Written Answers Nos. 464-483
464. Deputy Cormac Devlin asked the Minister for Education and Skills if a review will be carried out of the Springboard system to ensure courses are delivering value money for the taxpayer and persons participating; and if she will make a statement on the matter. [14477/20]
View answerThe HEA periodically undertakes a trend analysis of the Springboard+ programme. This analysis examines, among other thing, completion rates, graduation rates, and the impact of the courses on participants. The most recent trend analysis was performed in November 2016 and details are available at https://springboardcourses.ie/reports. The Statistics team at the HEA are currently working with the CSO on developing a report on the outcomes of Springboard+.
465. Deputy Gary Gannon asked the Minister for Education and Skills if additional fire safety inspections are undertaken when schools are accommodated in non-purpose-built buildings; if specific fire safety inspections were carried out or requested by her Department on a building (details supplied); and if she is satisfied with the overall health and safety of the building. [14502/20]
View answerThe school in question was established in interim accommodation in 2014. The school patron identified alternative interim accommodation and requested approval from the Department to lease that property for the school. The Department approved this and, consistent with the usual approach with respect to this and similar circumstances, devolved securing the necessary statutory approvals and any works required in this regard to the school authorities.
In this context, the school in question commissioned a health and safety report in July 2017. This report recommend that a fire assessment be completed by the Fire Officer in the relevant local authority or equivalent. Accordingly, the relevant local authority’s fire officer inspected the premises and issued a report in September 2017 which confirmed no major issues.
466. Deputy Gary Gannon asked the Minister for Education and Skills the breakdown of the 280 primary and 125 post-primary schools using, or partially using, rented accommodation by area and patronage. [14504/20]
View answerOf the 3,963 schools (3,240 primary and 723 post-primary) in the State, 405 schools (280 primary and 125 post-primary) are currently using or partially using rented accommodation. The breakdown, by County, is contained in the following table. In relation to the breakdown by Patronage, this information is not held in the format requested.
I wish to advise the Deputy that, within the context of a rapidly increasing school population, my Department's priority is to ensure that every child will have access to a physical school place. In this regard, it is sometimes necessary to make use of rented temporary accommodation in order to meet the accommodation needs of schools.
Furthermore, it may also be necessary to make use of temporary rented accommodation when an immediate or short term need arises. For example, a school may require a temporary building in circumstances where a major school construction project is planned. Such temporary accommodation is removed when the major project concerned is completed. The length of time it is necessary to make use of temporary rented accommodation will vary from project to project.
My Department is taking an integrated approach with the Prefab Replacement Programme through the replacement of prefabricated units as part of large-scale and devolved projects, or as part of new projects approved under the Additional School Accommodation scheme.
Breakdown of schools by County
|
Primary |
Post-Primary |
Total |
|
|
Carlow |
5 |
4 |
9 |
|
Cavan |
10 |
1 |
11 |
|
Clare |
9 |
3 |
12 |
|
Cork |
40 |
14 |
54 |
|
Donegal |
8 |
5 |
13 |
|
Dublin |
62 |
18 |
80 |
|
Galway |
17 |
6 |
23 |
|
Kerry |
9 |
3 |
12 |
|
Kildare |
10 |
11 |
21 |
|
Kilkenny |
7 |
4 |
11 |
|
Laois |
7 |
1 |
8 |
|
Leitrim |
2 |
0 |
2 |
|
Limerick |
8 |
4 |
12 |
|
Longford |
6 |
2 |
8 |
|
Louth |
10 |
6 |
16 |
|
Mayo |
6 |
6 |
12 |
|
Meath |
11 |
6 |
17 |
|
Monaghan |
6 |
1 |
7 |
|
Offaly |
3 |
3 |
6 |
|
Roscommon |
4 |
1 |
5 |
|
Sligo |
5 |
6 |
11 |
|
Tipperary |
18 |
3 |
21 |
|
Waterford |
5 |
5 |
10 |
|
Westmeath |
2 |
5 |
7 |
|
Wexford |
2 |
0 |
2 |
|
Wicklow |
8 |
7 |
15 |
|
280 |
125 |
405 |
467. Deputy Gary Gannon asked the Minister for Education and Skills if the teacher allocation will be brought forward for new primary schools due to open in September 2020 (details supplied). [14505/20]
View answerI am very conscious of the staffing schedule and the need to prioritise teacher allocations in primary schools given their vital role in communities around the country. I am looking at how best to make further progress in reducing the primary teacher ratio in the context of the Programme for Government implementation.
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. Details of the staffing arrangements are set out in Circular 18/2020, which is available on the Department website.
The staffing allocation of new schools is subject to the staffing schedule. Teaching posts may be applied for, on the basis of projected enrolments, through the developing post application process and/or the staffing appeals process.
The allocation of administrative principals to schools is enrolment based and the criteria are set out in Appendix B of Circular 18/2020.
468. Deputy Sean Sherlock asked the Minister for Education and Skills if she will publish the Departmental briefing paper on her role, remits and powers afforded to her upon appointment to the Cabinet. [14523/20]
View answerIn keeping with the established practice, a comprehensive briefing document was prepared in advance of my appointment by officials in the Department of Education and Skills which was then finalised following the Taoiseach's announcement that the previous Department of Education and Skills would have its responsibilities, together with certain responsibilities previously assigned to other Departments, assigned to two Ministers in the current Government.
The briefing document provided to me represents the first phase of briefing following my appointment and as briefings are continuing I do not propose to make the briefing document available at this time. The Deputy may wish to note that, in accordance with established practice, the briefing document will be published on the Department's website in the coming weeks.
469. Deputy Brendan Smith asked the Minister for Education and Skills when the proposed building project for a school (details supplied) will proceed to the next stage; and if she will make a statement on the matter. [14534/20]
View answerMy Department is currently reviewing the building project to which the Deputy refers in the context of construction sites restarting and projects at tender stage progressing. Department officials will be in contact with the school shortly with regard to the next stage for this project.
470. Deputy Richard Boyd Barrett asked the Minister for Education and Skills the status of plans for the Red Door Special School in Dún Laoghaire; and if she will make a statement on the matter. [14556/20]
View answerThe Deputy will be aware, in relation to the school to which he refers, that my Department has approved the provision of funding for a project under the Additional Accommodation Scheme. I am pleased to inform him that approval has now been given for the project to proceed to the construction stage. I understand that construction is underway in that context.
471. Deputy Richard Boyd Barrett asked the Minister for Education and Skills her plans to commence the Educate Together in Dún Laoghaire; the discussions had with Dún Laoghaire Rathdown County Council with regards to the transfer of land for this school; if the potential of a land swap of land suitable for housing rather than a cash payment was discussed; and if she will make a statement on the matter. [14557/20]
View answerAs the deputy is aware, the school in question commenced operation in Sept 2017 in temporary accommodation. I can confirm that officials in my Department are committed to providing a permanent accommodation solution for the school in question at the earliest possible date. Engagement with Dun Laoghaire Rathdown County Council is ongoing in this regard.
The potential of a land swap was proposed by Dun Laoghaire Rathdown County Council, however, as my Department is actively seeking suitable sites for a number of additional schools in the Dun Laoghaire County area, it is not in a position to consider a land swap at this time.
472. Deputy Holly Cairns asked the Minister for Education and Skills if she will adjust Circular No. 0037/2020 regarding the implementation of the calculated grades model for the leaving certificate 2020 to make explicit reference to considerations or special exceptions for student mental health issues which may have impacted on school attendance or participation. [14576/20]
View answerThe system of calculated grades is underpinned by key principles of objectivity, equity and fairness. The process has been designed to arrive at fair representations of student performance which does not favour any type of student or school.
Circular 0037/2020, which was published on 21 May, set out the detailed guidance for schools on the operation of the calculated grades process. The document provided detailed information on the process of estimating marks for students to receive calculated grades. Additional guidance to schools on the avoidance of unconscious bias and interpreting evidence of achievement in the case of students with disabilities was issued to schools on 28 May.
In line with the guidance, teachers were asked to use their professional judgement to arrive at an estimated mark for each student. The guidance required teachers to utilise a number of records in assessing a student’s performance and progress; for example, classwork and homework; class assessments; examinations in school at Christmas or summer, mock exams and also coursework.
In the case of any approved reasonable accommodations, the estimate of the student’s likely performance was to be based on the assumption that this accommodation would have been available had the examinations been conducted in the normal way. Since examination accommodations are intended to reflect students’ normal way of working in class, this did not require any special intervention beyond the teacher’s understanding of how the student would achieve with the relevant supports in place.
In order to remain objective, and to underpin integrity in the process, the guidance was absolutely clear that the school’s judgements should only take account of existing records and available evidence of a student’s knowledge, skills and abilities. Teachers were asked to be alert to the issue of unconscious bias and were instructed that their judgements should not be allowed to be influenced by a student’s behaviour, character, appearance, social class, or absences from school-based summative assessments due to illness, or any other subjective factors, whether positive or negative.
For the calculated grades system to be operated with integrity, and to ensure fairness to all students, estimated percentage marks could only have been based on credible, satisfactory, objective and unbiased evidence. Providing special consideration for any student, or any group of students, would undermine the principles of objectivity, equity and fairness, upon which the system had been based.
The school-based part of the system of Calculated Grades concluded on the 22nd June and the national standardisation phase has commenced. In the national standardisation phase, the school-sourced data will be combined with historical data order to generate the calculated grade for the students in their subjects. This standardisation process will be used to ensure that the calculated grades reflect standards that are properly aligned across schools and with a common national standard.
473. Deputy Holly Cairns asked the Minister for Education and Skills if arrangements will be made to cater for the specific needs of students scheduled to sit the leaving certificate exams in 2021. [14577/20]
View answerFollowing 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 well-being 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.
Schools 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. It is a top priority for my Department to work toward fullest reopening possible.
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.
My 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 well-being 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. My Department will continue to collaborate with the NCCA to develop guidance to schools to assist them in their planning for the next school year 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.
Students going into sixth year in post primary schools are a group that will receive a particular focus in the context of their preparations for the Leaving Certificate examinations in 2021. The State Examinations Commission (SEC) has statutory responsibility for the operation of the state examinations. My Department will engage with the SEC in their development of fair and robust assessment arrangements in relation to both the Junior Cycle and Leaving Certificate examinations for 2021.
My Department is acutely aware of the challenges faced by students at this difficult time, and how the current circumstances will continue to present challenges into the future. The welfare of students is, and will continue to be, front and centre in all decision making.
474. Deputy Holly Cairns asked the Minister for Education and Skills if she has spoken formally with the chief executive officer and or chairperson of State Examinations Commission since her appointment as Minister; and if she will make a statement on the matter. [14578/20]
View answerSince my appointment as Minister for Education I have engaged in an extensive series of briefing discussions with senior officials of my Department across a range of education issues. These discussions, and engagements with key education bodies and stakeholders, will continue over the period ahead.
476. Deputy Éamon Ó Cuív asked the Minister for Education and Skills if children with Down's syndrome, whether attending a mainstream school or a special school, are covered by the summer provision; if not, the reason for not providing this service to all such children; and if she will make a statement on the matter. [14585/20]
View answerMy Department published details of Summer Provision 2020 – Reconnecting with Education including a programme for children with complex special educational needs.
The programme is a significant expansion on the July Provision programme of previous years with the eligibility criteria widened to include approximately 9,000 additional primary aged children with complex needs.
The programme aims to ensure, in so far as possible, that these children 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 complex special educational needs.
The eligibility criteria includes the following categories of children:
1. Pupils with a diagnosis of Autism
2. Pupils with severe and profound learning difficulties
3. Any child in special school or a special class in a Primary 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
Following the decision from Cabinet the home based summer programme is also open to children with down syndrome who are attending post primary school.
A child must meet at least one of the eligibility criteria.
If a Parent is in doubt about their child’s eligibility, they should consult their child’s school or contact my Department. Contact details are available on my Departments website https://www.education.ie/en/Parents/Services/summerprovision/summer-education-programme-2020.html
477. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna an bhfuil i gceist aici togra tógála a cheadú do scoil speisialta (sonraí tugtha) a bhfuil géarghá aici le cóiríocht nua cheart; cén stádas atá ag an togra seo i láthair na huaire; agus an ndéanfaidh sí ráiteas ina thaobh. [14634/20]
View answerFéadaim a dheimhniú gur chuir an scoil dár thagair an Teachta Dála iarratas faoi bhráid mo Roinne maidir le cóiríocht bhreise. Tá eolas breise iarrtha ag mo Roinn ar an scoil chomh maithe le soiléiriú ar eolas a cuireadh ar fáil ina n-iarratas. Nuair a gheofar an t-eolas seo, is féidir an t-iarratas a mheas a thuilleadh agus cuirfear an cinneadh in iúl don scoil.
478. Deputy Réada Cronin asked the Minister for Employment Affairs and Social Protection further to Parliamentary Question No. 971 of 16 June 2020, if she will consider using her discretion in circumstances in which an application was to be made for child benefit by the father of an Irish citizen child based on a situation (details supplied); and if she will make a statement on the matter. [13732/20]
View answerChild Benefit is payable in respect of children who are ordinarily resident in the State, regardless of citizenship, provided the applicant satisfies the habitual residence condition.
As a family benefit, Child Benefit is exportable in cases where an applicant is working in Ireland but where the child is living in another EU/EEA state. However, the exportability of Child Benefit does not extend to children who are living in non-EU/EEA states, regardless of the citizenship of the child.
Under Irish legislation, child benefit is paid to the parent that the child resides with predominantly and therefore, as outlined previously, the individual referred to does not appear to satisfy the conditions for payment under domestic or EU legislation.
There are no plans at present to amend the qualifying conditions for child benefit. Child benefit is paid to an applicant in respect of a child, and therefore it is the applicant who must satisfy the qualifying conditions. This is regardless of the citizenship of the child.
479. Deputy Réada Cronin asked the Minister for Employment Affairs and Social Protection if she will address a matter (details supplied) regarding applications for child benefit; and if she will make a statement on the matter. [13733/20]
View answerChild benefit is the main policy instrument for assisting families with the costs of raising children. It is a universal payment and is paid in respect of all qualified children up to the age of 16 years, or to the age of 18 in respect of children who are in full-time education or who have a disability.
In order for payment to continue beyond the age of 16, proof of attendance at school or college is required and this is the case for all children, including those attending school elsewhere in Europe.
There are no conditions applying to Irish nationals over and above those applying to all child benefit recipients. For children aged under 16 it may be necessary on occasion to seek further information to establish residency, but again this applies to all customers.
I trust this clarifies the matter for the Deputy.
480. Deputy Gino Kenny asked the Minister for Employment Affairs and Social Protection the reasons the Citizens Information Board and the Money Advice and Budgeting Service, MABS, restructuring plan has commenced in the south Dublin area despite the Joint Committee on Employment Affairs and Social Protection’s production of a report in June 2017 (details supplied); the rationale, process and evidence of decision-making that has led to the commencement of the restructuring plan; and if she will make a statement on the matter. [13751/20]
View answerThe Citizens Information Board (CIB) is the statutory body responsible for supporting the provision of information, advice (including money and budgeting advice) and advocacy services on a wide range of public and social services. CIB delivers on this remit through its provision of some services directly to the public and through a network of service delivery companies.
In February 2017, the CIB Board made the decision to restructure the governance arrangements of the network of 42 Citizens Information Services and 51 Money advice and Budgeting Services into 16 regional companies (8 Regional CIS and 8 Regional MABS).
This restructuring process was completed successfully in October 2018. All staff, assets and liabilities of the local companies have transferred to the 16 new regional companies. The rationale behind the restructuring process was to enhance the governance of the regional companies and to achieve administrative efficiencies.
The local CIS and MABS companies in the Dublin area have been restructured into four new regional companies, two CIS and two MABS regional companies. These are split equally with a regional CIS and a MABS company in both North Dublin and in Dublin South. Each regional company has responsibility for service provision in their respective geographic areas.
There has been no diminution of services provided by MABS or CIS in the Dublin area and there are no plans to reduce services. The aim of each regional service delivery company is to continue to deliver a high-quality information advice service to all the citizens of Dublin.
I hope this clarifies the matter for the Deputy.
481. Deputy Michael Healy-Rae asked the Minister for Employment Affairs and Social Protection the length of time it is taking to process applications under the remit of her Department; and if she will make a statement on the matter. [13784/20]
View answerThe data requested by the Deputy is set out in the following table.
|
SCHEME |
AVERAGE NO OF WEEKS TO AWARD MAY 2020 |
|
State Pension (Contributory) |
4 |
|
Widow(er)'s Contributory Pension |
1 |
|
State Pension (Non-Contributory) |
5 |
|
Jobseekers Allowance |
1 |
|
Jobseekers Benefit |
1 |
|
One-Parent Family Payment |
2 |
|
Supplementary Welfare Allowance Basi |
1 |
|
Maternity Benefit |
6 |
|
Paternity Benefit |
6 |
|
Parent's Benefit |
1 |
|
Carer's Allowance |
6 |
|
Carer's Benefit |
5 |
|
Disability Allowance |
7 |
|
Invalidity Pension |
6 |
|
Illness Benefit |
1 |
|
Occupational Injury Benefit |
1 |
|
Child Benefit |
2 |
|
Working Family Payment |
1 |
|
Domiciliary Care Allowance |
8 |
|
Household Benefits |
1 |
|
Free Travel |
1 |
|
Treatment Benefit |
0 |
482. Deputy Michael Healy-Rae asked the Minister for Employment Affairs and Social Protection if persons will receive back payment in cases in which there was a delay in receiving the pandemic unemployment payment (details supplied); and if she will make a statement on the matter. [13785/20]
View answerThe emergency Covid-19 Pandemic Unemployment Payment has been introduced as a time-limited emergency measure so that payments can be made as quickly as possible to the large number of people who have become fully unemployed due to the pandemic.
During the month of March, my Department received and processed jobseeker claims equivalent in number to a three year claim-load. These applications were processed as quickly as possible, with almost 59,000 people paid in the first week of the scheme, 283,000 people paid in the following week, and over 507,000 people in the third week of the scheme. To date, almost 7.8 million payments have issued at a cost of over €2.7 Billion.
Currently, the Department is focused on processing and managing payments to ensure that they continue to be made to all who qualify for them. The work involved in doing this is complex, with people joining and leaving the scheme each week, along with management of overlaps between the Covid-19 Pandemic Unemployment Payment and the Revenue Temporary Wage Subsidy Scheme.
The Department is aware that many people are due some arrears and that each person’s case is unique. This means that each person’s application may need to be individually reviewed.
It will take time to review all of the applications and assess for back payments. I can assure the Deputy that all cases will be examined and where arrears arise they will be processed and claimants will be notified.
I trust this clarifies the matter for the Deputy.
483. Deputy Alan Farrell asked the Minister for Employment Affairs and Social Protection if the case of a person (details supplied) will be reviewed; and if she will make a statement on the matter. [13789/20]
View answerCarer's Benefit (CARB) is a payment made to insured people who leave the workforce to care for a child or an adult in need of full-time care and attention. An increased payment can be made where full-time care is being provided to two people.
To qualify the carer must satisfy PRSI conditions, employment conditions, show that they are providing full-time care and attention and must show that the care recipient requires full-time care and attention.
One of the conditions for CARB is that one must have been employed in remunerative employment for not less than 16 hours per week / 32 hours per fortnight and for at least 8 weeks, whether consecutive or not, in the 26 week period prior to commencing caring/leaving employment to provide full time care.
The person concerned applied for CARB from 31st August 2020 to 30th May 2021. He is currently employed as a job-sharing teacher working 11 hours per week.
The claim was disallowed as he did not meet the employment conditions to qualify for CARB.
The person concerned was notified on 11th June 2020 of this decision, the reasons for it and of his right of review and appeal. He was advised to apply for Carer's Allowance which is not a contribution based scheme.
If the person concerned wants a review of the decision to disallow CARB, it is open to him to submit additional evidence to demonstrate he satisfies the employment conditions.
Alternatively the he may appeal the decision directly to the Social Welfare Appeals Office.
I hope this clarifies the matter for the Deputy.
