Thomas Byrne
Question:201. Deputy Thomas Byrne asked the Minister for Education and Skills if a review of third level fees will occur further to the impact of Covid-19. [12163/20]
View answerThird Level Fees
Questions (201)
Written answers
Under my Department’s free fees schemes, the Exchequer provides funding toward the tuition fee costs of eligible undergraduate students with students paying the student contribution which stands at €3,000 since 2014/2015. It is important to recognise that the Exchequer pays this contribution (or part of it) on behalf of almost 50% of undergraduate students as part of the student support grant.
The projected financial impact of Covid19 on Higher Education and the Tertiary Education system as a whole is being assessed by the Department of Education and Skills as part of its ongoing analysis of the impact of Covid19 on the education sector overall. The provision of additional financial support to support Tertiary Education to ensure that it can contribute fully to economic recovery and to meeting priority skill needs will be examined in the context of overall expenditure management and budgetary policy. The Department will continue to engage with key stakeholders to safeguard the recovery of the tertiary education sector.
Where students do not meet the eligibility criteria of the Free Fees Initiative, for example full-time undergraduate students who do not qualify for the free tuition fees; fees for part-time undergraduates or; any post-graduate students, it is a matter for the higher education institution as an autonomous body to determine which fee rate is applicable for students.
Third level institutions are autonomous entities responsible for their own day-to-day operations, management and administration. Any determination as to the level of fees to be charged is a matter for them in light of their own particular conditions and circumstances, and there are no current plans for the Department to undertake a specific review in that regard.
However my Department is undertaking a comprehensive economic review currently which is progressing under the European Commission DG Reform’s Structural Reform Support Programme. This review is focussed on Increasing the Future Sustainability of Higher and Further Education Provision in Ireland. The review encompasses an assessment of the funding options for higher education included in the 2016 (Cassells) Report of the Expert Group on Future Funding of Higher Education which includes the student contribution charge. The study is scheduled to be substantially complete in Q4 2020.
School Staff
Questions (202)
Michael Healy-Rae
Question:202. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of an appeal by a school (details supplied) for an extra teacher; and if he will make a statement on the matter. [12165/20]
View answerWritten answers
The criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location. The staffing schedule includes an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board. The Department has received a staffing appeal from the school referred to by the Deputy which will be considered by the Primary Staffing Appeals Board. The school will be notified of the decision shortly.
Third Level Institutions
Questions (203)
Patrick O'Donovan
Question:203. Deputy Patrick O'Donovan asked the Minister for Education and Skills if he will address matters (details supplied) regarding third level education; and if he will make a statement on the matter. [12169/20]
View answerWritten answers
To assist with the development of plans for the re-opening and operation of higher education in an environment that may require social distancing and other public health requirements, the Department of Education and Skills is engaging with relevant stakeholders from the higher education sector. This work is ongoing, and it is hoped that a communication for the sector will be published in the coming weeks.
However Higher Education Institutions are autonomous institutions and are entitled to regulate their own academic affairs and administrative processes. Therefore the timelines for re-opening and the determination of fee structure are a matter for each institution to decide. The University of Limerick is best placed to offer clarity on their planned re-opening.
Special Educational Needs
Questions (204)
James Browne
Question:204. Deputy James Browne asked the Minister for Education and Skills if SNAs working as part of the July provision programme may enter children's homes without a teacher being present; and if he will make a statement on the matter. [12180/20]
View answerWritten answers
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.
Opening up the home-based element of the programme to SNAs is a significant expansion and will be of important benefit to the children and their families.
The role of a teacher and an SNA in the home based programme are separate and distinct. The roles broadly reflect the role of teachers and SNAs in schools. Further guidance is available here https://www.education.ie/en/Parents/Services/summerprovision/home-based-guidance-summer-programme.pdf
Essentially, SNAs provide a programme of support and care for the child. The role of the teacher is to provide education. It is a matter for parents/guardians to choose which provision best suits their child at this time.
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.
Special Educational Needs
Questions (205)
Peter Burke
Question:205. Deputy Peter Burke asked the Minister for Education and Skills if a plan will be put in place to implement summer provision for a school (details supplied); and if he will make a statement on the matter. [12198/20]
View answerWritten answers
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.
If a school is not in a position to provide a programme or does not have the capacity to accommodate a child in a planned programme, 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.
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 summer provision and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision.
Question No. 206 answered with Question No. 147.
Special Educational Needs
Questions (207)
Chris Andrews
Question:207. Deputy Chris Andrews asked the Minister for Education and Skills if a place on the summer provision scheme will be made available to a person (details supplied); and if he will make a statement on the matter. [12209/20]
View answerWritten answers
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.
In relation to the child referenced by the Deputy preschool age children covered by the scheme are those transitioning into a special class or special school from early year’s settings.
School Curriculum
Questions (208)
Denis Naughten
Question:208. Deputy Denis Naughten asked the Minister for Education and Skills the plans being made to address the situation for 2020 fifth year students to assist those who need to catch up on missed work or to assist those with additional learning needs; if a revised leaving certificate syllabus will be introduced for their sixth year; and if he will make a statement on the matter. [12216/20]
View answerWritten answers
Following the school closure in March 2020, my Department published a range of guidance to assist schools and teachers in ensuring continuity of teaching and learning for students as well as supporting their wellbeing during the COVID-19 pandemic.
This guidance aimed, inter alia, to ensure regular engagement of students in lessons, tasks and learning experiences across the range of curriculum subjects, provision of regular assignments and regular, practical, supportive and customised feedback on work submitted.
The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.
The guidance 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.
Since the closure of schools principals and teachers adopted various ways to engage with their students in accordance with the technology and broadband resources available in school and at home, including by post, e-mails, communication apps, the school website, use of other digital communicative platforms, including live meetings. Schools were asked to be conscious of pupils who may not have access to online facilities and to adapt approaches so that these pupils continued to have the opportunity to participate in learning.
The aim of these distance learning approaches, the guidance which issued to all schools and the regular engagement with students, was to ensure that students stayed connected with and progressed their learning. These actions will, therefore, have helped to minimise the impact of school closure.
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 on their website.
In the context of planning for a return to school which is underway, the Department recently published a report to Government on Planning for reopening schools in line with the Roadmap for reopening. This report is available on my Department’s website.
The Department, in consultation with relevant agencies, including the National Council for Curriculum and Assessment (NCCA), identified the following key priorities in supporting students in re-engaging with the curriculum in the new school year:
1. The wellbeing and socialisation of students
2. Assessing where students are in terms of their learning
3. Identifying the additional supports that particular learners may require
4. Exploring options for remote provision that will compliment in-school provision and address curriculum gaps experienced during school closure
It is recognised that schools continue to be best placed to make decisions about how to support and educate all their learners during this period. The Department will be working in collaboration with the NCCA to develop guidance to schools to assist them in their planning so as to ensure that curricular priorities are delivered and that teaching and learning is optimal in these circumstances, guided at all times by public health advice.
Those going into sixth year in post primary schools are a group that will receive a particular focus in the context of preparations for the Leaving Certificate examinations in 2021.
On 12 June I also announced a significantly expanded Summer programme for children with complex special educational needs and students in DEIS schools. Information regarding this is available on my Department’s website.
Nursing Education
Questions (209)
Patricia Ryan
Question:209. Deputy Patricia Ryan asked the Minister for Education and Skills if he will consider the site of the former Magee Barracks as a site for a national nursing college; and if he will make a statement on the matter. [12223/20]
View answerWritten answers
I am not aware of any plans of the nature outlined by the Deputy. Nursing education places are provided through existing higher education institutions.
Education and Training Boards
Questions (210)
Patricia Ryan
Question:210. Deputy Patricia Ryan asked the Minister for Education and Skills if KWETB from its current location in Áras Chill Dara, Naas, County Kildare, will be relocated to alleviate pressure on office and parking space at Kildare County Council offices; and if he will make a statement on the matter. [12226/20]
View answerWritten answers
Discussions are ongoing between my Department and KWETB in relation to identifying a new home for their Head Office. A number of options are currently being explored and my officials will engage further with KWETB in this regard.
Special Educational Needs
Questions (211)
Patricia Ryan
Question:211. Deputy Patricia Ryan asked the Minister for Education and Skills if special needs assistants will be allowed to participate in the delivery of the July provision without the present required criteria; and if he will make a statement on the matter. [12227/20]
View answerWritten answers
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.
Opening up the home-based element of the programme to SNAs is a significant expansion and will be of important benefit to the children and their families. The requirement that an SNA is qualified is essential to ensure that the family is engaging a person who is in a position to provide a programme of support and care for their child. The vetting requirement is a statutory obligation in line with child protection guidelines.
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.
Covid-19 Pandemic
Questions (212)
Patricia Ryan
Question:212. Deputy Patricia Ryan asked the Minister for Education and Skills the arrangements that will be put in place for children with underlying conditions returning to school in September 2020; and if he will make a statement on the matter. [12228/20]
View answerWritten answers
On 12 June, 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. A key component to reopening schools safely is the development of guidance in relation to infection prevention and control in schools.
These contingencies and guidance 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.
School Staff
Questions (213)
Patricia Ryan
Question:213. Deputy Patricia Ryan asked the Minister for Education and Skills if teacher numbers at a school (details supplied) will be maintained; and if he will make a statement on the matter. [12229/20]
View answerWritten answers
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 its 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 understanding is that the NCSE is continuing to engage with this school on the matter of their staffing allocation for 2020-21.
Special Educational Needs
Questions (214)
Marian Harkin
Question:214. Deputy Marian Harkin asked the Minister for Education and Skills if a parent is granted two weeks July provision in school, if he or she is also able to apply for two weeks at home as in previous years; and if he will make a statement on the matter. [12233/20]
View answerWritten answers
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 scheme does not provide for movement between the home and the school strands of the scheme.
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.
School Services Staff
Questions (215)
Fergus O'Dowd
Question:215. Deputy Fergus O'Dowd asked the Minister for Education and Skills his plans to address the contracts of primary school secretaries; and if he will make a statement on the matter. [12235/20]
View answerWritten answers
I recognise the very important work done by these staff, and the other support staff in the running of our schools. I have spoken to a number of secretaries about their employment conditions and understand the issues they have raised.
In Budget 2020 I increased the number of secretaries and caretakers in certain schools, allowing schools with enrolments of 500-625 to fill secretary vacancies provided they have fewer than 1.5 secretaries; schools with enrolments of 626-699 to fill vacancies provided they have fewer than two secretary posts filled, and schools of 700 or more to fill caretaker vacancies provided they have fewer than two caretakers. These measures will take effect from September 2020.
In Spring 2019 I relaxed the moratorium for those C&C and ETB schools with enrolments of 700 and more which allows them to employ additional school secretaries up to a maximum of two per school. There are 91 schools in the C&C and ETB Sector who meet this criteria, based on the information currently available to this Department. This was an initial step and took immediate effect.
Schemes were initiated in 1978 and 1979 for the employment of clerical officers and caretakers in schools. The schemes were withdrawn completely in 2008. These schemes have been superseded by the capitation grant schemes. The current grant scheme was agreed in the context of the Programme for Economic and Social Progress, published in 1991.
The majority of primary and voluntary secondary schools now receive assistance to provide for secretarial, caretaking and cleaning services under these grant schemes. It is a matter for each individual school to decide how best to apply the grant funding to suit its particular needs. Where a school uses the grant funding for caretaking or secretarial purposes, any staff taken on to support those functions are employees of individual schools. Specific responsibility for terms of employment rests with the school.
On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department engaged with the Unions representing school secretaries and caretakers, including through an independent arbitration process in 2015. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 for staff and that a minimum hourly pay rate of €13 be phased in over that period. This arbitration agreement covered the period up to 31 December 2019.
The arbitration agreement was designed to be of greatest benefit to lower-paid secretaries and caretakers. For example, a secretary or caretaker who was paid the then minimum wage of €8.65 per hour in 2015 prior to the arbitration has from 1 January 2019, been paid €13 per hour which is a 50% increase in that individual’s hourly pay.
The increases recommended by the Arbitrator are binding and must be applied by all schools who employ staff to whom the Arbitrator’s recommendation applies.
A survey of Secretaries and Caretakers undertaken in 2019 identified some schools that are non-compliant with the provisions of the 2015 Arbitration Agreement, and my Department has contacted these schools to remind them of their obligations under the agreement, as implemented through various circulars. The links below will bring you to the most recent circulars in respect of the pay increases under the 2015 Arbitration Agreement.
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0076_2018.pdf
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0077_2018.pdf
Officials from my Department attended a meeting of the Joint Committee on Education and Skills on the 9th of April 2019 to discuss the status of non-teaching staff.
In May last year officials from my Department had discussions with FÓRSA trade union representatives as part of a planned meeting. FÓRSA took the opportunity to formally table a pay claim.
This was tabled as a follow-on claim from the pay agreement for this cohort of staff which lasted until December 2019. The Department issued surveys on the 10th of July 2019 to establish the full current cost of the trade union’s claim. This is standard practice.
Officials from the Department met with FÓRSA representatives in September 2019. Management Bodies representing the employers of schools impacted by the action were also in attendance at the meeting. The purpose of the meeting was to further explore the details of the pay claim as presented by FÓRSA and the nature of the industrial action.
On 30 September 2019 FÓRSA requested the Department to agree to use the services of the Workplace Relations Commission (WRC) to resolve the dispute. As is normal practice the Department agreed to use the industrial relations machinery of the state in an effort to resolve this matter.
In order to address the various issues within the claim and to arrive at a mutually acceptable solution, the Department and Management Bodies are in discussions with FÓRSA under the auspices of the WRC. These talks are subject to the normal procedures including confidentiality. The talks began in the WRC in October.
Following industrial action, which commenced on the 10th January 2020, both parties have agreed to return to talks at the WRC. FÓRSA agreed to the WRC request to suspend their ongoing work-to-rule to allow the talks to progress. This suspension was effective from 21st January 2020.
Education Policy
Questions (216)
Cian O'Callaghan
Question:216. Deputy Cian O'Callaghan asked the Minister for Education and Skills if he will incorporate the yellow flag programme into the national education policy; and if he will make a statement on the matter. [12240/20]
View answerWritten answers
The role of the school is to provide an appropriate education for all its pupils. A stable, secure learning environment is an essential requirement to achieve this goal. Schools have autonomy in choosing the resources and programmes that best support the work within their own classrooms.
The Yellow Flag programme aims to support primary and secondary schools to become more inclusive of all cultures and ethnicities, celebrate diversity and challenge racism and discrimination. While respecting schools' autonomy, my Department has introduced a number of measures to assist schools in this matter.
My Department's 'Wellbeing Policy Statement and Framework for Practice (2019)' acknowledges that schools provide opportunities to develop friendships and to respectfully encounter diversity and access support structures. The policy promotes the provision of a whole-school approach at both primary and post-primary level to supporting wellbeing, an approach that has been found internationally to produce a wide range of educational and social benefits for individual children and young people, including increased inclusion, greater social cohesion, increased social capital and improvements to mental health.
The Action Plan on Bullying, published in January 2013, sets out my Department's approach to tackling bullying and promoting an anti-bullying culture in schools. It recommended 12 actions that focus on support for schools, teacher training, research and awareness raising and aims to ensure that all forms of bullying including identity based bullying are addressed. National Anti-Bullying Procedures for Primary and Post Primary schools, were published in September 2013 and are being implemented in all 4,000 primary and post primary schools throughout the country. The procedures are designed to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour including identity based bullying amongst their pupils. The procedures make clear that the definition of bullying behaviour includes identity-based bullying such as racist bullying. The procedures require that the prevention of bullying must be an integral part of a school’s anti-bullying policy.
As part of the National Traveller and ROMA Inclusion Strategy 2017-2021 (NTRIS) published by the Department of Justice and Equality, which aims to improve the lives of Travellers and ROMA in Ireland, my Department has commissioned research on the effectiveness of the Department’s Anti-Bullying strategy on experiences of Traveller and Roma Children. The project was developed in consultation with the Traveller representative groups. The research project has commenced and involves engagement with children and their parents and with schools.
My Department will continue to address the areas of anti-racism, identity-based bullying and cultural awareness through a suite of supports including the recently revised Stay Safe Programme and the Continuing Professional Development (CPD) to teachers at Primary and Post-Primary level and in initial teacher education. It will ensure that such programmes enable teachers to deal with teaching and learning needs of all students from all cultural backgrounds and provide support for pedagogical practices that promote inclusion.
In addition, curriculum at both primary and post-primary aims to foster inclusivity where equality and diversity are promoted. The Primary Curriculum acknowledges the importance of a balanced and informed awareness of the diversity of peoples and environments in the world. Such an awareness helps children to understand the world and contributes to their personal and social development as citizens of a global community. The curriculum promotes tolerance and respect for diversity in both the school and the community. The Social Personal and Health Education Curriculum (SPHE) supports students learning in the areas of inclusion, diversity and counter racism. The SPHE content is complemented by the work carried out in social, environmental and scientific education (SESE) at primary SESE enables the child to live as an informed and caring member of local and wider communities.
Under the Framework for Junior Cycle, there are twenty four statements of learning which should inform the programme designed by all schools. One of these statements is: (The student) appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives. This junior cycle short course in CSPE focuses on supporting students in become active citizens through their learning in three strands: Rights and responsibilities, Global citizenship, and Exploring democracy.
As part of the Departments ongoing curricular reform consideration of issues in relation to inclusivity/diversity etc. will be considered as part of the ongoing reviews in relation to the primary curriculum and senior cycle at post-primary.
My Department will continue to provide guidance and information on supports such as the Yellow Flag Programme.
Question No. 217 answered with Question No. 131.
Schools Building Projects
Questions (218)
Charlie McConalogue
Question:218. Deputy Charlie McConalogue asked the Minister for Education and Skills the status of a school building (details supplied) in County Donegal; and if he will make a statement on the matter. [12299/20]
View answerWritten answers
The major building project for the school to which the Deputy refers is at an advanced stage of architectural planning, Stage 2(b) - Detailed Design, which includes the application for statutory approvals and the preparation of tender documents.
The Stage 2(b) submission for this project and the pre-qualification process are both currently being reviewed.
Upon completion of these reviews, my Department will be in contact with the school regarding the further progression of the project at that time.
School Funding
Questions (219)
Charlie McConalogue
Question:219. Deputy Charlie McConalogue asked the Minister for Education and Skills the status of a devolved grant for a school (details supplied) in County Donegal; and if he will make a statement on the matter. [12302/20]
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The Deputy will be aware that the project to which he refers has been devolved for delivery to the school under my Department's Additional Accommodation Scheme.
I wish to clarify for the Deputy that my Department received a stage report from the school in question. My Department sought clarification on the costings provided in that report. This has been received and is currently being assessed. A decision will be conveyed to the school authority as soon as the assessment process has been completed.
School Staff
Questions (220)
Michael Lowry
Question:220. Deputy Michael Lowry asked the Minister for Education and Skills if he will issue a derogation to a school (details supplied) in County Tipperary that is due to lose its fourth teacher due to the fact it is just below the required pupil-teacher ratio number to retain same; if he will take into account the fact that this school will require additional staff when it reopens to comply with proposed Covid-19 social distancing guidelines; and if he will make a statement on the matter. [12307/20]
View answerWritten answers
The criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location. The staffing schedule includes an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board. Details of the staffing appeal process are set out in Circular 18/2020, available on the Department website.