Written Answers Nos. 121-140
121. Deputy Jack Chambers asked the Minister for Education and Skills if he will examine correspondence from a school (details supplied) and address the serious concerns raised regarding special needs assistant's allocation; and if he will make a statement on the matter. [9803/20]
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 rollover 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.
122. Deputy Duncan Smith asked the Minister for Education and Skills if English as a foreign language courses will be permitted to return to operation sooner than regular primary and secondary school operations in view of the fact that these settings involve the education of adults that may seek to join the workforce and need this qualification as a requirement to work in certain jobs; and if he will make a statement on the matter. [9813/20]
View answerI am aware of the challenges that are being encountered in the English language education (ELE) sector and the substantial impact that the Covid-19 outbreak has had on students, teachers and providers in this sector.
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. There is no proposal at present to allow reopening of the ELE sector in advance of any other element of the educational sector and it is important to note that all decisions taken by Government on the timing of any lifting of restrictions as envisaged in phases 2 to 5 of the roadmap will be balanced and guided in the first instance by the public health advice at that time.
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. 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 jurisdictions will also be relevant.
During this current period of closure, it is my understanding that English language education providers have continued to provide services to their students via alternative arrangements including the delivery of classes online.
123. Deputy Thomas Byrne asked the Minister for Education and Skills the status of the new building school for a school (details supplied). [9817/20]
View answerThe major project for the construction of the new school building for the school referred to by the deputy is at an advanced stage of the tender process and my Department is currently awaiting the return of the supplementary tender report.
Subject to no issues arising, it is envisaged that construction should commence following the finalisation of the tender process with a contract duration of approximately 20 months.
The tender process for the provision of the second phase of the temporary accommodation on the existing school site has completed and the Letter of Acceptance has issued.
124. Deputy Thomas Byrne asked the Minister for Education and Skills the status of the agreed new building for a school (details supplied). [9818/20]
View answerThe Major Building Project for the school referred to by the deputy is included in my Department’s Construction Programme which is being delivered under the National Development Plan. The project in question is at Stage 1 of architectural planning which entails preliminary design of site and location suitability and initial sketch scheme.
A review in 2019 of the demand for post primary provision in the area resulted in an increase in the schedule of accommodation to cater for up to 1300 pupils. The Department met with the school and the increase was accepted by the school. Agreement was also obtained from the school patron on a reservation of space on the school site for future educational development.
Initially, it had been anticipated that this project would be delivered in the form of an extension and refurbishment. However, through ongoing engagement with the school, its Board of Management and Trustees (CEIST), the option of a New Build is currently being explored by the Department.
The Design Team has been instructed to provide an initial sketch scheme for a 1300 pupil school, and submit to the Department for review.
Following this review my Department will then be in contact with the Board of Management of the school with regard to the progression of the project.
125. Deputy Thomas Byrne asked the Minister for Education and Skills the status of the agreed new school to replace a school (details supplied) in order to provide needed spaces for Newbridge, County Kildare; and if he will make a statement on the matter. [9819/20]
View answerI can confirm for the Deputy that my Department is currently undertaking a site identification exercise in order to appraise suitable sites for the school to which you refer. This exercise is being conducted in line with current restrictions in place due to the covid-19 pandemic, nevertheless, my officials are making progress on the exercise. The exercise is considering options in Kildare & Newbridge. Due to obvious commercial sensitivities, I cannot elaborate any further at this juncture but please rest assured that the project is being given due consideration and attention.
126. Deputy Michael McGrath asked the Minister for Education and Skills if he will address a matter raised in correspondence by a person (details supplied) in relation to the Covid-19 Working Group for the English language education sector; and if he will make a statement on the matter. [9825/20]
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.
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 the Trade Union in question and teacher representatives where they have outlined their concerns.
The working group for the English language education 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 sectoral 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 sectoral representative bodies of providers and learner advocates.
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.
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.
129. Deputy Peter Burke asked the Minister for Education and Skills if arrangements for the return to national schools in September 2020 are in place; and when the boards of managements will receive details of same in view of the fact they will need to receive this information in advance in order to make adequate preparations. [9854/20]
View answerTo assist with the development of contingency plans for the re-opening and operation of schools in an environment that may require social distancing and other public health requirements, my Department is engaging with education partners and relevant stakeholders. This work will be based on the National Return to Work Safely Protocol that was published by Government and will also be informed by guidance and experience from other jurisdictions.
A core objective of the contingency plans will be to ensure that schools and other education settings can reopen and operate in a safe manner that is consistent with public health advice. Following consultation, currently underway with the education partners, guidance will issue to schools as soon as possible 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 school in accordance with their own circumstances, the context and needs of their staff and students and in compliance with public health guidelines.
130. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills the number of students that did not engage in the predictive grading online registration; the way in which this figure compares to students that did not present for exams in each of the years 2017 to 2019; and if he will make a statement on the matter. [9894/20]
View answer202. Deputy Gary Gannon asked the Minister for Education and Skills the steps which will be taken regarding the 994 students that failed to sign into the portal in time for the predictive grade deadline; and the way in which this compares to previous years for leaving certificate non-sits. [10356/20]
View answerI propose to take Questions Nos. 130 and 202 together.
The Calculated Grades Student Portal opened for registration to Leaving Certificate and Leaving Certificate Applied students on Tuesday 26 May. All Leaving Certificate and Leaving Certificate Applied students were required to register on the portal between 10am Tuesday 26 May and 10pm Thursday 28 May. The deadline for registration was subsequently extended to 12pm on Friday 29 May.
Every school was sent information on the portal and how to register, and was asked to circulate this to students and to parents and guardians. If a student had trouble getting access online, helpline support was made available from midday on Tuesday 26 May, and every effort was made to contact students to encourage them to register.
If an individual student has a particular difficulty in registering and has not been able to do so, my Department will look sympathetically at such circumstances where the student makes contact with the Department.
In each of the last three years (2017-19), around 800 students have been entered for Leaving Certificate examinations but have not sat the examinations. As of Friday 5 June, 878 students had yet to register via the Calculated Grades Student Portal. I want to thank the more than 98% of students who have registered to date and assure the Deputies that the Calculated Grades Executive Office continues to attempt to engage with those students yet to register.
131. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills if a person (details supplied) that qualified here and is registered with the Teaching Council and worked in Bahrain for a number of years, can apply for incremental credit; if there is a circular with more information in relation to this; and if he will make a statement on the matter. [9916/20]
View answerThe terms and conditions of employment of teachers may be considered under the auspices of the Teachers' Conciliation Council (TCC). The Council is comprised of representatives of teachers, school management, the Department of Public Expenditure and Reform, the Department of Education & Skills and is chaired by an Official of the Workplace Relations Commission.
The criteria for the award of incremental credit to post-primary teachers is set out in Circulars 29/2007 & 29/2010 which were published following consideration by the TCC. In line with the circulars, teaching service given in a private post-primary school outside the European Union does not qualify for the award of incremental credit.
132. Deputy Mark Ward asked the Minister for Education and Skills if he will restore the allocation of special needs assistants to five, as it was in September 2019, instead of the reduced amount of four after a review was carried out a school (details supplied); and if he will make a statement on the matter. [9917/20]
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 rollover 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.
Where schools wish to seek a review of their existing SNA allocation they should apply via the NCSE exceptional review process.
133. Deputy Mark Ward asked the Minister for Education and Skills his plans to increase the number of special needs assistants across the State to help with the potential fallout from Covid-19; and if he will make a statement on the matter. [9919/20]
View answerBudget 2020 has provided for 1,064 additional SNAs posts, for allocation in 2020, which will bring the total number of SNA posts in schools to over 17,000 in 2020, an increase of over 60% since 2011.
Schools 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 rollover 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.
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.
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.
134. Deputy Darragh O'Brien asked the Minister for Education and Skills when works will commence on a new school building for a school (details supplied); when the construction of same will be completed; and if he will make a statement on the matter. [9926/20]
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 finalising the accommodation brief for the school in question and will be in further contact with the school authority when this process has been completed.
135. Deputy Michael Moynihan asked the Minister for Education and Skills the position regarding the timeframe for the reopening of English language schools; the supports his Department can provide to the sector in view of the impact of Covid-19 on it; and if he will make a statement on the matter. [9927/20]
View answerMy Department is conscious of the issues in the English language education sector arising from the Covid-19 outbreak and has established a specific Working Group for this sector. This group is comprised of representatives of relevant Government Departments and representatives of both students and English language education providers.
As part of the wider Covid-19 response, the Government has introduced a number of measures to support businesses at this time. These measures include a temporary wages subsidy scheme to facilitate employers to keep employees on the payroll throughout the Covid-19 pandemic in order to retain this link for when business increases after the crisis. This scheme is administered by the Revenue Commissioners and is available to providers in the English language education sector. Additionally for those staff in this sector who have lost their jobs because of the pandemic, they are eligible to apply for the Government’s Covid-19 Pandemic Unemployment Payment.
In addition to the above, providers in this sector will be eligible to apply, where appropriate, for further Covid-19 business supports made available by the Department of Business, Enterprise and Innovation via Enterprise Ireland and through its network of Local Enterprise Offices.
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.
136. Deputy Stephen Donnelly asked the Minister for Education and Skills his plans to provide ASD units to secondary schools and feeder schools in Blessington, County Wicklow. [9931/20]
View answerEnsuring that every child has a suitable school placement is a key objective of my Department.
Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.
Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year. 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.
167 new special classes were established nationally for 2019/20 school year. There are currently 55 classes for ASD in Co Wicklow, of which 11 are post primary.
The NCSE is planning a further expansion of special class and school places nationally to meet identified need for next year. This process is ongoing,
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. My Department works closely with the NCSE in this regard.
Normally, special class and school places are established with the full cooperation of the schools in areas where they are required. However there are some parts of the country where the NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or school places. I know that this can cause much anguish for parents and families involved.
As Minister for Education and Skills, I have power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed. This legislation has been used to good effect in the recent past.
The NCSE advise that they are not aware of any specific issues with special class provision in the Blessington area in Co Wicklow. Where a parent has concerns about a placement for their child, I would encourage them to make contact with their local SENO who will be able to assist and advise.
137. Deputy Anne Rabbitte asked the Minister for Education and Skills his plans for blended learning for primary school and secondary school pupils for the recommencement of the 2020/2021 academic year in September 2020; the ratio of days in school to online learning at home there will be; if children with special educational needs that are better suited to the in-school routine will be given preference to attend school instead of using online learning; and if he will make a statement on the matter. [9942/20]
View answerTo assist with the development of contingency plans for the re-opening and operation of schools in an environment that may require social distancing and other public health requirements, my Department is engaging with relevant stakeholders and experts from within the education sector and the health sector. This work will be based on the National Return to Work Safely Protocol that was published by Government and will also be informed by guidance and experience from other jurisdictions.
A core objective of the contingency plans will be to ensure that schools and other education settings can reopen and operate in a safe manner that is consistent with public health advice. Following consultation, currently underway with the education partners, guidance will issue to schools as soon as possible 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 school in accordance with their own circumstances, the context and needs of their staff and students and in compliance with public health guidelines.
In the interim, my Department has provided a range of support and guidance for schools on how to provide for the continuing education for pupils over the current school closure period.
Supports are provided to schools and teachers engaged in distance learning and these are available at
https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html#schools
In addition to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:
https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html#schools
The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.
The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.
Details of the full range of supports that the NCSE provides for teachers and parents is available at: https://ncse.ie/online-resources
While recognising the difficulty that school closure has had for parents and pupils, particularly in relation to pupils with special educational needs, my Department will continue to support and encourage schools to provide as much continuity of education as possible for such pupils, while continuing to engage with public health officials and stakeholders in relation to reopening schools in a safe manner that is consistent with public health advice.
139. Deputy Catherine Connolly asked the Minister for Education and Skills the engagement his Department has had in relation to concerns regarding the school building and the prefabricated temporary accommodation at a school (details supplied); the steps taken following the engagement; his plans for the school; and if he will make a statement on the matter. [9957/20]
View answerI wish to advise the Deputy that my Department has no current record of receiving an application, for capital funding, from the school in question.
Schools which identify that they have a shortfall in accommodation may apply for funding under my Department's Additional School Accommodation Scheme (ASA). The application form and information relating to this scheme are available on my Department's website www.education.ie.
Furthermore, since mid-2018 all schools approved for additional accommodation under the ASA scheme are also having necessary prefabs replaced as part of their additional accommodation project.
The purpose of the scheme is to ensure that essential classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.
140. Deputy Jennifer Murnane O'Connor asked the Minister for Education and Skills the way in which students that are taking part in a post-leaving certificate course and have yet to complete their practical exams due to Covid-19 restrictions are to be graded if their teachers have received no instruction from his Department to carry out predictive grading; and if his attention has been drawn to the fact that these students are fearful this lack of clarity will hinder them trying to secure a place in third-level. [9971/20]
View answerFurther Education and Training providers have made proposals for the undertaking of practical assessment activity in the near future. These proposals are being considered by my Department and SOLAS, with appropriate public health advice. Providers will communicate arrangements to any learners affected as soon as possible.
