By Johnathan Paoli

Gauteng’s educational environment faces a grave safety concern, as recent revelations indicate that a staggering 95.5% of teachers in the province have not been vetted against the Child Protection Register (CPR).

This shocking statistic was disclosed by Gauteng Department of Education (GDE) MEC Matome Chiloane, highlighting a severe lapse in safeguarding measures for learners.

According to the figures, only 4.5% of the total 83,828 teachers — equivalent to 3,750 educators — have undergone the necessary vetting process required by Section 120(4) of the Children’s Act.

Chiloane was responding to a written question from the Democratic Alliance (DA) in relation to what the status of the vetting process in the province was.

This legislation mandates that individuals convicted of serious offences, such as murder, attempted murder, rape and other violent crimes against children, should be deemed unsuitable to work with minors and consequently listed in the CPR.

Part B of the CPR specifically addresses the need to identify and bar individuals unsuitable for working with children, aiming to protect students from potential abuse.

Despite this critical mandate, it appears the department has failed to enforce this protective measure, leaving the majority of educators unchecked.

The lack of comprehensive vetting is particularly alarming given that the GDE has confirmed awareness of its legal obligations.

The revelation that only a fraction of teachers has been vetted, underscores a troubling disregard for the legislation designed to ensure child safety in schools.

DA Gauteng education spokesperson Michael Waters has condemned the GDE’s inaction as “unacceptable” and a blatant neglect of their responsibility to protect children.

Waters emphasised that the failure to vet over 95% of teachers represented a significant risk to student safety and undermined the trust that parents and guardians placed in the educational system.

In response to this pressing issue, the DA said on Monday it would urge the Chairperson of the Education Portfolio Committee to summon the GDE for an urgent accountability session.

Waters asserts that the current situation is untenable and demands immediate rectification to ensure that every teacher is vetted in accordance with the Children’s Act.

“We cannot allow our children to be at the mercy of individuals who may pose a threat,” Waters declared.

“A DA government is committed to upholding rigorous safety standards, including thorough vetting processes, to ensure that those entrusted with educating and caring for our children are held to the highest standards of safety and integrity,” he said.

Parents and guardians in Gauteng are now left to question the measures in place to safeguard their children’s well-being.

Waters said that his party’s call for accountability aimed to restore confidence in the safety protocols of Gauteng’s schools and ensure that all educators were properly vetted to prevent potential harm to students.

The vetting of teachers against the CPR has been a topic of concern, with recent reports indicating that many provincial education departments have not been consistently vetting teachers.

The South African Council for Educators has previously emphasised the importance of thorough background checks, including police clearances and checks against these registers, however, there have been challenges in accessing and utilsing these registers effectively.

This situation highlights the need for improved processes and stricter enforcement.

The Child Protection Register, maintained by the Department of Social Development, includes information on individuals who have been found guilty of child abuse or other serious offenses against children. Before hiring, schools and educational institutions are required to verify that prospective teachers and staff do not appear on this register.

This vetting process aims to prevent individuals with a history of child abuse or similar offences from being employed in positions where they will have direct access to children. It is a key component of South Africa’s efforts to safeguard children in educational settings and uphold a safe learning environment.

Inside Education reached out to the GDE spokesperson Steve Mabona for comment. He did not reply at the time of publication.

INSIDE EDUCATION

By Jonathan Paoli

Basic Education Deputy Minister Reginah Mhaule and Sports, Arts, and Culture Minister Gayton McKenzie visited the Job Rathebe Senior Secondary School in Soweto, to present the school with a multipurpose sports field, aiming to enrich the students’ extracurricular activities.

The departments in partnership with Orlando Pirates, Nedbank and The Sports Trust commemorated the handover of a Multipurpose Sport Court on Monday as the first constructive step in implementing the drive to reintroduce sports into public schools.

It follows the signing of a Memorandum of Understanding between the departments last week. It is a framework between the two departments to implement extracurricular programmes, including school sports programmes, throughout the country.

The Orlando Pirates Football Club, who are champions of the 2024 Nedbank Cup, chose the school as the recipient of the field, due to a legacy of former students who have been selected to play for professional teams.

“This project will help improve school sports, supporting the objectives outlined in the recently signed Implementation Protocol on School Sports, Arts, and Culture,” Mhaule said.

McKenzie addressed the recent criticisms regarding previous government initiatives, especially concerning sports in public schools, saying it was actions and not paperwork that remained important in transforming schools.

“People say you are not the first one to sign a MOU. You can sign a million MOUs. I am an action man. Sport is not coming back, it is already back,” he said.

He thanked the Basic Education Department for being a partner in driving transformation within the country’s schools.

McKenzie said the agreement was a vital first step in unlocking talent and boosting transformation in both sport and the arts. It was also key to transforming South African sport to ensure that as many schools as possible gain access to similar kinds of facilities, coaching and equipment.

“For too long, South Africa’s national teams have relied on private schools as talent-feeders, which, while valuable, does not represent the full potential of this country,” McKenzie said.

The MOU is expected to materialise in a manner where facilities are built for numerous schools to be able to share and benefit from them.

McKenzie has been vocal about reviving sports in schools, particularly in rural areas, to give pupils equal opportunities and ensure representation in national teams.

INSIDE EDUCATION

By Adri du Toit

Senior Lecturer in Entrepreneurship, Consumer Studies and Technology Education, North-West University.

Starting and running your own business takes hard work and a can-do attitude. Typically, entrepreneurs are the kinds of people who can identify and solve problems innovatively, are willing to take risks and learn from mistakes.

But many entrepreneurs also have a set of skills that anyone can learn, and use in work and life. Examples include adaptability, problem-solving, collaboration, communication, creative thinking, innovation and resilience.

South Africa’s Department of Basic Education sees these skills as an important part of the school curriculum, especially since about 60% of South Africans aged 16-24 don’t have work. The department’s 2016 Entrepreneurship in Schools Sector Plan is being implemented by the organisation E3 (E-cubed) to help all learners develop these skills. A department workshop reported that by the end of 2023, 13,215 (or 53%) of South African schools had put parts of this plan in place.

Can more be done?

As education researchers, we carried out a study to see how entrepreneurship education could be expanded in South Africa’s Technology curriculum at secondary school level. The subject of Technology is an ideal vehicle for integrating
entrepreneurship education because it is problem-based and combines practical knowledge and skills.

Previous studies have explored how Technology education can promote entrepreneurship. But they have largely overlooked the perspectives of teachers who put the curriculum into practice. This was our new study’s focus.

We sought the views of 30 senior phase (grades 7-9) Technology teachers. Almost all said they thought it was possible to include entrepreneurship in the Technology curriculum. They mostly showed a positive attitude to the idea and saw it as having value for the learners. They suggested some practical ways of combining the subjects.

Teachers play a pivotal role in turning curriculum ideas into practical learning experiences for learners. Taking their views on board could make a difference to the success of the plan in preparing learners for life and employment in South Africa.

Teachers’ points of view

The teachers who were part of our study had at least three years’ experience of teaching the subject, and 19 of them had more than 10 years’ experience.

The majority of these teachers believed it was feasible to integrate entrepreneurship into the current Technology curriculum without much difficulty.

One suggested that including entrepreneurship might increase learner interest in Technology education. This aligns with our belief that when learners perceive the subject as relevant to their lives – for instance, by showing them how to generate income – their motivation and engagement in the subject will increase.

Most teachers also said it would be good to introduce entrepreneurship education before grade 9 (when learners are around 15 years old). Many learners (up to 40%) leave school at that point. They saw this as enabling school leavers to create their own work opportunities.

One teacher noted: Learners need to develop the skills and mindset to create their own job opportunities, and if entrepreneurship skills are developed, they will be able to be self-sustainable.

There were also concerns, however.

The teachers pointed out that the Technology curriculum was already full of content. Adding new entrepreneurship-related material would be impractical. Instead, they suggested identifying existing Technology curriculum content that could be linked to entrepreneurship. For instance, the products learners already design and make as part of the curriculum could be tied to entrepreneurial thinking by exploring their potential as marketable goods.

Teachers proposed connecting entrepreneurship education to specific topics, such as cellphone towers, the jaws-of-life (emergency rescue equipment) and electromagnets. Learners could design innovative, problem-solving products with
real-world applications.

They said additional topics in the curriculum could be adapted to develop learners’ entrepreneurship skills. For instance, topics like “emergency shelters for disaster victims” are less prescriptive and allow learners to be creative and original – qualities essential for entrepreneurship.

Teachers also suggested new content for future curriculum updates. Learners could create functional products that combine technical skills with entrepreneurial ideas and are relevant to real life. Examples included doormats, toys, steam engine cars, carpentry products and household tools. Some teachers proposed merging product development with services like baking, cooking and running mobile tuckshops. All could be linked to existing Technology content.

Understanding the value of entrepreneurship

Our study participants’ suggestions show that they tend to think of entrepreneurship as mostly being about making a living. This is certainly important in South Africa, but we believe that to unlock the full potential of entrepreneurship education within Technology, teachers need to be trained to understand and appreciate the full value of entrepreneurship.

The knowledge and skills associated with entrepreneurship can also create social value when applied to solve problems in communities, not necessarily for profit.

Teachers who appreciate this will be able to explain it better to their learners. This could open up more opportunities for learners to apply what they learn in Technology education to solve real-life problems.

In conclusion, we argue that incorporating entrepreneurship education into the Technology curriculum holds great potential for addressing South Africa’s youth unemployment crisis. To do this successfully, existing curriculum content should be linked to entrepreneurial thinking, and teachers should receive the necessary training to guide learners in applying these ideas to their daily lives and future careers.

Master’s student Faren McCarthy-Kettledas carried out the study this article is based on, supervised by Prof Deon van Tonder.

This story was first published in The Conversation

By Johnathan Paoli

Enriching children’s experiences through reading and writing to elevate the unique value of African languages will by the focus of the Basic Education Department in September, which is Literacy Month.

This follows the department, the National Education Collaboration Trust (NECT), the Nal’ibali Trust, Room-to-Read, South African Primary Education Support Initiative (SAPESI), Fundza, and A Better Africa Foundation launching the Literacy Promotion Collective (LPC). 

Department spokesperson Elijah Mhlanga said that the LPC was poised to advance reading development rooted in African languages and culturally relevant practices under Unesco’s International Literacy Day theme of “Promoting Multilingual
Education: Literacy for Mutual Understanding and Peace”.

He said the LPC represented a landmark initiative aimed at fostering an inclusive literacy culture that celebrated and integrated Africa’s rich linguistic diversity during the month.

“By uniting these pivotal organisations, we are committed to enhancing literacy practices that reflect our continent’s cultural heritage and promote mutual understanding and peace through education,” Mhlanga said in a statement on
Sunday. 

Basic Education Minister Siviwe Gwarube has praised the collaboration as a significant milestone in the department’s commitment to enhancing literacy by embracing and integrating the diverse linguistic and cultural landscapes of Africa. 

“The LPC aims to create an enriching educational environment where multilingualism is celebrated, and literacy development is deeply rooted in African cultural contexts,” Gwarube said.

NECT CEO Godwin Khosa emphasised the importance of home-language in teaching instruction, as learners who were taught using their home-language in the first six years of schooling fared better than those who were not taught in their home language.

Khosa said readers and storybooks written in African languages went a long way in restoring the esteem of African languages in the country. 

“This collaboration signifies our commitment to solving the reading challenges we face in the country by recognizing the importance of African languages in literacy development,” the CEO said. 

Fundza Literacy Trust Nadeema Musthan outlined the manner in which the LPC wold engage with communities across the country in meaningful ways. 

She said that face-to-face activities and interactive workshops that brought literacy to life would be facilitated in order to create opportunities for direct engagement and hands-on learning experiences.

 “The Literacy Promotion Collective marks a significant step in recognising the critical nature of collaboration and solidarity that will be required to advance literacy, reading, writing, and learning among South African youth today,” Musthan said.

Mlhanga said the department would organise children’s literacy festivals as well ashost reading dialogues to explore the benefits of multilingual education and its impact on literacy and social cohesion.

“Storytelling and writing initiatives will play a pivotal role as we launch programmes that highlight and preserve African narratives, connecting learners with their cultural heritages through literature,” he said. 

The department invited educators, parents and community members to join in supporting the transformative initiative to make a significant impact on literacy development and build a brighter future for all.

 INSIDE EDUCATION

By Jonathan Paoli

The Kenyan Education authorities are preparing to initiate DNA testing in order to assist the identification of the 21 victims of a school dormitory fire last week.

The laboratory testing is set to begin on Monday and aid in identifying the 21 boys who lost their lives in the deadly blaze at the Hillside Endarasha Academy in Nyeri county in central Kenya as they were sleeping late on Thursday night.

Kenyan government spokesperson Isaac Mwaura confirmed over the weekend that 19 bodies were found in the charred ruins of the building, while another two died in hospital. A total of 17 are unaccounted for.

Nyeri County Commissioner Pius Murigu told international news agencies that the bodies of the youngsters, aged between 9 and 13, were burnt beyond recognition. The families of the victims have been forced to wait to find out the fate of their lost loved ones.

“We are urging the affected families to turn up tomorrow at the Naromoru hospital to be part of the next process of forensic identification of the remains from this tragedy,” he said.

Post-mortems start on Tuesday.

Kenyan President William Ruto declared a three-day period of mourning on Friday to honour the victims. Flags are flying at half-mast on all Kenyan public buildings, military bases and embassies until Wednesday.

“This incident compels us to ensure accountability in all schools across the country and to take every action we can to safeguard the lives of our school-going children,” he said.

Meanwhile, on Saturday night, another fire broke out at Isiolo Girls High School, also in central Kenya, and a fire destroyed a dormitory at Njia Boys High School in the central county of Meru as students were having supper on Sunday. No deaths of injuries were reported.

NGOs and other organisations have highlighted the issue of safety at schools in Kenya, following numerous similar incidents over the years, many of them deadly.

INSIDE EDUCATION

By Johnathan Paoli

Learners from Mpumalanga have won the Youth4SaferSouthAfrica Debate and Leadership Championships, with the Western Cape team coming in second and the Eastern Cape in third place.

The country’s brightest young debaters gathered in Ekurhuleni on Saturday for the competition hosted by the Safer South Africa Foundation (SSAF), in conjunction with the Training Firm, the National Lotteries Commission and the Basic Education Department.

The annual event brought together learners from across the country to engage in the debate, which focused on creating a safer society to empower youth by providing them with the skills and platform to voice their ideas and solutions for societal issues.

The participants discussed and proposed solutions on topics such as road safety, crime prevention and community development; culminating in a grand finale where the top teams and individuals were recognised for their contributions.

SSAF CEO Riah Phiyega confirmed that 244 learners from 25 schools in eight provinces participated in the programme, with 177 of the participants being girls and 68 being boys.

A total of 48 learners have made it to the final championships.

“It is often said that great things are not done by impulse but by a series of small things which over time lead to significant outcomes. Thank you for all the diverse efforts and contributions,” Phiyega said.

The format of the debating finale was structured around the presenters simulating being appointed as members of the executive authority of the country’s 7th administration.

Following the formation of the government of national unity, they presented before a strategy session lekgotla and proposed the policy agenda for their particular portfolio and area of responsibility.

The teams were broken down into five speakers, with a president, basic education minister, police minister, employment and labour minister and minister of planning, monitoring and evaluation.

Despite a few instances of stumbling in their presentation, the team representing the Eastern Cape forged ahead with their take on potential solutions and policies which could take the country forward.

Michelle Mbuyisa, as the country’s first citizen, emphasised the need for speedy solutions to the country’s problems.

“We do not need a government of national unity, but a government of national urgency,” Mbuyisa said.

Western Cape’s basic education minister Thimna Tshangana, expressed her vision for the future of the country loudly and proudly and the need to re-imagine education.

“Our basic education requires a collaborative overhaul, to create a brighter future for our learners,” Tshangana said.

Pupils from Mpumalanga represented the province of the rising sun well, and stressed that in face of the challenges, the country would find its strength in order to re-imagine the future.

Mpumalanga’s monitoring and evaluation minister, Junior Munguamba, stressed the need for cooperation and support both in terms of education and policing.

“Together, we will create a brighter future for South Africa,” Munguamba said.

The Mpumalanga team won with a score of 133 points (88.67%) and a cash prize of R9000, the Western Cape scored 127 points (84.67%) and received R6000, while the Eastern Cape scored 118 points (78.67%) and got R3000 Each of the learners received a trophy to take home in remembrance of their participation in the event as well as a prize to the coordinators who assisted them, and included a gold, silver and bronze medals.

The cash prize was from Metropolitan Life, and other prizes including headsets for the third team, Khoi Tech watches for the second team and tablets from WorkersLife for the first team.

Training Firm board director Sharlee Ruthman praised the finals and said that the programme was instrumental in shaping the next generation of responsible leaders and confident speakers.

“With each passing year, it has been an honour and privilege to watch hundreds of learners journey through the programmes, and most starting off with immense potential slightly overshadowed by nerves to fully bring their talent forward as they pick up the public speaking and leadership tool carefully carved throughout the length of the programme,” Ruthman said.

She said the Board of Directors continuously looked for innovative ways to stretch the learners and push the boundaries and to improve the programme in order to better prepare the youth for their post-high school careers.

Ruthman said they designed the programme with the aim of tapping into the human elements of performance and personal mastery to inspire future leaders to craft their leadership identities and brands in a way that is intentional, directed, courageous and impactful.

The final was held in memory of Nomonde Scott and Mahudu Seabi, the provincial coordinators of the Western Cape and Limpopo respectively, who contributed greatly to the programme and passed away during the year.

INSIDE EDUCATION

By Nkhensani Chauke

South Africa is dedicated to leveraging international partnerships to improve the education system and address the needs of all learners in a quickly changing world, according to the Basic Education Department.

Minister Siviwe Gwarube held meetings with several international partners this week to strengthen the country’s commitment to upgrading the educational sector via global collaborations.

They included discussions with Andrew Schleicher, who is the director for education and skills at the Organisation for Economic Cooperation and Development (OECD).

They spoke about the joint work programme (JWP) between South Africa and the OECD.

The JWP, which is aligned to the country’s National Development Plan, supports initiatives in early childhood education, career development and curriculum standards.

“The meeting also covered South Africa’s participation in the 2024 Teaching and Learning International Survey (TALIS), which offers insights into teacher development and education trends. 

“Additionally, the OECD offered support for South Africa’s Education Working Group during its G20 Presidency in 2025,” the department said in a statement on Friday.

She also met European Union (EU) ambassador Sandra Kramer on the EU’s partnerships with South Africa, especially in the field of education.

“This partnership has notably improved literacy, numeracy and technology education, especially in Grades 7 to 9. The minister expressed her gratitude for the EU’s 30 years of support whilst highlighting the importance of continued collaboration,” the department said.
 
In the minister’s meeting with humanitarian aid organisation Unicef’s country representative, Christine Muhigana, they focused on early childhood development (ECD), quality basic education and adolescent development. 

“Unicef has played a significant role in supporting South Africa’s efforts to improve ECD, boosting educational outcomes and empowering adolescents, particularly girls, in Science, Technology, Engineering and Mathematics (STEM). The partnership also aims to strengthen teaching practices and promote skills for the Fourth Industrial Revolution,” the department said. 

Gwarube has also sought an extension of the Japan International Cooperation Agency’s (JICA) collaboration which started in 2012. It focuses on improving Mathematics, Science and Technology (MST) education.

The extension is to finalise the National Mathematics Improvement Plan.

INSIDE EDUCATION

By Lungile Ntimba

The Zululand District Municipality has agreed to restore water provision at schools in Ulundi after two consecutive weeks of no water.

This comes after the KwaZulu-Natal education department and the municipality held a meeting on Friday to discuss the water crisis, which affected various schools in Zululand District for weeks, including Imbilane High School.

Departmental spokesperson Muzi Mahlambi confirmed that both parties agreed that restoring water was essential for education to continue, especially during the examination period. 

Earlier this week, Premier Thami Ntuli requested a detailed report from the department and vowed to ensure a thorough investigation into the water supply crisis.

The premier said no school or pupils should be denied access to clean quality water.

INSIDE EDUCATION

By Riah Phiyega

Two weeks ago, five young and talented debaters — Khumo Molefakgotla, Lesego Serobatse, Neesa Ajoodha, Osiame Radebe and Khumo Kumalo — quietly departed for Belgrade, Serbia, to represent South Africa at the prestigious World School Debating Championship.

While it’s disappointing that their participation went largely unnoticed, it allows us to reflect on how South Africa can revive and popularise this art of reasoned discourse.

Studies have shown that debating is a vital co-curricular activity with many social and personal benefits. For learners, it has the potential to cultivate crucial skills such as strategic thinking, leadership, problem-solving, persistence, curiosity, general
knowledge and persuasive communication.

In addition to science, technology, engineering and mathematics (STEM), these life- changing skills have been identified as essential for the 21st century. Initially recognised by the National Academy of Sciences in the United States, they have now been adopted globally, including by the World Economic Forum and the United Nations. Closer to home, the African Union is urging its member countries to focus on education and has adopted “Educate an African fit for the 21st Century” as its theme for 2024.

Although waning in popularity, many private and some former model schools still offer debate as an extracurricular activity. The same, regrettably, cannot be said about the majority of rural and township schools. Ironically, this is where not much is being done to cultivate the 21 st century skills they need to thrive and succeed, both academically and beyond. In this way, they stand a much better chance of breaking the cycle of multi-generational poverty.

Some may argue that it is easier said than done. For instance, it is well known that the inability to master the English language is a barrier for most learners who take it as a second language. These debates are conducted in English so they won’t cope, and it may destroy whatever little confidence and self-belief they may have had. But it is not impossible. Here is why.

In 2020, the Safer South Africa Foundation introduced debating as an extension to its experiential learning crime prevention, leadership and financial literacy initiative among Grade 8 to Grade 11 learners. The schools these learners attend are in areas struggling with poverty, unemployment and crime, including gang activities, drugs and alcohol abuse. These communities include Khayelitsha in Cape Town, the Buffalo Flats and Amalinda in East London, Jouberton in Klerksdorp, Diepkloof in Soweto and Welkom in the Free State.

So far, more than 600 learners have gone through the programme with fascinating results. Learners who were battling to introduce themselves emerged more confident in voicing their opinions, tackling challenging tasks and ended up doing very well academically because they applied themselves. Armed with these new tools, they emerge at the end of a nearly three-month exercise motivated, feeling that not much can impede their progress.

Although not on the same scale, their achievements bring to mind the inspiring 2007 film The Great Debaters starring Denzel Washington and Forest Whitaker. This Oprah Winfrey production depicts the true-life story of Melvin B. Tolson, an African- American poet and a professor at Wiley College in Texas, United States. In 1935, Tolson achieved what was once deemed impossible. He coached Wiley, a traditionally black college, to challenge and triumph over debate teams from white
colleges. The winning streak included the national champions from the incumbent University of Southern California.

Similar to Tolson’s team, which became known as The Little Debate Team That Could, learners from poor schools can rise above their challenges. They can become the best academically and professionally due to the transformative impact that
debate has. As we learn from Tolson’s story, debating encourages students to think critically about the world around them, question assumptions and engage constructively with differing viewpoints.

The success stories from across the country illustrate the potential of debating in changing lives. Learners participating in debating programmes often speak of newfound confidence, improved academic performance and a greater sense of empowerment. These benefits extend beyond the individual to the wider community, as these young people become role models and agents of change.

There is a need for a concerted effort from the government, civil society and the private sector to implement debating programmes in rural and township schools. Funding and resources are crucial, but so is the training of teachers and volunteers who can coach and mentor learners.

Currently, over 200 high school learners from 24 schools in eight provinces have kicked off their intensive seven-week training. They are gearing up for the 2024 Youth4SaferSouthAfricaDebate Championship. Please join us as we rally behind these bright minds and cheer them on while they prepare to shine on the national stage.

By prioritising debating as an integral part of the education system, we can contribute towards levelling the playing field and giving all learners the tools they need to succeed. It is time to recognise the profound impact that debating can have and to take action to ensure that every learner has the opportunity to benefit from this invaluable experience.

By Akani Nkuna

Police are investigating the cause of a fire that has claimed the lives of 17 pupils at Hillside Endarasha Academy in Nyeri County in Kenya.

“More bodies are likely to be recovered once [the] scene is fully processed,” police spokesperson Resila Onyango told international media.

The news has sent shockwaves through the country. Kenyan President William Ruto said on X that the deaths were devastating, and he was praying for the families of the victims.

“The government under the Ministry of Interior and Coordination of the national government is mobilising all the necessary resources to support the affected families,” Ruto said.

The academy has around 800 pupils who are aged between five and 13. It is located 150km north of the capital city Nairobi.

The pupils, who are all boys, were reportedly sleeping in a dormitory when the fire broke out. More than 10 pupils are injured.

Ruto promised swift police action to arrest those who are responsible for the incident.

The Kenya Red Cross alongside a multi-agency response team is providing trauma counselling to the pupils, teachers and affected families.

It said on X it has also set up a tracing desk at the school