Written Answers Nos. 151-175
151. Deputy Louise O'Reilly asked the Minister for Public Expenditure and Reform the gender breakdown across each Department at each grade in tabular form; and if he will make a statement on the matter. [11172/20]
View answerThere were 41,633 civil servants, employed across the Civil Service on a full- time equivalent (FTE) basis, as of end-March 2020, the most recent quarterly figures available.
The attached file sets out a breakdown of such civil servants, by grade and by gender, in each of the Government Departments and associated offices, bodies and agencies. Numbers are shown as full-time equivalents and are rounded to the nearest unit. Explanations for abbreviated grade names are given at the end of the file.
152. Deputy Louise O'Reilly asked the Minister for Public Expenditure and Reform if the policy on gender equality in the Civil Service first published in 2001 has been reviewed; if a fundamental review to assess its effectiveness will be undertaken; and if he will make a statement on the matter. [11173/20]
View answerUnder Action 8 of the Civil Service Renewal Plan, a wide range of initiatives to improve gender balance across the Civil Service have been developed and are being implemented within Departments and Offices.
The Civil Service Management Board (CSMB), which comprises of the Secretaries General in Departments, has also identified a range of actions aimed at improving gender balance at senior levels of the Civil Service. The CSMB also monitors actions across departments and offices aimed at increasing the number of women in senior positions. They have asked all Departments to consider a range of actions including:
- Training for Management Boards in unconscious bias;
- Development supports such as mentoring;
- Gender balance as a stated business priority;
- Leadership training courses to encompass gender focussed knowledge and supports; and
- Assigning responsibility for Gender and Diversity to a member of the Management Board
A Study of gender in senior civil service positions in Ireland was published in December 2017 by the ESRI. Following the publication of the report, the CSMB initiated a number of key actions centrally which are aimed at improving the representation of women at senior level these include:
- Develop actions to support women on maternity leave to remain connected and to be supported on return to progress their career;
- Explore flexible working arrangements to facilitate staff at senior levels; and
- Explore the feasibility of introducing job-sharing at senior levels for particular posts.
Significant progress has been made relation to gender equality in senior Civil Service positions over the past twenty years as can be seen from the figures in the following table.
Female civil servants at management level 1997 – 2019:
|
Grade |
1997 |
2007 |
2010 |
2013 |
2016 |
2018 |
2019 |
|
Sec Gen |
5% |
19% |
18% |
26% |
20% |
20% |
24% |
|
D/Sec & A/Sec |
10% |
19% |
16% |
24% |
28% |
35% |
37% |
|
PO |
12% |
26% |
31% |
34% |
40% |
43% |
44% |
|
AP |
24% |
33% |
39% |
42% |
48% |
50% |
51% |
The CSMB will continue to monitor progress on gender equality. The leadership of the Civil Service are committed to improving the participation of women and particularly at the most senior levels.
153. Deputy Louise O'Reilly asked the Minister for Public Expenditure and Reform if the policy on diversity in the Civil Service first published in 2002 has been reviewed; if a fundamental review to assess its effectiveness will be undertaken; and if he will make a statement on the matter. [11174/20]
View answerThe Civil Service is strongly committed to equality of opportunity in all its employment practices. Our commitment is demonstrated and documented with key actions in the People Strategy, Our Public Service and the Public Appointments Service Corporate Strategic Plan.
- Civil Service People Strategy 2017-2020; The Civil Service People Strategy action to review and revise the Civil Service Diversity and Inclusion Policy is an ongoing action and the review stage is still underway.
- Our Public Service Action 16; The Civil Service is currently participating with the wider public service on OPS Action 16, to ‘Promote equality, diversity and inclusion’ which will provide some key insights in revising our Civil Service policy.
- Public Appointments Service Corporate Strategic Plan; The Public Appointments Service is also actively committed to ensuring there is a focus on attracting a diverse range of talented people to take up employment opportunities across roles in the civil and public service. The Public Appointments Service has also set up a Diversity and Inclusion Advisory Committee with internal and external expertise including members from the Civil and Public service and outside experts in diversity and inclusion.
154. Deputy Éamon Ó Cuív asked the Minister for Public Expenditure and Reform if further funding has been sought for 2020 by An Garda Síochána due to the Covid-19 pandemic; if so, when a decision will be made on the request; and if he will make a statement on the matter. [11240/20]
View answerThe 2020 Revised Estimates allocation for An Garda Síochána (Vote 20) was €1,783.5 million. The Department of Justice and Equality provides my Department with regular reports in relation to the expenditure impacts of Covid-19 for the Justice Sector including for the Garda Vote. The most recent report in the context of the Monthly Expenditure Returns was received last week and it included An Garda Síochána's latest provisional estimates of 2020 expenditure related to Covid-19. Cost saving measures and efficiencies continue to be identified towards offsetting additional expenditure, as appropriate.
There is a requirement to bring forward Revised Estimates for certain Votes for Dáil consideration in the coming weeks, as a number of Votes will reach their four-fifths expenditure limit in the months ahead and will need to be voted upon by the Dáil in advance of the summer recess. This will involve some limited changes to the estimates published in December across some of these Votes to reflect Covid-19 related expenditure that has been incurred either through reallocations within these Votes, or on the basis of specific Government Decisions to provide additional funding for the Health Services, employment and income supports and supports for business. Vote 20 does not fall within the scope of these Government Decisions and my Department has not received any requests for supplementary funding in respect of An Garda Síochána.
155. Deputy Rose Conway-Walsh asked the Minister for Public Expenditure and Reform the agency, authority or public body responsible for the maintenance of each river and lake in County Mayo in tabular form. [11365/20]
View answerThe Office of Public Works (OPW) is responsible for the maintenance of Arterial Drainage Schemes and catchment drainage schemes designated under the Arterial Drainage Acts of 1945 and 1995.
The following link shows the catchment drainage schemes that the OPW are responsible for.
https://www.floodinfo.ie/map/drainage_map/?X=7168570.260696969&Y=-1045811.4209977816&Z=10
Maintenance of all drainage schemes carried out under earlier Acts, known as Drainage Districts, is the responsibility of the relevant Local Authority.
There are also other public bodies including Inland Fisheries Ireland and Waterways Ireland that may have a role in maintenance.
The maintenance of the majority of the remaining rivers and lakes in Mayo is the direct responsibility of land owners.
156. Deputy Rose Conway-Walsh asked the Minister for Public Expenditure and Reform the State-owned land, sites and buildings in the ownership of the Commissioners of Public Works and his Department, outside of residential local authority houses in County Mayo. [11366/20]
View answerI am advised by the Commissioners of Public Works that the following is a list of properties and sites in Mayo in the ownership of the Commissioners of Public Works or the Minister for Public Expenditure and Reform. This list excludes National Historic Properties and National Monuments.
|
LOCATION |
PROPERTY NAME |
ADDRESS |
|
Achill Island |
Keel Former Garda station site |
Keel |
|
Achill Island |
Keel Garda station |
Keel |
|
Achill Sound |
Garda station and residence |
Achill Sound |
|
Achill Sound |
Social Welfare Office |
Achill Sound |
|
Balla |
Balla Garda station and residence and Telecoms Exchange. |
Ballyglass Road |
|
Ballina |
Ballina Social Welfare Office |
Bohernasup Road |
|
Ballina |
Ballina Government Offices |
Humbert Street |
|
Ballina |
Ballina Moy Drainage HQ |
Foxford Road |
|
Ballina |
Ballina Former Garda station |
Walsh Street |
|
Ballina |
Ballina Garda District HQ |
Lord Edward Street |
|
Ballindine |
Ballindine Garda station and residence |
Ballindine |
|
Ballinrobe |
Ballinrobe Garda station |
Creagh Road |
|
Ballycastle |
Ballycastle Former Garda station and residence |
Crossmolina Road |
|
Ballycroy |
Ballycroy Garda station and residence |
Ballycroy |
|
Ballycroy |
Ballycroy National Park HQ |
Ballycroy |
|
Ballycroy |
Ballycroy National Park Visitor Centre |
Ballycroy |
|
Ballyglass |
Ballyglass Marine Emergency Station |
Knockan Point |
|
Ballyglass |
Ballyglass Former Garda station and residence |
Ballyglass |
|
Ballyhaunis |
Ballyhaunis Garda station and residence |
Main Street |
|
Bangor Erris |
Bangor Erris Garda station |
Belmullet Road |
|
Bangor Erris |
Bangor Erris Garda station site |
Bangor Erris |
|
Bellacorrick |
Bellacorick Former Garda station and residence |
Bellacorick |
|
Belmullet |
Belmullet Social Welfare Office |
Davis Street |
|
Belmullet |
Belmullet Garda station |
High Street |
|
Belmullet |
Belmullet Met station |
Blacksod Road |
|
Blacksod |
Blacksod Former Garda station |
Blacksod |
|
Bonniconlon |
Bonniconlon Garda station and residence |
Ballina Road |
|
Castlebar |
Castlebar Government Offices |
Michael Davitt House |
|
Castlebar |
Castlebar Garda station |
The Mall/Pavillion Road |
|
Castlebar |
Castlebar OPW District Office |
The Mall/Pavillion Road |
|
Castlebar |
Castlebar Agriculture Store |
Breaffy Road |
|
Charlestown |
Charlestown Garda station and Telecoms Exchange |
Levy Beg |
|
Claremorris |
Claremorris Garda station |
Mount Street |
|
Claremorris |
Claremorris Met Station |
Tuam Road |
|
Claremorris |
Claremorris Decentralisation Site |
Clare |
|
Cong |
Garda station and residence |
Cong |
|
Cong |
Cong Sub Depot office |
Abbey Street |
|
Cong |
Cong Sub Depot stores |
Abbey Street |
|
Crossmolina |
Crossmolina Garda station and residence |
Erris Street |
|
Foxford |
Foxford Garda station |
Chapel Road |
|
Foxford |
Foxford OPW National Monuments storage depot |
Chapel Road |
|
Glenamoy |
Glenamoy Garda station and residence and Telecoms Exchange |
Glenamoy |
|
Glenisland |
Glenisland Former Garda station |
Glenisland |
|
Glenisland |
Glenisland National School |
Glenisland |
|
Hollymount |
Hollymount Former Garda station and residence |
Tuam Road |
|
Kilkelly |
Kilkelly Garda station |
Kilkelly |
|
Killala |
Killala Coast Guard Station |
Quay Road |
|
Killala |
Killala Garda station |
Chapel Lane |
|
Kilmaine |
Kilmaine Garda station and residence and Telecoms Exchange |
Ballinrobe Road |
|
Kiltimagh |
Kiltimagh Garda station |
Chapel Street |
|
Knock |
Knock Garda station |
Knock |
|
Knock |
Knock Decentralisation Site |
Knock Airport |
|
Louisburgh |
Louisburgh Garda station and residence and Telecoms Exchange |
Long Street |
|
Mulranny |
Mulranny Former Garda station |
Mulranny |
|
Newport |
Newport Garda station |
Newport |
|
Partry |
Partry Garda station |
Partry |
|
Portacloy |
Portacloy Pier |
Portacloy |
|
Portacloy |
Stags of Broadhaven - 4 Island |
Near Portacloy |
|
Shrule |
Shrule Garda station and residence and Telecoms Exchange |
Shrule |
|
Swinford |
Swinford Garda station |
Swinford |
|
Tourmakeedy |
Tourmakeady Former Garda station |
Colaiste Mhuire |
|
Westport |
Westport Former Custom House |
Westport Quay |
|
Westport |
Westport Intreo Office |
James Street |
|
Westport |
Westport Garda station |
The Fair Green |
|
Westport |
Westport Social Welfare Office |
Prospect Avenue |
157. Deputy Norma Foley asked the Minister for Public Expenditure and Reform if emergency funding will be provided for works at Carrahane, Ardfert, County Kerry. [11624/20]
View answer158. Deputy Norma Foley asked the Minister for Public Expenditure and Reform if emergency funding will be provided for works to repair a breach of the sea wall at the Kerries, Tralee, County Kerry. [11625/20]
View answerI propose to take Questions Nos. 157 and 158 together.
Local flooding issues are a matter, in the first instance, for each local authority to investigate and address. I understand the works at Ardfert as described in the Deputy’s question relate to repairs to a private embankment. The Office of Public Works has no responsibility for this embankment and as such any repairs would fall within the remit of the local authority.
I am further advised that the Department of Housing, Planning and Local Government has overall responsibility for Government policy on coastal strategy. Local Authorities lead on identifying works to protect the coast in their respective areas and are responsible for the repair and maintenance of any existing seawalls within their administrative area.
Local authorities may carry out flood mitigation and coastal protection works using its own resources or apply under the OPW’s Minor Flood Mitigation Works and Coastal Protection Scheme, which makes funds available to local authorities to undertake minor works or studies to address localised coastal protection or flooding problems within their administrative areas. The eligibility criteria of this scheme, including a requirement that any measures are cost beneficial, are published on the OPW website www.gov.ie/opw
Minor Works funding has previously been approved for work near the location in question at Kerries, and it remains open to the Council to submit a further funding application for flood mitigation works under the Scheme for the location referred to in this question. Any application received will be considered in accordance with the scheme's eligibility criteria and the overall availability of resources for flood risk management.
159. Deputy Cian O'Callaghan asked the Minister for Public Expenditure and Reform the amount his Department spent on social media monitoring in 2018 and 2019; and if he will make a statement on the matter. [11846/20]
View answerI wish to advise the Deputy that the Department of Public Expenditure and Reform has not incurred any costs associated with social media monitoring in the years specified.
160. Deputy Peadar Tóibín asked the Minister for Education and Skills when Safe Pass training courses provided through SOLAS are due to restart (details supplied); and if he will make a statement on the matter. [10719/20]
View answer290. Deputy Mary Lou McDonald asked the Minister for Education and Skills if he has considered restarting the Safe Pass course at a reduced number of places during a course or creating an online course to enable relevant workers who have returned to Ireland since the Covid-19 pandemic access employment. [11518/20]
View answerI propose to take Questions Nos. 160 and 290 together.
Under the Safety, Health and Welfare at Work (Construction) Regulations 2013, construction workers in Ireland are legally bound to hold a valid Safe Pass Registration Card to work on site.
SOLAS has examined the potential for online delivery as a means of continuing national construction health and safety courses while adhering to public health measures. No immediate solution has been identified that is equitable with the existing Safe Pass course delivery model, in being accessible to all eligible workers, providing real time course participants supports (literacy and numeracy) and interpreter services, as well as ensuring assessment integrity.
On 5th June, the Government sanctioned the inclusion of Safe Pass, Construction Skills Certification Scheme (CSCS) and Quarrying Skills Certification Scheme (QSCS) course delivery in Phase 2 of the Government’s Roadmap for reopening society and business, on condition that public health guidelines are adhered to by approved training organisations.
This meant that the onsite delivery of these courses could recommence with effect from 8th June 2020 in line with the Department of Business, Enterprise and Innovation’s Return to Work Safely Protocols, relevant HSE advice and as set out in the SOLAS’ Standard Operational Procedures (SOP). However, as many training providers required some lead in time to make the necessary arrangements the majority of providers will commence offering Safe Pass courses from 15 June.
Anyone wishing to book a Safe Pass training course should contact their local Safe Pass training provider. A list of approved Safe Pass providers is available on the SOLAS website at Safe Pass Accredited Tutors register.
161. Deputy James Browne asked the Minister for Education and Skills if he will review the need to support young persons with mental health issues who no longer receive assistance from secondary school student support teams; and if he will make a statement on the matter. [10759/20]
View answerStudent Support Teams play an important role in supporting the well-being of students. The Student Support Team focus is on meeting the needs of individual students and supporting systemic change to promote social and emotional competence and wellbeing. The National Educational Psychological Service (NEPS) in my Department supports the work of schools in establishing and operating School Support Teams. NEPS has a significant role to play in the promotion of well-being and mental health in schools. NEPS psychologists help to build the capacity of schools to implement best practice in relation to well-being promotion through the provision of consultation and training. Whole school approaches build a collective sense of self-efficacy within a school which in turn supports not just the child but also the teachers.
The approach taken by NEPS aims to build school and teacher capacity, and teacher’s sense of efficacy and ability to cope. Working in this way broadens the reach of the service to individual children. It is recognised that some vulnerable groups of students may require a more focused, stepped-up level of intervention and the Department of Health and HSE provide a range of services to support those students. These services include the Samaritans; Pieta House; MyMind; Turn2Me; Aware; Crisis Text Ireland; Shine; BeLongTo; LGBT Ireland; Jigsaw; Bodywhys and Childline. The YourMentalHealth.ie website provides a ‘one-stop-shop’ portal for people seeking information, supports and services, including information on accessing urgent help and a mental health text messaging support service is available 24 hours a day, 7 days each week to connect people with trained volunteers.
162. Deputy Kathleen Funchion asked the Minister for Education and Skills if special needs assistant positions will be protected in ASD pre-schools in which the Covid-19 crisis has led to reduced numbers of children attending as a result of delays in diagnosis. [11028/20]
View answerSchools have been notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for 2020/21. SNA allocations for special classes and special schools continue to be allocated, by the National Council for Special Education (NCSE), in the normal way. There is a prescribed ratio for allocating SNAs to special classes.
Circumstances may arise where this level of support is not sufficient to meet the care needs of the cohort of students enrolled. In such circumstances, the school may apply to the NCSE for access to additional care supports, clearly outlining the reason why the additional support is necessary.
163. Deputy Fergus O'Dowd asked the Minister for Education and Skills if a person employed by a local secondary school whose contract is with the board of management of the school and who is nearly of pensionable age can continue to work until 70 years of age; and if he will make a statement on the matter. [11144/20]
View answerThe Boards of Management of schools are responsible for the employment of ancillary staff. Funding to cater for these services is made available from my Department through the Ancillary Services and Capitation Grants.
It is a matter for the Board of Management of the school to determine whether the individual concerned may continue to work until 70 years of age having regard to the terms of their employment contract and any employment legislation that is in place.
164. Deputy Paul Donnelly asked the Minister for Education and Skills his plans for a return to school in September 2020; and if such a strategy will be published to allow school boards of management, principals and teachers to prepare. [10486/20]
View answerOn Friday my Department published the report to Government “Planning for reopening schools in line with the Roadmap for reopening society and business”
https://www.education.ie/en/The-Department/Announcements/framework-for-reopening-and-operating-schools.html.
The report sets out the clear ambition to develop a sustainable plan to fully reopen schools at the start of the next school year in late August/September in line with normal timeframes.
The report also sets out in brief the contingencies that must be considered during the coming period in the context of Covid-19. These contingencies will be worked through in detail in the coming weeks with education partners and stakeholders to ensure that the return to school is safe for children and staff.
165. Deputy Aindrias Moynihan asked the Minister for Education and Skills his plans for the re-opening of learning and disability services for adults and children that are closed due to Covid-19 restrictions; and if he will make a statement on the matter. [10504/20]
View answerOn 1 May 2020, the Government published a roadmap to ease Covid-19 restrictions and reopen Ireland’s economy and society.
To assist with the development of contingency plans for the re-opening and operation of schools, including special schools, in an environment that may require social distancing and other public health requirements, my Department will be engaging with relevant stakeholders and experts from within the education sector. This work will be based on the National Return to Work Safely Protocol that was published by Government and will also be informed by guidance and experience from other jurisdictions.
A core objective of the contingency plans will be to ensure that schools and other education settings can re-open and operate in a safe manner that is consistent with public health advice.
Following consultation with the education partners, guidance will issue to schools on the logistical and curricular arrangements to be put in place to facilitate the phased re-opening of schools. This guidance will provide a framework for individual schools, including special schools, to develop plans for the re-opening of school in accordance with their own circumstances and context and the needs of their staff and students.
A range of support and guidance has been provided for schools on how to provide for the continuing education for pupils over the current school closure period.
I am 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.
My Department has published details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.
All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate.
Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher / SNA to provide home based support for 10 hours a week for 4 weeks.
The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.
Full information on the scheme and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision
My Department is working with key stakeholders, and on the basis of public health advice, to develop a framework for the reopening of tertiary education. Tertiary education includes further education and training, and higher education, and is made up of a diverse range of learners, including learners with a disability. The framework will set out high level guidance in relation to how tertiary education
can reopen for the new academic year for all learners. This framework is due to be published shortly.
166. Deputy Dara Calleary asked the Minister for Education and Skills the assessments that have been prepared to measure the impact of the 2 m social distancing recommendation on capacity at primary level; if a school by school analysis has been prepared; if not, his plans to for same; and if there will be a need for additional teaching appointments as a consequence [10528/20]
View answerOn Friday my Department published the report to Government “Planning for reopening schools in line with the Roadmap for reopening society and business”
https://www.education.ie/en/The-Department/Announcements/framework-for-reopening-and-operating-schools.html.
The report sets out the clear ambition to develop a sustainable plan to fully reopen schools at the start of the next school year in late August/September in line with normal timeframes.
The report also sets out in brief the contingencies, including the matter raised by the deputy that must be considered during the coming period in the context of Covid-19. These contingencies will be worked through in detail in the coming weeks with education partners and stakeholders to ensure that the return to school is safe for children and staff.
167. Deputy John Lahart asked the Minister for Education and Skills the location of a planned new school (details supplied); and if he will make a statement on the matter. [10531/20]
View answerThe project to provide permanent accommodation for the school on its permanent site in Firhouse has been assigned for delivery under my Department’s Design and Build Programme and has commenced Architectural Design.
168. Deputy Peter Burke asked the Minister for Education and Skills if a body which receives funding from his Department will review a decision relating to a person (details supplied); and if he will make a statement on the matter. [10533/20]
View answerIndividual employees with queries on employment matters should be directed back to their employer and union where appropriate.
If the union wants to raise issues, there are structures within which they can do so either with the employer or with the Department. Matters relating to industrial relations or terms and conditions are handled by the mechanisms in place to deal with them, which include Fora for unions representing a wide range of staff.
169. Deputy Danny Healy-Rae asked the Minister for Education and Skills if he will give consideration to opening schools for the children of front-line workers who are struggling with work and home schooling; and if he will make a statement on the matter. [10534/20]
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.
On Friday my Department published the report to Government “Planning for reopening schools in line with the Roadmap for reopening society and business”
https://www.education.ie/en/The-Department/Announcements/framework-for-reopening-and-operating-schools.html.
The report sets out the clear ambition to develop a sustainable plan to fully reopen schools at the start of the next school year in late August/September in line with normal timeframes.
The report also sets out in brief the contingencies that must be considered during the coming period in the context of Covid-19. These contingencies will be worked through in detail in the coming weeks with education partners and stakeholders to ensure that the return to school is safe for children and staff.
The Government also announced a joint Education and Health arrangement for a summer programme to support children with complex needs and those at greatest risk of educational disadvantage. Details of the arrangements are available at www.gov.ie\summerprovision.
170. Deputy Catherine Martin asked the Minister for Education and Skills the consideration that has been given to expanding the entitlement of a home school liaison officer to schools which are disadvantaged but have not yet been designated DEIS; and if he will make a statement on the matter. [10535/20]
View answerThe Home School Community Liaison (HSCL) Scheme is a school-based intervention provided to DEIS schools to address the needs of all pupils/families at risk of educational disadvantage through acknowledging and developing the role of the parent as prime educator.
Currently, all DEIS Urban Primary and DEIS Post Primary schools are included in the Home School Community Liaison (HSCL) Scheme. The scheme is delivered by 415 full-time HSCL Coordinators who are teachers in these schools and assigned to HSCL duties either in individual schools or clusters of schools, catering for approximately 160,000 pupils.
In addition, and responding to specific actions in the National Traveller and Roma Inclusion Strategy (NTRIS) and DEIS Plan 2017, my Department has committed to the assignment of 4 HSCLs, as part of a 2 Year Pilot Programme which commenced in the 2019/20 school year in 4 areas to target attendance, participation and retention/school completion for Traveller and Roma pupils.
My Department is in the final stages of refinement of the DEIS identification model, based on school enrolment data and the latest data available from Census 2016 using the HP Deprivation Index.
This work is at an advanced stage and the initial phase of the consultation process with education stakeholder representatives on the technical aspects of the refined DEIS ID model has commenced. It is envisaged that this model will then provide the basis for development of a DEIS resource allocation system to match resources to identified need.
I am confident that the culmination of this work will facilitate the ultimate aim of matching resources to identified need and will allow us to target extra resources at those schools most in need. Until this work is complete, it is not intended to extend the DEIS scheme to any additional schools.
171. Deputy Réada Cronin asked the Minister for Education and Skills the arrangements and additional funding planned for schools to enable extra services for children adversely effected by the Covid-19 restrictions placed on them; and if he will make a statement on the matter. [10538/20]
View answerI wish to advise the Deputy that decisions in relation to schools re-opening and operating will be underpinned by the ongoing Public Health advice.
Engagement is underway with stakeholders in the education sector to develop contingency plans for the re-opening and operation of schools.
On 12th June, 2020, my Department published a plan for reopening schools in line with the Roadmap for reopening society and business.
The Roadmap for Reopening Society and Business describes how the COVID-19 restrictions will be lifted. Phase 4 of the Roadmap sets out that educational institutions can open on a phased basis at the beginning of the academic year 2020/21 with a limited reopening provided for from Phase 2 on 8th June 2020. This report sets out the risks and impacts on children and society where access to education is significantly reduced. The Department considers that fully reopening schools for children is a clear objective for the end August/September.
This report is available at: https://www.education.ie/en/covid-19/planning-for-reopening-schools.pdf
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/covid-19/#14
In additional to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf
The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.
It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.
The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.
Special Education Teachers (SETs) are asked to carefully examine how progress on the existing learning targets in student support plans can be reasonably extended by home learning. They are asked to use this knowledge to communicate with the pupils and their parents and guardians and to establish what methods will work best to achieve continuity of learning for the pupils.
The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.
In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.
Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and resources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment
Details of the full range of supports that the NCSE provides for teachers and parents is available at:
https://ncse.ie/online-resources
The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at https://www.education.ie/covid19/wellbeing/
Guidelines for continued provision of Guidance Counselling and resources available to support practice is available at https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-Policies/Policies/Guidance-Plan.html
Guidance for parents of primary school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:
https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html
I also recently announced that a special €10 million fund is being made available to support the purchase of technology and devices for disadvantaged students, including students with special educational needs.
This is additional to the latest round of funding for ICT under the Digital Strategy for Schools whereby €40m grant funding will be distributed in the coming weeks to eligible. €10m additional funding is also now issuing to schools to support children and young people who are at risk of educational disadvantage during the period of school closures.
There are currently over 13,500 additional Special Education Teachers allocated to mainstream primary and post primary schools to provide additional teaching support to pupils. There are also up to 17,000 Special Needs Assistants available for allocation to schools. There are no proposals at present to review the existing criteria for the allocation of special education supports for schools, or to adjust the current criteria of the allocation of supports, due to matters arising from COVID 19, however, this matter will be kept under review in the context of the re opening of schools.
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 when schools may re-open and operate in a safe manner that is consistent with public health advice.
Pending the wider re opening of schools, my Department also published on 12th June, 2020, details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.
Summer Provision 2020 – Reconnecting with Education, is a significantly expanded programme for children with complex special educational needs which aims to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities and help them adapt to new routines and changes. The programme aims to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the next school year with their peers. In-school or home-based supports by teachers and SNAs will help to prevent regression among children with special needs.
The eligibility criteria has been widened to include the following categories of children:
- Pupils with a diagnosis of Autism
- Pupils with severe and profound learning difficulties
- Any child in a special class or special school
- Children transitioning into a special class from early year’s settings
- Pupils in primary school mainstream classes who present with the following disabilities:
- Children with Down syndrome
- Children who are Deaf or most severe hard of hearing
- Children who are blind or have a most severe visual impairment
- Children who have a moderate general learning disability
- Children with severe emotional behavioural difficulties
All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate.
Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher / SNA to provide home based support for 10 hours a week for 4 weeks.
The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.
A dedicated online registration system for families of children with special needs to access Summer Provision is now available on Gov.ie/summerprovision
Parents are asked to register their participation online, providing some outline information of the extent of their participation in the programme e.g. number of weeks.
Once registered, the parent is then free to plan and organise the programme for their child by consulting with the child’s school and securing the services of a teacher or SNA.
Full information on the scheme and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision.
172. Deputy Fergus O'Dowd asked the Minister for Education and Skills if the required funding provision will be provided for families who are ready to start their July provision and have the required tutors and so on arranged to commence lessons; if not, the way in which families will be supported to provide this support during the summer months; the persons on the stakeholder review forum who are reviewing the July provision; and if he will make a statement on the matter. [10561/20]
View answerMy Department has published details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.
Summer Provision 2020 – Reconnecting with Education, is a significantly expanded programme for children with complex special educational needs which aims to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities and help them adapt to new routines and changes. The programme aims to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the next school year with their peers. In-school or home-based supports by teachers and SNAs will help to prevent regression among children with special needs.
The eligibility criteria has been widened to include the following categories of children:
1. Pupils with a diagnosis of Autism
2. Pupils with severe and profound learning difficulties
3. Any child in a special class or special school
4. Children transitioning into a special class or special school from early year’s settings
5. Pupils in primary school mainstream classes who present with the following disabilities:
- Children with Down syndrome
- Children who are Deaf or most severe hard of hearing
- Children who are blind or have a most severe visual impairment
- Children who have a moderate general learning disability
- Children with severe emotional behavioural difficulties
All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate.
Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher / SNA to provide home based support for 10 hours a week for 4 weeks.
The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.
A dedicated online registration system for families of children with special needs to access Summer Provision is now available on Gov.ie/summerprovision
Parents are asked to register their participation online, providing some outline information of the extent of their participation in the programme e.g. number of weeks.
Once registered, the parent is then free to plan and organise the programme for their child by consulting with the child’s school and securing the services of a teacher or SNA.
I also announced a programme for DEIS schools for this Summer.
Full information on summer provision and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision.
173. Deputy Niall Collins asked the Minister for Education and Skills his views on matters raised in correspondence (details supplied); and if he will make a statement on the matter. [10566/20]
View answerThe vital importance of history, both national history and world history, and the study of history is central to an understanding not just of the past but also of the conditions which created the society in which we live and the many factors which influence the way people live their lives and the attitudes, both positive and negative, which exist in our society. I believe it is important that we continue to teach our future generations the lessons of our history, including the many dark aspects of recent Irish history including our mistreatment of women, children and the Travelling community among others. On this basis I took the decision to give History a “special core status” in the Junior Cycle from September 2020.
The curriculum, at both primary and post primary level, is considered to be for all learners regardless of race, religion, socioeconomic background, gender or orientation. It is the aim of my Department that every child has access to equitable education and that each learner feels safe and happy in the school environment, at every stage.
At primary level, the current curriculum acknowledges the importance of a balanced and informed awareness of the diversity of peoples and environments in the world. Such an awareness helps children to understand the world and contributes to their personal and social development as citizens of a global community. The curriculum promotes tolerance and respect for diversity in both the school and the community.
In particular, the Social Personal and Health Education Curriculum (SPHE) supports pupils’ learning in the areas of inclusion, diversity and counter racism. In the context of social, economic, cultural, ethnic and religious diversity, it seeks to foster in the child attitudes and behaviour that are characterised by understanding, empathy, and mutual respect. It addresses, too, the issues of equity and human rights, and fosters in the child the realisation that rights have associated responsibilities. Children explore the diversity of the world in which they live. They are encouraged to learn about their own traditions and culture and are given opportunities to compare and contrast these with other ethnic or cultural groups in society. They explore and examine how discrimination can occur in school, in the local community and in their own country. The SPHE curriculum is continued at post primary level and builds on the learning from primary school.
Intercultural education guidelines were provided by the National Council for Curriculum and Assessment (NCCA) in 2007 to support the Primary School Curriculum (1999) and for post-primary schools to identify the ways in which intercultural education permeates the curriculum. These guidelines contribute to the development of Ireland as an intercultural society based on a shared sense that language, culture and ethnic diversity is valuable. They aim to contribute to the development of a shared ability and sense of responsibility to protect for each other the right to be different and to live free from discrimination.
The Primary Curriculum is currently undergoing a period of review and redevelopment. The draft Primary Curriculum Framework was published by the NCCA in February 2020 on https://ncca.ie/en/primary/primary-developments for public consultation. Education and diversity is one of eight overarching principles of the draft framework and provides for equity of opportunity and participation in children’s learning. Being an active citizen is one of seven key competencies outlined in the draft framework. This competency fosters within children the knowledge, skills, concepts, attitudes, values and dispositions that motivate and empower them as citizens to take positive actions to live justly, sustainably and with regard for the rights of others. It helps children question, critique and understand what is happening in the world within a framework of human rights, equality and social justice. While the Department prescribes curricula and syllabuses for implementation in primary schools, it does not endorse any textbooks for use in schools. Neither does the Department have any involvement in the publication of such textbooks, beyond informing publishers in a timely fashion about the introduction of any new syllabus.
At post-primary level, there are a number of prescribed texts for Junior Cycle and Leaving Certificate. Outside of these prescribed works, the decision on any additional texts to support teaching and learning rests with the school.
The work of the prescribed text list working groups for Junior Cycle and Leaving Certificate English is informed and guided by Criteria for the Selection of Texts which aims to achieve a balance between classic and contemporary texts; Irish and non-Irish authorship; seeks gender balance in authorship and representation; embraces diversity and inclusion; accessibility of texts; general suitability and comparative potential.
Current and previous text lists offer many opportunities to explore issues relating to racism and inclusion/exclusion of particular groups in society. The text list for Junior Cycle English currently includes, for example, the novels Things Fall Apart by Chinua Achebe; Noughts and Crosses by Malorie Blackman; and the play The 14th Tale by Inua Ellams.
Other texts which offer opportunities to explore issues relating to racism and inclusion/exclusion of particular groups in society include The Secret Diary of Anne Frank; The Cay by Theodore Taylor; Of Mice and Men by John Steinbeck; To Kill A Mockingbird by Harper Lee; Between Shades of Gray by Ruta Sepetys and the play Girl from the North Country by Conor McPherson.
At Leaving Certificate level, the text list for English currently includes Americanah by Chimimanda Ngozi Adichie. A number of texts in translation (generally one film and one novel) are also available for study. In the spirit of embracing diversity broadly, currently, the film Mustang by Deniz Gamze Erguven, the memoir If This Is A Man by Primo Levi and the novel Out of Shadows by Jason Wallace are also available for study.
The plays Eclipsed by Patricia Burke Brogan and Tribes by Nina Raine and the novel The Lauras by Sara Taylor explore the experiences of marginalised groups, namely women in the Magdalene laundries, the deaf community and transgender teenagers. The classic novel Frankenstein by Mary Shelley offers significant scope to explore the concept of othering in society and to link it to current examples, such as the black lives matter movement.
Achieving a balanced list remains a challenging and worthwhile endeavour and work continues to create a broadly balanced, diverse and inclusive list every year.
174. Deputy Duncan Smith asked the Minister for Education and Skills if a full-time SNA will be provided for a person (details supplied) in view of their needs and entitlement to same; if not, the reason; and if he will make a statement on the matter. [10567/20]
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 exceptional review process for mainstream allocations will be available to schools throughout the 2020/21 school year.
My Department does not have a role in determining SNA allocations fro schools.
175. Deputy Matt Shanahan asked the Minister for Education and Skills the position on an extension at a school (details supplied); the reason for the delay in permitting the school to proceed to tender; if the application will be progressed as speedily as possible; and if he will make a statement on the matter. [10587/20]
View answerI can confirm to the Deputy that my Department has received a Stage 2b report from the school to which he refers. My Department will be in contact with the school directly once its review of this report has been completed.
