Written Answers Nos. 216-240
217. Deputy Norma Foley asked the Minister for Education and Skills his plans for teacher allocation in primary and secondary schools for the 2020/2021 school term; and his plans to increase the allocation of teachers to meet the demands of social distancing requirements due to the Covid-19 crisis. [8855/20]
View answerBudget 2020 has provided for a budget of more than €11 billion for the Department of Education and Skills in 2020. This is the highest ever allocation to the sector and an increase of nearly €2 billion since 2016.
The number of teachers has increased from 63,556 in 2015/16 to almost 70,900 in 2019/20, an increase of over 7,300 teaching posts.
Teacher numbers at primary level have increased by almost 3,500 when comparing the 2015/16 school year with the current school year and this has led to a steady improvement in the pupil teacher ratio and average class size statistics during this period.
The latest figures in relation to pupil teacher ratio show an improved ratio of teachers to students from 16:1 to 15.2:1 at primary level when comparing the 2015/16 school year to the 2018/19 school year. Average class sizes at primary level improved from 24.9 to 24.3 in the same period. Corresponding statistics from post primary level show an improved ratio of teachers to students from 13.8:1 to 13:1 during the same period.
The annual staffing schedule determines the allocation of teachers to schools. For the current school year, it operates on a general average of 26 pupils to every 1 teacher (26:1) which is historically the lowest ever allocation ratio at primary level. At post-primary level teachers are allocated at a ratio of 19:1 in the Free Education System and 23:1 to schools in the fee-charging sector.
The National Return to Work Safely Protocol will inform discussions with all education partners so that appropriate guidance for schools is developed and arrangements put in place in time for the new school year.
218. Deputy Aindrias Moynihan asked the Minister for Education and Skills his plans to increase school transport capacity for an area (details supplied) in view of the issue of students left without transport options for 2019. [8863/20]
View answer219. Deputy Aindrias Moynihan asked the Minister for Education and Skills his plans to increase school transport capacity for an area (details supplied) in view of the issue of students left without transport options for 2019. [8864/20]
View answerI propose to take Questions Nos. 218 and 219 together.
School Transport is a significant operation managed by Bus Éireann on behalf of my Department.
In the current school year over 120,000 children, including over 14,200 children with special educational needs, are transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. In general children are eligible for school transport if they meet the distance criteria and are attending their nearest school.
All children who are eligible for school transport and who complete the application and payment process on time are accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who complete the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
School transport scheme services operating for the 2020/21 school year will be determined by the number of children who complete the application and payment process on time and are deemed eligible for school transport.
220. Deputy Roderic O'Gorman asked the Minister for Education and Skills if teachers and students will be included as stakeholders in the Covid-19 working group for the English language education sector; and if he will make a statement on the matter. [8872/20]
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.
The 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 on those issues affecting students. 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 and the lead sectorial representative bodies of providers. Students are represented by learner advocates such as the Irish Council for International Students (ICOS) and the English Language Students Union (ELSU).
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 on delivering on its remit. To date, it has facilitated an appropriate level of engagement with stakeholders alongside the ability to focus on specific issues and ensure delivery as needed.
My Department recognises the important role that teachers play in this sector and the support they have 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.
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.
221. Deputy Roderic O'Gorman asked the Minister for Education and Skills if the appointment of at least one additional SNA will be sanctioned for a school (details supplied); and if he will make a statement on the matter. [8873/20]
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, 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.
223. Deputy John Lahart asked the Minister for Education and Skills the status of teacher insurance for the 2020/2021 academic year; and if he will make a statement on the matter. [8886/20]
View answerI thank the Deputy for his question, however my Department does not have remit in the area of teacher personal insurance.
224. Deputy Paul Murphy asked the Minister for Education and Skills if the Attorney General and his Department have completed the review of the State ex gratia scheme which Dáil Éireann was informed was occurring on 12 December 2019. [8905/20]
View answer226. Deputy Paul Murphy asked the Minister for Education and Skills if a decision has been made regarding the eligibility of persons (details supplied) for the ex gratia scheme. [8907/20]
View answerI propose to take Questions Nos. 224 and 226 together.
The ex-gratia scheme was introduced in response to a particular set of circumstances where people had discontinued their case against the State prior to the European Court of Human Rights Judgement in the Louise O’Keeffe case. We undertook a review of the scheme in response to a determination by the Independent Assessor, Mr Justice Iarfhlaith O’Neill that one of the criteria for eligibility is incompatible with the ECtHR judgement. The Independent Assessor’s decision can be accessed in full at the Department's website.
The review of the ex-gratia scheme has yet to be concluded and no decisions are being made as to the eligibility or otherwise of individuals.
225. Deputy Paul Murphy asked the Minister for Education and Skills when his Department made its latest report to the Council of Europe on the implementation of the European Court of Human Rights judgment in a case (details supplied); and when the report will be uploaded to be accessible to the public. [8906/20]
View answerThe latest Action Plan was submitted on 10th October 2019 and can be accessed using the following link
https://www.education.ie/en/Learners/Information/Former-Residents-of-Industrial-Schools/ECHR-OKeeffe-v-Ireland/action-plan-okeeffe-v-ireland-oct-2019.pdf
The State has been in ongoing contact with the Council of Europe and it is agreed that the next Action Plan will be filed on 8th September 2020.
227. Deputy Pauline Tully asked the Minister for Education and Skills if students who choose to sit the leaving certificate examination later in 2020 will have an opportunity to make up the time they have lost with their teachers before they sit the exams. [8919/20]
View answerTuition for sixth-year Leaving Certificate 2020 students ceased on 11 May. This includes on-line or remote tuition, and applies to the Leaving Certificate established, Leaving Certificate Applied (LCA) and Leaving Certificate Vocational Programme (LCVP) 2020. No additional work is being set or accepted from students from this date and no further tuition will be provided.
All students now have the option to receive a State Certificate of Calculated Grades in each subject. Students will also have the opportunity to sit the Leaving Certificate examination if they wish at a time when it is safe and practicable to do so. The timeframe for sitting the postponed Leaving Certificate 2020 examinations cannot be determined at this time.
228. Deputy Paul Murphy asked the Minister for Education and Skills if the retention of a fifth teacher in a school (details supplied) will be supported for the 2020/2021 academic year; and if he will make a statement on the matter. [8922/20]
View answerThe criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location. The staffing schedule includes an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board.
There is no change to the mainstream staffing of the school referred to by the Deputy for the 2020/21 school year.
233. Deputy Catherine Martin asked the Minister for Education and Skills if English language teachers have been included in the Covid-19 working group for the English language education sector; the consideration given as to the way in which the English language schools will reopen; and if he will make a statement on the matter. [8934/20]
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 and continue to provide for students in these unprecedented times. While English language teachers are not included in the Covid-19 English language education group at this time, officials from my Department have had engagement with teacher representatives since the start of the pandemic and are aware of 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.
234. Deputy Catherine Martin asked the Minister for Education and Skills if a roadmap to get children with special needs to return to school exists; his plans for the July provision to continue in summer 2020; and if he will make a statement on the matter. [8935/20]
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.
My Department is currently working with the Education Partners and relevant stakeholders in planning for this re-opening which will be based on public health advice. As part of this engagement, each of the education partners were given the opportunity to outline the key issues that they would like to have considered in the context of re-opening schools.
The issues raised by the education partners will now be worked through in detail as part of the development of the roadmap for reopening schools.
A core objective will be to ensure that schools and other education settings can re-open and operate in a safe manner that is consistent with public health advice.
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.
235. Deputy Catherine Martin asked the Minister for Education and Skills if his attention has been drawn to the issue of some educational training boards seeking recoupment of overpaid food and travel allowances during the lockdown period from their students; the reason ETBs are requesting this refund in view of the precedent that exists for food and travel allowances to be paid to students whether they are on or off campus and the difficulties faced by many students during the ongoing crisis; the measures he is taking to address this issue; and if he will make a statement on the matter. [8936/20]
View answerCircular 23 /2020 was issued by my Department in March 2020 to guide learner payments during the period of restrictions as a result of the pandemic. While training allowances continue to be paid to learners until they can complete their course, additional payments that assist in the cost of actual attendance on training courses and / or work experience such as travel and meals are only paid when they are incurred. Therefore they would not generally apply when centres are closed. Where overpayments do occur, the Education Training Boards treats the overpayment as a debt to the Exchequer and seeks to ensure that all such payments are recovered from the learner.
236. Deputy Catherine Martin asked the Minister for Education and Skills the provisions he has put in place for primary and post-primary students to return to school; if he has considered reducing the number of children in classrooms; his plans to issue guidelines to parents and schools on the way to continue social distancing during school; and if he will make a statement on the matter. [8937/20]
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.
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.
237. Deputy Catherine Martin asked the Minister for Education and Skills if a permanent site has been identified for the new secondary school for the Greystones and Kilcoole planning area, County Wicklow, (details supplied); if the permanent site is in the ownership of his Department; if not, when the school will open on its permanent site; and if he will make a statement on the matter. [8938/20]
View answerThe provision of permanent accommodation for the new post primary school to serve Greystones and Kilcoole requires the acquisition of a site by my Department.
A potential site option has been identified and discussions are ongoing with the landowner with a view to acquiring this site.
My Department is committed to delivering a site for the new post primary school for the Greystones and Kilcoole area of County Wicklow and work is ongoing to achieve this as soon as possible. Once there is sufficient certainty in respect of a site the project to deliver the permanent accommodation can advance into the architectural planning stage and onwards to tender and construction stages.
It is difficult to indicate a timeframe for any site acquisition as each process is unique and in some instances complex issues can arise which can cause delays.
239. Deputy Cian O'Callaghan asked the Minister for Education and Skills the status of an application by a person (details supplied) for a supplementary pension; and if he will make a statement on the matter. [8977/20]
View answerI wish to advise the Deputy that, taking into consideration the complexities of this case, officials from my Department have contacted the person to whom he refers.
In relation to the query on the status of the application for supplementary pension; no formal application has been submitted for this purpose. Officials from the Pension Unit of my Department outlined to the applicant the appropriate procedures required and arrangements have been made to have one submitted.
240. Deputy Cian O'Callaghan asked the Minister for Education and Skills if an application process (details supplied) allowing only one school to be named on the application form will be extended to allow more school choices should space be unavailable for the school a student selects; and if he will make a statement on the matter. [8985/20]
View answerThe question of enrolment in individual schools, including the setting of catchment areas and central application processes, such as the one referred to by the Deputy, are the responsibility of the school authorities and my Department does not seek to intervene in decisions made by schools in such matters. It is the responsibility of the school authorities of schools to implement an enrolment policy in accordance with the Education Act 1998 and the Education (Admission to Schools) Act 2018.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking places. Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary.
This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, it may result in some pupils not obtaining a place in their school of first choice. In this regard, school authorities may find it necessary to prioritise enrolment of children from particular areas or on the basis of some other criterion.
