Written Answers Nos. 166-191
166. Deputy Fergus O'Dowd asked the Minister for Education and Skills the position on possible delays to a school (details supplied) to transfer to its new premises which is occupied by another school; if the matter will be expedited in view of the disruption that delays will have on the school not being in a position to transfer during the summer months; and if he will make a statement on the matter. [8410/20]
View answerThe permanent project for the school referred to by the Deputy is being delivered under my Department's Design & Build Programme and will be tendered shortly.
The interim accommodation project for the post-primary school to which the Deputy refers is currently on site and being progressed. In the current Covid-19 circumstances the anticipated hand-over date is early to mid-August 2020. The decant of the Primary School will take place after the Post-Primary school vacates the premises.
167. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills the level of CPD completion by teachers on the recent changes at junior cycle; and when he plans to formally dissolve the junior cycle for teachers. [8432/20]
View answerThe new Junior Cycle has been developed over several years and is now in the process of being implemented in schools, with the final phase of new subject specifications introduced to schools from September 2019 with the first cohort of students taking final examinations in these subjects in June 2022.
During the 2019/2020 school year, the Junior Cycle for Teachers (JCT) support service continues to deliver a comprehensive professional development programme to support teachers of Junior Cycle. Engagements included seminars for school leaders, whole-staff workshops in schools, subject specific workshops via school clustering and education centre hosted events and school visits.
JCT have also responded to the challenges posed by Covid 19 by moving resources online and expanding their live interactive webinar programme. All webinars are recorded and subsequently made available on their website. JCT has continued to provide on-going sustained support to schools via phone and email.
My Department set up Junior Cycle for Teachers (JCT) as the dedicated support service to support schools in implementing all elements of the Framework for Junior Cycle. The level and scale of required continued professional development supports for teachers and schools to ensure successful implementation and embedding of the Framework will be considered by my Department in conjunction with the relevant stakeholders.
168. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills when the NCCA designed senior cycle physical education application will be made available to schools, teachers and students to commence teaching the new senior cycle physical education curriculum; and if the new cycle is scheduled to commence in September 2020. [8433/20]
View answerThe Senior Cycle Physical Education Framework is available to all schools to support the planning of quality non-examinable physical education in senior cycle.
The National Council for Curriculum and Assessment (NCCA) completed the initial design of a mobile application as a resource to support students learning through the Senior Cycle Physical Education Framework. It is intended that a small scale pilot to evaluate the functionality and effectiveness of the application will be carried out. However, following the announcement of the closure of schools and the range of other measures aimed at addressing the spread of COVID-19 it has not being possible to progress this work with schools at this time.
Use of the application is not mandatory nor is it required to access the Senior Cycle Physical Education Framework. It is a new and innovative digital resource that will assist with the teaching and learning of the Framework. Further details on the application will be made available as soon as possible.
170. Deputy Fergus O'Dowd asked the Minister for Education and Skills the status of the proposed LMETB headquarters in Drogheda, County Louth; the reason for the unacceptable delays to the commencement of this project; and if he will make a statement on the matter. [8449/20]
View answer261. Deputy Ged Nash asked the Minister for Education and Skills if it is policy to build the LMETB headquarters building at a site in Drogheda, County Louth; the amount spent on the project to date; when the building will be occupied; the number of ETB staff that will be accommodated in the building; and if he will make a statement on the matter. [9140/20]
View answerI propose to take Questions Nos. 170 and 261 together.
As the Deputies will be aware, the project to which they refer have been devolved for delivery to the local Education and Training Board (LMETB).
A number of design issues have arisen with this project. These have included issues relating to the need for additional security features for the proposed building that became apparent at tender stage and which required a change in brief with consequent design alterations. Currently, the capacity of the building, and the number of staff it is required to accommodate, is being reviewed to ensure it meets the needs of LMETB into the future.
I can assure the Deputy that every effort to progress the project has been made and will continue to be made. A number of meetings between officials from my Department and LMETB and its design team, with a view to addressing the relevant issues, have taken place. However, it is still too early at this stage to give a commencement date for construction.
To date, approximately €260k has been spent on costs related to the project including design team fees, planning and statutory consent fees and surveys for the project.
171. Deputy Fergus O'Dowd asked the Minister for Education and Skills the planning position in regard to the new post-primary school for south Drogheda, County Louth; if he will provide other relevant updates on the school; and if he will make a statement on the matter. [8450/20]
View answerAs the Deputy is aware, a potential site option was identified for the permanent location for the school to which the Deputy refers. However, due to delays progressing with the acquisition of that site, a number of additional potential site options have been identified and officials from my Department are currently appraising same.
My Department is committed to delivering permanent accommodation for the school in question and once a suitable site has been acquired, the project concerned will progress into the architectural planning process without delay.
172. Deputy Kathleen Funchion asked the Minister for Education and Skills the way in which the July provision will operate in 2020; the way in which parents should apply; and if he will make a statement on the matter. [8476/20]
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.
173. Deputy John Lahart asked the Minister for Education and Skills the status of the rendering process for a cluster of primary school building projects including a school (details supplied); the timeline for tender completion and assignment; and if he will make a statement on the matter. [8485/20]
View answerThe procurement process for a bundle of projects including the project in question commenced in December 2019 with the publication of a contract notice to determine a short-list of interested contractors.
The short-listing has been completed and the next step is to issue tender documentation to the short-listed candidates.
The tender documents are being finalised and tenders are due to issue in June. Construction of the school is expected to commence in Q4 this year.
174. Deputy Patrick O'Donovan asked the Minister for Education and Skills if he will address a matter regarding calculated grades (details supplied); and if he will make a statement on the matter. [8498/20]
View answer178. Deputy Mairéad Farrell asked the Minister for Education and Skills the process that will be followed regarding the calculated grades system in the case of students whose families have provided home schooling sometimes in the form of a private tutor in the best interests of the educational development of their child; and if he will make a statement on the matter. [8538/20]
View answer222. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will address the case of a person (details supplied) regarding the leaving certificate; and if he will make a statement on the matter. [8879/20]
View answer230. Deputy Pauline Tully asked the Minister for Education and Skills the alternative to calculated grades for leaving certificate being made available to students who are home-schooled or take a subject outside of school without a recognised tutor; and if he will make a statement on the matter. [8924/20]
View answer232. Deputy Catherine Martin asked the Minister for Education and Skills the consideration given to students who have studied a subject outside of school and who, therefore, do not have a teacher to give them a calculated grade; and if he will make a statement on the matter. [8933/20]
View answer238. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the arrangements being made in the new measures regarding the leaving certificate in 2020 for students who are studying a subject for the leaving certificate outside the school system and for those, some of whom are repeating their leaving certificate, who are not attending a school establishment during this academic year; and if he will make a statement on the matter. [8943/20]
View answer259. Deputy Joe Flaherty asked the Minister for Education and Skills the provisions or options for students who were planning to sit one subject in the leaving certificate in 2020, primarily students who were planning to repeat Irish with a view to securing a necessary higher grade (details supplied). [9129/20]
View answer279. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the number of students who would have sat the leaving certificate this summer who will now not be entitled to a calculated grades due to a lack of evidence or lack of access to a registered teacher for a given subject or several subjects [9297/20]
View answer280. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if he will consider arranging an alternative examination for potential leaving certificate students that will now not receive a calculated grade such as, for example, an online oral [9298/20]
View answer301. Deputy Ged Nash asked the Minister for Education and Skills the status of students taking languages in their mother tongue who do not have a designated teacher either inside or outside of school; his plans to ensure such students receive a fair predicted grade; if they will be obliged to sit a written exam; if obliged to sit a written exam, if affected students will be able to sit their exams and receive results before the beginning of the commencement of the 2020/2021 term year; and if he will make a statement on the matter. [9478/20]
View answer310. Deputy Gary Gannon asked the Minister for Education and Skills the system put in place for external candidates and students who are home tutored in their sixth year in view of the fact that predictive grades rely on the expertise of teachers and knowledge of a student. [9510/20]
View answer323. Deputy Steven Matthews asked the Minister for Education and Skills the way in which the recent announcement regarding the cancellation of the leaving certificate will impact students studying single subjects outside of traditional school settings be that as an extra subject to supplement their in school options or as a single exam that was undertaken to achieve qualification for a specific course requirement such as honours level Irish for primary school teaching. [9757/20]
View answerI propose to take Questions Nos. 174, 178, 222, 230, 232, 238, 259, 279, 280, 301, 310 and 323 together.
Where a student is studying one or more subjects outside of a recognised school, every effort will be made by the school to provide an estimated mark where the principal is confident that there is sufficient evidence of the student’s achievement to make an objective judgement. My Department will be flexible in accepting estimated marks and rankings from other schools or colleges, and will look at this issue on a case-by-case basis. All reasonable efforts should be made to obtain a satisfactory evidence base. This includes situations where students are studying subjects outside of school, including the non-curricular languages.
In the case of students taking a subject outside school, the detailed guidance for schools published on 21 May provides details of how schools should proceed if school management authorities are confident that there is sufficient evidence of the student’s achievement to make an objective judgement.
For students in receipt of home tuition with an association to the school, the guidance published on 21 May provides information for school authorities to engage with the home tutor in arriving at a decision.
If the student is not being taught by a registered teacher, the principal will need to consider whether there is sufficient evidence on which to base an estimate. If there is not sufficient evidence, then it is highly unlikely that the Department will be able to generate a calculated grade for that subject.
In general, provided an estimated mark and ranking can be generated from a teacher in a way that is fair to all candidates, my Department will seek to provide a calculated grade. Students will be able to use this calculated grade in the same way as a Leaving Certificate grade to satisfy minimum entry requirements.
Where it is not possible to provide a calculated grade students will have the opportunity to sit the 2020 Leaving Certificate examination at a later date when it is safe to do so.
175. Deputy Peter Burke asked the Minister for Education and Skills the status of a summer works scheme application by a person (details supplied); and if he will make a statement on the matter. [8513/20]
View answerI can confirm to the Deputy that the school in question applied for funding under my Department's Summer Works Scheme (SWS) 2020 onwards for 'Fabric Defects'.
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.
177. Deputy Joe O'Brien asked the Minister for Education and Skills if he will consider including teachers and representatives on the Covid-19 working group for the English language education sector; and if he will make a statement on the matter. [8532/20]
View answer268. Deputy Róisín Shortall asked the Minister for Education and Skills if English language teacher-led representation on the Covid-19 working group for the English language education sector will be ensured; and if he will make a statement on the matter. [9167/20]
View answer321. Deputy Louise O'Reilly asked the Minister for Education and Skills if English language teachers will be represented on the Covid-19 working group for the English language education sector. [9624/20]
View answerI propose to take Questions Nos. 177, 268 and 321 together.
I 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.
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 respect of the safe re-opening of English language education providers, the timeline and arrangements for this will be guided by public health advice applicable at a given time. On May 1st, the Taoiseach announced the roadmap for the gradual lifting of the current Covid-19 restrictions. This roadmap sets out a number of phases with the re-opening of the wider education system contained in the later phases to coincide broadly with the beginning of the new academic year.
My Department will engage with provider representatives within the English language education sector as they develop more detailed plans for the re-opening of their premises on this basis. It is to be expected that ensuring the health and safety of staff and students will be central to the providers' plans and that necessary consultations will be undertaken as part of their development. It is anticipated that the "Return to Work Safely Protocol" recently published jointly by the Department of Health and the Department of Enterprise, Business & Innovation, and designed to support measures being put in place that will prevent the spread of COVID-19 in the workplace will be used to inform these plans. Experience of the re-opening of educational facilities in other areas and jurisdictions will also be relevant.
179. Deputy Alan Farrell asked the Minister for Education and Skills if adjustments will be made to the traditional July provision scheme for children on the autism spectrum; and if so, the adjustments being considered in the context of Covid-19. [8564/20]
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.
180. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills the guidance school principals can expect on processes and procedures to deal with anticipated increased need for substitute teachers due to ongoing self-isolation protocols associated with respiratory symptoms or close contacts with Covid-19 cases. [8574/20]
View answerOn 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 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 Deputy in his question. These will now be worked through in detail as part of the development of the roadmap for reopening schools.
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 to develop plans for the re-opening of schools in accordance with their own circumstances and context and the needs of their staff and students.
181. Deputy Chris Andrews asked the Minister for Education and Skills if teachers and students will be included as stakeholders in the active Covid-19 working group for the English language education sector (details supplied). [8589/20]
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.
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 I remain open to hear different perspectives, my view is that it is not critical to expand membership at this time. 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 respect of the safe re-opening of English language education providers, the timeline and arrangements for this will be guided by public health advice applicable at a given time. On May 1st, the Taoiseach announced the roadmap for the gradual lifting of the current Covid-19 restrictions. This roadmap sets out a number of phases with the re-opening of the wider education system contained in the later phases to coincide broadly with the beginning of the new academic year.
My Department will engage with provider representatives within the English language education sector as they develop more detailed plans for the re-opening of their premises on this basis. It is to be expected that ensuring the health and safety of staff and students will be central to the provider's plans and that necessary consultations will be undertaken as part of their development. It is anticipated that the "Return to Work Safely Protocol" recently published jointly by the Department of Health and the Department of Enterprise, Business & Innovation, and designed to support measures being put in place that will prevent the spread of COVID-19 in the workplace will be used to inform these plans. Experience of the re-opening of educational facilities in other areas and jurisdictions will also be relevant.
183. Deputy Michael McGrath asked the Minister for Education and Skills if his attention has been drawn to the fact that certain leaving certificate students missed the deadline to apply for the CAO; if he will arrange for late applications to be accepted in view of the extenuating circumstances these students are dealing with arising from Covid-19; and if he will make a statement on the matter. [8609/20]
View answerThe Higher Education Institutions (HEIs) are governed by the Universities Act 1997, the Institutes of Technologies Acts 1992 to 2006 and the Technological Universities Act 2018. Within the meaning of these Acts, higher education institutions are autonomous with regard to management of their academic affairs including admissions procedures. The CAO process applications for undergraduate, and some postgraduate, courses on behalf of the HEIs. Decisions on admissions are made by the HEIs who then instruct the CAO to make offers to successful candidates.
As such, neither I nor my Department has any role in relation to the operation of the CAO. Queries on these processes should be sent directly to the CAO, contact details for which can be found on their website www.cao.ie
184. Deputy Michael McGrath asked the Minister for Education and Skills the position regarding the July provision programme in view of Covid-19; if contingencies are being examined to ensure it goes ahead; the application arrangements that apply; and if he will make a statement on the matter. [8611/20]
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.
185. Deputy Gino Kenny asked the Minister for Education and Skills if he will include teacher-led representation in addition to full involvement in the Covid-19 working group for the English language education sector; his views on whether it is vital that every stakeholder including teachers, students and unions is given a place on the working group; and if he will make a statement on the matter. [8626/20]
View answer187. Deputy Paul Murphy asked the Minister for Education and Skills if he will invite representatives of the teachers, students and trade unions from the English language education sector onto the Covid-19 working group; and if he will make a statement on the matter. [8645/20]
View answerI propose to take Questions Nos. 185 and 187 together.
I 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.
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 I remain open to hear different perspectives, my view is that it is not critical to expand membership at this time. 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 respect of the safe re-opening of English language education providers, the timeline and arrangements for this will be guided by public health advice applicable at a given time. On May 1st, the Taoiseach announced the roadmap for the gradual lifting of the current Covid-19 restrictions. This roadmap sets out a number of phases with the re-opening of the wider education system contained in the later phases to coincide broadly with the beginning of the new academic year.
My Department will engage with provider representatives within the English language education sector as they develop more detailed plans for the re-opening of their premises on this basis. It is to be expected that ensuring the health and safety of staff and students will be central to the provider's plans and that necessary consultations will be undertaken as part of their development. It is anticipated that the "Return to Work Safely Protocol" recently published jointly by the Department of Health and the Department of Enterprise, Business & Innovation, and designed to support measures being put in place that will prevent the spread of COVID-19 in the workplace will be used to inform these plans. Experience of the re-opening of educational facilities in other areas and jurisdictions will also be relevant.
186. Deputy Jack Chambers asked the Minister for Education and Skills if a reply will issue to correspondence (details supplied). [8633/20]
View answerI can confirm to the Deputy that a reply has issued in relation to the correspondence in question.
I am also pleased to advise the Deputy that the school referred to received grant approval, for the provision of two mainstream classrooms, under my Department's Additional School Accommodation Scheme.
188. Deputy Robert Troy asked the Minister for Education and Skills if he will address a series of matters (details supplied) regarding the leaving certificate. [8656/20]
View answer281. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills when it will be possible to arrange a written leaving certificate examination [9299/20]
View answerI propose to take Questions Nos. 188 and 281 together.
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.
The Australian Council for Educational Research (ACER) independently administers the HPAT 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.
189. Deputy Chris Andrews asked the Minister for Education and Skills if a child (details supplied) will be awarded a SNA support. [8666/20]
View answerSchools have been notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for 2020/21. The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations will be frozen, from the date of issue of Circular 0030/2020, and will automatically roll over into the 2020/21 school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts can continue in these posts for the next school year in the normal way.
- Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, will be dealt with by way of an exceptional review process.
- A diagnosis of a disability, or a psychological or other professional report, will not be necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie .
The NCSE will endeavour to respond to all applications for exceptional review received prior to 22nd May 2020 by 30th June 2020 and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools.
Applications for an Exceptional Review received after 22 May 2020 will continue to be processed once all other applications have been completed.
The exceptional review process for mainstream allocations will be available to schools throughout the 2020/21 school year.
As this question relates to a particular school and pupil, I have referred the question to the NCSE for their direct reply. I do not have a role in making determinations in individual cases.
A new frontloading model for allocating Special Needs Assistants to primary and post primary schools for students in mainstream classes only was to be introduced in the 2020/21 school year as part of the phased roll out of the School Inclusion Model (SIM). Due to the disruption caused by the Covid-19 public health crisis, the introduction of the model has been deferred for one year.
190. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills if consideration will be given to including English language teachers in the Covid-19 working group for the English language education sector; and if he will make a statement on the matter. [8669/20]
View answer191. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills the reason English language teachers were not included in the Covid-19 working group for the English language education sector in view of the fact that English language schools are due to reopen in autumn 2020 and that a plan to ensure a safe return to teaching is needed but can only be achieved by engaging with each stakeholder; and if he will make a statement on the matter. [8670/20]
View answerI propose to take Questions Nos. 190 and 191 together.
I 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 .
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 respect of the safe re-opening of English language education providers, the timeline and arrangements for this will be guided by public health advice applicable at a given time. On May 1st , the Taoiseach announced the roadmap for the gradual lifting of the current Covid-19 restrictions. This roadmap sets out a number of phases with the re-opening of the wider education system contained in the later phases to coincide broadly with the beginning of the new academic year.
My Department will engage with provider representatives within the English language education sector as they develop more detailed plans for the re-opening of their premises on this basis. It is to be expected that ensuring the health and safety of staff and students will be central to the provider's plans and that necessary consultations will be undertaken as part of their development. It is anticipated that the "Return to Work Safely Protocol" recently published jointly by the Department of Health and the Department of Enterprise, Business & Innovation, and designed to support measures being put in place that will prevent the spread of COVID-19 in the workplace will be used to inform these plans. Experience of the re-opening of educational facilities in other areas and jurisdictions will also be relevant.
