Written Answers Nos. 201-225
201. Deputy Brendan Griffin asked the Minister for Education and Skills if a school (details supplied) in County Kerry will be permitted to retain its current teaching complement in view of the impact of the Covid-19 crisis; and if he will make a statement on the matter. [10683/20]
View answerThe 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 arrangements for the 2020/21 school year are available in Circular 18/2020, which is published on the Department website.
There will be no change to the mainstream staffing of the school referred to by the Deputy in the 2020/21 school year.
202. Deputy James Browne asked the Minister for Education and Skills the position regarding the July provision programme and its recipients, including children that attend mainstream schools with SNA and resource supports; and if he will make a statement on the matter. [10691/20]
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
203. Deputy Brendan Griffin asked the Minister for Education and Skills if post-primary school bus capacity on a route (details supplied) will be increased to meet the demand; and if he will make a statement on the matter. [10704/20]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
In the current school year over 120,000 children, including over 14,200 children with special educational needs, are transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
Last autumn I announced a review of the School Transport Scheme with a view to ensuring funds are being spent in the most effective way to meet the objectives of the scheme. The terms of reference and scope of the review have been finalised and a cross-departmental steering group led by my Department established.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
All school transport services are reviewed over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
Children who are eligible for school transport and who have completed the application and payment process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who complete the application and payment process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
In cases where the Department is satisfied that the nearest school is full, eligibility for school transport will be determined based on the distance that children reside from their next nearest school having regard to ethos and language. If a family has further information in regard to the closest school being full they should contact School Transport Section of my Department. Further information in this regard is available on my Department's website www.education.ie.
204. Deputy Fergus O'Dowd asked the Minister for Education and Skills if he will respond to a query from a person (details supplied) regarding special needs assistants; and if he will make a statement on the matter. [10717/20]
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.
The NCSE is a separate independent statutory agency whose functions include planning and co-ordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE), as Minister, I do not have a role in making determinations in individual cases.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
My Department has no role in determining individual school SNA allocations.
205. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of a Teaching Council number for a person (details supplied). [10720/20]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
Teachers whose applications meet all the necessary requirements are registered by the Teaching Council under Section 31 of the Teaching Council Act and the Teaching Council (Registration) Regulations 2016.
The person referred to by the Deputy should continue to liaise directly with the Teaching Council and follow their guidance regarding their registration. Given the nature of the current crisis, delays in processing applications should be expected. Applicants for registration are asked to ensure that all forms and supporting documentation submitted are correct and fully completed in advance of submission, as otherwise this leads to additional unnecessary delays.
206. Deputy Chris Andrews asked the Minister for Education and Skills if he will intervene in a process as part of the provisions under section 37A of the Education Act 1998, to ensure schools in the Dublin 2, 4, 6 and 6W areas open autism special classes and that it is implemented effectively to begin to address the imbalance and exclusion that persists. [10721/20]
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; with 1,353 of these catering for children with autism.
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.
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.
As Minister for Education & 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. This experience shows that real and practical challenges can be addressed by working together to provide additional special class and special school places.
The legislation was activated for a second time on 29 October 2019 following a report by the NCSE which identified children in South Dublin needing special education school places. Since then, the NCSE in consultation with the relevant education stakeholders, has been testing the capacity amongst schools in the South Dublin area.
On 21 April 2020 I received a report from the NCSE, pursuant to Section 37A(2) of the Education Act 1998 (as inserted by section 8 of the Education (Admissions to Schools) Act 2018) in respect of South Dublin, as the NCSE Council remains of the opinion that there is an insufficient number of special class and special school places within the South Dublin area for September 2020.
The next steps in the process are being considered, in conjunction with the NCSE, with a view to ensuring that every child has a suitable school placement, which is the key objective of my Department.
207. Deputy Matt Shanahan asked the Minister for Education and Skills if a decision has been made on whether to run the July provision programmes to accommodate students with special needs; if his attention has been drawn to the impact on children with complex conditions such as autism, intellectual disabilities and special needs (details supplied); if he is considering opening schools to enable school-based programmes to run in conjunction with programmes in home-based settings; the particular online supports in place for affected students to maintain routine and learning over the summer months; his plans to extend the pilot scheme which has operated in four second-level schools; and if he will make a statement on the matter. [10723/20]
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
208. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will address a matter (details supplied) regarding school transport; and if he will make a statement on the matter. [10728/20]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
In the current school year over 120,000 children, including over 14,200 children with special educational needs, are transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
Last autumn I announced a review of the School Transport Scheme with a view to ensuring funds are being spent in the most effective way to meet the objectives of the scheme. The terms of reference and scope of the review have been finalised and a cross-departmental steering group led by my Department established.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
All school transport services are reviewed over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
Children who are eligible for school transport and who have completed the application and payment process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who complete the application and payment process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
In cases where the Department is satisfied that the nearest school is full, eligibility for school transport will be determined based on the distance that children reside from their next nearest school having regard to ethos and language. If a family has further information in regard to the closest school being full they should contact School Transport Section of my Department. Further information in this regard is available on my Department's website www.education.ie.
209. Deputy James Browne asked the Minister for Education and Skills if he will review the impact of leaving certificate changes on CAO applicants for the 2020-2021 college year that completed the leaving certificate in 2019; and if he will make a statement on the matter. [10729/20]
View answerOn Friday 8th May I announced the decision to postpone the 2020 Leaving Certificate and offer students calculated grades, which can be used as a basis for entry into tertiary education. This decision was made following the assessment of public health advice, and was made in the best interests of students and all those involved in running the state exams.
The system whereby calculated grades are generated includes a process of national standardisation in which marks and rankings submitted by schools will be examined and may be adjusted using statistical methods to ensure a common national standard is applied. Profiles of achievement at Leaving Certificate level over the last three years will be used as part of this process and this will help ensure that the grades issued remain in line with national performance standards over time.
However CAO points naturally fluctuate from year to year because of the volume of applications, the number of applicants who meet the entry requirement, the performance of applicants, and the number of places on offer. It is not possible to predict whether points will go up or down in any year, due to these variable elements.
210. Deputy Jackie Cahill asked the Minister for Education and Skills if he will suspend for one year only the loss of a teacher in small rural schools due to the marginal reduction in pupil numbers in view of the fact the pressure to teach with strict social distancing when the schools reopen could make the schools unmanageable; and if he will make a statement on the matter. [10732/20]
View answerThe 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.
Budget 2020 has provided for improved teacher staffing levels for small schools. This measure will see a more favourable pupil teacher ratio in small schools from September 2020. This improved schedule will apply in two, three and four teacher schools and ensure one less pupil is required to retain/recruit a teacher.
This builds on measures in previous budgets which has seen improvements in the appointment and retention thresholds for the 2nd, 3rd and 4th classroom teacher and more favourable enrolment thresholds for one teacher schools situated 8km or more from the nearest school of the same type of patronage and/or language of instruction.
Small schools have also benefitted from the 1 point improvement to the primary staffing schedule for all schools implemented in 2016 and again in 2018 which has seen the staffing schedule at primary level operating at a general average of 26 pupils to every 1 teacher which is historically the lowest ever allocation ratio at primary level.
211. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the progress made in relation to an application for a new purpose fit building by a school (details supplied); if his attention has been drawn to the fact that the current school building is in very poor condition on health and safety grounds; if this application is being given urgent consideration in view of the right children have to an education in a safe and secure environment; and if he will make a statement on the matter. [10746/20]
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.
212. Deputy John Lahart asked the Minister for Education and Skills if his attention has been drawn to the case of a school (details supplied) which is set to lose a teacher for the 2020-2021 academic year; if the retention of a teacher in the school will be supported in order to keep class sizes to the national average; and if he will make a statement on the matter. [10757/20]
View answerThe 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 arrangements for the 2020/21 school year are available in Circular 18/2020, which is published on the Department website.
The staffing schedule currently operates at a general average of 26 pupils to every 1 teacher which is historically the lowest ever allocation ratio at primary level.
There will be no change to the mainstream staffing of the school referred to by the Deputy in the 2020/21 school year
The configuration of classes and the deployment of classroom teachers are done at local school level. The Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.). School authorities are also requested, where possible, to use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.
213. Deputy James Browne asked the Minister for Education and Skills the position regarding teachers in private English language schools; the position regarding teacher-led representation as part of the Covid-19 working group for the English language education sector; the position regarding the enforcement of the interim list of educational providers; and if he will make a statement on the matter. [10766/20]
View answerI am aware of the challenges that are being encountered in the English language education sector and the substantial impact that the Covid-19 outbreak has had on students, teachers and providers in this sector.
My Department recognises the important role that teachers play in this sector and the support they have provided and continue to provide for students at this time. Since the outbreak of Covid-19, officials from my Department have had engagement with teacher representatives where they have outlined their concerns.
The English language education working group for this sector has been established with a remit to address the issues arising from the Covid-19 pandemic with a priority and focus placed in the first instance on issues affecting students as well as other issues arising e.g. how stakeholders can work together to promote the sector as international markets move into recovery. The working group is comprised of key 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.
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. While the Department remains open to views, there are no current plans to expand membership of this working group. 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 relation to the Interim List of Eligible Programmes (ILEP), it is operated and maintained by the Department of Justice and Equality in consultation with my Department. The ILEP is a list of education programmes considered to justify the granting of permission to non-EEA students to live and work in Ireland. English language education providers in Ireland seeking to enrol non-EEA students must be listed on the ILEP and to adhere to its requirements. Enforcement of the ILEP is a matter for the Department of Justice and Equality.
In compliance with the Government Decision taken in March 2020, all English language education (ELE) providers closed their premises in accordance with public health advice as part of efforts to combat the spread of the Covid-19 outbreak. As a result, English language education providers have introduced new ways of providing services to their students including facilitating the provision of online classes. This reflects a similar approach that has been adopted by providers across the wider education system. To facilitate this change in provision and on an exceptional basis to enable students to continue their studies while in the State, the Department of Justice and Equality has introduced a range of measures within the ILEP and the wider immigration system to permit the provision of online classes in lieu of in-person tuition. Central to these measures and to govern this new type of provision, all ILEP providers are now required to deliver a minimum of at least 15 student contact hours online per week. This is in addition to a limit placed on the size of these online classes set at a maximum of 15 students per class.
As the response to the Covid-19 pandemic continues to evolve, the Department of Justice and Equality are keeping these measures under review. This work is informed by engagement with my own Department and with key sectoral stakeholders both bi-laterally and within the forum of the Covid-19 Working Group for the English language education sector.
214. Deputy Robert Troy asked the Minister for Education and Skills if there is further information available on the home-based July education programme. [10768/20]
View answer215. Deputy Robert Troy asked the Minister for Education and Skills his views on a matter regarding the case of a person (details supplied). [10773/20]
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
216. Deputy Peter Burke asked the Minister for Education and Skills the status of an appeal by a school (details supplied); and if he will make a statement on the matter. [10779/20]
View answerI can confirm that the school in question submitted an application for capital funding under my Department's multi-annual Summer Works Scheme (SWS) 2020 onwards for Fabric Defects (Category 9).
In late 2019, I announced details of the schools that will receive funding in Summer 2020 in respect of applications submitted for "Life Safety Systems projects" (Category 1).
Commensurate with the level of funding set aside for the Scheme, applications are being assessed on a top down basis in accordance with the prioritisation criteria outlined in the Circular accompanying the Scheme. In this regard, applications submitted for other works/categories will be considered under future rounds of the Summer Works Scheme.
217. Deputy Sean Fleming asked the Minister for Education and Skills the specific arrangements in place for students under the predictive marking scheme for the leaving certificate in circumstances in which the student has mental health issues that may not be known to a class teacher; if arrangements can be made for a school principal that may or may not be aware of the specific details for the provision of medical certificates in order that they can be taken into account in arriving at the predictive grade; and if he will make a statement on the matter. [10783/20]
View answerI published detailed guidance for schools on the operation of the calculated grades process on 21 May. The document sets out information on the process of estimating marks for students to receive calculated grades, and this has been sent to all schools. The document, together with Frequently Asked Questions, are available on www.gov.ie/leavingcertificate. Additional guidance to schools on the avoidance of unconscious bias, interpreting evidence of achievement in the case of students with disabilities, and further guidance on bonus marks that would have applied for answering the written examinations through Irish was issued to schools on 28 May.
Teachers are asked to use their professional judgement, drawing on existing records and available evidence to arrive at an estimated mark for each student. Teachers will use a number of records in assessing a student’s performance and progress; for example, classwork and homework; class assessments; examinations in school at Christmas or summer, mock exams and also coursework. They will not be simply passing on results from mock examinations or other tests.
It is assumed that all teachers have a very good knowledge of their students and are aware of their individual learning needs. Teachers are asked to be alert to the issue of unconscious bias and to examine the available evidence objectively, focussing on evidence that is clearly about attainment in the subject and not about other factors, such as absences from school-based summative assessments due to illness, for example.
218. Deputy Niamh Smyth asked the Minister for Education and Skills the status of the SUSI review for a person (details supplied); and if he will make a statement on the matter. [10793/20]
View answerThe applicant requested a review of the outcome of his 2020/21 SUSI application on 18th May 2020. This request is awaiting review by SUSI and the outcome will be communicated to the applicant as soon as possible.
As part of a comprehensive customer service and communications strategy provided by Student Universal Support Ireland (SUSI), to ensure that all necessary avenues are open to applicants to receive the information they need, a dedicated email and phone line service is provided by SUSI for Oireachtas members. This was established to meet an identified need for applicants who choose to engage the assistance of their public representatives in making enquiries about their grant applications.
This service complements the established channels provided by SUSI which include online application tracking, a dedicated website, a telephone helpdesk, email and social media, including Facebook and Twitter.
Enquiries may be emailed direct to SUSI at oireachtas@susi.ie. Staff in SUSI are responding to email queries within a matter of days.
If the student in question considers that he has been unjustly refused a student grant or that the rate of grant awarded is not the correct one, he may appeal this decision to SUSI within the statutory time limit of 30 days of his decision letter.
Where an individual applicant has an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his case, an appeal form outlining the position may be submitted online by the applicant to the independent Student Grants Appeals Board within the required timeframe of 30 days.
219. Deputy Peter Burke asked the Minister for Education and Skills when an announcement will be made in relation to springboard funding for 2020-2021; when colleges such as Athlone Institute of Technology will be notified regarding its allocation in order to prepare for the year ahead; and if he will make a statement on the matter. [10805/20]
View answerProviders were notified on 9 June 2020 which courses would be funded in their institutions under Springboard+ 2020. A public announcement of all courses will be made in due course.
220. Deputy Seán Haughey asked the Minister for Education and Skills if teachers in primary schools will be encouraged to teach live online or by the use of recorded lessons while schools are closed due to the Covid-19 pandemic; and if he will make a statement on the matter. [10811/20]
View answerMy Department is taking a number of actions to minimise the impact on schools due to the Covid 19 crisis.
Following the school closures in March 2020 my department developed and published a series of guidance to ensure continuity of learning for students while out of school. This guidance includes guidance to primary and post-primary schools to support the continuity of teaching and learning, to support those with special educational needs, to support those at risk of educational disadvantage and to support the wellbeing of students. Guidance has also issued to support parents at this time. The latest guidance issued deals with the continuity of schooling in primary schools and separate guidance on Sixth Class Transitions during COVID-19 School Closures. The documents were developed in consultation with the education partners and were informed by Departmental engagement with schools through its Inspectorate and surveys of parents of primary and post-primary students conducted in collaboration with the National Parents’ Council – Primary (NPC-P).
Consultation is ongoing with the management bodies and unions from both sectors on all matters relating to Covid 19,including work now underway to develop guidance and advise on the reopening of schools in the context of the overall Roadmap for reopening society.
Schools have been very innovative and have adopted various ways to engage with their students to ensure continuity of learning. These methods will vary in accordance with the technology and broadband resources available in school and at the home. Schools are engaging with students and parents using various means such as by post, e-mails, communication apps or the school website. Where technology permits and is the appropriate medium for the student cohort, students may have regular engagement with their teacher/s on platforms such as Google Classroom, Microsoft Office 365 and Edmodo or participate in live meetings through the use of tools such as Google Meet, Microsoft Teams and Webex.
Schools have been asked to be conscious of pupils who may not have access to online facilities and to adapt approaches so that these pupils continue to have the opportunity to participate in learning. The age of the children also factors in the methods of engagement used by schools. The aim of these distant learning approaches is to ensure that children stay connected with learning to facilitate progression to the next level of their education.
Schools are best placed to determine the most appropriate solution to adopt in terms of supporting the learning needs of their students based on their own context and circumstances. Central to this is the role of the teacher in ensuring that continuity of engagement, regardless of the mechanisms chosen for that purpose and support of school management in addressing issues around engagement and participation of students. My Department will continue to support schools with relevant guidance as required and continue its engagement with the school sector to inform that guidance.
The recent allocation of additional funding for ICT can be considered in supporting the equality of digital access. The relevant circulars are available at Circular 0031 2020 (ICT Grant) and Circular 0032/2020 (ICT Top-Up Grant). To support the continued use of technology, the Professional Development Service for Teachers (PDST) has produced an overview video of the range of resources available on their website.
My Department is continuing to review and monitor the situation in accordance with the advice from the HSE and National Public Health Emergency Team.
221. Deputy Michael McGrath asked the Minister for Education and Skills if a matter raised in correspondence will receive a response (details supplied); and if he will make a statement on the matter. [10818/20]
View answer227. 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. [10982/20]
View answer239. Deputy Cathal Crowe asked the Minister for Education and Skills if consideration will be given to the recovery document prepared by representatives of the English language industry here (details supplied). [11064/20]
View answer269. Deputy Paul McAuliffe asked the Minister for Education and Skills his plans for additional supports to the English language industry. [11233/20]
View answery 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 this process, the representative bodies for English language education providers have engaged with the Working Group surrounding their proposals for supports to aid the recovery of this sector. In this forum, the providers have been advised of the measures introduced by Government, as part of the wider Covid-19 response, to support businesses at this time. These measures include the 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.
Further to the above, the provider representatives have been advised of the eligibility of businesses in this sector to apply, where appropriate, for further business supports made available by the Department of Business, Enterprise and Innovation via Enterprise Ireland and through its network of Local Enterprise Offices.
My Department will continue to engage with provider representatives as we move forwards and prepare for re-opening of the sector.
222. Deputy Catherine Martin asked the Minister for Education and Skills his plans to introduce a standardised online learning platform and supports for families that are home schooling their children in the event that primary schools do not fully open in September 2020 or are forced to close again if a second wave of Covid-19 occurs; and if he will make a statement on the matter. [10819/20]
View answerThere are no plans to introduce a standardised online learning platform of the nature described by the Deputy. Schools are best placed to determine how best to support the learning needs of their students based on their own context and circumstances. Central to this is the role of the teacher in ensuring that continuity of engagement, regardless of the mechanisms chosen for that purpose.
During the school closures teachers were provided with guidance to ensure hat they continued to work and engage with their pupils to ensure the continuity of schooling in the home environment.
The nature of distance learning, which was necessitated during the current pandemic, has required schools to take on a range of approaches to support their pupils continuity of learning. Assisted by Department funded resources and supports, schools and teachers have demonstrated great innovation in adapting to the new situation including the use of digital technologies and online learning platforms for teaching and learning. Schools have been asked to be conscious of pupils who may not have access to online facilities or where digital approaches may not be appropriate and to consider this actively in their approaches to provision of remote learning.
My Department published a series of Continuity of Learning Guidance documents to support continuity in students’ learning. Those Guidance documents, together with other advice and the details of supports provided by the Department and its support services/agencies are available at www.education.ie/covid19#guidance. Guidance has also issued to parents/guardians of primary school children and is available at this same link in 12 languages.
This guidance has been developed in consultation with all relevant stakeholders – including teachers, parents and learners. There is also ongoing consultation with the management bodies and unions from both sectors on all matters relating to Covid 19, which is an evolving situation. The current pandemic will have implications for the operation of the forthcoming school year and which will likely include blended learning approaches. My Department will be providing further supports and guidance to schools to cater for this evolving situation.
On a general note and as part of the implementation of the Digital Strategy for Schools 2015-2020 Enhancing Teaching Learning and Assessment, some €160m of funding has issued to date to schools for ICT Infrastructure. This includes €40m recently issuing in the form of a grant payment to all eligible schools and a further €10m top-up funding issued to schools to enable them to specifically support any of their students experiencing difficulty in engaging with remote learning. In the context of the current public health crisis the funding can be focussed on assisting schools to address ICT needs including the purchases of digital devices, software, essential learning platforms and other ICT solutions as determined by the needs of the individual school.
223. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will address a matter regarding SUSI grants (details supplied); and if he will make a statement on the matter. [10854/20]
View answerThe Covid-19 Pandemic Unemployment Payment will not affect student grants in the academic year 2019/20. Students will continue to receive their maintenance grants as normal and the duration or value of the grant will not change.
For the 20/21 academic year student grant applications will be assessed based on gross income from all sources for the period 1st January 2019 to 31st December 2019.
The Covid-19 Pandemic Unemployment Payment, administered by the Department of Employment Affairs and Social Protection (DEASP) will be treated as reckonable income for the SUSI means assessment process in a similar fashion to other DEASP payments (e.g. Jobseekers Benefit & Allowance). This ensures a consistency of approach and an equitable treatment of students and their families in the SUSI means assessment process. This approach is entirely consistent with well-established practice by SUSI and is in accordance with the statutory provisions of the Student Grant Scheme.
However, if a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future, they can apply to have their application assessed under the change in circumstances provision of the relevant Student Grant Scheme. Following such a review, the applicant may fall within the thresholds to become eligible for grant assistance or be entitled to an increased rate of grant or the special rate of grant.
In the assessment of means, a deduction can be made for “Holiday Earnings” made by the applicant from employment outside of term time but within the reference period, i.e. 2 weeks at Easter, the 12 weeks of summer (June, July and August) and 2 weeks at Christmas. Under the Student Grant Scheme 2020, a deduction of up to €4,500 can be made under this provision.
Apart from the Student Grant Scheme, students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists full-time and part-time students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the third level institution attended. Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation.
In addition, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from students’ local Tax Offices or from the Revenue Commissioners website, www.revenue.ie
224. Deputy Marc MacSharry asked the Minister for Education and Skills when approval will issue to the board of management of a school (details supplied) in County Sligo to proceed with its school building project, in view of the fact that it has completed stages 1 to 3 of the project stages and has submitted all technical reports to his Department with costings; and if he will make a statement on the matter. [10880/20]
View answerI wish to inform the Deputy that there were a number of issues with the final stages of the tender process in respect of the projects in question including issues with the documentation provided to my Department by the school authority. These matters have now been addressed and the school authority has been given approval to proceed to construction in that context.
225. Deputy Joe O'Brien asked the Minister for Education and Skills the extent of the summer programme; if it will cover facilities that cater for the needs of children with intellectual disabilities; and if he will make a statement on the matter. [10920/20]
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
