants from e rise of violent and disruptive
pupils and all other workers. the earliest years in school have continued behaviour in schools must be examined
However, that same relationship can to work in situations where they are in the context of the budget cuts that are
cause major issues within schools. unsure of what they will happening in all our
On ursday 21 March 2019 the NIC- experience when they schools.
ICTU Education Trade Union Group arrive at work. Due to budgetary
released the findings of a major survey of e support received considerations, and the
teachers and support staff from nine by teachers and other lack of support available
education unions affiliated to the ICTU. workers in schools, when through Children and
e survey was in response to concerns they report assaults, is Young People’s Strategic
raised by members of these individual often extremely limited, Partnership (CYPSP),
unions in relation to levels of violence in and in some instances, schools are losing the
schools. school management lay specialist support that
e survey found that: the blame on the staff they had in the past to
member. is can lead to work with vulnerable
• 1 in 3 education workers experience
under-reporting of younger people. Any
PHYSICAL abuse annually
incidents to reduction in teaching
• 1 in 5 receive physical abuse ONCE a
management, either numbers inevitably
WEEK
because they feel that to causes a rise in class sizes,
• 83% have been VERBALLY abused in
do so undermines them and there are not enough
the classroom
as professionals, or resources being put into
• 45% of verbal abusers are PARENTS Mark McTaggart,
because, when they have supporting pupils with
Assistant Northern Secretary
For some education workers the level of asked for the issue to be specific additional
abuse is even starker: addressed in the past, management have educational needs.
not given an adequate response. Such It is now incumbent on the managing
• 88% of Special Education teachers
under-reporting inevitably heightens the authorities and the Department of
have received verbal or physical abuse
risk of more serious assaults in future. Education to work, as a matter of
• 95% of support staff, such as
Particularly alarming is the rise in the priority, to ensure that every worker in
classroom assistants, have been
number of teachers who, following the sector can attend their place of work,
assaulted.
assaults, are forced to be absent from without fear of assault, and to provide
What the survey findings highlights is work, and as a result the subsequent the necessary resources to allow all in
the glaring reality for teachers and effect it has on both the physical and schools to get on with the core business
education workers across the north. e mental wellbeing of teachers and school of schools in educating the young people
issue of assaults becoming commonplace leaders and their families in dealing with in this society.
Vere Foster Lecture 2019
200th Anniversary of the birth of Vere Foster
and marking 100 Years of the UTU
Friday 17 May 2019 2pm – 5pm
INTO Offices, 23 -24 College Gardens, Belfast
The event will examine the legacy of Vere Foster (in particular his role in organising teachers)
for both INTO and UTU, the developments which gave rise to the establishment of the Ulster
Teachers’ Union in the context of the political tensions on the island of Ireland a century ago,
and the broader role of the labour movement in the campaigns for home rule/independence
and the opposing campaign to maintain the union with Britain.
PRINTOUT 12 MAY 2019INTO news
Say No to Drugs and Nappies
More often than not, teachers and undergarments or take responsibility for make this sort of arrangement then the
educators in general, find that they are the administration of any medicines. To following procedure should operate:
expected to fulfil a ‘loco parentis’ role not do so may leave teachers vulnerable to • The smallest possible dose of required
only by the management of the school but accusation and if medicines are medicine should be brought to the
by parents themselves. Lately INTO has administered incorrectly this could have a school, preferably by the parent and
received a number of queries in relation to damaging effect on the child and perhaps this should have clear written
changing children’s diapers, incontinence distress for a practicing teacher; moreover instructions along with the name of the
pants and administering medicine. they could find themselves named in a pupil and emergency parental contact
Of course teachers must be prepared to legal claim for negligence. number. Medicines should not be
react to an emergency in a sympathetic If a child has long-term problems for carried to school in glass containers.
manner, for example if a child has had an instance diabetes, asthma • Medicines should be
unexpected accident which has resulted or epilepsy a school has a centrally stored away
in them either soiling themselves or duty of accommodation from pupils in a locked
emergency medication is needed. so that all pupils can have cupboard. Access to this
However, while teachers realise that they equal access to their stored medicines must be
have a professional duty of care for all of education. However, this through prior
the children they teach during the then must be managed in arrangement. Certain
working day, either on or off campus, this a manner that all medicines such as
does not mean that there is a statutory arrangements are clearly inhalers must be readily
requirement upon teachers to be understood so that accessible at all times of
responsible for either changing a child’s medicines can be the school day.
undergarments or the administration of administered. Parents Arrangements for
medicines. In emergencies teachers should be encouraged to medicines is extremely
should do no more than is obviously provide the maximum important if children are
necessary and appropriate to relieve standard of assistance and leaving school for an off
extreme distress or prevent further or support. campus visit. How these
otherwise irreparable harm. Qualified There are no agreed arrangements are
medical attention should always be arrangements to allow Tommy McGlone, managed is a matter for
sought in emergencies. teachers to either change Senior Official the principal’s
INTO recommends that teachers do not children’s clothing or professional judgement
change children’s administer medicine. No teacher can be or employing authority guidelines.
directed to do so and any teacher • Medicines that are self-administered
being instructed in this manner should, if possible, have adult
should contact their Northern supervision. This can be the principal or
Committee rep or Northern some other adult acting under the
Office. principal’s authority. It is advisable that
Parents should be a written log is kept at the school
encouraged to make noting the pupil’s name, date and time
arrangements to come to of the administration.
school or be at home for
periods when children require Remember: No teacher can be
medication that has not been directed to administer medicine or
arranged as self-medication. change a child’s clothing and any
This is reasonable but it does teacher being instructed in this
require clear and precise planning manner should contact their
and cooperation between school Northern Committee rep or
and parent. Where it is not possible to Northern Office.
There are no agreed arrangements to
allow teachers to either change
children’s clothing or administer
medicine.
PRINTOUT 13 MAY 2019Nuacht CMÉ
Addressing Bullying in Schools Act
(Northern Ireland) 2016
A
s this article goes to press, the (1) On the premises of the school for pupils. is is impossible to facilitate
rollout of training to schools during the school day: in our schools and when first
continues and are aimed to be (2) While travelling to and from the considering the “travelling to and from
completed by June 2019 with the school during the school term: school,” requirement, someone should
intended Commencement Order date as (3) While the pupil is in the lawful have thought of asking teachers and
2nd September 2019 for the 2019-20 control or charge of a member of their unions.
academic year. the staff of the school: or Another issue identified in this Act is
ere is no doubt that addressing (4) While the pupil is receiving the power to address cyber-bullying.
bullying in schools is a very important educational provision arranged With most schools restricting the use of
issue as all schools are dealing with on behalf of the mobile phones by pupils
various bullying incidents day and daily. school and during the school day, this
Surely an Act specifically focused on provided obviously points to the
addressing bullying would be welcomed elsewhere than potential bullying taking
by principals, teachers, parents and on the premises place outside the school
pupils alike. I am sorry to report that of the school. day. So, are schools now
this Act has not been embraced by the responsible for a possible
education community. 3. e Duty of Board of bullying text or post by a
e act should actually be renamed Governors to keep a pupil sent after the end of
as Recording Bullying in Schools Act record of incidents of the school day?
because it doesn’t provide for any bullying that occur
W
answers on how to eliminate the culture (1) On the premises of hat initially
of bullying in our schools but does the school during looked as an
provide guidance on what needs to be the school day: Act which
in place, such as policies, recording (2) While travelling to would go some way to
incidents and training. and from the school addressing bullying in
It is also unfortunate to report that the during the school schools is now seen to be
teaching unions were not involved in the term: Paul Groogan, a recording tool with
consultative process prior to this Act’s (3) While the pupil is Trade Union Official massive workload and legal
approval and that teachers are now faced in the lawful control implications for schools.
with the implementation of legislation in or charge of a member of the staff Had the teaching unions through NITC
law. of the school: or been properly involved in the initial
The Act requires 3 core legal (4) While the pupil is receiving consultation process the issues highlighted
obligations for schools: educational provision arranged on would not have arisen. Unfortunately,
1. Definition of “bullying,” which behalf of the school and provided because the Act has been passed in law,
includes (but is not limited to) the elsewhere than on the premises of schools have a legal duty to implement it.
repeated use of the school. INTO have already started the process
(a) any verbal, written or electronic to address the issues raised by this Anti-
O
communication n closer examination it appears Bullying Act. A sub-committee of NITC
(b) any other act, or the Act has changed the has met with the Department of
(c) any combination of those, international definition of Education to raise the concerns of our
By a pupil or group of pupils against bullying which is generally recognized as members and a consultative paper is to
another pupil or group of pupils, with the incidents repeated over time by including be presented to DE regarding the issues
intention of causing physical or emotional the (but is not limited to) clause. is raised. is may well stall the
harm to that pupil or group of pupils. means that in effect every incident of implementation date, but the simple fact
potential bullying, as one-off incidents, is that to change this legislation we need
2. e Duty of Board of Governors to would have to be recorded. Something the Stormont Executive back up and
secure measures to prevent bullying totally unmanageable in our schools. running so we can lobby our politicians
and they must e other stand out issue for schools and get this Act altered.
(a) Ensure that policies designed to is the responsibility of the school in So, with upcoming local elections
prevent bullying involving a preventing bullying of a pupil, “While coming up, take the time to speak to the
registered pupil at the school are travelling to or from school during the politicians on the doorstep and make
pursued at the school: school term.” How are schools supposed sure to inform them of the need to make
(b)Determine the measures to be to manage the prevention of bullying in changes to the Addressing Bullying in
taken at the school with a view to this instance? It was suggested at some Schools Act (Northern Ireland) 2016 and
preventing bullying involving a training course that some schools have the need to properly fund our education
registered pupil at the school – posted teachers along the route home system.
PRINTOUT 14 MAY 2019INTO news
Global Solidarity in the Union
Movement, the Classroom and Beyond
As an affiliate of the Irish Congress of including being at the front line of regimes more often than not return to
Trade Unions, INTO delegates members to welcoming and educating newcomer Ireland as more committed and dedicated
attend various committees including the students with ever decreasing resources, activists here, having seen in action,
NIC-ICTU Global Solidarity (GS) it is essential that we continue to look among other things, the efficacy of
Committee. The remit of the GS outwards and act progressively, grassroots organising and education from
Committee is to promote education and supporting the struggles of those for the ground up.
awareness of relevant global issues to whom organising a teachers union can For further information keep an eye on
Trade Union members and to consider mean the threat of prison or death in the INTO NI Website and circulars for
and advise the NIC-ICTU Committee and places like Bahrain or Colombia. As such details of any upcoming Global Solidarity
affiliates on various international matters. INTO is always well events. In terms of
At a more basic level it should operate as represented at the Global classroom delivery of
a ‘hub’ for affiliates to share and to learn Solidarity meetings, Global Solidarity the INTO
from one another’s solidarity efforts and protests, summer school ROI site has details of the
to agree ways to support ICTU policy in and various events island wide ‘Global
supporting trade union rights throughout the year. Citizenship School’ with
internationally. Global Solidarity is not ready-made lesson plans
Standing items on the NIC-ICTU GS about charity or aid work, available to use by
Committee agenda include Colombia, although it can involve teachers north and south
Cuba, Palestine, Amnesty International these. It is a two way of the border. The INTO
and ‘Just Transition’. Other recent process of learning from nationally also operates a
developments include the adoption, in the struggles of others to Solidarity Fund which
Belfast, of the ‘City of Sanctuary’ better inform our own supports education
campaign to promote the rights of efforts at home and, projects and also
refugees and asylum seekers and to where possible, to individual INTO members
campaign for more welcoming contribute to those to travel abroad to
businesses, schools and facilities for those struggles with solidarity volunteer with NGO’s,
who find themselves in Ireland having campaigns and activities. Kevin Daly, charities and recognised
fled persecution, war or privation For example, INTO Incoming Chairperson Trade Union Groups. All
elsewhere. activists who have members have the right to
While INTO members face serious travelled abroad to teach or to witness apply to this fund and details can be
challenges in their own workplaces, unions organising under oppressive found on the INTO ROI site.
NI Teachers’ Pension Scheme (NITPS) Annual Benefit Statement explained
All teachers should have received their Annual entered/will enter the new scheme on 1 April 2015 remain the same from that day on. The amount of
Benefit Statement (ABS) from the DE Teachers’ or sometime in the intervening years up to 1 Feb money in the CARE column should continue to
Pension Branch by the end of March 2019. THIS IS 2022. The details are contained in the DE Pension increase in relation to the work you do.
AN IMPORTANT DOCUMENT SO PLEASE PUT IT IN A Factsheet 1 on the INTO website, https://www. Question – Do I get an automatic Lump Sum
SAFE PLACE FOR FUTURE REFERENCE! into.ie/NI/Teachers/PensionandRetirement/ with my pension?
There have been some recent queries from ChangestotheNITPSFrom1April2015/PlanningYour Answer - In the 80ths scheme there is an automatic
teachers in relation to their ABS of pension Retirement_DEFactsheet1_Changes1Apr2015.pdf tax free lump sum which is 3 times the pension in
entitlement. The day you enter the CARE scheme you cease to the 80ths scheme. There is also an additional
Question – Why does my reckonable service not accrue pension benefits in years and days. optional tax free lump sum with this scheme.
show my total reckonable service in teaching in NI? Therefore, the number of years and days in the In the 60ths scheme and the CARE scheme there
Answer – Your pension benefits are calculated column under the 80th or 60th schemes will is only an optional tax free lump sum.
under two or maybe three different schemes:
80ths/60ths or CARE schemes. ABS EXAMPLE
• Pension accrued in the 80ths or 60th schemes Your Pension Benefits 80th 60th CARE
are in years and days reckonable service.
Reckonable Service 1OYrs 178Dys Yrs Dys N/A
• Pension accrued in the CARE (Career Average)
scheme is in £s and pence. Gross Annual pension (including Pensions Increase) £5,307.47 £ £1,916.21
A new pension scheme was introduced on 1 April Automatic Tax Free Lump Sum (Yes/No) Yes
2015 for all teachers in NI and depending on your
Automatic Tax Free Lump Sum amount £15,922.41
age at 1 April 2012, (if you were less than 50) you
PRINTOUT 15 MAY 2019INTO news
Lessons from Auschwitz
The Holocaust Educational Trust crematorium, we saw the rooms of the people who lived and died there. It
(www.het.org.uk) is a charity which suitcases and shoes. The guide was very was strangely still and quiet and while no-
organises visits to Auschwitz each year to thorough in explaining the experiences of one became upset or distressed, it was a
educate young people about the sombre visit.
experiences of people in the The most powerful moment came
Concentration Camps of Nazi Germany. when the group heard from a Rabbi. He
The Trust invites two students (usually A- It was strangely still spoke not only of the Jews, but of the
Level) from each school, and after an other groups who were imprisoned and
application process, the students take and quiet and killed – the Trade Unionists, the Socialists,
part in an Induction meeting, followed by the gay men and women and others. This
a one day visit to Poland, and then a while no-one showed the real purpose of the visit – the
follow-up seminar and a project for Holocaust survivors will soon no longer
delivery in their schools. Teachers can became upset or be with us, so the young people must
apply to accompany the students and this become the new defenders of their
year I was fortunate to be selected. distressed, it was a memories. The young people were
It was an excellent experience, and very encouraged to stand up to prejudice, to
well organised. The Induction meeting sombre visit. speak out for those who are abused, to
included a talk from a Holocaust survivor, defend their rights and the rights of
which was a powerful and thought others. When we all lit a candle and
provoking moment. To hear at first hand placed it on the memorial, we were not
the memories and feelings of someone just remembering all of those who had
who went through the period before and died, we were pledging to work to ensure
during the occupation of Poland brought it would not be forgotten, and to make
the human side of what was a vast, sure it could not happen again.
industrial slaughter into focus. The Trust invites schools to take part
After a very early start (Aldergrove at each year and I would recommend this
4.30am), the students and teachers spent project to all colleagues. My students
a full day visiting Poland. We went to a learned a lot from the whole experience
small town which was the site of the first and are currently working on a project
Auschwitz Camp, then went on to the which they will deliver to junior school
purpose built second site. We walked classes. They are already carrying on the
through the famous gates and under the work of the Trust.
iconic sign of ‘Work shall set you free’, we
stood in the gas chamber and BRIAN ADAMS, Ballyclare Secondary School
PRINTOUT 17 MAY 2019You can also read
