Written Answers Nos. 276-300
277. Deputy Joe Flaherty asked the Minister for Education and Skills if he will liaise with the Longford and Westmeath Education and Training Board, LWETB, and restore the VTOS programme for Longford town as part of the just transition reskilling programme; and if he will make a statement on the matter. [11319/20]
View answerOfficials in my Department have made enquiries with Longford and Westmeath Education and Training Board (LWETB) in relation to your question.
VTOS is a full-time 2 year programme which is aimed at adults who are long term unemployed. LWETB has informed my officials that following a review by the management of LWETB of the VTOS programme in Longford, it was found that the programme had experienced a significant decline in learner numbers over recent years.
VTOS is one programme among many options for learners in Longford and is part of a wider Further Education and Training (FET) provision in Longford and Westmeath. LWETB has stated that they are committed to providing reskilling options for learners across a range of programmes. Other available FET provision in LWETB includes the Back to Education Initiative (BTEI), a range of skills training programmes, PLC Courses and Community Education programmes. LWETB also provide an Adult Guidance Service that is confidential and free of charge , and offers assistance on selecting a programme that is best suited to a learner's individual needs.
278. Deputy John Lahart asked the Minister for Education and Skills the arrangements that can be made in respect of July provision for those students with special needs attending a school (details supplied) which is undergoing works and cannot open for such provision; if he will work with the school to remedy the position; and if he will make a statement on the matter. [11344/20]
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:
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 or special school 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.
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
279. Deputy Jennifer Whitmore asked the Minister for Education and Skills the specific changes and improvements his Department has made to the July provision scheme in 2020 in view of the Covid-19 pandemic to tackle the educational and social disadvantage faced by students with special needs; the provisions being put in place which are different to previous years and which will enable more students avail of the scheme; and if he will make a statement on the matter. [11375/20]
View answer280. Deputy Jennifer Whitmore asked the Minister for Education and Skills his plans to assess the accessibility of the July provision scheme with a view to improving its reach and outcomes into the future; and if he will make a statement on the matter. [11376/20]
View answerI propose to take Questions Nos. 279 and 280 together.
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.
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
281. Deputy Norma Foley asked the Minister for Education and Skills if supports will be made available for students in view of the fact students are not eligible for jobseeker’s allowance and there are no summer employment prospects to help defray costs for education and so on due to the Covid-19 crisis. [11387/20]
View answerI am conscious of the difficulties being experienced by students and their families as a result of the COVID-19 pandemic. The key supports available to students are Student Grant Scheme and related supports, such as the Student Assistance Fund and the Fund for Students with Disabilities. These supports have a fundamental role to play in assisting students in further and higher education.
The 2020/21 SUSI Grant Scheme opened for applications in April and the priority closing date is 9 July. Further information in relation to student grant assistance is available from SUSI’s website (www.susi.ie). The telephone number for SUSI’s Helpdesk is 0761 087 874.
My officials are in contact with their counterparts in the Department of Employment Affairs and Social Protection. They have advised me that full-time students who had part-time employment when the COVID-19 Pandemic Unemployment Payment was introduced in March can avail of this support payment.
The Student Assistance Fund (SAF) provides financial assistance to students experiencing financial difficulties while attending third level. Students can be assisted towards the rent, childcare costs, transport costs and books/class materials. Higher Education Institutions have been given the autonomy to maximise the flexibility in the Student Assistance Fund to enable them to support students during the COVID-19 situation. Details of this fund are available from the Access Office in the third level institution attended. This fund is administered on a confidential, discretionary basis.
282. Deputy Norma Foley asked the Minister for Education and Skills if student teachers will be accommodated on teaching practice in schools for the 2020 to 2021 school year. [11390/20]
View answerSchool Placement is a critical part of initial teacher education (ITE) as it enables the student teacher to experience teaching and learning in a variety of contexts, and to participate in school life in a way that is structured and supported.
Initial teacher education programme providers are currently preparing their school placement schedules and calendars for the next academic year in line with the Teaching Council’s guidelines in relation to school placement.
Officials from my Department and the Teaching Council have been in close communication and will facilitate consultation with all relevant stakeholders over the coming period to consider school placement arrangements in the context of any Covid-19 restrictions and guidelines for re-opening schools in the coming school year.
Safeguarding the continuance of quality learning experiences for student teachers engaged in programmes of initial teacher education is of paramount concern.
283. Deputy Gary Gannon asked the Minister for Education and Skills the reason for the delay by the National Council for Special Education regarding the SNA allocation review; and when a date for the review will be published. [11394/20]
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 to 2021 school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts can continue in these posts for the next school year in the normal way.
- Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, will be dealt with by way of an exceptional review process.
- A diagnosis of a disability, or a psychological or other professional report, will not be necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie .
The NCSE will endeavour to respond to all applications for exceptional review received prior to 22nd May 2020 by 30th June 2020 and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools.
Applications for an Exceptional Review received after 22 May 2020 will continue to be processed once all other applications have been completed.
The exceptional review process for mainstream allocations will be available to schools throughout the 2020/21 school year.
284. Deputy Gary Gannon asked the Minister for Education and Skills if the SUSI requirement will be reduced for students who have applied for asylum, subsidiary protection or leave to remain here from three years in a school here to two years reflecting the duration of the leaving certificate. [11399/20]
View answerThe main support available to students is the statutory based SUSI grant scheme. In general, persons with refugee, subsidiary protection or leave to remain status can access the same supports as Irish nationals.
Persons in the asylum process are not eligible to access the statutory based SUSI grant scheme. However, the administratively based Pilot Support Scheme provides supports along similar lines to the SUSI grant scheme and is available to persons in the asylum, subsidiary protection or leave to remain process.
Following a review of the Pilot Support Scheme 2018/19, the criteria for applicants to have five years education in the Irish school system was reduced to three years from the 2019/20 academic year. This is similar to the residency requirement of the statutory-based Student Grant Scheme operated by SUSI.
285. Deputy Catherine Connolly asked the Minister for Education and Skills if his attention has been drawn to serious concerns relating to the quality of online classes being delivered by many English language schools as a result of social distancing measures, many of which are flagrant breaches of the interim list of eligible programmes, ILEP; if he will consider in conjunction with the Minister for Justice and Equality, implementing temporary regulations similar to the ILEP to ensure English language students receive quality online classes; and if he will make a statement on the matter. [11407/20]
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 including concerns surrounding the standards of the online provision of classes.
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 English language students to continue their studies while in the State, the Department of Justice and Equality has introduced a range of measures within the criteria of the Interim List of Eligible Programmes (ILEP) and the wider immigration system to permit the provision of online classes in lieu of in-person tuition. As part of these measures and to govern this new type of provision, all ILEP listed 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. Key existing ILEP requirements remain in place including that the academic staff who deliver these classes must be appropriately qualified. These requirements and compliance obligations have been communicated directly to all providers currently listed on the ILEP in addition to be published online.
The concerns surrounding the standards of online provision have been raised by learner advocates at the Covid-19 Working Group for the English language education sector established by my Department. This 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 alongside the learner advocates. At its most recent meeting, the working group was advised of the new ILEP measures adopted by the Department of Justice and Equality as outlined above. In addition, the provider representative bodies in attendance undertook to work together to develop guidelines for their members to address the concerns raised and to improve standards for the delivery of online provision. They further undertook to share these guidelines with learner advocates and the wider working group as they are developed.
There are no plans for the introduction of further regulatory measures in relation to the online provision of English language education. The effect of the measures outlined will be kept under review as the response to the Covid-19 pandemic continues to evolve and as this sector moves towards its re-opening.
286. D'fhiafraigh Deputy Catherine Connolly den Aire Oideachais agus Scileanna an gcinnteoidh sé nach gcaillfidh scoil (sonraí tugtha) an ceathrú múinteoir i Meán Fómhair 2020, ag féachaint go háirithe do na dualgais bhreise atá ar an bhfoireann scoile maidir le Covid-19; an ndéanfaidh sé é sin a dheimhniú don Phríomhoide chomh sciobtha agus is féidir ionas go mbeidh siad in ann plean bliana a réiteach; agus an ndéanfaidh sé ráiteas ina thaobh. [11408/20]
View answerIs í an phríomhthoisc don chinneadh ar na hacmhainní foirne a chuirtear ar fáil ag leibhéal scoile aonair ná an sceideal foirnithe don scoilbhliain ábhartha agus rolluithe na ndaltaí an 30 Meán Fómhair roimhe sin. Tá meicníocht achomhairc mar chuid den sceideal foirnithe inar féidir le scoileanna achomharc foirnithe a dhéanamh faoi chritéir áirithe chuig Bord Achomhairc neamhspleách.
Tá post ar achomharc foirne bronnta ar an scoil dá dtagraíonn an Teachta, ar bhonn sealadach ag brath ar dheimhniú rolluithe an 30 Meán Fómhair 2020.
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule includes an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board.
The school referred to by the Deputy has been granted a staffing appeal post, on a provisional basis pending confirmation of enrolments on 30th September 2020.
287. Deputy Steven Matthews asked the Minister for Education and Skills the timeline for completion of a new extension for a school (details supplied). [11450/20]
View answerThe project referred to by the Deputy has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
The NDFA is currently undertaking the second phase of the process of appointment of multi-disciplinary technical advisors (design teams) for these projects. This process will involve a number of call-off competitions for bundles of projects from a framework.
Thereafter, the NDFA will ensure that the project progresses to design stage, obtains the necessary statutory planning permission, and moves the project onward to tender and construction in due course. As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion.
Please be assured that the NDFA will be engaging directly with the school authority to keep it informed of progress.
288. Deputy Brendan Smith asked the Minister for Education and Skills if his attention has been drawn to the situation at a school (details supplied); his views on whether the board of management of the school has a responsibility with regard to a health and safety report on the school which it has received; if the staffing levels in place at the school will not be reduced as a result of the school complying with its health and safety advice; and if he will make a statement on the matter. [11489/20]
View answerUnder the provisions of the Education Act 1998, the Board of Management is the body charged with the direct governance of a school.
The Board of Management of each school is responsible for the care and safety of all of the students in their school and care and safety should be at the centre of all policy and practices.
The National Council for Special Education (NCSE) is responsible for determining the appropriate staffing levels in relation to the support of pupils with special educational needs in special schools, in accordance with the policies of my Department.
Staffing arrangements for special schools are in line with policy advice provided by the NCSE in 2013, which did not recommend alteration to staffing ratios established under the Special Education Review Committee (SERC) Report in 1993.
Enhanced pupil teacher and SNA ratios are provided to special schools to support them in dealing with pupils' educational and care needs.
Since 2012, special schools are staffed on the basis of individual pupil profile and the disability categorisations of those pupils, as opposed to being based primarily on school designation, in accordance with my Department's most recent Circular 0032/2019 - Appointment of Administrative Deputy Principal and Staffing in Special Schools.
Special school staffing allocations are reviewed and updated each year by the NCSE and special schools are staffed on the basis of each year’s current school enrolments.
The NCSE are currently undertaking policy advice on the educational provision that should be in place for students educated in special schools and special classes. This policy advice will make recommendations on the provision required to enable students in special schools and classes achieve better outcomes.
The NCSE have been asked to complete and submit it’s report to the Minister not later than December 2020. There will be no change to the staffing arrangements currently in place in special schools, pending the receipt and consideration of this policy advice.
The NCSE recently published their staffing allocation for 2020-21, and this is available on their website at www.ncse.ie
My Department is aware of correspondence from the school named by the deputy, on the matters raised in his question. This correspondence is currently under consideration.
289. Deputy Mary Butler asked the Minister for Education and Skills the position regarding flexibility in application of regulation (details supplied) in the context of the practical difficulties and challenges posed to the education system by the current pandemic; the level of engagement he has undertaken with an organisation in consideration of a request made by same; his views on whether the cycle of transition caused by the continuous turnover of directors in centres potentially delimits the capacity for leadership across the network; and his views on whether the shortened tenure increases the likelihood that the role may be viewed as untenable and undesirable by future prospective candidates. [11516/20]
View answerEducation Centres are statutory bodies recognised under Section 37 of the Education Act (1998) and are managed by local voluntary Management Committees which are elected annually.
My Department arranges for the secondment of teachers from their teaching posts for the purpose of developing and providing CPD for teachers and for the appointment as Directors of Education Support Centres (ESC's). While on secondment, teachers retain their school post, the terms and conditions that apply to teachers and receive their salary and a secondment allowance which are met in full by my Department.
Section 37(6) of the Act makes provision to make regulations relating to a number of matters in Education Centre's such as the appointment of management committees, funding, staffing, provision of information to the Department & other operational matters.
In September 2017, Regulation 394 for the appointment and secondment of directors of Education Centres was introduced.
The regulations make provision for an annual Ministerial approval of the secondment of teachers to the role of Director of an Education Centre, subject to a maximum of 5 years on secondment whether those years were as a Director or otherwise. The Regulations provide a legal basis which offers clarity and certainty in the application of public policy and as I'm sure you can appreciate, there is no discretion in their application which would allow for a derogation beyond the 5 year limit set out in the Regulations.
The timeframes outlined in the Regulations are important and are designed to ensure there is sufficient time for Management Committees to run competitions where necessary, and for school boards of management to release teachers and appoint replacements. The overall aim is to ensure that new Directors and their replacement teachers are in place in good time for the start of the following school year.
Regular turnover of seconded teachers is now an established practice with teachers returning to enrich their schools so the investment in their skills is not lost. Since 2017, 16 Education Centres have successfully recruited new Directors and the work of the Centres has not been negatively affected with each Centre confirming to my Department that the Director has performed satisfactorily.
291. Deputy Holly Cairns asked the Minister for Education and Skills if consideration of the mental health of primary school children was taken into account during the decision making of the timeline for reopening of schools. [11535/20]
View answerThe well-being and mental health of our school communities is a fundamental element of the Department’s overall plan to ensure a successful return to school as we continue to manage the Covid-19 pandemic. It is crucial that we support the well-being of our students and school management and staff in order to support successful re-engagement with teaching and learning.
Guidance will issue to schools on logistical, curricular arrangements and well-being supports to be put in place to facilitate the phased re-opening of schools. All decisions taken in relation to re-opening schools are based on public health advice.
The National Educational Psychological Service (NEPS) of my Department is leading on supporting the well-being of schools communities. The response to support the well-being of all within school communities on the return to school requires a structured, psychosocial response which is compassionate and largely preventative and proactive. This requires a whole-school team approach to planning in order to ensure that staff, students and parents feel safe and secure. This response will be aligned with the HSE guidance on such responses, and based on the five key principles of promoting a sense of safety, calm, connectedness, self- and community-efficacy and hope. My Department will work in partnership with the Department of Health and the Department of Children and Youth Affairs to ensure that the well-being needs of all members of the school community are met.
292. Deputy Holly Cairns asked the Minister for Education and Skills if children with special educational needs attending rural mainstream schools are included in the July provision. [11536/20]
View answer294. Deputy Holly Cairns asked the Minister for Education and Skills if the July provision will be extended into August 2020 to allow children with special educational needs to ease back into the school year and provide respite to those families. [11538/20]
View answerI propose to take Questions Nos. 292 and 294 together.
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.
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 or special school 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.
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
293. Deputy Holly Cairns asked the Minister for Education and Skills if children with special educational needs that avail of transport to and from their educational facilities will have the service available during the July provision. [11537/20]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education and Skills.
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.
With regard to transport arrangements for the July Programme my Department will provide grant funding to support parents with the cost of transport arrangements for those children who are eligible for school transport and who have been approved to participate in the school based July Programme.
Schools are required to identify children who are on a School Transport service or who are in receipt of a grant. School Transport Section will be in contact with schools and families in regard to the arrangements for payment.
295. Deputy Richard Boyd Barrett asked the Minister for Education and Skills the way in which it is planned to vindicate the right to education of children here in view of the public health guidelines in place; if additional teachers are being recruited; if additional buildings are being sourced to ensure a reduced pupil teacher ratio; and if he will make a statement on the matter. [11562/20]
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, including the matters raised by the Deputy, 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.
296. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if a commitment will be given in the interest of victims, the public and history, to ensure that there is no seal of 75 or other number of years in a future retention of records bill with regard to the Commission to Inquire into Child Abuse, the Residential Institutions Redress Board and the Residential Institutions Redress Review Committee; and if he will make a statement on the matter. [11563/20]
View answerUnder the current legislation relevant to the three redress bodies referred to in the Deputy's question, the bulk of the records created by the bodies are legally required to be disposed of on their dissolution. The three bodies have now substantially completed the performance of their functions and have reached a point where they could be dissolved. Critical decisions must therefore be made in regard to the future of these important records.
297. Deputy Martin Heydon asked the Minister for Education and Skills the status of an application under the schools buildings programme by a school (details supplied); the next stage in the process for this project; if a time frame of works and projected completion date will be provided; and if he will make a statement on the matter. [11569/20]
View answerI can inform the Deputy that the project to which he refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
The NDFA is currently undertaking the second phase of the process of appointment of multi-disciplinary technical advisors (design teams) for these projects. This process will involve a number of call-off competitions for bundles of projects from a framework.
Thereafter, the NDFA will ensure that the project progresses to design stage, obtains the necessary statutory planning permission, and moves the project onward to tender and construction in due course. As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion.
Please be assured that the NDFA will be engaging directly with the school authority to keep it informed of progress.
298. Deputy Brendan Smith asked the Minister for Education and Skills his plans to ensure that participation on the 2020 programme arising from the July provision will not be restricted to children attending special schools or special classes but will enable eligible students from any school to participate; and if he will make a statement on the matter. [11591/20]
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
299. Deputy Brendan Smith asked the Minister for Education and Skills when details will be published in relation to the reopening of primary and second level schools; and if he will make a statement on the matter. [11592/20]
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.
300. Deputy Brendan Smith asked the Minister for Education and Skills if additional resources will be provided in 2020 to support children with special needs at primary and second level education; and if he will make a statement on the matter. [11593/20]
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
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-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/well-being/
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 reopening 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.
