Tuesday, 23 Jun 2020

School Staff

Questions (241)

Brendan Smith

Question:

241. Deputy Brendan Smith asked the Minister for Education and Skills if additional primary teaching posts will be sanctioned for the coming school year in circumstances in which the school enrolment will have reached the number required by September for an additional post and not have to wait for 12 months for sanction; and if he will make a statement on the matter. [12475/20]

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Written answers

Minister for Education and Skills

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.

The staffing arrangements for primary schools also includes the provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts on developing grounds, using projected enrolment for the following September, in this case September 2020.

School Staff

Questions (242)

Brendan Smith

Question:

242. Deputy Brendan Smith asked the Minister for Education and Skills if an additional teaching post will be approved for the coming school year for a school (details supplied) that will have the required enrolment for this position by September 2020; if urgent consideration will be given to this request in view of the fact the school has the necessary classroom available at present and needs to have the pupil-teacher ratio reduced; and if he will make a statement on the matter. [12476/20]

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Written answers

Minister for Education and Skills

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.

Schools Data

Questions (243)

Jennifer Whitmore

Question:

243. Deputy Jennifer Whitmore asked the Minister for Education and Skills the number of classes in County Wicklow with class sizes of 20 to 24, 25 to 29 and 30 to 34 pupils per class in each of the past five years in tabular form; and if he will make a statement on the matter. [12478/20]

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Written answers

Minister for Education and Skills

Please note we will forward figures for 2019/2020 to the Deputy, shortly, once they have been published. The attached figures are for mainstream classes in mainstream schools and also exclude special pupils in mainstream schools.

Wicklow Number of Classes by Range 2014-2018

Class Range	2014	2015	2016	2017	2018
20-24	150	158	190	171	210
25-29	288	316	305	300	296
30-34	144	136	122	133	110
Others	73	62	77	96	97
Total Class Count for Year	655	672	694	700	713

Schools Data

Questions (244)

Jennifer Whitmore

Question:

244. Deputy Jennifer Whitmore asked the Minister for Education and Skills the average class size by county in each of the past five years in tabular form; and if he will make a statement on the matter. [12479/20]

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Written answers

Minister for Education and Skills

Please note attached figures are based on mainstream pupil enrolments in mainstream schools divided by the number of mainstream classes in mainstream schools. We will forward the figures for 2019/2020 to the Deputy, shortly, once they have been published.

	Ave. Class Size 2014	Ave. Class Size 2015	Ave. Class Size 2016	Ave. Class Size 2017	Ave. Class Size 2018
Carlow County Council	26.3	26.2	25.7	25.6	25.1
Cavan County Council	24.2	24.2	24.1	23.8	23.8
Clare County Council	23.9	23.7	23.4	23.1	23.1
Cork City Council	23.5	23.3	23.1	22.5	22.4
Cork County Council	25.5	25.4	25.1	25.0	24.9
Donegal County Council	23.6	23.8	23.4	23.4	23.2
Dublin City Council	23.7	23.7	23.5	23.2	23.1
Dun Laoghaire Rathdown	26.5	26.6	26.3	26.5	26.1
Fingal County Council	26.4	26.5	26.4	26.4	26.2
Galway City Council	23.4	23.7	23.6	23.3	23.6
Galway County Council	23.8	23.8	23.6	23.5	23.4
Kerry County Council	24.1	23.9	23.8	24.1	23.7
Kildare County Council	26.4	26.3	25.8	25.7	25.5
Kilkenny County Council	25.4	25.4	24.9	24.9	24.8
Laois County Council	25.3	25.1	25.3	24.3	24.5
Leitrim County Council	23.2	23.4	23.4	23.7	23.4
Limerick City and County Council	24.7	25.0	24.6	24.6	24.3
Longford County Council	23.9	24.2	24.0	23.5	23.4
Louth County Council	25.5	25.4	25.5	25.5	24.9
Mayo County Council	22.7	22.7	22.5	22.3	22.1
Meath County Council	26.7	26.7	26.2	26.1	25.6
Monaghan County Council	24.8	24.8	24.5	24.6	24.4
Offaly County Council	24.6	24.2	23.8	24.0	23.8
Roscommon County Council	22.3	22.7	22.0	21.9	22.2
Sligo County Council	23.9	23.8	23.6	23.4	23.6
South Dublin County Council	25.3	25.3	24.9	25.0	24.7
Tipperary County Council	24.0	24.2	24.1	23.7	23.7
Waterford City and County Council	25.6	25.7	25.4	24.9	24.6
Westmeath County Council	24.9	24.9	24.6	24.8	24.5
Wexford County Council	25.5	25.6	25.0	24.8	24.6
Wicklow County Council	26.1	26.0	25.5	25.4	25.1

School Accommodation

Questions (245)

Jennifer Whitmore

Question:

245. Deputy Jennifer Whitmore asked the Minister for Education and Skills the status of the repair schemes for schools found to have structural defects; if repairs have been delayed by Covid-19; and if he will make a statement on the matter. [12480/20]

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Written answers

Minister for Education and Skills

I wish to advise the Deputy that in line with National Public Health announcements by Government, all construction sites in relation to the Education Sector ceased in March 2020 including those schools under the Schools Remediation Programme.

The construction sector commenced re-opening on a gradual and phased basis since Monday 18th May, this includes a number of school sites under the Schools Remediation Programme. There are currently 20 projects on site undergoing fire and structural remediation works. It is too early however to speculate on how timelines of projects will be impacted as a result of Covid 19 working arrangements. Guidance and protocols have been published to enable contractors meet the public health requirements for re-opening of construction sites.

During 2019 and 2020 structural remediation works are being carried out on 22 schools and by the end of 2020 it is expected that planned structural remediation works will have been carried out in all of these schools. In addition, it is expected the priority phase 1 fire remediation will have carried out across all 40 schools. A procurement process is currently underway to appoint a contractor for the remaining 18 schools, including Ardgillan Community College.

The Department continues to liaise with School Patrons and School Principals in relation to progress and any impacts of COVID-19 on project delivery timescales.

Covid-19 Pandemic

Questions (246)

Jennifer Whitmore

Question:

246. Deputy Jennifer Whitmore asked the Minister for Education and Skills if socially distanced graduations for sixth class students can or cannot be held in summer 2020 in view of Covid-19; and if he will make a statement on the matter. [12481/20]

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Written answers

Minister for Education and Skills

The final months of the academic year are a time of excitement and occasion, as schools try to celebrate the end of the school year and begin to prepare for the new one. The traditional rites of passage for sixth class pupils include extra-curricular and co-curricular activities as well as ceremonies to mark the end of the school year. These have not been possible this year in the traditional format due to the Covid19 crisis which has seen our schools closed since 12th March.

Schools can continue to hold end of year graduation ceremonies for sixth class students, however it will not be possible for schools to carry these out in the traditional format. Schools are exploring ways of marking the occasion remotely, by hosting virtual meetings for the pupils or prerecording videos that can be sent to them to celebrate their time in school. Certificates of achievement, photo stories, scrapbooks and other memorabilia can also form part of the celebration. The core objective of any decision for holding a ceremony, is that any activity is operated in a safe manner and must adhere to public health advice and the government's road map for reopening society and business.

https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-on-continuity-of-schooling-primary.pdf

Separate guidance has also been issued by the Department in relation to sixth class transitions https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/sixth-class-transitions-during-covid-19-school-closures.pdf

Covid-19 Pandemic

Questions (247)

Jennifer Whitmore

Question:

247. Deputy Jennifer Whitmore asked the Minister for Education and Skills if training will be provided for one member of the in-school management team taking on the responsibility of being a Covid-19 link person; if so, if the training will include the use of PPE items for subsequent staff training; if indemnity will be provided for the staff member taking on the role; and if he will make a statement on the matter. [12482/20]

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Minister for Education and Skills

On 1 May 2020, the Government published a roadmap to ease Covid-19 restrictions and reopen Ireland’s economy and society.

To assist with the development of contingency plans for the re-opening and operation of schools, including special schools, in an environment that may require social distancing and other public health requirements, my Department will be engaging with relevant stakeholders and experts from within the education sector. This work will be based on the National Return to Work Safely Protocol that was published by Government and will also be informed by guidance and experience from other jurisdictions.

A core objective of the contingency plans will be to ensure that schools and other education settings can re-open and operate in a safe manner that is consistent with public health advice.

Following consultation with the education partners, guidance will issue to schools on the logistical and curricular arrangements to be put in place to facilitate the phased re-opening of schools. This guidance will provide a framework for individual schools, including special schools, to develop plans for the re-opening of school in accordance with their own circumstances and context and the needs of their staff and students.

A range of support and guidance has been provided for schools on how to provide for the continuing education for pupils over the current school closure period.

I am aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose wellbeing and engagement with learning depend very much on the routine of school and their relationships with other students, teachers and Special Needs Assistants. They have also lost out on specialist supports during this closure period.

My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures.

These include –

- Guidance issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage;

- Guidance and resources developed by the National Council for Special Education (NCSE) on supporting children with special educational needs

- €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.

- Continued funding of Home Tuition or, where this is not possible, flexibility to bank hours for use at a later time in the year

- Resources to support good mental health and wellbeing amongst students produced by the National Educational Psychological Service (NEPS)

- To help schools plan for the new academic year, schools have been informed that their SNA allocation is being frozen at this year’s level and there is provision for additionality where this might be required. No school will therefore have a lower allocation for the next school year.

- The Middletown Centre for Autism has developed a range of online resources for children and young people with Autism and their parents on education provision in the home.

My Department has published details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.

All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate.

Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher/SNA to provide home based support for 10 hours a week for 4 weeks.

The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.

Full information on the scheme and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision

My Department is working with key stakeholders, and on the basis of public health advice, to develop a framework for the reopening of tertiary education. Tertiary education includes further education and training, and higher education, and is made up of a diverse range of learners, including learners with a disability. The framework will set out high level guidance in relation to how tertiary education can reopen for the new academic year for all learners. This framework is due to be published shortly.

Schools Administration

Questions (251)

Gerald Nash

Question:

251. Deputy Ged Nash asked the Minister for Education and Skills the status of the implementation of a notification procedure with regard to students on reduced timetables; and if he will make a statement on the matter. [12513/20]

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Written answers

Minister for Education and Skills

Draft guidelines were developed to provide clarity to schools around reduced timetables and to set out the procedures to be followed by schools where such an option is being considered and used. The guidelines provide for TUSLA Education Support Service to be notified if a reduced timetable is implemented.

The aim is to ensure that the use of reduced timetables is limited solely to those circumstances where it is absolutely necessary. The draft guidelines are underpinned by the principles that a reduced timetable should not be used as a sanction; that it should be applied proportionately and should last only as long as is necessary to facilitate a return to school on a full-time basis.

A consultation process with education stakeholders was carried out as part of the overall process of finalising the guidelines. It is intended to publish guidelines on reduced timetables in due course. In the interim as the Deputy is aware school buildings have been closed since March 12thdue to Covid 19 and teachers have been engaging with pupils remotely.

During this Covid-19 school closure period, the Department has issued guidance to schools on continuation of learning, and this includes guidance on supporting pupils with special needs and pupils at risk of educational disadvantage. Guidance for parents is also available, including guidance where parents are concerned about the level of contact between the school and their child. These guidelines are available here: https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html#schools

Youth Services

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Written answers

Minister of State at the Department of Education and Skills (John Halligan)

I propose to take Questions Nos. 252 to 263, inclusive, together.

Further Education and Training (FET) is primarily delivered or contracted by the 16 Education and Training Boards (ETBs) under the funding and strategic direction of SOLAS, the further education and training authority. FET provision includes both labour market focused programmes and programmes with a strong social inclusion dimension.

SOLAS has a comprehensive planning and funding process in place through which the allocations to the 16 ETBs are determined. The annual planning process involves a focus on a range of factors, including emerging employment opportunities, skill shortages and vacancy trends in the local and national labour markets and the demographic and educational profile in each ETB area.

The information requested by the deputy is set out below.

Programmes	Funding allocation for 2020	Number of young persons under the age of 25 (beneficiary*) in 2019.	Average Cost** of supporting a place (beneficiary*) in 2019.
Training Programmes for the Unemployed*	€137,870,744	5,208	€6,628
VTOS	€66,573,520	1,066	€11,040
Youthreach	€67,743,193	6,637	€10,076
Community Training Centres	€31,465,315	2,937	€11,514

Notes:

* Training Programmes for the Unemployed: The programmes included here are programmes for the unemployed funded through NTF i.e., Specific Skills, Blended Learning, Traineeship Training, Employment and VTOS

** Number of young persons under the age of 25 are learners who were U25 years of age on date they started course

*** Beneficiary is used to describe the total number of individuals who will benefit from interventions provided through FET funding in a given year, irrespective of whether they are present at the start of the year or join a course during the year

**** Average Costs are based on Final Allocations in the 2019 Funding Process