Wednesday, 27 May 2020

Written Answers Nos. 232-251

Special Educational Needs Staff

Questions (232)

Denise Mitchell

Question:

232. Deputy Denise Mitchell asked the Minister for Education and Skills if the redeployment of SNAs has now been scrapped; his plans to reassign them; and if he will make a statement on the matter. [7789/20]

Written answers

Minister for Education and Skills

The Minister announced on 1st April a contingency plan for all Special Needs Assistants (SNAs) to be available for a new temporary assignment scheme as part of the Government’s response to Covid-19. In the normal course of events, the majority of children with disabilities access multidisciplinary therapy services through the HSE. Many of these services have been scaled down during the Covid-19 emergency situation as staff are redeployed. The reduction in these services, combined with school closures are putting substantial demands on children with disabilities and their families. It is intended that the temporary assignment of SNAs to support children’s disability services during this public health emergency will help to alleviate the stress being experienced by these vulnerable families.

My Department's ‘Guidance on Continuity of Schooling: Supporting Students with Special Educational Needs’ document provides a framework for SEN Teachers and SNAs to maintain contact with SEN students and to provide appropriate learning support. It is acknowledged and welcomed that many SNAs have been engaged in such work through their schools since the closure period began. It has been confirmed to school management that, in the interim period pending the assignment of an individual SNA to the HSE, that SNA is available to support their allocated students through their school.

The HSE has now finalised the details of a new service which SNAs will provide during the school closure period. The HSE has started assigning SNAs to families and children identified in their services.

There has been close cooperation between the Department of Education and Skills, the Department of Health and the HSE in establishing and managing the scheme to date. The Departments and the HSE hold weekly meetings with the Education Division of Fórsa (the trade union representing SNAs) to resolve any issues of concern.

SNAs will be asked to provide support to those students in receipt of HSE Disability services by way of remote working through the use of telephones, smart phones or laptops. They will work under the guidance and direction of the child’s ‘key point of contact’ who will be a clinician such as a speech and language therapist, psychologist or occupational therapist who is familiar with the student and will explain what support each student and family might require. The key point of contact will provide strategies for working with the child / family and will signpost the SNA towards any resources required. Communication channels between the school and the SNA will be facilitated where appropriate to ensure that SNAs can receive guidance where educational issues arise during the course of the suite of supports being provided by the HSE teams during this period.

SNAs will be matched with students, and wherever possible this will be their own allocated student(s). If this is not possible, SNAs may then be matched to support children with whom they are not familiar. Students and families requiring the greatest level of support will be prioritised.

To ensure that SNAs receive appropriate support and have regular opportunities to engage with the HSE’s multidisciplinary teams, SNAs will be able to access resources at the relevant HSE or disability service premises and will be provided with a letter identifying them as an essential worker to facilitate travel to these centres.

It is intended that the work of the SNAs will be underpinned by dedicated ICT supports. Therefore, where the SNA prefers to work remotely or has an underlying health condition or particular circumstances that impact on their ability to leave their home and has access to the appropriate technology this can be facilitated with the agreement of the Service Manager and key point of contact.

The HSE will provide induction for all SNAs who are asked to participate in the new service. Where possible they will ask SNAs to attend one of their offices to do this but where SNAs are self-isolating, have underlying health conditions or have childcare or other caring responsibilities, the induction can be done remotely.

The HSE are providing a dedicated IT platform which will allow the HSE to match SNAs to children / families. This platform will also allow the SNA to log their interactions with the family and to report on same. SNAs can use their own phone, tablet or laptop to carry out this work, and access to appropriate resources and technology will also be available at the HSE / disability premises.

At all times the HSE will take account of the public health restrictions in place and the Roadmap for Reopening Society and Business published by Government on 1 May.

Question No. 233 answered with Question No. 172.

School Staff

Questions (234)

Peter Burke

Question:

234. Deputy Peter Burke asked the Minister for Education and Skills if the decision to redeploy a teacher (details supplied) in a school will be reviewed in view of the circumstances; and if he will make a statement on the matter. [7860/20]

Written answers

Minister for Education and Skills

The 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 staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location. The staffing schedule includes an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board.

The school referred to by the Deputy submitted an appeal to the Primary Staffing Appeals Board which has been deemed ineligible under the criteria set out in Circular 18/2020. The school has been notified in this regard and the teacher referred to by the Deputy has been placed on the Main Redeployment Panel.

Question No. 235 answered with Question No. 121.

State Examinations

Questions (236)

Peter Burke

Question:

236. Deputy Peter Burke asked the Minister for Education and Skills the timeline for the processing of calculated grades, appeals and resits to allow for planning by students and teachers; and if he will make a statement on the matter. [7867/20]

Written answers

Minister for Education and Skills

The Leaving Certificate results based on calculated grades will be provided to candidates as close as possible to the normal results day.

Students unhappy with the calculated grade they receive will have access to an appeals process. Work is ongoing with the higher education sector to integrate the timing of the first stage of the appeals process with the start date for college entry.

Students who receive an upgraded CAO place following Stage 1 of the appeals process may be able to take up their place in the 2020/2021 academic year.

The timeframe for sitting the postponed Leaving Certificate 2020 examinations cannot be determined at this time pending public health advice that would identify a safe period of time to do so and the numbers of candidates in each subject has been identified. It is not expected that students who seek to rely on the results of the postponed examinations will be able to commence a third level place in the 2020/2021 academic year.

Third Level Admissions

Questions (237)

Peter Burke

Question:

237. Deputy Peter Burke asked the Minister for Education and Skills if students that sit the HPAT in 2020 can use their grade for entry into college in 2021, thus avoiding the associated stress and cost; and if he will make a statement on the matter. [7868/20]

Written answers

Minister for Education and Skills

The HPAT is independently administered by the Australian Council for Educational Research (ACER) on behalf of the universities’ medical schools and the RCSI. The selection criteria and process for admission to medical schools is a matter for those institutions in line with their statutory autonomy in relation to academic affairs. Neither I nor my Department has a function in the administration of the HPAT, including the issuing of results.

Students who choose to sit the 2020 Leaving Certificate exams when it is safe to do so and who receive an improved CAO offer on foot of these results will receive a deferred offer to start their course in the 2021/22 academic year. However such offers are part of the 2020 application cycle, and will use the results of the 2020 HPAT sitting.

Question No. 238 answered with Question No. 101.

Question No. 239 answered with Question No. 121.

Covid-19 Pandemic

Questions (240, 245)

Thomas Byrne

Question:

240. Deputy Thomas Byrne asked the Minister for Education and Skills if special schools and special classes are being considered in the context of plans to reopen schools in September 2020. [7874/20]

Thomas Byrne

Question:

245. Deputy Thomas Byrne asked the Minister for Education and Skills if a specific plan is being developed to support the reopening of special schools and special classes; and if he will make a statement on the matter. [7879/20]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 240 and 245 together.

On 1st May 2020, the Government published a roadmap to ease Covid-19 restrictions and reopen Ireland’s economy and society.

To assist with the development of contingency plans for the re-opening and operation of schools, including special schools, in an environment that may require social distancing and other public health requirements, my Department will be engaging with relevant stakeholders and experts from within the education sector. This work will be based on the National Return to Work Safely Protocol that was published by Government and will also be informed by 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.

Following consultation with the education partners, guidance will issue to schools on the logistical and curricular arrangements to be put in place to facilitate the phased re-opening of schools. This guidance will provide a framework for individual schools, including special schools, to develop plans for the re-opening of school in accordance with their own circumstances and context and the needs of their staff and students.

A range of support and guidance has been provided for schools on how to provide for the continuing education for pupils over the current school closure period.

In additional to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:

https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf

https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf

The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.

It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.

The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.

The National Council for Special Education (NCSE) is also 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.

In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.

Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and resources 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

The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at https://www.education.ie/covid19/wellbeing/

Guidance for parents of primary school and special school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:

https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html

A special €10 million fund has been made available to support the purchase of technology and devices for disadvantaged students and students with special educational needs during this period of school closure.

Question No. 241 answered with Question No. 130.

Covid-19 Pandemic

Questions (242)

Thomas Byrne

Question:

242. Deputy Thomas Byrne asked the Minister for Education and Skills the bodies consulted in a consultation carried out by his Department on the reopening of schools in September 2020. [7876/20]

Written answers

Minister for Education and Skills

My Department is engaging and working with representatives of students, parents, teachers, school leadership and management bodies on planning arrangements for the re-opening of schools in accordance with the timeframe outlined in the roadmap.

Stakeholders include, Irish Second Level Students Union, National Parents Council –Primary, National Parents Council –Post Primary, National Association of Principals and Deputy Principals, Association of Community and Comprehensive Schools, Joint Managerial Body, Catholic Primary School Management Association, Church of Ireland Board of Education, National Association of Board of Management in Special Education, An Foras Pátrúnacha, Educate Together, Muslim Primary Education Board, Education and Training Boards Ireland, Irish National Teachers Organisation, Association of Secondary Teachers Ireland, Teachers Union Ireland, Irish Primary Principals Network, Down Syndrome Ireland, National Council for Special Education, National Council for Curriculum and Assessment, and the National Education Psychological Service . Engagements are also planned with other Government Departments as work proceeds on developing the roadmap and all decisions on how schools are to safely re-open and operate will be consistent with public health advice.

Pupil-Teacher Ratio

Questions (243, 271)

Thomas Byrne

Question:

243. Deputy Thomas Byrne asked the Minister for Education and Skills if a reduction in class sizes is being considered to aid social distancing when schools reopen. [7877/20]

Michael McNamara

Question:

271. Deputy Michael McNamara asked the Minister for Education and Skills if the teacher-pupil ratio can be reduced to help schools deal with the Covid-19 health crisis, get pupils back to school and provide a long-term positive impact on the well-being of students and their educational attainment; and if he will make a statement on the matter. [7993/20]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 243 and 271 together.

On the 1s May 2020, the Taoiseach announced as part of the "Roadmap for Reopening Society and Business" that schools will commence opening on a phased basis at the beginning of the 2020/2021 academic year.

The Department is currently working with the Education Partners and relevant stakeholders in planning for this re-opening which will be based on public health advice. As part of this engagement, each of the education partners were given the opportunity to outline the key issues that they would like to have considered in the context of re-opening schools.

The issues raised by the education partners include those referred to by the Deputies in their questions. These will now be worked through in detail as part of the development of the roadmap for reopening schools.

A core objective 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.

Question No. 244 answered with Question No. 131.

Question No. 245 answered with Question No. 240.

Ombudsman for Children

Questions (246)

Thomas Byrne

Question:

246. Deputy Thomas Byrne asked the Minister for Education and Skills his views on inviting the Ombudsman for Children to participate in discussions regarding the safe reopening of schools on a phased basis; and if he will make a statement on the matter. [7880/20]

Written answers

Minister for Education and Skills

I met the Ombudsman for Children on May 6th to discuss a range of issues concerning the provision of education following correspondence I received from him. I welcome his contribution on a number of issues which we discussed and as work progresses on developing a roadmap for schools to reopen in line with public health advice my Department will engage with the Ombudsman for Children’s Office further. My officials have been in contact with the Ombudsman for Children to make suitable arrangements for a follow up meeting.

Covid-19 Pandemic

Questions (247)

Thomas Byrne

Question:

247. Deputy Thomas Byrne asked the Minister for Education and Skills if additional supports are being considered to support DEIS schools in reopening; and if he will make a statement on the matter. [7881/20]

Written answers

Minister for Education and Skills

On the 1st May 2020, the Taoiseach announced as part of the "Roadmap for Reopening Society and Business" that schools will commence opening on a phased basis at the beginning of the 2020/2021 academic year.

My Department is currently working with the Education Partners and relevant stakeholders in planning for this re-opening which will be based on public health advice. As part of this engagement, each of the education partners were given the opportunity to outline the key issues that they would like to have considered in the context of re-opening schools. These issues will now be worked through in detail as part of the development of the roadmap for reopening schools.

A core objective 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. The Continuity of Learning group has been set up and will be providing guidance to schools to support schools on re-opening

On Wednesday 6 May 2020, I announced the early payment of the €16million DEIS grant for the 2020/21 school year. The funding is being paid ahead of schedule to all schools in the DEIS programme to help support students who are most at risk of educational disadvantage during the Covid-19 school closures.

There are 890 schools with more than 180,000 students in the DEIS programme. The grants, normally paid in June and September, are worth €12m to the 692 primary schools and €4m to the 198 post-primary schools.

My Department has also issued the €50m in ICT grants, including the additional fund of €10m which was announced recently.

Schools around the country are providing invaluable supports to young people in the most trying of circumstances. They will now be able to use this grant funding, if required, to support existing programmes to ensure continuity of learning, particularly for those most at risk. It is particularly important for students at risk of educational disadvantage to have regular, ongoing schooling.

In addition to the above, my Department has taken a number of measures to date to support children and young people who are at risk of educational disadvantage during the period of school closures.

They include:

- Guidance being issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage

- Collaboration with Cisco/WebEX to support schools with training in video conferencing software – for use by teachers with their classes

- Guidance and resources developed by the National Council for Special Education on supporting children with special educational needs

- Continuation of the School meals programme, funded through the Department of Employment Affairs and Social Protection, to provide food parcels to children who are at risk of food poverty

- 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)

Question No. 248 answered with Question No. 132.

Student Accommodation

Questions (249)

Thomas Byrne

Question:

249. Deputy Thomas Byrne asked the Minister for Education and Skills if he will engage with third-level institutions to ensure that no student in student accommodation will be made homeless in the summer months; and if he will make a statement on the matter. [7883/20]

Written answers

Minister for Education and Skills

Higher Education Institutions are autonomous bodies which are entitled to regulate their own affairs and administrative processes, and it is not within my remit to become involved in the details of their accommodation provision.

In cases where a student wishes to extend their stay in their accommodation beyond the period agreed in their original license agreement, I would recommend that they make contact with their accommodation provider at the earliest possible opportunity to see if this can be facilitated. If this is not possible, under the Residential Tenancies (Amendment) Act 2019 students have access to the Dispute Resolution Services of the Residential Tenancies Board (RTB). The relevant division of the RTB can be contacted at [e-mail].

Student Accommodation

Questions (250)

Thomas Byrne

Question:

250. Deputy Thomas Byrne asked the Minister for Education and Skills if he will develop in conjunction with the Minister for Housing, Planning and Local Government, specific guidance for providers of student specific accommodation to allow students to collect their belongings safely at the end of a lease; and if he will make a statement on the matter. [7884/20]

Written answers

Minister for Education and Skills

My Department's expectation is that those responsible for providing student accommodation would make continued arrangements to keep the belongings of those who vacated their accommodation early due to Covid- 19 safe and secure at this time and would ensure that students are enabled to continue to follow the public health advice.

I would advise students to contact their accommodation provider to discuss what the most appropriate arrangement is in their circumstance.

When arrangements are being made to collect belongings in due course accommodation providers and students should ensure that social distancing measures are followed.

School Curriculum

Questions (251)

Thomas Byrne

Question:

251. Deputy Thomas Byrne asked the Minister for Education and Skills the status of the ongoing review of the senior cycle. [7885/20]

Written answers

Minister for Education and Skills

In late 2016, the National Council for Curriculum and Assessment (NCCA) commenced an extensive review of senior cycle programmes and vocational pathways, to include Transition Year, Leaving Certificate Applied, Leaving Certificate Vocational Programme and the Leaving Certificate Established.

As part of the first phase of the review the NCCA conducted international research on senior cycle in a number of other jurisdictions (France, Sweden, New Zealand, Queensland, Finland, England, Netherlands, and Ontario).

Over the school year 2018/2019, a representative sample of 41 schools were directly involved in the initial consultation cycles of the review. The first of two consultation cycles focused on the purpose of senior cycle and futures thinking, with the second consultation cycle focusing on pathways and flexibility.

The NCCA then commenced a public consultation which invited individuals and organisations to provide feedback on the areas for development emerging from the review to date. This phase of consultation was informed by two NCCA documents, an Interim report of review of Senior Cycle Education and accompanying Senior Cycle Review Consultation Document. The phase of consultation concluded in November 2019.

Work on the Review of Senior Cycle has continued throughout 2020 and is nearing completion. The NCCA is completing an Advisory Report on the review setting out areas of work and plans to be pursued in the future development of senior cycle education.

The timing for the approval and publication of the Advisory Report is currently under review in light of the impact which the emergence of COVID-19 and the measures aimed at addressing the spread of the virus have had on schools and the education system more generally. Developments during this period have highlighted aspects of senior cycle education that may warrant further consideration and additional attention within the Advisory Report. Changes on the scale envisaged this year, which have come about as a result of the exceptional circumstances prevailing as a result of the Coronavirus pandemic, will be of particular interest to this work. However, it should be noted that the circumstances pertaining this year, and the arranements in place for the provision of Calculated Grades to students, are exceptional and it is understood that they will not be regarded as a precedent or as agreement by teachers, principals or schools to carry out such tasks in future years.

In this overall context, it is currently envisaged that the report will be finalised by the NCCA no earlier than Q3, 2020.

The report will then be submitted to my Department for consideration.