Written Answers Nos. 141-165
141. Deputy Jackie Cahill asked the Minister for Education and Skills if the resumption of Safe Pass courses will be facilitated now that construction has reopened in view of the fact the inability to facilitate new recruits into the sector will greatly hamper the re-opening and stifle job creation; and if he will make a statement on the matter. [8889/20]
View answer145. Deputy Éamon Ó Cuív asked the Minister for Education and Skills when provision will be made for Safe Pass courses which have been suspended due to the Covid-19 pandemic for returning emigrants and new entrants to enable them become involved in construction work; if the course can be organised in a way that would respect social distance; and if he will make a statement on the matter. [9177/20]
View answer176. Deputy Peter Burke asked the Minister for Education and Skills if SOLAS will make provision for persons whose Safe Pass cards expired in February 2020 who may have not had an opportunity to renew cards due to booking lead-in time and whose cards are invalid; and if he will make a statement on the matter. [8514/20]
View answer229. Deputy Martin Kenny asked the Minister for Education and Skills the steps he will take for workers that have an expired Safe Pass and are unable to return to work in sectors such as the construction industry; and if he will make a statement on the matter. [8923/20]
View answer231. Deputy Martin Kenny asked the Minister for Education and Skills when Safe Pass courses will resume in order that persons who wish to take up employment in industries that require a Safe Pass can do so; and if he will make a statement on the matter. [8927/20]
View answer251. Deputy Catherine Murphy asked the Minister for Education and Skills if he has considered the issuing of a temporary Safe Pass to those who have previously held a Safe Pass but is now out of date with the stipulation that they must undertake the course when they are up and running again in view of the fact that SOLAS does not have the legal authority to operate outside of the safety, health and welfare at work regulations; and if he will make a statement on the matter. [9041/20]
View answer252. Deputy Catherine Murphy asked the Minister for Education and Skills the date on which new Safe Pass courses and or refresher courses will commence; and if he will make a statement on the matter. [9042/20]
View answer292. Deputy Michael Healy-Rae asked the Minister for Education and Skills when Safe Pass courses will begin again in view of the fact many persons cannot take up employment due to the expiry of the card; and if he will make a statement on the matter. [9324/20]
View answer311. Deputy Martin Heydon asked the Minister for Education and Skills when Safe Pass courses will recommence; and if he will make a statement on the matter. [9518/20]
View answerI propose to take Questions Nos. 141, 145, 176, 229, 231, 251, 252, 292 and 311 together.
Under the Safety, Health and Welfare at Work (Construction) Regulations 2013, construction workers in Ireland are legally bound to hold a valid Safe Pass Registration Card to access construction site. The Minister for Business, Enterprise and Innovation recently amended these regulations to extend the validity of Safe Pass cards with an expiration date after the 1st March 2020 until SOLAS Safe Pass training has restarted.
SOLAS has examined the potential for online delivery as a means of continuing national construction health and safety courses while adhering to public health measures. I am advised that no immediate solution has been identified that is equitable with the existing Safe Pass course delivery model, in being accessible to all eligible workers, provides real time course participants supports (literacy and numeracy) and interpreter services, as well as ensuring assessment integrity. As the training authority, SOLAS does not have the authority to issue temporary Safe Pass cards in the absence of associated education and training.
In terms of the delivery of face to face training, planning is well advanced to support delivery of Safe Pass training within health and social distancing guidelines once public health considerations provide for the return to training for this cohort of learners. The inclusion of the resumption of Safe Pass training in Phase 2 of the Government’s Roadmap is under consideration at the current time, particularly in the context of the adverse effect of non-availability of the training on safe access to construction sites for workers and on employment opportunities in the sector.
142. Deputy Cian O'Callaghan asked the Minister for Education and Skills the steps he is taking to include teacher-led representation and the full involvement of teachers, students and unions in the Covid-19 working group for the English language education sector; if English language education providers are required to provide refunds to students that no longer have access to the schools and education already paid for; and if he will make a statement on the matter. [8980/20]
View answerI am aware of the challenges that are being encountered in the English language education sector and the substantial impact that the Covid-19 outbreak has had on students, teachers and providers in this sector.
My Department recognises the important role that teachers play in this sector and the support they have provided and continue to provide for students at this time. Since the outbreak of Covid-19, officials from my Department have had engagement with teacher representatives where they have outlined their concerns and issues.
The English Language Education Working Group for this sector has been established with a remit to address the issues arising from the Covid-19 pandemic with a priority and focus placed in the first instance on issues affecting students as well as other issues arising e.g. how stakeholders can work together to promote the sector as international markets move into recovery. The working group is comprised of key sectorial stakeholders including officials from my Department, Quality and Qualifications Ireland (QQI), the Department of Employment Affairs and Social Protection, the Department of Justice and Equality, the Department of Foreign Affairs and Trade, Enterprise Ireland, as well as lead sectorial representative bodies of providers and learner advocates.
The coordination of the response of the wider education system to the Covid-19 outbreak is a substantial challenge. In this context, the Department has found the current structure of the working group to be effective in delivering on its remit and, while the Department remains open to views, there are no current plans to expand membership. To date, the Group has facilitated an appropriate level of engagement with stakeholders alongside the ability to identify and help resolve issues as they arise. The Department and the members of the Working Group will continue to engage with external parties, to seek to exchange information where relevant and address queries where possible.
In compliance with the Government Decision taken in March 2020, all providers in this sector closed their premises in accordance with public health advice as part of efforts to combat the spread of the Covid-19 outbreak. Following the closure, these providers have introduced new ways of providing services to their students including facilitating the provision of online classes. This reflects a similar approach that has been adopted by providers across the wider education system. If a student is having issues with the programme on offer or in accessing a provider’s services, they can engage with their provider to address these issues. It is not within the remit of my Department to pursue providers for refunds arising from fees paid by students. This is a matter between the student and their provider.
However, as part of the conditions for a provider to have its programmes included on the Interim List for Eligible Programmes (ILEP) and therefore be eligible to recruit International Students, it must have established policies and procedures for the refund of fees to students in addition to a complaints procedure in the event of student complaints. These should be communicated to the student at time of enrolment. If the student exhausts the internal complaints procedure of the provider and is still unhappy about the outcome, they can make a complaint to the Immigration Delivery Service of the Department of Justice and Equality. However, in the case of a complaint regarding refunds, this can only relate to whether a provider has followed their internal refunds policy. If the provider’s refund policy was followed, there can be no further intervention into a private agreement between a provider and their student.
143. Deputy Stephen Donnelly asked the Minister for Education and Skills if the July provision programme will be extended to six weeks or 60 hours of tuition (details supplied). [9080/20]
View answer144. Deputy Stephen Donnelly asked the Minister for Education and Skills if the July provision programme will be extended to six weeks or 60 hours of tuition (details supplied); and if he will make a statement on the matter. [9081/20]
View answerI propose to take Questions Nos. 143 and 144 together.
My Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose well-being 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 well-being 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.
146. Deputy Réada Cronin asked the Minister for Education and Skills the safety measures regarding social distancing, hand hygiene and face covering being planned for school buses with schools reopening in September 2020; and if he will make a statement on the matter. [9213/20]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education and Skills.
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 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 decision taken by the Government to close schools with effect from 13th March 2020 was taken in the interest of protecting our pupils, their families, teachers and those members of the wider community and is one of the many measures taken to support efforts to contain the spread of Covid-19.
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. The Department is currently working with the education partners and relevant stakeholders in planning for this phased re-opening which will be based on public health advice and which will put the best interests of our school population first.
The operation of school transport services in September 2020 will be informed by the outcome of this planning for re-opening schools.
147. Deputy Jennifer Whitmore asked the Minister for Education and Skills the efforts he is making to ensure online safety for children using remote learning applications in conjunction with their schools; if data protection guidelines were sent to schools in advance of them setting up remote learning networks; his views on whether the current use of remote learning applications is in line with the national conversation with regard to children and online safety; and if he will make a statement on the matter. [9443/20]
View answerSince the announcement that schools would close due to the current pandemic my Department has made it clear that teachers and other staff in the education sector are expected to continue to work and to engage with their students to ensure the continuity of Schooling. In this regard, the nature of distance learning has required schools to take on a range of approaches to support their students and schools and teachers have demonstrated great innovation in adapting to the new situation. My Department has issued extensive guidance material for schools/teachers to use in engaging with pupils to ensure there is continuity of learning for all learners. This guidance documentation is available on my Departments website at
www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html#schools
Guidance has also issued to parents/guardians of primary school children and is available at this same link in 12 languages.
The guidance was informed by extensive engagement with stakeholders and feedback from a range of school surveys. The guidance documentation included the topic of staying safe in the distance learning environment and reminded schools of the continued need to implement and monitor their school policies particularly in areas such as Child Protection, Data Protection, Student/Pupil/Teacher Wellbeing and policies relating to the safe and ethical use of digital technologies. Links to the range of curricular and other supports that continued to be available to schools for that purpose were also provided. Schools and parents were also reminded of the extensive resources available through the Webwise programme www.webwise.ie to ensure the safe and ethical use of the internet during distance learning. This website promotes the autonomous, effective and safe use of the internet by young people through a sustained information and awareness strategy targeting school leaders, teachers, parents and children themselves with consistent and relevant messages. The website includes a dedicated School/Teacher Hub; A Parents Hub; and a Youth Hub.
Because learning is now conducted in the home environment, the Parents Hub is of particular importance during this time and this resource continues to be highlighted. This Hub www.webwise.ie/parents/ provides practical advice and information to help parents safeguard their children as they use the internet and helps forge the link between home and school. The Parents Hub features expert advice from professionals and offers useful conversation starters and tips on managing internet safety in the home. It includes information on privacy and parental control, managing screen time, posting and sharing online, cyberbullying, popular apps and more.
The Webwise programme, which is managed by the PDST, is an internet safety initiative funded by my Department and the EU Safer Internet Project. The PDST and its Webwise team work closely with European and National stakeholders (including other government Departments) in the development of its resources and has important connections with other agencies including the National Parents Council. Webwise is also represented on the National Advisory Council for Online Safety (NACOS) which was established by Government in 2018 and where much of the national conversation with regards to online safety is conducted. The membership of the Council is drawn from children's and parents' organisations, major online platforms, and experts on online safety issues and part of the Council’s role is to conduct research and to provide advice to Government on online safety issues.
The data protection website www.dataprotectionschools.ie/en/ offers specific guidance to schools in the area of data protection legislation and provides examples, model policies, codes of practice and useful links to other resources including the national Data Commission website www.dataprotection.ie.
On a more general note, the Professional Development Service for Teachers (PDST) and other Department funded teacher support services continues to offer online professional learning opportunities to teachers and school leaders in a range of pedagogical, curricular and educational areas including CPD on the effective use of digital technologies in teaching, learning and assessment. The PDST has developed a new dedicated webpage of curated content to support schools and teachers engaged in distance learning in order to provide continuity to pupils/students. The page can be accessed at
www.pdst.ie/distancelearning
148. Deputy John Brady asked the Minister for Education and Skills if the July provision will be provided in 2020. [8306/20]
View answerMy Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose well-being 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 well-being 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.
149. Deputy John Brady asked the Minister for Education and Skills if he will consider extending July provision from four weeks to six weeks to assist families of children with autism over the summer. [8307/20]
View answerMy Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose well-being 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 well-being 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.
150. Deputy Fergus O'Dowd asked the Minister for Education and Skills the position on the use of the mock leaving certificate examination results as part of the proposed predictive grading process in view of the fact the papers in many cases were available to students in advance; his views on whether this is an unfair advantage if included in the predictive process; and if he will make a statement on the matter. [8322/20]
View answer214. Deputy Michael Fitzmaurice asked the Minister for Education and Skills the allowances which will be made for leaving certificate students who were absent from school for large portions of the school year on medical grounds certified by a general practitioner; and if he will make a statement on the matter. [8843/20]
View answer283. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if work undertaken after 12 March 2020 can be taken into consideration in the calculation of calculated grades. [9301/20]
View answer291. Deputy Marc Ó Cathasaigh asked the Minister for Education and Skills if he has made provision in the calculated grades system for the leaving certificate for students who would have had valid reasons, including working towards the HPAT, to not focus on their mock leaving certificate exams to ensure that their grades will be fair and reflect their true ability; and if he will make a statement on the matter. [9320/20]
View answerI propose to take Questions Nos. 150, 214, 283 and 291 together.
I published detailed guidance for schools on calculated grades on 21 May. The document sets out information on the process of estimating marks for students to receive calculated grades, and this has been sent to all schools. The document, together with Frequently Asked Questions, are available on my Department’s website.
Additional guidance to schools on the avoidance of unconscious bias, interpreting evidence of achievement in the case of students with disabilities, and further guidance on bonus marks that would have applied for answering the written examinations through Irish issued to schools on 28 May.
Teachers are asked to use their professional judgement, drawing on existing records and available evidence to arrive at an estimated mark for each student. Teachers will use a number of records in assessing a student’s performance and progress; for example, classwork and homework; class assessments; examinations in school at Christmas or summer, mock exams and also coursework. They will not be simply passing on results from mock examinations or other tests.
Teachers are asked to be alert to the issue of unconscious bias and to examine the available evidence objectively, focussing on evidence that is clearly about attainment in the subject and not about other factors, such as absences from school-based summative assessments due to illness, for example.
Tuition for sixth-year Leaving Certificate 2020 students ceased on 11 May and additional assessments or tasks must not be set for the purpose of determining an estimated grade.
151. Deputy Alan Kelly asked the Minister for Education and Skills when the building of a new school (details supplied) will be sanctioned; and if he will make a statement on the matter. [8352/20]
View answerThe Deputy will be aware that a building project for the school in question is included on the Department's Capital Programme to be delivered as part of the National Development Plan (NDP).
My Department is currently engaging with the Patron of the school in the context of finalising the future capacity of the school. This is well advanced and when completed, will facilitate the project advancing through the architectural planning process.
152. Deputy John Lahart asked the Minister for Education and Skills the reason a person (details supplied) has been denied an exemption from a subject on the curriculum; and if he will make a statement on the matter. [8354/20]
View answerAn exemption from the study of Irish is granted by school management if they are satisfied that the student meets the criteria as set out in section 2.2 of Circular 0053/2019 i.e.
A). students whose education up to 12 years of age (or up to and including the final year of their primary education) was received outside the State and where they did not have opportunity to engage in the study of Irish.
Or
B). students who were previously enrolled as recognised students in a primary or post-primary school who are being re-enrolled after a period spent abroad, provided that at least three consecutive years have elapsed since the previous enrolment in the State and are at least 12 years of age on re-enrolment
Or
C). students who:
i.) present with significant learning difficulties that are persistent despite having had access to a differentiated approach to language and literacy learning over time (Irish and, or, English). Documentary evidence to this effect, held by the school, should include Student Support Plans detailing
- regular reviews of learning needs as part of an ongoing cycle of assessment
- target-setting
- evidence-informed intervention and review, including test scores (word reading, reading comprehension, spelling, other scores of language/literacy) at key points of review.
and
ii) at the time of the application for exemption present with a Standardised Score on a discrete test in either Word Reading, Reading Comprehension or Spelling at/below the 10th percentile.
In line with other Department policies in the area of special educational needs, the circulars on the granting of exemptions from the study of Irish have moved away from a diagnostic categorical model to a needs-based model. It is up to the school to decide if they have the evidence (ongoing support, response to intervention and current level of need as identified in school testing) when considering if the criteria under which an exemption may be granted are satisfied.
153. Deputy Fergus O'Dowd asked the Minister for Education and Skills if concerns outlined in correspondence from a person (details supplied) on requirements for master of education completion will receive a response; and if he will make a statement on the matter. [8360/20]
View answer169. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills if his attention has been drawn to difficulties for professional masters of education in primary school teaching students of a college (details supplied) in completing an alternative Gaeltacht placement due to the prevalence of mature students with families, the Covid-19 pandemic and the coinciding requirements to complete academic work in April 2020; and the steps he plans to take to engage with students from the college in order to achieve a resolution. [8434/20]
View answer182. Deputy Frankie Feighan asked the Minister for Education and Skills further to Parliamentary Questions Nos. 309 and 376 of 20 May 2020, if the matter (details supplied) will be investigated and students advised in relation to same; and if he will make a statement on the matter. [8596/20]
View answerI propose to take Questions Nos. 153, 169 and 182 together.
I understand that the Deputies are referring to the Gaeltacht Learning Period which must be fulfilled by students who are currently in the second year of the primary Professional Master of Education and due to graduate in 2021.
Completion of the Gaeltacht placement is an important element of programmes of initial teacher education for primary teachers and therefore a requirement for registration with the Teaching Council.
As you may be aware, my Department and the Teaching Council issued a joint statement on 23 March 2020 advising that in light of the emergency measures being adopted in relation to Covid-19, students who are in the final year of their Initial Teacher Education programme will not be required to complete the usual Gaeltacht Learning Period in order to graduate in summer 2020.
In the case of student teachers in all other years of their ITE programme, the Gaeltacht requirement is being postponed, to be fulfilled at a later point in the programme. It will be a matter for each Higher Education Institution (HEI) to examine the available options in terms of rescheduling Gaeltacht placements for students. My Department will continue to liaise with the HEIs on this matter to ensure that clarity if provided for students.
154. Deputy Bríd Smith asked the Minister for Education and Skills his views on the campaign by parents in Crumlin, Dublin 12, for the re-opening of a school (details supplied) as an ASD specific school; and if he will make a statement on the matter. [8362/20]
View answerThe 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 additional special classes. The NCSE is of the opinion that should this continue, there remains a need for an additional 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.
155. Deputy Niamh Smyth asked the Minister for Education and Skills the status of a funding application by a school (details supplied); when the application will progress to the next stage; and if he will make a statement on the matter. [8366/20]
View answerMy Department is currently reviewing the building project to which the Deputy refers in the context of construction sites restarting and projects at tender stage progressing. Department officials will be in contact with the school shortly with regard to the next stage for this project.
156. Deputy Emer Higgins asked the Minister for Education and Skills if his attention has been drawn to the fact that the application to extend a college (details supplied) has been at stage 2B for five years and that the original planning application will expire soon; the reason for numerous requests for revised stage 2B reports on this project; the status of this application; the date by which the school will be allocated funding to proceed; and if he will make a statement on the matter. [8371/20]
View answerThe major building project for the school to which the Deputy refers is included in the Department of Education & Skills’ Construction Programme which is being delivered under the National Development Plan.
This project is currently at an advanced stage of Architectural Planning – Stage 2b (Detailed Design). This stage is arguably the most complex and detailed of all the stages in Architectural Planning. In addition to securing the necessary statutory approvals it also includes the preparation of complex and detailed tender documents.
Also there have been changes to building regulations which the Design Team has been required to incorporate into its design and tender documents.
Stage 2(b) documents previously received by the Department were deemed incomplete and were returned to the Design Team for amendment. A revised Stage 2(b) report has been reviewed by the Department and comments issued in February 2020.
At that time the Design Team was requested to review and address the Department's comments and provide updated documentation. This updated documentation has recently been received. Upon review my Department will be in contact with the school and its Design Team in relation to the further progression of the project.
The Design Team is aware of the expiry date of the current planning application and it will be applying to the Local Authority for an extension in advance.
157. Deputy Emer Higgins asked the Minister for Education and Skills the status of applications for school buildings (details supplied); and if he will make a statement on the matter. [8372/20]
View answerThe current status of the projects referred to by the Deputy is as follows:
Scoil Chronain (RN 19530H)
The school referred to by the Deputy has recently been assigned for delivery under my Department's Design and Build Programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning and construction. The project will now enter the Architectural Planning phase.
Officials in The Department of Education & Skills are currently co-ordinating the Legal Conveyancing in respect of the acquisition of two plots of land adjacent to the school in question. This process is very well advanced. Once this process is complete, a site suitable for the permanent needs of the school will have been assembled. These matters are being treated as priority.
Griffeen Community College (RN 76454S)
The school building project for the school in question has been assigned for delivery under the Department’s Design and Build programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning and construction. The project is currently in architectural planning. Site surveys have commenced and a Pre-Planning meeting has been held with the Local Authority in advance of preparing the Planning Application, which will be the next key milestone in the progression of the project. The Design Team is working towards submitting the planning application to the Council by the end of Quarter 3.
Officials in The Department of Education & Skills are currently finalising an agreement with a landowner in respect of the acquisition of a site suitable for the permanent needs of Griffeen Community College. While there is general agreement in relation to Heads of Terms, there are some outstanding technical items that we are working to incorporate into the final HOT agreement which can then be taken forward to Legal Conveyancing stage. The architectural planning & design process is running in tandem with the aforementioned discussions. These matters are being treated as priority.
St Thomas JNS & Scoil Áine SNS, Lucan (RN 19542R & 19676P)
The replacement Design Team Consultant Architect tender process for this project has been completed and the design team is currently working on Stage 2(b) – Detailed Design, which includes upgrading the design to ensure that new school buildings are Near Zero Energy Buildings (NZEB) in compliance with the 2017 amendment to Part L of the current Building Regulations. In addition, the schools and the design team will be submitting a Brief Change Request, which will outline some additional refurbishment required in the existing school buildings.
Upon receipt and review of the Brief Change Request and Stage 2(b) report, my Department will revert to the schools regarding the further progression of this project.
Lucan Community College (RN 70080T)
This major building project is at an advanced stage of Architectural Planning – Stage 2b (Detailed Design) which includes the application for statutory approvals and the preparation of tender documents.
The Stage 2(b) report has been submitted to my Department for review by Dublin Dún Laoghaire Education and Training Board, who is the client for the project.
Upon review my Department will be in contact with the client regarding the further progression of this project.
Holy Family Community School (RN 91301D)
This major building project is also at an advanced stage of Architectural Planning – Stage 2b (Detailed Design).
The Stage 2(b) report has been received and reviewed by my Department. Comments issued from my Department to the design team and amended documents have subsequently been submitted to my Department for further review.
Upon completion of this review my Department will be in contact with the school and design team regarding the further progression of this project.
Divine Mercy JNS & SNS, Balgaddy (RN 20187H & 19865S)
This major building project is also at an advanced stage of Architectural Planning – Stage 2b (Detailed Design).
A revised Stage 2(b) report has been reviewed by my Department and comments issued to the school and its Design Team. The Design Team Consultant Architect has recently withdrawn from this project. A tender process to replace this consultant will commence shortly.
Upon appointment of the replacement consultant, a review of the stage 2(b) documentation will be carried out and the Design Team will then arrange to submit confirmations that they have carried out a final review of the complete package of tender documents.
Upon receipt of these confirmations my Department will be in contact with the school regarding the further progression of this project.
158. Deputy Dara Calleary asked the Minister for Education and Skills the status of an application for a summer works scheme by a school (details supplied); his views on the eligibility of the school for the scheme; and if he will make a statement on the matter. [8377/20]
View answerI can confirm to the Deputy that the school in question applied for funding under SWS 2020 onwards for 'Toilet Facilities'.
The Deputy may be aware that I announced details of the schools that will receive funding in summer 2020 in respect of applications submitted for 'Life Safety Systems projects'.
Commensurate with the level of funding set aside for the Scheme, applications are being assessed on a top down basis in accordance with the prioritisation criteria outlined in the Circular accompanying the Scheme. In that regard, applications submitted for other works will be considered under future rounds of the Summer Works Scheme. The school in question will be considered in this regard.
159. Deputy Mairéad Farrell asked the Minister for Education and Skills the estimated full year cost of recruiting ten additional psychologists for the National Educational Psychological Service; and if he will make a statement on the matter. [8378/20]
View answerAs the Deputy will be aware my Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).
In regard to the Deputy's specific question the estimated full year cost of employing ten additional psychologists would be in the region of €7.5m.
160. Deputy John Brady asked the Minister for Education and Skills the impact the Covid-19 pandemic has had or is likely to have on the funding and timescale for completing the extension to a school (details supplied). [8384/20]
View answerThe Deputy will be aware that the project to which he refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
The NDFA is currently undertaking the second phase of the process of appointment of multi-disciplinary technical advisors (design teams) for these projects. This process will involve a number of call-off competitions for bundles of projects from a framework. I am able to inform the Deputy that this appointment process has been unaffected by the COVID-19 pandemic as the work involved has been carried out through written procedures and via remote access interactions where necessary.
Thereafter, the NDFA will ensure that the project progresses to design stage, obtains the necessary statutory planning permission, and moves the project onward to tender and construction in due course. As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion.
Please be assured that the NDFA will be engaging directly with the school authority to keep it informed of progress.
161. Deputy John Brady asked the Minister for Education and Skills if additional funding will be provided to allow for further temporary prefab accommodation for a school (details supplied) to be implemented in advance of the new school term in September 2020 to accommodate students in the local area that were unsuccessful in getting a secondary school place. [8385/20]
View answerAs the Deputy may be aware, a major building project to provide an extension to the school in question is included in my Department's building programme to be delivered as part of the National Development Plan (NDP) Construction Programme.
In this regard, the procurement of the Design Team to deliver the project has commenced.
I wish to advise the Deputy that my Department approved a grant to the school's patron in 2019 for the provision of interim accommodation and the patron has advised that the accommodation was installed in January 2020.
My Department has no record of receiving any further application for additional accommodation from the Patron of the school.
162. Deputy Thomas Byrne asked the Minister for Education and Skills the status of a section 29 appeal by a person (details supplied). [8393/20]
View answerThe hearing for this Section 29 appeal was held on Monday 25th May.
The determination of the Appeals Committee will issue to both parties to the appeal in due course.
163. Deputy Bernard J. Durkan asked the Minister for Education and Skills if adequate provision is being made in primary and second-level schools throughout County Kildare to accommodate the needs of children who are living in the area or that have moved permanently to the area; the degree to which such accommodation needs have been identified; the proposals for resolution including special needs accommodation; and if he will make a statement on the matter. [8396/20]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
Under project Ireland 2040, my Department continues to make progress to increase the infrastructural capacity in the schools sector, in order to meet demographic and other demands.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. I wish to advise the Deputy that the current status of large-scale projects being delivered under project Ireland 2040, including projects in Kildare, may be viewed on my Department's website, www.education.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an immediate enrolment need, has been identified or where an additional teacher has been appointed. Details of schools listed on this programme can be found on my Department's website www.education.ie and this information is also updated regularly.
For the Deputy’s information, details of the major capital projects in Kildare, currently being advanced through the architectural planning process and the current status of these projects is outlined in the following tables.
|
Kildare |
13902O |
Hewetson NS |
Project Brief Stage |
|
Kildare |
15040T |
Mercy Convent, Naas |
On Site |
|
Kildare |
15769C & 16707I |
Scoil Eimhinn Naofa & St Peter's NS, Monasterevin |
Stage 2b (Detailed Design) |
|
Kildare |
16706G |
St Joseph's BNS, Kilcock |
Stage 3 (Tender Stage) |
|
Kildare |
17254C |
St. Corban's NS, Naas |
Stage 1 |
|
Kildare |
17341U |
Maynooth BNS |
Stage 3 (Tender Stage) |
|
Kildare |
17872F |
St Conleth's/ St Mary's, Newbridge |
Stage 3 (Tender Stage) |
|
Kildare |
17873H |
St Conleth's Infant school |
Stage 3 (Tender Stage) |
|
Kildare |
18288B |
Scoil Mhichil Naofa, Athy |
Stage 2b (Detailed Design) |
|
Kildare |
18988G |
St Raphael's Special School |
Site Acquisition Process |
|
Kildare |
19277B |
St Anne's Special Sch, Ballymany Cross, Curragh |
Stage 2b (Detailed Design) |
|
Kildare |
19455W |
St. Mark's Special, Newbridge |
Procurement of Design Team has commenced |
|
Kildare |
19796C |
St Patrick's BNS, Clane |
Stage 2b (Detailed Design) |
|
Kildare |
20257C |
Scoil Naomh Padraig, Celbridge |
Site Acquisition Process |
|
Kildare |
20292E |
Maynooth ETNS |
On Site |
|
Kildare |
20526D |
Leixlip Primary - Leixlip ETNS |
School opened in September 2019 in interim start-up accommodation. Site Acquisition Process |
|
Kildare |
20527F |
Maynooth Primary - Gaelscoil Ruairí |
School opened in September 2019 in interim start-up accommodation. Site Acquisition Process. |
|
Kildare |
20542B |
Naas Primary |
School to open in 2021. Site Acquisition Process |
|
Kildare |
61681V |
Patrician Post Primary, Newbridge |
Procurement of Design Team has commenced |
|
Kildare |
61690W |
Cross & Passion Secondary School, Kilcullen |
Procurement of Design Team has commenced |
|
Kildare |
61702D |
St Pauls' Secondary School, Monasterevin |
Stage 3 (Tender Stage) |
|
Kildare |
61730I |
St. Mary's Girls Post Primary, Naas |
Procurement of Design Team has commenced |
|
Kildare |
70650L |
Athy Community College |
Stage 1 (Preliminary Design) |
|
Kildare |
70700A |
Maynooth PP, Moyglare Rd, Maynooth |
On Site |
|
Kildare |
70720G |
St Farnan's Post Primary, Prosperous |
Stage 1 (Preliminary Design) |
|
Kildare |
76193Q |
Maynooth Community College |
On Site |
|
Kildare |
76194S |
Naas Community College |
On Site |
|
Kildare |
91614B |
Celbridge Community School |
Site Acquisition Process |
In addition, the following projects in Kildare are being advanced under my Department's Additional Accommodation Scheme and the current status of these projects is also outlined.
|
Kildare |
00779U |
Presentation Girls, Maynooth |
1 x 80m2 Classroom inc ensuite toilets. |
APPROVED |
2019 |
|
Kildare |
12998C |
Scoil Cianog Naofa, Timahoe |
1 x 80m2 Classroom inc ensuite toilet & 1 x 15m2 SET room |
APPROVED |
2019 |
|
Kildare |
13328I |
St Patrick's NS, Morristown, Newbridge |
1 Class SEN Base x 209m2 |
DESIGN STAGE |
2019 |
|
Kildare |
13902O |
Hewetson NS, Millicent, Clane |
1 x 80m2 m/s classroom & 1 x wc for assisted users |
DESIGN STAGE |
2015 |
|
Kildare |
16845U |
Rathcoffey NS |
2 classroom 183m2 and conversion of existing to multipurpose room |
ONSITE |
2015 |
|
Kildare |
17567A |
Allen NS |
2 x 15m2 SET Rooms (total area incl walls and circulation 38m²) |
APPROVED |
2019 |
|
Kildare |
18051Q |
Coole NS, Kilcock |
1x80m2 Classroom inc ensuite toilet |
Approved |
2019 |
|
Kildare |
18644U |
Straffan National School, Straffan |
4 x 80m2 mainstream classrooms & wc for assisted users & stairs |
ONSITE |
2015 |
|
Kildare |
18650P |
Newtown NS, Enfield |
4 x 80m2 Mainstream Classrooms with en-suite toilets, 2 x 15m2 SET Rooms & Assister Users WC |
DESIGN STAGE |
2018 |
|
Kildare |
18666H |
Tiermohan NS, Donedea, Naas |
3 x 80m2 Mainstream classrooms |
Approved |
2019 |
|
Kildare |
19452Q |
Scoil Mhuire Senior School, Ballymany, Newbridge |
2 x 80m2 & 4 x 16m2 Resource room & 1 x 16m2 WC for assisted users |
ONSITE |
2014 |
|
Kildare |
19597T |
Holy Child National School, Ballycane |
2 x 80m² Mainstream classroom, 2-Classroom SEN Base & removal of Prefabs. |
APPROVED |
2020 |
|
Kildare |
19675N |
Scoil Bhride, Kilcullen |
1x80m2 mainstream, en-suite toilets and WC for assisted users. |
DESIGN STAGE |
2018 |
|
Kildare |
19897I |
Scoil Uí Riada, An Bhanóg, Cill Choca |
7 x 80m2 Classrooms inc ensuite toilets, 3 x 15m2 SET rooms, 2 x 2m2 Staff toilets & 1 x 10.5m2 WC for assisted users |
DESIGN STAGE |
2019 |
|
Kildare |
61661P |
Salesian College, Celbridge |
2 Classroom Base SNU |
DESIGN STAGE |
2015 |
|
Kildare |
61691B |
Scoil Dara, Kilcock |
5 x 58.5m2 Mainstream Classrooms, 5 Standard WC's & 1 x 10.5m2 Assisted Users WC, 2 Science Labs & Prep Area (217m2)& 1 x 119m2 Arts & Crafs Room (Prefab Replacement) 4 x 58.5m2 Mainstream Classrooms & 4 Standard WC's |
DESIGN STAGE |
2018 |
|
Kildare |
70691C |
Confey College, Leixlip |
1-Classroom SEN Base (273m²). |
APPROVED |
2019 |
|
Kildare |
91372D |
Scoil Mhuire Community School |
1 Classroom SEN base, 5x38.5m2 General Classrooms (total area incl walls and circulation 192.5m2) ( Prefab replacement) & 2x 177.2m2 Science Labs and shared Prep area 38.5m2 and ancillary |
APPROVED |
2020 |
|
Kildare |
91614B |
Celbridge Community School |
Provision of 12 x 50m² Mainstream Classroom’s, 2 x 65m² Specialist Classrooms, 3 x 65m² Science Laboratories, 2 x 15m² Preparation Area, 2 x 100m² Art/Craft Room, 1 x 100m² Engineering Room, 1 x 15m² Deputy Principal’s Office , 1 x 50m² General Storage, 1 x 100m² General Purpose/Dining Room, 30m² Staff Toilets, 50m² Students' Toilets. |
APPROVED |
2020 |
164. Deputy Joe O'Brien asked the Minister for Education and Skills if schools will be directed to accept a small number of pupils before phase 5 of the Roadmap for Reopening Society and Business in order to test measures that will be needed in September 2020 with much larger numbers. [8400/20]
View answerOn the 1 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 engaging and working with the education partners and relevant stakeholders on planning arrangements for the re-opening of schools in accordance with the timeframe outlined in the roadmap and all decisions on how schools are to safely re-open and operate will be consistent with 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 will now be worked through in detail as part of the development of the roadmap for re-opening schools. This work will also be informed by guidance and experience from other jurisdictions and from advice published by international bodies such as the World Health Organisation and the European Centre for Disease Prevention and Control (ECDC).
165. Deputy Fergus O'Dowd asked the Minister for Education and Skills if a DEIS review has been completed for schools (details supplied); if so, the outcome; if the review will benefit schools in east County Meath and County Louth areas; and if he will make a statement on the matter. [8405/20]
View answerAs the Deputy is aware, my Department is in the final stages of refinement of the new DEIS identification model, based on school enrolment data and the latest data available from Census 2016 under the HP Deprivation Index.
This work is at an advanced stage and a consultation process with education stakeholder representatives on the technical aspects of the refined DEIS ID model is currently in progress. It is envisaged that this model will then provide the basis for development of a DEIS resource allocation system to match resources to identified need.
I am confident that the culmination of this work will facilitate the ultimate aim of matching resources to identified need and will allow us to target extra resources at those schools most in need. Until this work is complete, it is not intended to extend the DEIS programme to any further schools.
Officials from my Department have engaged with the schools in the Drogheda area and have outlined to the principals of the schools the work ongoing in relation to DEIS.
