Written Answers Nos. 192-211
193. Deputy James Browne asked the Minister for Education and Skills if his attention has been drawn to the need for special education summer tuition classes; and if he will make a statement on the matter. [7603/20]
View answerMy Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose wellbeing and engagement with learning depend very much on the routine of school and their relationships with other students, teachers and Special Needs Assistants.
They have also lost out on specialist supports during this closure period.
My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures.
These include –
- Guidance issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage;
- Guidance and resources developed by the National Council for Special Education (NCSE) on supporting children with special educational needs
- €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.
- Continued funding of Home Tuition or, where this is not possible, flexibility to bank hours for use at a later time in the year
- Resources to support good mental health and wellbeing amongst students produced by the National Educational Psychological Service (NEPS)
- To help schools plan for the new academic year, schools have been informed that their SNA allocation is being frozen at this year’s level and there is provision for additionality where this might be required. No school will therefore have a lower allocation for the next school year.
- The Middletown Centre for Autism has developed a range of online resources for children and young people with Autism and their parents on education provision in the Home.
Unfortunately, due to the Covid-19 health crisis, it is not possible to deliver the normal July Provision programme in the same way and at the same time as in other years.
However my Department is planning for a summer provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.
An announcement will be made as soon as possible.
194. Deputy Niall Collins asked the Minister for Education and Skills if matters raised in correspondence by a person (details supplied) will receive a response; and if he will make a statement on the matter. [7616/20]
View answerMy Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose wellbeing and engagement with learning depend very much on the routine of school and their relationships with other students, teachers and Special Needs Assistants.
They have also lost out on specialist supports during this closure period.
My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures.
These include –
- Guidance issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage;
- Guidance and resources developed by the National Council for Special Education (NCSE) on supporting children with special educational needs
- €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.
- Continued funding of Home Tuition or, where this is not possible, flexibility to bank hours for use at a later time in the year
- Resources to support good mental health and wellbeing amongst students produced by the National Educational Psychological Service (NEPS)
- To help schools plan for the new academic year, schools have been informed that their SNA allocation is being frozen at this year’s level and there is provision for additionality where this might be required. No school will therefore have a lower allocation for the next school year.
- The Middletown Centre for Autism has developed a range of online resources for children and young people with Autism and their parents on education provision in the Home.
Unfortunately, due to the Covid-19 health crisis, it is not possible to deliver the normal July Provision programme in the same way and at the same time as in other years.
However my Department is planning for a summer provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.
An announcement will be made as soon as possible.
195. Deputy Joan Collins asked the Minister for Education and Skills the steps that will be taken to compel the schools in south County Dublin in particular Dublin 12 that have capacity for ASD classes but are not compliant. [7622/20]
View answer196. Deputy Joan Collins asked the Minister for Education and Skills further to Parliamentary Question No. 217 of 13 May 2020, the number of the 43 children needing ASD special class places and the 36 children needing special school places that live in the Dublin 12 area; and the number of schools in Dublin 12 that do not have special school classes and have the capacity to set up an ASD class. [7623/20]
View answer197. Deputy Joan Collins asked the Minister for Education and Skills further to Parliamentary Question No. 217 of 13 May 2020, if he has considered sanctioning a school (details supplied) as an ASD specific school after considering the report. [7624/20]
View answerI propose to take Questions Nos. 195 to 197, inclusive, together.
The provision of education for children with special needs is an ongoing priority for Government.
Currently, almost 20% of the total Education Vote or €1.9bn is invested in supporting children with special needs.
As a result the numbers of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The majority of children with special educational needs attend mainstream class, where they may access additional supports if required.
But some students may find it difficult to manage full-time placement in mainstream and so placement in a Special Class or Special School setting may be deemed appropriate where placement in mainstream class is not in the best interests of the child.
Special Schools funded by my Department are established as special primary schools and cater for children and young persons with complex special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.
Provision in our 124 special schools has also increased from 6,848 placements in 2011 to 7,872 this year.
Nationally, 167 new special classes opened this school year, which means there are 1,618 special classes in place, compared to 548 in 2011.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
It is open to any school to make an application to the NCSE for the establishment of specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. My Department works closely with the NCSE in this regard. In considering these applications, however, the NSCE, in conjunction with the school buildings unit of my Department, will be required to take into account the capacity of a school to establish such a class, including the provision of sufficient accommodation space within the school.
The NCSE is planning a further expansion of special class and special school places nationally to meet identified need for next year. This process is ongoing.
Normally, special class and special school places are established with the full cooperation of the schools in areas where they are required. However there are some parts of the country where the NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or special school places.
I know that this can cause much anguish for parents and families involved
As Minister I have a power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed.
I would prefer to see schools volunteer to provide more places rather than places being secured on the back of an order or a direction from me. It is the right thing for the children in a community.
The legislation was used for the first time in April 2019, in respect of the Dublin 15 area.
Significant progress was made in a relatively short period with the establishment of Danu Special School as well as six schools offering to open special classes.
The experience of Dublin 15 shows that real and practical challenges can be addressed by working together to provide additional special class and special school places.
The legislation was activated for a second time on the 29th October, 2019 following a report by the National Council for Special Education (NCSE) which identified 82 children in South Dublin needing special education school places in the current school year and a further potential 68 children needing special education school places in 2020/21.
Since then, as required under the Act, the NCSE in consultation with the relevant education stakeholders, has been testing the capacity among schools in the South Dublin area.
On 21 April 2020 I received a report from the NCSE, pursuant to Section 37A(2) of the Education Act 1998 (as inserted by section 8 of the Education (Admissions to Schools) Act 2018) in respect of South Dublin, as the NCSE Council remains of the opinion that there is an insufficient number of special class and special school places within the South Dublin area for September 2020.
Before reaching this opinion, the NCSE has undertaken substantial work reviewing provision and accommodation in the 231 mainstream primary and 23 special schools in South Dublin.
Following engagement between NCSE local personnel and school management and Patrons, very good progress has been achieved. 78 ASD primary school special class placements and 12 ASD early intervention special class places have been created in 14 schools in South Dublin, with 13 new ASD special classes and 2 new ASD early intervention special classes to open for September 2020.
However, the NCSE has reported that to date, an insufficient number of schools have indicated a willingness to open addtional special classes. The NCSE is of the opinion that should this continue, there remains a need for an addtional 43 ASD primary special class places and 36 special school places in South Dublin.
The report also outlines the schools that should be requested to make additional provision.
This report will now be considered and if I agree with the position as set out by NCSE, next steps in the process will be considered which may include serving a statutory notice on schools identified if required.
At each stage of the process, schools are given the opportunity to make representations and there is also an option for arbitration.
Statutory notices issued under the Act together with the representations received from the schools are published on the Department’s website.
The necessary steps in the Admissions Act process, will continue to be expedited to ensure that every child has a suitable school placement, which is the key objective of my Department.
The information requested by the Deputy, on individual children is not provided by the NCSE to my Department
198. Deputy Johnny Mythen asked the Minister for Education and Skills the estimated full year cost of recruiting 50 additional school principal posts in primary and post-primary schools. [7630/20]
View answerThe salary of a Principal teacher is determined by the teacher’s years of service, qualifications in the case of a teacher first recruited prior to 2011, the size of the school and the sector where appointed.
The teacher’s basic salary scale at both Primary and Post Primary levels range from €35,088 to €64,302 for teachers appointed prior to 2011 and from €36,953 to €69,407 for teachers appointed post 2011.
The minimum qualification for a Primary teacher is a primary degree. The minimum qualification for a second level teacher is a primary degree and a Higher Diploma in Education or equivalent.
In the case of teachers first recruited prior to 2011 the value of the relevant qualification allowance must be added to the basic salary degree. In the case of a primary teacher for example the value of the honours degree allowance is €4.918. In the case of a post primary teacher, the honours degree allowance is €4.918 and the honours H Dip is €1,236.
An additional allowance is paid to all Principal teachers: the allowance at Primary level ranges from €9.310 to €29,776 and at Post Primary level ranges from €9.310 to €42,469.
Examples of the range of new principal teachers’ salaries are:
1 Primary school Principal teacher on the first point of the Pre 2011 salary scale, honours degree allowance and on the minimum point of the Principal teacher's allowance is €49,316.
2 Primary school Principal teacher on the first point of the Pre 2011 salary scale, honours degree allowance and on the maximum point of the Principal teacher's allowance is €69,782.
3 Primary school Principal teacher on the first point of the Post 2011 salary scale and on the minimum point of the Principal teacher's allowance is €46,263.
4 Primary school Principal teacher on the first point of the Post 2011 salary scale and on the maximum point of the Principal teacher's allowance is €66,729.
5 Post Primary school Principal teacher on the first point of the Pre 2011 salary scale, honours degree and honours H Dip allowance and on the minimum point of the Principal teacher's allowance is €50,552.
6 Post Primary school Principal teacher on the first point of the Pre 2011 salary scale, honours degree and honours H Dip allowance and on the maximum point of the Principal teacher's allowance is €83,711.
7 Post Primary school Principal teacher on the first point of the Post 2011 salary scale on the minimum point of the Principal teacher's allowance is €46,263.
8 Post Primary school Principal teacher on the first point of the Post 2011 salary scale on the maximum point of the Principal teacher's allowance is €77,557.
In determining the cost of additional posts the cost of Employer PRSI must also be included.
Accordingly the approximate cost of recruiting an additional 50 principal teachers in primary and post-primary schools including Employer PRSI would range from €2.6m to €4.6m.
199. Deputy Richard Boyd Barrett asked the Minister for Education and Skills the additional resources and budget increase being considered for the NCSE to deal with the substantial increase in the needs of children that are being very negatively affected by school closures due to Covid-19; and if he will make a statement on the matter. [7639/20]
View answerThe National Council for Special Education (NCSE) has been providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.
Supports provided include those relating to general learning and difficulties for pupils with special educational needs, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and rresources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment
Details of the full range of supports that the NCSE provides for teachers and parents is available at:
https://ncse.ie/online-resources
While additional provision has been made for online education over the school closure period, some other NCSE activities, such as school support, visits and the provision of professional development programmes for schools, have been required to be suspended.
The level of resources which will be required for the NCSE to provide supports for schools and for children with special educational needs, will be considered in the context of ongoing developments regarding educational provision over the over the period of the Covid 19 restrictions, and as part of the annual estimates process which consider budgetary requirements.
200. Deputy Pat Buckley asked the Minister for Education and Skills if a bus service will be provided for a school (details supplied) in view of its growth in recent years and the resulting increased demand for such a service; and if he will make a statement on the matter. [7644/20]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of my Department.
In the current school year over 120,000 children, including over 14,200 children with special educational needs, are transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. In general children are eligible for school transport if they meet the distance criteria and are attending their nearest school.
All children who are eligible for school transport and who complete the application and payment process on time are accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who complete the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
School transport scheme services operating for the 2020/21 school year will be determined by the number of children who complete the application and payment process on time and are deemed eligible for school transport.
201. Deputy Joe O'Brien asked the Minister for Education and Skills if he will consider increasing the allocation for persons graduating from post-leaving certificate nursing preparation courses to above the current 150 place allocation in the uptake of nursing places in college courses in 2020 due to a decline in international students. [7663/20]
View answerWe understand that this is a time of uncertainty for students hoping to progress to higher education and work is ongoing in ensuring that the third level entry process can progress as smoothly and equitably as possible. The National Co-ordination group for tertiary education is meeting on a regular basis, and is closely monitoring the impact that Covid-19 is having on third level institutions and their current and prospective students.
In light of the current public health circumstances, it is difficult to predict the expected international student numbers for next academic year. Much depends on unfolding events such as all available national and international public health advice, particularly in respect of international travel for programmes where a physical presence in Ireland is needed.
Higher education institutions are autonomous with regard to management of their academic affairs including admissions procedures. The CAO processes applications for undergraduate, and some postgraduate, courses on behalf of the HEIs. Decisions on admissions are made by the HEIs which then instruct the CAO to make offers to successful candidates. This remains the case this year, including in the case of any drop in domestic or international enrolments.
202. Deputy Niamh Smyth asked the Minister for Education and Skills the status of an application by a school (details supplied); if it will be reviewed; and if he will make a statement on the matter. [7670/20]
View answerI can confirm that my Department is in receipt of an application for capital funding, for additional accommodation, including provision of a new sports hall, from the school referred to by the Deputy.
Under the National Development Plan (NDP), increased funding has been provided for the school sector capital investment programme. This funding allows for a continued focus on the provision of new permanent school places to keep pace with demographic demand and also provides for an additional focus on the refurbishment of existing school buildings to include the building and modernisation of PE facilities in post-primary schools.
Under the Ireland Project 2040, we will invest €8.4 billion (compared to €4.9 billion in the previous decade) in primary and post primary school buildings.
The immediate priority of my Department is providing 20,000 new and replacement school places each year, to ensure that every child has a school place. The government will focus in the medium term on the provision of PE facilities in post primary schools.
My Department is assessing elements of the application under the terms of the 'Additional School Accommodation' scheme (ASA) to determine if there is any deficit of teaching accommodation. Once this assessment has been completed, the school authority will be contacted directly with a decision.
203. Deputy Thomas Byrne asked the Minister for Education and Skills his views on the need for more ASD places in Ashbourne, County Meath; and his plans to introduce more ASD places in the town. [7685/20]
View answerEnsuring that every child has a suitable school placement is a key objective of my Department. Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.
Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year; with 1,353 of these catering for children with autism.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
The NCSE is planning a further expansion of special class and school places nationally to meet identified need for next year. This process is ongoing.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. My Department works closely with the NCSE in this regard.
Normally, special class and school places are established with the full cooperation of the schools in areas where they are required. However there are some parts of the country where the NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or school places. I know that this can cause much anguish for parents and families involved.
As Minister, I have power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed. This legislation has been used to good effect in the recent past.
The NCSE is aware of an identified need for special classes at both primary and post-primary levels in the area and adjoining areas referred to by the deputy. The NCSE is currently engaging with schools in this area with a view to accommodating students who require special class placements in those areas for September.
The NCSE's Local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list
204. Deputy Marian Harkin asked the Minister for Education and Skills if consideration will be given to the supply and installation of antibacterial and anti-viral door handles in schools; and his plans to install air purification systems in schools. [7692/20]
View answerMy Department is aware of the products referred to by the Deputy. That schools can operate in a safe manner that is consistent with public health advice will underpin any consideration of the matter. This must be balanced against overall resource constraints and other competing demands in the education sector, whilst also ensuring that solutions will not place an undue burden of ongoing operation and maintenance requirements on schools.
205. Deputy Denise Mitchell asked the Minister for Education and Skills the reason for removing a teaching post in a school (details supplied) due to the school being one pupil short of the criteria required to maintain the post; and if the decision will be reconsidered. [7695/20]
View answerThe criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The Department has received correspondence recently from the school and will be engaging directly with the school in relation to their concerns.
207. Deputy Seán Haughey asked the Minister for Education and Skills if a school (details supplied) will be allowed retain a teacher in view of the fact it was only one pupil short to be eligible to keep the teacher; if the points raised in the appeals submitted by the school will be given consideration; and if he will make a statement on the matter. [7726/20]
View answerThe criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The Department has received correspondence recently from the school and will be engaging directly with the school in relation to their concerns.
208. Deputy Jim O'Callaghan asked the Minister for Education and Skills when tutors of children with special needs will be allowed back to tutor children in their homes. [7731/20]
View answerI wish to advise the Deputy that decisions in relation to schools re-opening and operating will be underpinned by the ongoing advice of the National Public Health Emergency Team (NPHET) and the Department of Health.
Engagement is underway with stakeholders in the education sector to develop contingency plans for the re-opening and operation of schools, including schools for children with Autism, in an environment that may require social distancing and other public health requirements.
This work will be informed by the National Return to Work Safely Protocol as well as guidance and experience from other jurisdictions. A core objective of the contingency plans will be to ensure that schools and other education settings can re-open and operate in a safe manner that is consistent with public health advice.
In relation to the reopening of early learning and care and school-age childcare services my colleague, Dr. Katherine Zappone, Minister for Children and Youth Affairs, has established an Advisory Group on Reopening Early Learning and Care and School-Age Childcare services.
Amongst other roles, the Group will be developing guidelines to support providers, their staff, parents and children return to familiar, albeit different, environments, in a phased manner over the coming months.
As the first step to prepare to re-open childcare services, the Department of Children and Youth Affairs (DCYA) is encouraging service providers to review the Return to Work Safely Protocol, published by Government this week, but to be aware that assistance will be made available to them in the coming weeks to meet its requirements.
Various childcare specific guidance cleared by Public Health experts will be issued to services by DCYA over the coming weeks. DCYA is also planning an opportunity for public consultation.
In the interim, funding for the provision of Home Tuition services will continue to be provided where tuition is delivered by distance learning.
209. Deputy John Brady asked the Minister for Education and Skills the reason an advisory group was not set up to consult with the stakeholders and develop a plan for all contingencies in relation to the leaving certificate 2020 before making the announcement that the exams would proceed. [7733/20]
View answer210. Deputy John Brady asked the Minister for Education and Skills if his officials were instructed to develop contingency plans in the event of the leaving certificate exams not proceeding; and if so, the reason the contingency plan was not shared with the stakeholders until 6 May 2020 and only discussed in detail on 7 May 2020. [7734/20]
View answer212. Deputy John Brady asked the Minister for Education and Skills the reason he and his officials did not engage with the stakeholders earlier in planning for the document A Guide to Calculated Grades for Leaving Certificate students 2020 in view of the current date and the fact that schools are still awaiting advice, clarifications, CPD and a detailed document from his Department. [7736/20]
View answer215. Deputy John Brady asked the Minister for Education and Skills the reason the stakeholders, parents, students, management bodies and teacher unions were not consulted on the design of the calculated grades system and on possible alternatives. [7739/20]
View answerI propose to take Questions Nos. 209, 210, 212 and 215 together.
Consultation with all of those involved – students, teachers, school managers and others – has been central to my decision making about Leaving Certificate 2020. As part of planning for the State examinations, I established an advisory group of stakeholders, including representatives of students, parents, teachers, the management and leadership of schools, the National Council for Curriculum and Assessment, the State Examinations Commission, and officials of my Department, including the National Educational Psychological Service. A representative of the Higher Education Authority also attends all meetings of the Advisory Group as an observer. This group has provided very useful feedback and assistance regarding the decision-making about the examinations. I wish to acknowledge the positive engagement with unions, management bodies, the further education and training and higher education sectors on all of the issues involved.
The Advisory Group met for the first time in mid-April and has held a series of meetings to date and will continue to meet. Meeting documentation and agreed minutes of meetings are published on my Department’s website.
The detailed guidance to teachers and principals on the implementation of calculated grades that was published on 21 May was developed by my Department in conjunction with the members of the Advisory Group, school management bodies and teacher unions.
