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Thursday, 30 Jul 2020

Written Answers Nos. 723-747

Covid-19 Pandemic

Questions (723)

Cian O'Callaghan

Question:

723. Deputy Cian O'Callaghan asked the Minister for Education and Skills the definition of tidying and disinfecting in terms of the special needs assistant, SNA, role (details supplied); the guidelines to be put in place for specific care needs such as toileting, feeding, movement breaks and so on; and if she will make a statement on the matter. [20815/20]

View answer

Written answers

The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The NCSE allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on my Department's website at www.education.ie

My Department has now published The Roadmap to the Full Reopening of school.

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

It envisages what the operation of our schools will look like upon reopening and contains a range of guidance on the measures to be implemented in schools in order to minimise the risk of the introduction, or spread, of infection in schools.

The Return to Work Safely Protocol will be implemented in all schools which can best prevent the introduction and spread of Covid-19 in the school environment.  

The Roadmap sets out the steps that must be taken before a workplace reopens, including mandatory COVID-19 induction training for all staff including SNAs.  

The Department is preparing and will disseminate a series of materials for schools to use in planning for reopening and in communicating with their communities in advance of schools reopening. These will include:

- Induction training programmes for school staff produced by the Department – webinars on health and safety, returning to work safely, managing school return and wellbeing.

- Tailored training is in development for different categories of school staff: teachers, lead worker representatives, SNAs, cleaners etc.

- Guidance and support information on curriculum matters.

- Distribution to schools of printed posters with age-appropriate key health messages: hand washing, sneeze and cough etiquette etc. Provision to schools of digital versions of these for additional supply to be sourced locally if required.

- Distribution to schools of the materials for their school communities.

- Guidance for schools and ideas on communicating effectively on school reopening to their pupils and families.

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.

My 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.  

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.  

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.  

It is also recognised 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.  

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.  

The return to school package includes enhanced allocations to support staff and children, including those in a special educational needs environment, to be able to return safely for the forthcoming school year.

Question No. 724 answered with Question No. 722.

Covid-19 Pandemic

Questions (725)

Cian O'Callaghan

Question:

725. Deputy Cian O'Callaghan asked the Minister for Education and Skills if school transport will still be supplied for special needs assistants, SNAs, who act as bus escorts; the way in which they will be provided for in terms of social distancing and if they contract Covid-19 on school transport; and if she will make a statement on the matter. [20817/20]

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Written answers

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

Earlier this week I announced a comprehensive plan detailing a package of measures and resources to be provided to facilitate schools in re-opening.  I also published a detailed roadmap for the full return to school. This roadmap set outs how schools will reopen for all students from the end of August.  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 all relevant stakeholders including Bus Éireann, the Department of Transport, Tourism and Sport and the National Transport Authority on the logistical considerations that arise in planning for the operation of school transport services for the reopening of our schools. 

School Transport Scheme services operated by Bus Éireann on behalf of the Department will fully operate as normal, in line with public health advice, when schools re-open for the 2020/2021 school year with the appropriate hygiene and other measures in place.   

Observing hygiene requirements will be a key priority and we will issue clear communications to all parents and students using school transport services to set out the requirements for those travelling on services.

In addition, Bus Éireann, in consultation with my Department, will provide information and guidance for their own employees and to contractors contracted to operate on the School Transport Scheme on the operation of services within the parameters of the public health advice and the return to work safely protocols.  My Department will provide the appropriate level of funding for PPE, sanitization materials and the additional cleaning regime required for school transport vehicles.

Questions Nos. 726 and 727 answered with Question No. 722.

Covid-19 Pandemic

Questions (728)

Cian O'Callaghan

Question:

728. Deputy Cian O'Callaghan asked the Minister for Education and Skills if blended learning and remote learning will become part of the new normal going forward; her views on whether special needs assistants, SNAs, should be compensated financially towards the cost of Internet, wear and tear on devices, printer, paper and ink, postage costs, heating, electricity and sundries; and if she will make a statement on the matter. [20820/20]

View answer

Written answers

In accordance with Government policy it is my Department's position that all schools will re-open for all pupils at the commencement of the upcoming school year.

Information on arrangements relating to remotely working from home (eWorking) are available on www.revenue.ie.

Question No. 729 answered with Question No. 722.

Covid-19 Pandemic

Questions (730)

Cian O'Callaghan

Question:

730. Deputy Cian O'Callaghan asked the Minister for Education and Skills the measures that will be in place to address the limitations of visually impaired students regarding social distancing (details supplied); and if she will make a statement on the matter. [20822/20]

View answer

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 recognised 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 such as visual impairment, to be able to return safely for the forthcoming school year.

Many children with visual impairment receive additional care support from Special Needs Assistants (SNAs) in schools, who provide support for mobility and orientation needs in school. Pupils with visual impairment will continue to be supported by SNAs on school reopening and taking into account the context of any revised arrangements put in place by schools to support social distancing measures.

Many pupils with visual impairment also attend special classes or special schools, which have significantly lower pupil teacher ratios, and which therefore have greater capacity to support social distancing. 

Details of the manner in which schools are recommended to provide for social distancing measures are set out in roadmap to the Full Reopening of schools.

Schools Building Projects

Questions (731)

Pat Buckley

Question:

731. Deputy Pat Buckley asked the Minister for Education and Skills the timeline and deadline for the completion of a school (details supplied); and if she will make a statement on the matter. [20831/20]

View answer

Written answers

The Deputy will be aware that the project to which he refers has been devolved to Cork Education and Training Board (CETB) for delivery. Officials in my Department have engaged with CETB to ensure that the project is completed as quickly as possible while also ensuring that the quality and integrity of the building is fully protected. It is expected that the project will be complete by the end of this calendar year.

Schools Building Projects

Questions (732)

Pat Buckley

Question:

732. Deputy Pat Buckley asked the Minister for Education and Skills the status of new schools (details supplied) in County Cork. [20835/20]

View answer

Written answers

The building project referred to by the Deputy is being delivered under my Department's Design and Build Programme.  

I am pleased to advise the Deputy that planning permission has been secured for the project and the Departments Project Management team are currently working on the preparation of the tender documents for the tender and appointment of a Contractor.

The Department and its PM team are also engaging with a third party contractor regarding the road network which will have to be constructed by that party in parallel with the schools building project and both parties will jointly be engaging further with Cork County Council regarding a joint construction programme as is required under the conditions of the grant of planning permission.

Covid-19 Pandemic

Questions (733)

Sorca Clarke

Question:

733. Deputy Sorca Clarke asked the Minister for Education and Skills the person or body in a school setting responsible for the management of and adherence with National Public Health Emergency Team, NPHET, advice. [20852/20]

View answer

Written answers

On Monday, 27th 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 has developed a suite of guidance for schools including the provision of templates to assist school authorities to prepare their school for a full reopening in late August. One of those templates involves Covid-19 Response Plans and all schools are required to have one in place. The Covid-19 Response Plan details the policies and practices necessary for a school to meet the Government's 'Return to Work Safely Protocol', the Department of Education plan for school reopening and to prevent the introduction and spread of Covid-19 in the school environment. 

The response plan also provides for the appointment of a Lead Worker Representative (LWR) in each school as required by the return to work safely protocol. The LWR will work in collaboration with the school authorities to assist in the implementation of measures to prevent the spread of COVID -19 and monitor adherence to those measures and to be involved in communicating the health advice around COVID-19 in the school.

Covid-19 Pandemic

Questions (734)

Sorca Clarke

Question:

734. Deputy Sorca Clarke asked the Minister for Education and Skills if schools will be provided with additional financial resources to source the necessary hand sanitiser, deep cleaning of their buildings and personal protective equipment, PPE, equipment locally. [20853/20]

View answer

Written answers

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

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

This funding includes €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.

Covid-19 Pandemic

Questions (735)

Sorca Clarke

Question:

735. Deputy Sorca Clarke asked the Minister for Education and Skills if the necessary hand sanitiser, deep cleaning of their buildings and personal protective equipment, PPE, equipment for schools will be sourced centrally. [20854/20]

View answer

Written answers

On 14th June the Department published a Request for Information (RFI) to identify PPE, Consumables and Equipment Suppliers to support the Education Sector. This procurement has been managed as a negotiated procedure under Article 32 for the 2016 Procurement Regulations in order to secure supplies in time to reopen the Sectors schools and institutions.  

The process has identified a number of suppliers that are capable of providing the full suite of core products required by the return to school roadmap and this is considered the most favourable solution to meet the aggregated needs of the number and geographic spread of Educational Institutions – including schools - right across the State.  

The Government has just published the Roadmap for the Full Return to School which outlines how schools will reopen from the end of August. It also outlines how schools will be able to access their PPE requirements from suppliers (under the Education Sector supply agreement) from early August in advance of reopening.  Further guidance will issue to the Sector once the procurement process is complete.

National Educational Psychological Service

Questions (736)

Violet-Anne Wynne

Question:

736. Deputy Violet-Anne Wynne asked the Minister for Education and Skills the number of children in County Clare awaiting an appointment with a National Educational Psychological Service, NEPS, psychologist; the number waiting less than six months, six to 12 months and more than 12 months, respectively, in tabular form; and if she will make a statement on the matter. [20892/20]

View answer

Written answers

I can inform the Deputy that my Department's National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).

NEPS does not maintain waiting lists but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.

This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.

The Deputy may be aware that in 2017 my Department introduced a new model to support pupils with special educational needs. This means schools are now front-loaded with additional teachers to enable them to respond to pupil needs, rather than requiring an assessment to allow them to apply for such additional resource.  This reduces the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require additional teaching support. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.

Furthermore I can inform the Deputy that starting from a level of 173 whole-time equivalents in 2016 and following increases allowed in successive Budgets the sanctioned number for NEPS psychologist currently stands at 204 w.t.e. Some 199 of these posts are currently filled which represents the highest number of psychologists to be employed within NEPS since the inception of the service in 2000.

Indeed the Deputy may be aware that I was pleased to announce this week the provision of an additional 17 NEPS psychologist posts as part of my Department's package to assist schools in the task of reopening in the coming school year.  The filling of these and the remaining posts referred to above is being actively pursued by my Department in conjunction with the Public Appointments Service. My Department is and remains committed to the maintenance of a robust and effective educational psychological service.

I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.

Question No. 737 answered with Question No. 656.
Question No. 738 answered with Question No. 645.

School Funding

Questions (739)

Michael Healy-Rae

Question:

739. Deputy Michael Healy-Rae asked the Minister for Education and Skills the details of the funding of equipment for students (details supplied); and if she will make a statement on the matter. [20961/20]

View answer

Written answers

On 22 July I announced a substantial package of supports for third level institutions and students to mitigate the impacts of Covid-19. 

This package includes an allocation of €15million to assist disadvantaged Further and Higher Education students and learners that otherwise would experience difficulties in participating fully in their chosen programme.

The distribution of the funds and the principles and eligibility criteria governing the additional supports for students in relation to access to devices is being finalised in consultation with key stakeholders.

National Educational Psychological Service

Questions (740)

Patricia Ryan

Question:

740. Deputy Patricia Ryan asked the Minister for Education and Skills the number of children in County Kildare who are awaiting an appointment with a National Educational Psychological Service, NEPS, psychologist; the number who are waiting less than six months, six to 12 months and more than 12 months, respectively, in tabular form; and if she will make a statement on the matter. [21008/20]

View answer

Written answers

I can inform the Deputy that my Department's National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).

NEPS does not maintain waiting lists but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.

This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.

The Deputy may be aware that in 2017 my Department introduced a new model to support pupils with special educational needs. This means schools are now front-loaded with additional teachers to enable them to respond to pupil needs, rather than requiring an assessment to allow them to apply for such additional resource.  This reduces the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require additional teaching support. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.

Furthermore I can inform the Deputy that starting from a level of 173 whole-time equivalents in 2016 and following increases allowed in successive Budgets the sanctioned number for NEPS psychologist currently stands at 204 w.t.e. Some 199 of these posts are currently filled which represents the highest number of psychologists to be employed within NEPS since the inception of the service in 2000.

Indeed the Deputy may be aware that I was pleased to announce this week the provision of an additional 17 NEPS psychologist posts as part of my Department's package to assist schools in the task of reopening in the coming school year.  The filling of these and the remaining posts referred to above is being actively pursued by my Department in conjunction with the Public Appointments Service. My Department is and remains committed to the maintenance of a robust and effective educational psychological service.

I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.

Question No. 741 answered with Question No. 656.

Departmental Advertising

Questions (742)

Alan Kelly

Question:

742. Deputy Alan Kelly asked the Minister for Education and Skills if her Department has carried out advertising campaigns to promote policies or programmes being implemented by same; if so, if she will provide the details of the campaign or relevant programme; the cost of advertising in publications, broadcast advertising and outdoor advertising; the cost of consultancy or production costs in each of the past two years; and if she will make a statement on the matter. [21026/20]

View answer

Written answers

The Department's costs in relation to communications strategy initiatives in 2019 and to date in 2020 are set out in the following table.

Year

Campaign

Cost (€)

2020

School Reopening – Radio, Print and Internet advertising

€119,202.94

2020

Leaving Cert Calculated Grades advertising (July) – Print, Radio and   Internet advertising

€94,342.53

2020

Leaving Cert Calculated Grades awareness campaign in May – internet,   radio, print and social media advertising

€100,735.90

2020

Teaching Transforms advertising campaign which aims to help address   the shortage of teachers in specific subjects and the increasing need for   more qualified graduates.

€129,568.58

2019

Teaching Transforms advertising campaign which aims to help address   the shortage of teachers in specific subjects and the increasing need for   more qualified graduates.

€117,699.96

2019

STEM Awareness Campaign in conjunction with Science Foundation Ireland   to raise awareness of STEM.  In this   regard “This is STEM” a video based campaign featuring eight role models from   industry and academia, capturing how a STEM career is not a typical day job   has been developed by SFI.               

€73,000

2019

Facebook promotional posts in relation to the post-primary schools   patronage process         

€70.00

Total

 

€704,549.91

Covid-19 Pandemic

Questions (743, 748)

Bernard Durkan

Question:

743. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she is satisfied that adequate plans are in place to ensure that all schools, primary and post-primary, throughout northern areas of County Kildare are adequately equipped and prepared for reopening in September 2020; the extent to which the necessary number of teachers, assistants and special needs assistants are being made available; if adequate adaptation of buildings to meet social distancing requirements has been or is being provided; if emergency buildings are in place or are to be put in place; and if she will make a statement on the matter. [21038/20]

View answer

Bernard Durkan

Question:

748. Deputy Bernard J. Durkan asked the Minister for Education and Skills if any schools at which the extension of facilities and teachers is deemed necessary are proceeding as anticipated; those not included; a revised timeline, if applicable; and if she will make a statement on the matter. [21043/20]

View answer

Written answers

I propose to take Questions Nos. 743 and 748 together.

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

This funding includes €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.

Question No. 744 answered with Question No. 672.

Schools Building Projects

Questions (745, 747)

Bernard Durkan

Question:

745. Deputy Bernard J. Durkan asked the Minister for Education and Skills the number of school building projects at primary school level throughout northern areas of County Kildare in hand or at planning stage that are likely to continue uninterrupted with a view to meeting anticipated opening dates; and if she will make a statement on the matter. [21040/20]

View answer

Bernard Durkan

Question:

747. Deputy Bernard J. Durkan asked the Minister for Education and Skills the primary and second level school development and-or replacement projects that are in progress at all primary and second level schools in Naas, County Kildare; the extent to which original timelines are likely to be met; and if she will make a statement on the matter. [21042/20]

View answer

Written answers

I propose to take Questions Nos. 745 and 747 together.

My Department's website shows the current position on all school projects on the Capital Programme.

These are listed on a county basis and show the school project status and the stage that each project is at. Each individual project is subject to its own particular circumstances and the timeline for delivery of each project can vary depending on those circumstances.

There is also a listing of the schools that have had large-scale projects completed from 2010 to date.

The information is available at www.education.ie and is updated regularly.

School Accommodation

Questions (746)

Bernard Durkan

Question:

746. Deputy Bernard J. Durkan asked the Minister for Education and Skills the status of the provision of the extra required accommodation at a school (details supplied); when the project will proceed; and if she will make a statement on the matter. [21041/20]

View answer

Written answers

I can confirm to the Deputy that the school to which he refers has been given approval for a project to be delivered under my Department's Additional Accommodation Scheme 2018.  This project will provide for 5 Mainstream Classrooms with standard WCs, 4 Mainstream Classrooms with standard WCs (Prefab Replacement), 1 WC for assisted users, 2 Science Labs with 1 Prep Area and 1 Art & Crafts Room.

My Department has also approved three temporary prefabs for this school from September.  This project was approved to go to tender in order to be ready to go on site when planning was approved.  The school recently informed my Department that they expect a decision in respect of its planning application to be notified to it on the 12th August next.

Both projects have been devolved for delivery to the school authority.  It is now a matter for the Board of Management to advance them in that context.

Question No. 747 answered with Question No. 745.
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