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Thursday, 30 Jul 2020

Written Answers Nos. 61-87

Schools Building Projects

Questions (61)

Brendan Smith

Question:

61. 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. [19313/20]

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Written answers

My 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.

School Costs

Questions (62)

Pádraig O'Sullivan

Question:

62. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills her plans to reduce the burden placed on parents through voluntary contributions. [19323/20]

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Written answers

Voluntary contributions may be sought from parents of pupils in recognised schools provided it is made absolutely clear to parents that there is no question of compulsion to pay and that, in making a contribution, they are doing so of their own volition and that a child’s place in the school or continued enrolment is not dependant on a willingness to make a contribution. 

  The manner in which voluntary contributions are sought and collected is a matter for school management, however their collection should be such as not to create a situation where either parents or pupils could reasonably infer that the contributions take on a compulsory character.

A school may seek payment to cover the cost of photocopied or other such learning materials where the amount sought by the school is consistent with the costs involved and the level of materials provided. It is also permissible for a school to seek payments in respect of extra-curricular activities provided such activities are not obligatory and individual pupils can choose whether or not to participate. No charge may be made, however, in respect of instruction in any subject of the school curriculum or for recreation or other activities where all pupils are expected to take part.

The Education (Admission to Schools) Act 2018 prohibits the charging of fees or seeking payment or contributions as part of the school admission process or for continued enrolment in the school.

My Department is providing capital and current funding of an additional €377 million to support the safe and sustainable reopening of schools under the Roadmap.

The supports are comprehensive across a range of areas, including funding for getting schools ready, for providing for additional supervision and substitution, and providing additional teachers to help with physical distancing and class sizes. Funding will also be provided for management supports and enhanced cleaning and hygiene measures. It will not be necessary for individual schools to raise funding for this purpose.

School Staff

Questions (63)

Gary Gannon

Question:

63. Deputy Gary Gannon asked the Minister for Education and Skills if support will be provided and or the suggested recourse for schools vetting new non-teaching staff in view of time constraints and the significant administrative burden on schools preparing to reopen; and if she will make a statement on the matter. [19335/20]

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Written answers

The vetting legislation and the vetting procedures operated by the National Vetting Bureau fall within the remit of my colleague, the Minister for Justice and Equality. 

The Vetting Act provides that a relevant organisation must, other than in certain limited circumstances, obtain a vetting disclosure from the National Vetting Bureau prior to commencing the employment of an employee to undertake relevant work with children or vulnerable adults.

Section 5.3 of Circular 0031/2016 outlines that the Vetting Act allows for some limited exemptions to the requirement under Section 12(1) of the Act to obtain a vetting disclosure from the National Vetting Bureau prior to commencing an employment, including in certain circumstances in the case of persons such as special needs assistants (SNA’s) undertaking recurring substitute employment in a particular school.  The exemptions include-

- where a person was previously employed as a substitute by that same school authority prior to 29 April 2016.

- where a vetting disclosure from the Bureau was received by the school authority in respect of the person’s initial substitute employment. In such a case, there is no requirement for that school authority to obtain a further vetting disclosure from the Bureau in respect of that person prior to employing him or her in subsequent substitute positions.

Schools may also maintain a list of prospective substitute SNA employees and in doing so ensure that, as far as possible, a vetting disclosure is obtained at the point on which the person is being added to that list or as soon as possible thereafter (rather than waiting until when the person is about to commence his or her employment).  In this way schools can ensure that the vetting disclosure has been obtained in sufficient time to allow that SNA to commence work in the school at short notice.

Under the statutory vetting procedures, the vetting of SNAs and other non-teaching staff continues to be conducted via the relevant diocesan office or school management body as the relevant conduit organisation for the vetting of SNAs and other non-teaching staff employed by schools. In the case of ETB schools the relevant ETB is the relevant organisation for such vetting.

I understand that the current eVetting system is specifically designed to ensure speedy processing of vetting applications.  The eVetting service provides for approx. 3 to 4 working days. This applies to 85% of applications received via the system.

My Department is engaging with the Vetting Bureau to ensure that vetting arrangements for other schools staff will be prioritised and they have confirmed that valid applications can be processed within 2 to 3 working days.

State Examinations

Questions (64)

Aodhán Ó Ríordáin

Question:

64. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills if her attention has been drawn to the predicament facing leaving certificate students with conditional offers to Dutch and other foreign third-level institutions that will be unable to take up their places unless they receive early access to leaving certificate results; and her plans to address such cases. [19322/20]

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Written answers

Similar to Ireland, Higher Education Institutions (HEIs) across Europe are autonomous with regard to management of their academic affairs including admissions procedures, and as such, have administrative policies and deadlines in place to ensure that teaching and learning is delivered in a consistent manner to all of their students.  All EU Member States have challenges similar to ours in addressing the concerns of students this year due to the COVID pandemic.

I have written to all EU Ministers with responsibility for higher education, and sought their assistance  to seek special consideration and flexibility within their third level institutions' administrative procedures with regard to the registration of Irish students.  However, it is also important for the students themselves to contact the HEIs in question to pursue that flexibility. 

Turning to the Netherlands, in response to my letter, I am pleased to say that Minister van Engelshoven has clarified the matter with institutions there, and the University Association (VSNU) and the Association of Universities of Applied Sciences (VH) are advising their members to accommodate Irish students.

Teacher Training

Questions (65)

Richard Bruton

Question:

65. Deputy Richard Bruton asked the Minister for Education and Skills the spend by her Department on improving school leadership and in delivering in-service training to teachers; the proportion of teacher payroll which it represents; and her plans to increase that ratio over her term in office in a significant manner. [17962/20]

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Written answers

A key objective for my Department is to develop the continuum of teacher education to equip teachers with the right skills for 21st century teaching and learning and improve school leadership. The quality of our teaching profession is a critical factor in sustaining and enhancing the quality of education outcomes.

The Department promotes the quality of teaching and learning through the provision of continuing professional development (CPD) and supports for teachers and principals. The professional development needs of serving teachers in recent years have been addressed through the provision of an induction programme for newly-qualified teachers, dedicated support for school leaders, national CPD for curricular and policy reform, and ongoing support for teachers.

The Department ensures that a range of high-quality models of CPD is provided to teachers and school leaders through its support services, the national network of Education Centres and appropriate groups, bodies and institutions who are empowered to design, develop and deliver CPD programmes.

Funding provided for CPD for primary and post-primary teachers and school leaders in 2019 was €31.887m. It should also be noted that an additional investment in the region of €34m annually is also provided to support the ongoing secondment and substitution costs associated with CPD provision.

This investment in professional learning represents approximately 1.8% as a proportion of my Department centralised teacher payroll spend in 2019.

Specifically in the area of leadership a key focus for the Department in recent years has been to build the professional practice of teachers with a focus on collaboration and supporting school leaders. My Departments support services have dedicated teams within both JCT and PDST providing support to lead teaching and learning in schools. My Department also funds the Centre for School Leadership (CSL) established in 2015 which presents a unique opportunity for the development of a coherent continuum of professional development for school leaders. It is the shared objective that the Centre will become a centre of excellence for school leadership. Through CSL, leaders through the continuum of their leadership journey are supported through a post graduate for aspiring leaders, mentoring for newly appointed leaders, coaching for established leaders and cluster support for school leadership teams. My Department also supports the provision of professional learning through both IPPN and NAPD. The total investment in leadership, including personnel and substitution is in the region of €5m annually.

As set out in the recent Programme for Government, there is a commitment to continue to develop innovative measures to support school leadership and the quality of teaching, informed by data and a focus on student learning and potential.

Covid-19 Pandemic Supports

Questions (66)

Emer Higgins

Question:

66. Deputy Emer Higgins asked the Minister for Education and Skills the training and further education supports that will be put in place as part of the July stimulus to help jobseekers to upskill and reskill; and if she will make a statement on the matter. [18799/20]

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Written answers

The Covid-19 pandemic has had a disproportionate effect on younger workers and those in lower paid occupations with lower level of educational qualifications. The pace of workplace change has also accelerated; digital skills are essential in almost all occupations; product and service innovation means that workers need to be flexible and adaptable; and the delivery of safe workplaces demands an educated and informed workforce.

A “once and done” approach to education and training is no longer enough.  Upskilling, reskilling and refreshing of skills need to be supported throughout working lives.The package of funding for higher and further education and training to address this situation amounts to €100 million and will fund over 35,000 places in the current year. 

These will be delivered through a variety of measures including:

- Skills to Compete Initiative (SOLAS), which will be delivered by the 16 Education and Training Boards (ETBs) through providing courses to develop the skills of people who are unemployed and seeking work.  Most participants will be referred to a suitable course by one of the Department of Social Protection’s INTREO offices following an engagement on skills, experience and areas of interest. 

- A Skillnet Ireland Covid-19 Employment Activation Scheme, involving an outreach/ recruitment campaign, a career advisory element, a conversion course / upskilling programme and a mandatory placement with a host employer. Skillnet Ireland will also provide additional supports for SMEs as part of the package. 

- The Apprenticeship Incentivisation Scheme will provide an initial €2,000 payment to support employers to take on new apprenticeships in 2020, followed by a further €1,000 payment after the first year's employment to support retention.

- Additional places on Springboard+ and the Human Capital Initiative, as well as additional undergraduate and postgraduate provision in the Higher Educational Institutions.

Special Educational Needs

Questions (67)

Donnchadh Ó Laoghaire

Question:

67. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the steps being taken to tackle the lack of special school places and places in ASD units nationally; and the way in which she plans to address same for September 2020 when children return to school. [19304/20]

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Written answers

Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year. Included in this total are 1,355 Autism Spectrum Disorder (ASD) special classes, covering ASD early intervention classes, primary ASD classes and post-primary ASD classes in mainstream schools.

167 new special classes have been established nationally for the 2019/20 school year.

124 special schools also provide specialist education for those students with complex special educational needs.

A list of special classes for September 2019 is available on the NCSE website at:

https://ncse.ie/wp-content/uploads/2019/05/NCSE-List-of-Special-Classes-for-September-2019.pdf  

Budget 2020 also provided for an additional 265 special class teachers in 2020, which will allow for the opening of additional classes where required.

The NCSE has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements. 

It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. My Department works closely with the NCSE in this regard.

The NCSE is planning a further expansion of special class and school places nationally to meet identified need for the 2020/2021 school year. This process is ongoing.

Normally, special class and special school places are established with the full cooperation of the schools in areas where they are required.  However there are some parts of the country where the NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or school places. 

I know that this can cause much anguish for parents and families involved.

Last year, the NCSE indicated that parents in Dublin 15, South Dublin, Kildare and Cork were experiencing difficulty securing school places for their children. 

As Minister I have a power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed. 

The legislation has been used twice in Dublin to address shortages of special class and school places.

The legislation contains a procedure through which the NCSE can test the capacity of schools in an area to provide more special education places and through which ultimately a Ministerial direction can be made requiring a school to make additional special education places available. The Act prescribes a set of steps to follow which includes extensive consultation with schools and their patron bodies.

The initial step in the process is for the NCSE to inform the Minister that there is a shortage of places in a particular area. 

The NCSE will only activate the legislation after it has taken all reasonable efforts to get schools and their Patrons to voluntarily agree to provide additional special class or school places.

I would prefer to see schools volunteer to provide more places rather than places being secured on the back of an order or a direction from me. It is the right thing for the children in a community.

The NCSE's local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs in relation to special education provision.

State Examinations

Questions (68)

Donnchadh Ó Laoghaire

Question:

68. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills her plans for leaving certificate students wishing to study at UK institutions through UCAS and other institutions outside of Ireland that require their calculated grades in August 2020 to secure their course; and her views on whether alternative plans should be put in place for these students to make sure they do not miss out on their university course. [19306/20]

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Written answers

The Leaving Certificate results will issue on 7th September 2020.  Upon engagement by my officials with UCAS, (the UK equivalent of the CAO), it has indicated that this can be accommodated within their revised timelines for 2020.  As a result, Irish students pursuing their studies in the UK will not be at a disadvantage.

Third Level Fees

Questions (69)

Richard Boyd Barrett

Question:

69. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if it will be ensured that those going to third-level education in September 2020 in blended learning settings will not have to pay the current level of registration fees; and if she will make a statement on the matter. [19240/20]

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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.

The student contribution is currently €3,000 with the last change in the 2014/2015 academic year. The exchequer pays all, or part of, this contribution on behalf of almost 50% of students eligible for free fees via the student support grant.

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; 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.

Planning for models of blended learning is taking place against a backdrop of an evolving public health environment and will continue to be monitored and adapted as required to ensure the health and safety of all students and staff. The balance between face-to-face and online will vary across programmes and will depend on factors such as the disciplinary teaching and learning needs of, and the numbers of students registered on individual programmes as well as the practical/theoretical balance of learning outcomes in the programme.

Any determination as to the level of fees to be charged is a matter for each institution in accordance with it's own particular operational conditions and circumstances in ensuring education provision for students through this pandemic.

Covid-19 Pandemic

Questions (70)

Aodhán Ó Ríordáin

Question:

70. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills her plans to ensure school principals with teaching hours have the flexibility and support to discharge the additional burden which will placed on them due to Covid-19 protocols. [19321/20]

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Written answers

The Deputy will be aware that my Department published the report “Reopening Our Schools, The Roadmap for the Full Return to School” earlier in the week which is available on my Department's website.

This Roadmap set outs how schools will fully reopen for all students from the end of August, and what the operation of our schools will look like and be sustainable in a COVID-19 context.  It has been developed in line with public health advice issued by the Health Protection Surveillance Centre (HPSC), the Roadmap for Society and Business, and follows comprehensive and intensive engagement with education stakeholders including the school management bodies and staff representatives.

€10.2m has been allocated to support Principals and Deputy Principals who also undertake teaching duties in primary schools.  This funding will provide each teaching principal with one release day per week, and release days for Deputy Principals in those schools that have an existing administrative principal.  Details on these arrangements are set out in Circular 45/2020, Operational Supports for Primary Schools for the Full Return to School.

School Equipment

Questions (71)

Pa Daly

Question:

71. Deputy Pa Daly asked the Minister for Education and Skills the steps she will take to address the digital divide for schools, teachers and students in cases in which there is a lack of access to digital devices and adequate broadband prior to re-opening; her plans to deliver the curriculum in a digital or virtual setting; and if she will make a statement on the matter. [19286/20]

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Written answers

The priority for my Department and the wider schools sector is to re-open our schools as fully and safely at the start of the new school year. The interests of students and their families, as well as the safety of staff in our schools, are at the centre of our work as we consider the various challenges associated with that aim. The re-opening of our schools will be guided by the available public health advice and comprehensive engagement with stakeholders including the school management bodies and staff representatives as well as students and parents. The plan for the safe re-opening of schools developed in consultation with stakeholders has been approved by Cabinet and is now published outlining the extensive information and supports available to support the re-opening of schools in September.

While it is expected that there will be a full re-opening of schools by September, schools will need to prepare for situations where there may be a need to provide for pupils or students who cannot attend school for health reasons related to Covid-19, or a situation where a school may be faced with closure (in whole or in part) for a period during which the curriculum will need to be delivered remotely. Responsibility for ensuring that such learners receive appropriate support to engage adequately with learning remains with the school in which they are enrolled. Regular and ongoing communication between school and home will be essential to support engagement with learning and continuous connection with classmates and school community.  Additional supports will be provided for these learners from within the staffing resources of the school. Schools will have discretion to manage and redistribute their support resources in order to best meet the learning needs of their pupils and students, including those at very high risk due to COVID-19.

Resources to support schools and teachers to the transition to distant learning using technology, including blended learning approaches, are being provided by the Department support service, the Professional Development Service for Teachers (PDST), at https://www.pdst.ie/DistanceLearning .

As part of the implementation of the Digital Strategy for Schools 2015-2020 - Enhancing Teaching, Learning and Assessment, funding of €210m for ICT Infrastructure will be distributed by my Department to primary and second level schools over the five years of the Strategy. To date €160m of this funding has issued to schools including €50m which issued earlier this year. In the context of the current public health crisis this funding can be focussed on assisting schools to address ICT needs including devices, software and other ICT solutions to support the provision of remote learning.  This may include the purchase of ICT devices that can be shared with learners who do not have access to devices, essential learning platforms and other ICT infrastructure to support the provision of remote learning.  Under the €40m ICT grant funding, DEIS schools receive an additional 10% on the per capita amount issued relative to non-DEIS schools. Under the issue of €10m. DEIS schools were allocated an additional 10% relative to non-DEIS schools to support their students to engage with online learning and educational resources. Schools are best placed to determine the requirements of their school community and so the funding issues to schools.

An additional €50m will issue to schools during the forthcoming school year 2020-2021 subject to the availability of exchequer funding.

Through the Schools Broadband Access Programme my Department provides for the supply of internet connectivity for all recognised primary and post primary schools, and some 98% of schools are included in this scheme. All post-primary schools and some special schools are now included in the High Speed Broadband programme. The primary broadband scheme is based on locally available infrastructure accessed by the providers of the service to the Department.  The Department of Climate Action, Communications Networks and Transport is responsible for the enhanced provision of broadband through the National Broadband and State Intervention Plan. My Department continues to liaise with the  Department of Climate Action, Communication Networks and Transport to seek to improve broadband connectivity for primary schools and to raise issues of barriers to connectivity impacting access to remoter learning.

During the current COVID crisis my colleague, Minister Bruton, announced a package of additional supports from the telecom companies including that access to healthcare and educational resource websites identified by the Government will be zero-rated for all customers where technically feasible. The Telecommunications industry has also introduced update for data limits for consumers to assist their customers during the Covid-19 crisis to access online services without exceeding their data limits.

My Department and our education partners are committed to addressing the various challenges facing the re-opening of schools and is also committed to full and comprehensive communication with schools, teachers, students and parents so that they are fully informed about the plans for reopening schools for the next school year.

Question No. 72 answered with Question No. 42.

Covid-19 Pandemic Supports

Questions (73)

Aodhán Ó Ríordáin

Question:

73. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills the financial package that will be made available to allow primary and secondary schools to open in August and September 2020; if such a package includes finance to enable school building modifications, staff recruitment and specialised classroom sanitation and hygiene; and if she will make a statement on the matter. [19318/20]

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Written answers

On Monday, 27 July, my Department published the report to Government “Reopening Our Schools, The Roadmap for the Full Return to School”.  

This Roadmap set outs how schools will reopen for all students from the end of August and what the operation of our schools will look like and be sustainable in a COVID-19 context.  It has been developed in line with public health advice issued by the Health Protection Surveillance Centre (HPSC), the Roadmap for Society and Business, and follows comprehensive and intensive engagement with education stakeholders including the school management bodies and staff representatives. 

My Department is providing capital and current funding of an additional €377 million to support the safe and sustainable reopening of schools under the Roadmap. 

There will be an additional €52 million for schools to put in place enhanced cleaning and hygiene measures to reduce the risk of COVID-19 transmission in schools. Enhanced grants are being made available for cleaning to schools with special classes and special schools.

 Funding of approx. €84.7 million so that schools can employ replacement teaching staff, SNA and administrative staff. There will be additional funding of €41.2 million, for substitution in primary schools. This will provide more certainty on the availability of substitutes for primary schools and cover substitutions that are not covered by existing schemes. The Supply Panel Scheme will be expanded nationwide and I am allocating 200 posts to provide substitute cover through these panels. The purpose of supply panels is to support schools to manage the sick leave and other absences by having a supply of teachers to meet substitution needs when required. Schools will continue to be able to access substitute teachers through the normal process, particularly if they are not connected to a supply panel.

 Other funding measures for primary schools include release days for teaching principals which equates to one release day per week and release time for deputy principals in primary schools with an admin principal.  

There is also funding of €40m for enhanced supervision for post primary schools to minimise the interaction of students from different classes, in line with public health advice. An additional 1,080 teaching posts at post-primary level at a cost of €53 million will be provided to support the important work of teaching and learning and provide additional teachers needed to support teacher substitution, management of physical distancing requirements by reallocating class timetables in schools to smaller groups class sizes where necessary.  

Funding of €4.2 million will also be made available to enable schools to employ an aide to assist with implementing logistical changes. €3.8m is being made available to ensure that schools have lead worker representatives, whose role is to support the school to limit the risk of COVID-19 infections. 

I also recognise that the full implementation of the COVID-19 Response Plans for Schools, and the Public Health Advice, may require some reconfiguration works within schools. To support this work, a once off enhanced minor works grant will paid to all primary schools by mid-August.  There is a one off €75 million capital allocation to support schools to prepare their buildings and classrooms for reopening including an uplift for schools with SEN pupils.

In providing funding to schools in this way, schools will have the necessary flexibility to implement necessary physical measures in their school quickly in compliance with the Public Health Advice and the Roadmap.

Special Educational Needs

Questions (74)

Neale Richmond

Question:

74. Deputy Neale Richmond asked the Minister for Education and Skills her plans to introduce additional supports for students with special needs when they return to school in view of the fact that many did not qualify for summer provision and have not had the necessary supports for many months now; and if she will make a statement on the matter. [18117/20]

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Written answers

My Department has now published its roadmap to the Full Reopening of schools ‘COVID-19 Response Plan for the safe and sustainable reopening of Primary and Special Schools.’

This roadmap sets outs how schools will reopen for all students, including students with special educational needs, from the end of August

It provides details of a range of Additional Supports which will be made available to schools to implement their Covid-19 Response Plan and to operate in a sustainable way.

The roadmap also notes that the Department is also making additional provision for special schools and special classes, in recognition of the particular challenges that these schools and classes will face dealing with children with complex medical and care needs.

Full details of the supports for the reopening of schools is available at https://www.gov.ie/en/publication/b264b-roadmap-for-the-full-return-to-school/

 The Roadmap provides details of a range of Additional Supports which will be made available to schools to implement their Covid-19 Response Plan and to operate in a sustainable way.  

These supports include:

- An enhanced Minor Works Grant to support full implementation of COVID-19 response plans

- Employing an aide to help with the school re-opening logistics;

- Additional financial supports to provide for additional cleaning, hand hygiene and PPE costs under the COVID-19 response plans.

- Increased management support to primary schools;

- Extending the current pilot supply panel for substitute teachers on a nationwide basis; at primary school level

- 1,080 additional teaching posts at post primary school level including 120 guidance posts;

- Enhanced supervision supports for post primary schools  

All of these measures will support the return of children with special educational needs to schools in August.  

However, the Department is also making additional provision for special schools and special classes, in recognition of the particular challenges that these schools and classes will face dealing with children with complex medical and care needs.  

Additional NEPS psychologists will be appointed to provide enhanced services to support the wellbeing of our school communities at this time, with a particular emphasis on the wellbeing of our special school communities.  

Special schools will receive funding equivalent to 10 days, for the purposes of employing an aide to assist with the logistics for preparing for reopening.  

The Minor Works Grant at Primary and Post Primary level include enhanced rates in respect of students in special classes and schools. This will facilitate preparatory works to be completed in schools to facilitate reopening such as refurbishment of toilets and reconfiguration of school spaces.  

The additional per capita funding being provided for pupils in special schools and special classes recognises the additional needs that these pupils have and the additional measures that schools may be required to take to support them.  

Special schools and schools with special classes where there is a teaching principal will receive one release day per week. Those schools with admin Deputy Principals will be provided with 16 release days.  

The Department is also supporting the replacement of all absences of SNAs in school settings.  

Enhanced COVID-19 rates are payable in respect of students attending special schools and special classes attached to mainstream schools to assist with the extra costs associated with the cleaning of classrooms with a small number of students, operating specialist provision.  

The COVID-19 capitation grant will also be the mechanism through which additional funding will be provided to cater for costs related to hand hygiene measures and PPE requirements under the COVID-19 Response Plan.  Additional provision for this purpose will be confirmed with the establishment of the drawdown framework of suppliers  

For the Special Education Transport Service, funding supports will be made available to schools for the provision of masks or visors to School Bus Escorts where required, bearing in mind the SEN needs of the child/children on the service, and where physical distancing cannot be maintained.  

It is also recognized that pupils with SEN will require particular support at the time of transition back to school including supporting their well-being, reducing potential anxiety and planning learning experiences that take account of the effect of school closures on their progress.  

Approximately 15,000 pupils with SEN will have availed of the Department supported summer provision and all records of progress for these children, whether the programmes were delivered in school or home settings will be available to their schools to support planning for their needs in the new term.  

Finally it is recognised that some children who have complex medical or special educational needs may not be able to return to school at the end of August because the relevant public health guidelines indicate they are at “very high risk”.  

These students’ schools will provide additional supports for these students through designated teachers from within the staffing resources of the school  

Schools will have discretion to manage and redistribute their teaching support resources in order to best meet the learning needs of their pupils/students, including pupils/students at ‘very high risk’ to COVID-19.  

During the period of school closures the Department provided schools in the primary and special school sector and at post-primary level with a series of “Continuity of Schooling Guidance” documents to help education professionals and parents to support children learning in a remote environment.  The events surrounding COVID-19 and the public health restrictions which resulted in the emergency closure of schools to learners has highlighted the absolute necessity for schools to be agile in how they can provide for continuity of teaching and learning in the future.  

The continuity of teaching and learning during the emergency period was achieved with significant additional effort from all school staff working remotely to ensure students were supported during this time.  Most schools put in place arrangements to communicate with students and parents demonstrating innovation and resilience by providing flexible local responses.  

The Department is updating its Continuity of Schooling Guidance documents to support schools in responding in an agile way in the event of localised school closure or to continue to support pupils with medical or special educational needs who cannot attend school  

Guidance will also provide for additional strategies to support children with ASD where it is likely that the impact of school closures will have been significant so that learning experiences, routines and sensory needs should be carefully planned.  

The return to school package includes enhanced allocations to support children, including children with special educational needs, to be able to return safely for the forthcoming school year.

Schools Site Acquisitions

Questions (75)

Cathal Crowe

Question:

75. Deputy Cathal Crowe asked the Minister for Education and Skills the status of the procurement of a site for a school (details supplied). [19326/20]

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Written answers

I can confirm for the Deputy that the site selection process for the school to which you refer is very well advanced and that recent technical study has been undertaken and finalised in relation to a potentially suitable site - in order to inform the aforementioned selection process. The Department is working closely with Clare County Council on these technical matters and expect to be in a position to commence a site acquisition process shortly. Further announcements will be made public at that juncture but for the time being, given the commercially sensitive nature of site acquisitions in general, I am unable to elaborate any further. Rest assured that this project is receiving the appropriate attention.

State Examinations

Questions (76)

Brendan Griffin

Question:

76. Deputy Brendan Griffin asked the Minister for Education and Skills if contingency planning has commenced in relation to leaving certificate 2021; if certainty will be provided to leaving certificate 2021 students that they will be able to return to school in autumn 2020 and that the exams will go ahead in June 2021; and if she will make a statement on the matter. [19523/20]

View answer

Written answers

On Monday of this week, 27 July, I announced a roadmap for reopening our schools fully at the start of the upcoming school year. This roadmap includes a wide range of information and guidance for schools including public health advice, COVID-19 response plans for schools as well as curriculum and assessment changes.

Notwithstanding the best efforts of teachers and schools to engage students during the period of school closure, my Department recognises that curriculum considerations for 2020/21 school year at both primary/special school and post-primary level need to take account of the variable learning experiences of pupils/students during the period of school closure, the likely gaps in learning, particularly for students from disadvantaged backgrounds or with special educational needs, and the practical context in which teaching and learning will be taking place in the new school year.

The publication of the roadmap earlier this week was accompanied by a series of guidance documents for schools, including guidance on learning and school programmes for post-primary school leaders and teachers.

This guidance outlines adjustments to assessment arrangements to take account of the general loss of learning opportunity for those students who are due to sit the Junior Cycle and Leaving Certificate examinations in 2021. The changes will be broadly proportionate and may vary, taking into account specific context, across modules, subjects and programmes. They will involve some combination of:

- Greater choice for students in written examinations;

- Bringing forward the dates for the issue of coursework briefs;

- Adjustments to the requirements for practical examinations in some subjects.

Further details on changes being made to examinations at subject-level will be published shortly.

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.  

The intention of the State Examinations Commission is to run the 2021 state examinations to the normal timetable, subject to public health advice.

Question No. 77 answered with Question No. 42.

School Facilities

Questions (78)

Alan Dillon

Question:

78. Deputy Alan Dillon asked the Minister for Education and Skills the steps she plans to take to ring-fence arrangements for physical education capital projects and to allow unspent grants to be carried forward into the academic year 2020/2021 (details supplied). [19402/20]

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Written answers

Under the National Development Plan (NDP), increased funding has been provided for the school sector capital investment programme.  This funding allows for a continued focus on the provision of new permanent school places to keep pace with demographic demand and also provides for an additional focus on the refurbishment of existing school buildings to include the building and modernisation of PE facilities in post-primary schools.

Under the Ireland Project 2040, we will invest €8.4 billion (compared to €4.9 billion in the previous decade) in primary and post primary school buildings.

The immediate priority of my Department is providing 20,000 new and replacement school places each year, to ensure that every child has a school place. The government will focus in the medium term on the provision of PE facilities in post primary schools.

School Transport

Questions (79)

Pauline Tully

Question:

79. Deputy Pauline Tully asked the Minister for Education and Skills if the mechanism for allocating school bus places will be reviewed in order that students that live on an existing school bus route can access that bus as an eligible user rather than as a concessionary user; and if she will make a statement on the matter. [19294/20]

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Written answers

School Transport is a significant operation managed by Bus Éireann on behalf of the Department.   

In the 2019/20 school year over 120,000 children, including over 14,200 children with special educational needs, were transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019. 

The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.

Under the terms of the scheme, children are eligible for school transport if they satisfy the distance criteria and are attending their nearest school as determined by the Department/Bus Éireann, having regard to ethos and language. Distance eligibility is determined by Bus Éireann by measuring the shortest traversable route from the child’s home to the relevant school.

All children who are eligible for school transport and who complete the application and payment process on time are accommodated on school transport services where such services are in operation. 

Children who are not eligible for school transport may apply for transport on a concessionary basis only and may be facilitated where spare seats are available after eligible children have been accommodated.  Where the number of ineligible children who complete the application and payment process on time exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process. 

Last autumn my Department announced a review of the School Transport Scheme with a view to ensuring funds are being spent in the most effective way to meet the objectives of the scheme.  The review will build on the proposals in the Programme for Government as they relate to school transport.

Schools Site Acquisitions

Questions (80)

Cathal Crowe

Question:

80. Deputy Cathal Crowe asked the Minister for Education and Skills the status of the acquisition of a site for a school (details supplied). [19325/20]

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Written answers

I can confirm for the Deputy that Clare County Council are currently finalising the legal conveyancing on a plot of land in the centre of Kilrush which was acquired from a third party landowner. Once this process is completed Clare County Council will undertake a transfer of the site for the school to my Department in accordance with the protocols for the transfer of state property assets between state bodies. It is not possible to provide further information at this stage. I can reassured the Deputy that the matter is being prioritised and that further announcements will be made to all concerned parties, when it becomes possible to do so.

State Examinations

Questions (81)

Gary Gannon

Question:

81. Deputy Gary Gannon asked the Minister for Education and Skills if a reduction in the curriculum for incoming sixth years and changing the leaving certificate examinations in 2021 has been investigated to reflect the disruption to learning due to the Covid-19 pandemic; and if she will make a statement on the matter. [19336/20]

View answer

Written answers

On Monday of this week, 27 July, I announced a roadmap for reopening our schools fully at the start of the upcoming school year. This roadmap includes a wide range of information and guidance for schools including public health advice, COVID-19 response plans for schools as well as curriculum and assessment changes.

Notwithstanding the best efforts of teachers and schools to engage students during the period of school closure, my Department recognises that curriculum considerations for 2020/21 school year at both primary/special school and post-primary level need to take account of the variable learning experiences of pupils/students during the period of school closure, the likely gaps in learning, particularly for students from disadvantaged backgrounds or with special educational needs, and the practical context in which teaching and learning will be taking place in the new school year.

The publication of the roadmap earlier this week was accompanied by a series of guidance documents for schools, including guidance on learning and school programmes for post-primary school leaders and teachers.

This guidance outlines adjustments to assessment arrangements to take account of the general loss of learning opportunity for those students who are due to sit the Junior Cycle and Leaving Certificate examinations in 2021. The changes will be broadly proportionate and may vary, taking into account specific context, across modules, subjects and programmes. They will involve some combination of:

- Greater choice for students in written examinations;

- Bringing forward the dates for the issue of coursework briefs;

- Adjustments to the requirements for practical examinations in some subjects.

Further details on changes being made to examinations at subject-level will be published shortly.

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.

State Examinations

Questions (82)

Richard Bruton

Question:

82. Deputy Richard Bruton asked the Minister for Education and Skills if the planned reform of the leaving certificate will be accelerated in view of the changes which are necessary to the conventional curriculum and examination system; and if she will make a statement on the matter. [17961/20]

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Written answers

In late 2016, the Deputy will be aware that the National Council for Curriculum and Assessment (NCCA) commenced an extensive review of senior cycle programmes and vocational pathways, to include Transition Year, Leaving Certificate Applied, Leaving Certificate Vocational Programme and the Leaving Certificate Established.

As part of the first phase of the review the NCCA conducted international research on senior cycle in a number of other jurisdictions.

Over the school year 2018/2019, a representative sample of 41 schools were directly involved in the initial consultation cycles of the review. The first of two consultation cycles focused on the purpose of senior cycle and futures thinking, with the second consultation cycle focusing on pathways and flexibility.

The NCCA then commenced a public consultation which invited individuals and organisations to provide feedback on the areas for development emerging from the review to date. This phase of consultation was informed by two NCCA documents, an Interim report of review of Senior Cycle Education and accompanying Senior Cycle Review Consultation Document. The phase of consultation concluded in November 2019.

Work on the Review of Senior Cycle has continued throughout 2020 and is nearing completion. The NCCA is completing an Advisory Report on the review, setting out areas of work and plans to be pursued in the future development of senior cycle education.

The timing for the approval and publication of the Advisory Report is currently under review, in light of the impact which the emergence of COVID-19 and the measures aimed at addressing the spread of the virus have had on schools and on the education system more generally. Developments during this period have highlighted aspects of senior cycle education that may warrant further consideration and additional attention within the Advisory Report. Changes on the scale envisaged this year, which have come about as a result of the exceptional circumstances prevailing as a result of the Coronavirus pandemic, will be of particular interest to this work. However, it should be noted that the circumstances pertaining this year, and the arrangements in place for the provision of Calculated Grades to students, are exceptional and it is understood that they will not be regarded as a precedent or as agreement by teachers, principals or schools to carry out such tasks in future years.

School Transport

Questions (83)

Christopher O'Sullivan

Question:

83. Deputy Christopher O'Sullivan asked the Minister for Education and Skills the status of the review of the school transport scheme (details supplied); and if she will make a statement on the matter. [18548/20]

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Written answers

School Transport is a significant operation managed by Bus Éireann on behalf of the Department.   

In the 2019/20 school year over 120,000 children, including over 14,200 children with special educational needs, were transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019. 

The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.

Last autumn my Department announced a review of the School Transport Scheme with a view to ensuring funds are being spent in the most effective way to meet the objectives of the scheme.  The review will build on the proposals in the Programme for Government as they relate to school transport.

Departmental Staff

Questions (84)

Patrick Costello

Question:

84. Deputy Patrick Costello asked the Minister for Education and Skills if the establishment of a new section for education research and policy within her Department has commenced as stated in the Programme for Government; and the timeline for same. [18118/20]

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Written answers

The Programme for Government contains a  commitment to establish a new Education Research and Policy Section within my Department, which will be  tasked with ensuring that educational policy development in Ireland is informed by a strong evidence base, is outcomes focused, and cognisant of best international practices. The arrangements for the establishment of the section are under  consideration at present.

Question No. 85 answered with Question No. 52.

Special Educational Needs

Questions (86)

Thomas Gould

Question:

86. Deputy Thomas Gould asked the Minister for Education and Skills if special consideration will be given to children awaiting an assessment of needs to secure an ASD unit placement in September 2020 in view of the delay in assessments of needs due to the Covid-19 pandemic. [18123/20]

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Written answers

The decision to enrol a child in a special class is made by parents in conjunction with the child, the NCSE's local Special Educational Needs Organiser (SENO) and local schools. This decision must be supported by a report from a relevant professional or team of professionals.

This can be a difficult decision and parents should have access to objective and comprehensive information about the options available. Under no circumstances should a child be placed in a specialised setting without such a professional report.

Where a decision is taken to seek a special class placement for a child the local SENO should be notified as early as possible.

In general such decisions are made the year before the child is due to take up placement. This allows time for the local SENO to plan a placement for the child in their school community, for a transition plan to be developed and to ensure that resources are in place to support the child upon enrolment.

The NCSE has informed my Department that it is not aware of delays in the provision of multidisciplinary assessment of needs impacting on children enrolling into special classes for this September.

The provision of health related services including multidisciplinary assessment of needs are under the remit of my colleague, the Minister for Health with the services provided by the Health Service Executive (HSE). 

Questions in relation to the provision of such services should therefore be referred to the Department of Health and the HSE.

School Accommodation

Questions (87)

Paul McAuliffe

Question:

87. Deputy Paul McAuliffe asked the Minister for Education and Skills the status the tender and design team for a permanent build of a school (details supplied) in Dublin 9. [17960/20]

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Written answers

There is currently a project under the Department’s Additional Accommodation Scheme which has been devolved for delivery to the school authority. This project, which proceeded to site last summer, provides, inter alia, for 8 general classrooms, guidance rooms, special education needs classrooms, computer rooms, a staff room, a general purpose room, a science lab, and ancillary accommodation.  The school has sought an increase in its furniture grant which is under consideration by officials in my Department.  This project has 90% funding drawn down at this stage and is near completion.

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