Written Answers Nos. 573-592
573. Deputy Paul Murphy asked the Minister for Education if the necessary support will be provided to allow a school (details supplied) to open safely in view of the issues raised by the board of management. [22033/20]
View answerIt is open to the school in question to apply for funding under my Department's Emergency Works Scheme to address the outstanding issues as set out in the relevant correspondence. The main purpose of the Emergency Works Scheme is to ensure the availability of funding for urgent works to those schools that are most in need of resources as a result of an emergency situation or on receipt of an enrolment application from a special needs pupil.
An emergency is a situation which poses an immediate risk to health, life, property or the environment; which is sudden, unforeseen and requires immediate action; and, in the case of a school, if not corrected would prevent the school or part thereof from opening.
The scheme is delivered in accordance with the Emergency Works Circular 0018/2011 and each application is assessed on its own merits. The Emergency Works Circular and Application Form are both available on my Department's Website www.education.ie.
574. Deputy Gary Gannon asked the Minister for Education if the ranking system which teachers needed to provide for leaving certificate students for the predictive grade system will be made public; if this is in line or contradictory with communication to schools and teachers in April 2020; and if subsequent communication was made to schools on this issue. [22042/20]
View answerThe Calculated Grades Student Portal will reopen on 14 September at 9.00 am and will provide students with the percentage marks they were awarded by the Calculated Grades process. They will also be able to access the estimated percentage marks provided by their schools. Students may wish to have access to and consider this data if they are considering an appeal of their Calculated Grade.
An issue has arisen regarding the provision to students on 14 September of their class rank order in subjects, provided by their school as part of the Calculated Grades process. The issue relates to the General Data Protection Regulation and the personal data of students. The Department is seeking legal advice on this matter.
575. Deputy Catherine Murphy asked the Minister for Education if progress has been made on improving the working conditions for school secretaries who are not employed by her Department; the timeframe if improvements are anticipated within; and if she will make a statement on the matter. [22060/20]
View answerI recognise the very important work done by these staff, and the other support staff in the running of our schools.
In recognition of this, I have put special arrangements in place for the coming school year whereby schools will be funded to employ a replacement secretary or caretaker in the event that staff who are at very high risk of contracting serious illness from COVID-19 cannot work from the school premises. I have met with Fórsa, who represent many of the secretaries working in schools.
Schemes were initiated in 1978 and 1979 for the employment of clerical officers and caretakers in schools. The schemes were withdrawn completely in 2008. These schemes have been superseded by the capitation grant schemes. The current grant scheme was agreed in the context of the Programme for Economic and Social Progress, published in 1991.
The majority of primary and voluntary secondary schools now receive assistance to provide for secretarial, caretaking and cleaning services under these grant schemes. It is a matter for each individual school to decide how best to apply the grant funding to suit its particular needs. Where a school uses the grant funding for caretaking or secretarial purposes, any staff taken on to support those functions are employees of individual schools. Specific responsibility for terms of employment rests with the school.
On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department engaged with the Unions representing school secretaries and caretakers, including through an independent arbitration process in 2015. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 for staff and that a minimum hourly pay rate of €13 be phased in over that period. This arbitration agreement covered the period up to 31 December 2019.
The arbitration agreement was designed to be of greatest benefit to lower-paid secretaries and caretakers. For example, a secretary or caretaker who was paid the then minimum wage of €8.65 per hour in 2015 prior to the arbitration has from 1 January 2019, been paid €13 per hour which is a 50% increase in that individual’s hourly pay.
The increases recommended by the Arbitrator are binding and must be applied by all schools who employ staff to whom the Arbitrator’s recommendation applies.
A survey of Secretaries and Caretakers undertaken in 2019 identified some schools that are non-compliant with the provisions of the 2015 Arbitration Agreement, and my Department has contacted these schools to remind them of their obligations under the agreement, as implemented through various circulars. The links below will bring you to the most recent circulars in respect of the pay increases under the 2015 Arbitration Agreement.
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0076_2018.pdf
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0077_2018.pdf
In May last year Fórsa trade union tabled a follow-on claim from the 2015 pay agreement. Officials from my Department, the Department of Public Expenditure and Reform and School Management Bodies are in discussions with Fórsa under the auspices of the Workplace Relations Commission.
576. Deputy Sean Sherlock asked the Minister for Education the measures her Department has taken to engage with families of children with disabilities; and the provisions in place to allow these families leeway in returning to school. [22063/20]
View answerMy Department has conducted a very extensive series of engagements with education partners and parental representative organisations, including parents of children with special educational needs, in relation to the reopening of schools.
The Roadmap to the Full Reopening of schools has now been published and includes a dedicated package of additional supports for Special Educational Needs which is being made available to schools to implement their Covid-19 Response Plan and to operate in a sustainable way. Full details are available at: https://www.gov.ie/en/campaigns/a128d-back-to-school/?referrer=http://www.gov.ie/backtoschool/
The Roadmap provides details of a range of Additional Supports which are being 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 well-being of our school communities at this time, with a particular emphasis on the well-being 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 substitution 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.
There are currently over 13,500 Special Education Teachers allocated to mainstream schools who will assist mainstream classroom teachers to provide additional learning support for children who have special education needs or additional learning needs in schools.
The DES also provided a significantly expanded summer education programme this year for children with complex special educational needs which aimed to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities. The programme aimed to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the new school year and help to prevent regression among children with special needs.
It is also 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 has updated 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 National Educational Psychological Services (NEPs) and the National Council for Special Education (NCSE) will also support the return of children with special educational needs to schools.
NEPS provides a psychological service designed to support the well-being, and academic, social and emotional development of all children and young people, having particular regard for those with special educational needs (SEN).
NEPS psychologists take a holistic, developmental perspective in all the work they undertake in schools, which considers the broad context of the needs of the student with the aim of supporting the school to identify how best to provide intervention and support.
NEPS psychologists use a consultative model to respond to needs in their assigned schools. They provide individual casework for students and capacity building support and development work for teachers to help schools meet the needs of all children and young people. This is achieved by supporting the implementation of the Continuum of Support, with particular regard for those students with Special Educational Needs.
NEPS has developed a range of resources for schools and parents to support the well-being of children and young people in line with the DES Wellbeing Framework and Policy for Practice .
As noted above, NEPS has developed Wellbeing Webinars and Wellbeing Toolkits for School Staff available here. These contain information, guidance, tips and advice for schools on how best to support the well-being of all children and young people, including those with SEN following the COVID 19 school closures.
NEPS has also produced a targeted well-being resource, Supporting the Wellbeing of Students with Special Educational Needs Returning to School , which is available on the gov.ie/backtoschool webpage here. NEPS psychologists have also developed advice and guidance documents for parents and students available here to support the return to school, including advice on transition, coping and relaxation strategies, and managing stress and anxiety. Other resources for schools include guidance and advice for teachers to support students in the areas of behavioural regulation, managing stress and anxiety, as well as supporting teacher well-being and self-care.
At local level NEPS psychologists will continue to work with their assigned schools to support them to meet the needs of children and young people with a particular focus on those with the highest level of need as they settle into the new school year.
The NCSE have published a series of resources to support children, parents and teachers re integrate back to school https://ncse.ie/resources-to-support-transitions-back-to-school. NCSE services continue to operate as normal, although some services may be provided online to comply with public health restrictions.
NCSE contact details are available at https://ncse.ie/regional-services-contact-list and parents and schools should contact their local SENO or Visiting Teacher with any specific concerns.
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.
577. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais cén uair a cheadófar Deontas Lóistín na gCeantar Iargúlta do scoláire (sonraí tugtha); cén fáth a bhfuil moill os cionn trí mhí leis seo. [22065/20]
View answerThe purpose of the Remote Area Boarding Grant scheme is to give students who are disadvantaged because of their remoteness from schools an opportunity to attend school on the same basis as students not so disadvantaged.
The terms of this scheme are set out in Circular 16/2016 which is published on my Department’s website at https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0016_2016.pdf.
My Department has investigated the case referred to by the Deputy with Bus Éireann, who operate the School Transport Scheme on behalf of my Department.
I am pleased to say that the application referred to by the Deputy is approved.
The pupil’s parents have recently been informed of this decision.
Irish Translation
Is é is cuspóir le Scéim Dheontais Eislóistín na gCeantar Iargúlta, i dtaca le daltaí atá faoi mhíbhuntáiste toisc cónaí a bheith orthu in áiteanna atá iargúlta ó scoileanna, ná caoi a thabhairt dóibh le freastal ar scoil ar an mbonn céanna agus atá ag baint le daltaí nach bhfuil faoi mhíbhuntáiste amhlaidh.
Leagtar amach téarmaí na scéime seo in Imlitir 16/2016, a fhoilsítear ar láithreán gréasáin mo Roinne ar https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0016_2016.pdf.
Tá an cás, ar thagair an Teachta dó, iniúchta ag mo Roinn le Bús Éireann, ag a bhfuil an Scéim Iompair Scoile á hoibriú thar ceann na Roinne.
Tá áthas orm a rá go bhfuil an t-iarratas, ar thagair an Teachta dó, faofa.
Tá curtha in iúl le déanaí do thuismitheoirí an dalta faoin gcinneadh seo.
578. Deputy Michael McNamara asked the Minister for Education when a person (details supplied) will be facilitated; and if she will make a statement on the matter. [22076/20]
View answerSchool 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.
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 Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest school as determined by my Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Bus Éireann, which operate school transport on behalf of my Department, has advised that the child referred to by the Deputy is not eligible for school transport under the terms of my Department's Post Primary School Transport Scheme.
Concessionary transport may vary from year to year and cannot be guaranteed for the duration of a child’s post primary school education cycle. Where the number of applications for transport on a concessionary basis exceeds the number of seats available, Bus Éireann determines the allocation of the tickets and refunds payments made on behalf of those concessionary applicants for whom no seats remain.
Bus Éireann has advised that the pupil referred to by the Deputy was unsuccessful in obtaining a concessionary seat and that all tickets have been allocated on the service is question and that the service is operating to capacity at present.
579. Deputy Catherine Murphy asked the Minister for Education the provisions made and supports available to teachers and students who will sit their leaving certificate exams in 2021 in view of the fact that in transitioning from fifth to sixth year in the year 2020 they missed months of face-to-face tuition and practical elements of some subjects; and if she will make a statement on the matter. [22083/20]
View answerOn 21 August, I announced a series of changes that would be made to assessment arrangements for both Junior Cycle and Leaving Certificate examinations for 2021. This announcement was accompanied by a published document detailing these changes, Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2021, and forms part of the Roadmap for the Full Return to School.
These arrangements are designed to take account of the disrupted learning experienced by students during the 2019/20 school year and to factor in for some further possible loss of learning time in the 2020/21 school year as a contingency measure. As the loss of learning through school closures will have affected students’ engagement with their course of study in different ways, the adjustments put in place will play to students’ strengths by leaving intact the familiar overall structure of the examinations, while incorporating additional choice. The adjustments have been arrived at through discussions between my Department, the State Examinations Commission (SEC) and the National Council for Curriculum and Assessment (NCCA) and key stakeholders.
These changes to the national assessment arrangements have been made with due regard for the principles of equity, fairness and integrity, as these principles apply to assessment and examinations and refer to student to-student, subject-to-subject, and year-to-year comparisons. The changes provide clarity, certainty and reassurance to students, their parents/guardians, teachers and schools.
Other documents published by my Department to support the return to school include Guidance for Practical Subjects in Post-Primary Schools and Centres for Education and Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers. All documentation published is available on www.gov.ie/backtoschool.
580. Deputy Paul Kehoe asked the Minister for Education the status of a building project (details supplied); and if she will make a statement on the matter. [22092/20]
View answerThe Deputy will be aware that the project to which he refers has been devolved to the school authority for delivery under my Department's Additional Accommodation Scheme. A Stage 1 report was received from the school in April and this raised a number of design issues that need to be addressed. These issues are complex and require a thorough and detailed analysis in order to establish the optimum solution for progressing the project. This analysis is currently being carried out by officials in my Department but rest assured will be completed as quickly as possible.
581. Deputy John McGuinness asked the Minister for Education if an application under the assistive technology scheme by a school (details supplied) will be expedited and approved. [22097/20]
View answerI wish to advise the Deputy that the National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology is required. The NCSE operates within my Department's criteria in making recommendations for support, which is set out in my Department's Circular 0010/2013. In order to qualify for equipment under the assistive technology scheme, a child must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the child to access the curriculum. It must also be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs.
To date the NCSE have not forwarded a completed application to my Department recommending assistive technology equipment for this child. All schools have the names and contact details of their local SENO. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
582. Deputy Fergus O'Dowd asked the Minister for Education if she will address concerns raised in correspondence (details supplied) regarding school transport and private bus operators; and if she will make a statement on the matter. [22121/20]
View answerSchool 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.
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.
Based on the public health advice published in early July, the Department has been planning for School Transport Scheme services for the 2020/2021 school year to fully operate but with additional measures and hygiene requirements in place. The Department has been engaging intensively with Bus Éireann in regard to the logistics for the safe operation of School Transport Scheme services for the 2020/2021 school year.
Updated health advice was received from NPHET on the 18th August, which impacts on the operation of post-primary school transport services. This advice stated that for secondary school students on school transport, strict distancing should be ensured in line with that on public transport along with the wearing of face coverings.
Following the most recent advice from NPHET, the Government decided that the post-primary scheme (including SEN post-primary services) would commence operation when schools re-open with additional measures in place, such as pre-assigned seating and additional hygiene and cleaning measures on services and with the rolling implementation of measures to provide physical distancing, in line with those required on public transport, which is using 50 per cent of passenger capacity, on the post- primary services as required.
The Department is engaging with Bus Éireann in respect of these plans, in order to implement measures so that any services that can operate from the start of the school year at 50% capacity will do so and over the coming period all other post-primary transport services will be re-organised and additional services will be provided as required to allow for physical distancing.
Every effort continues to provide a safe transport service for when schools re-open. However, if parents decide not to avail of transport services they may request a refund on the cost of their ticket for the 2020/2021 school year.
For those children who are eligible for transport under the terms of the post-primary school transport scheme and whose parents decide not to use post-primary transport for the 2020/2021 school year, in light of the impact of most recent health advice, the Department will provide a grant to support them with the cost of private transport arrangements. Parents were asked to inform the Department by Friday 4th September if they wished to avail of this option.
Commercial contractors who provide transport for schools on a private hire or commercial basis but who are not contracted by Bus Éireann to operate on the Department’s School Transport Scheme do not fall under the remit of the Department of Education. However, the Department has reminded schools and other stakeholders that public health advice is best practice on these services also.
583. Deputy Fergus O'Dowd asked the Minister for Education if she will address a matter raised in correspondence regarding a school (details supplied); and if she will make a statement on the matter. [22123/20]
View answerA response has issued from my Department to the correspondence to which the Deputy refers.
584. Deputy Niall Collins asked the Minister for Education if she will address a matter (details supplied) regarding abuse survivors; and if she will make a statement on the matter. [22143/20]
View answerIt is my understanding that a number of people who attended Creagh Lane NS in the past have taken legal proceedings against the Christian Brothers. As a consequence, I don't intend to comment on this matter.
585. Deputy John McGuinness asked the Minister for Education if schools (details supplied) will be approved for teaching principals; if outstanding issues will be resolved; and if she will make a statement on the matter. [22167/20]
View answerThe staffing arrangements, including the criteria for Administrative Principal and the number of Principal Release Days allocated to schools, are set out in Department circulars and apply to all schools equally.
Appendix B of Circular 18/2020 sets out the criteria for Administrative Principal to a primary school. Schools, such as the ones referred to by the Deputy, required an enrolment of 176 on 30th September 2019 to meet this criteria. As neither school achieved the required enrolment on that date, it is not possible to allocate an administrative principal to the schools in the current school year.
586. Deputy Brendan Griffin asked the Minister for Education if school transport will be reinstated in respect of a student (details supplied); and if she will make a statement on the matter. [22180/20]
View answerSchool 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.
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 Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest school as determined by my Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Bus Éireann, which operate school transport on behalf of my Department, has advised that child referred to by the Deputy is not eligible for school transport under the terms of my Department's Post Primary School Transport Scheme.
Concessionary transport may vary from year to year and cannot be guaranteed for the duration of a child’s post primary school education cycle. Where the number of applications for transport on a concessionary basis exceeds the number of seats available, Bus Éireann determines the allocation of the tickets and refunds payments made on behalf of those concessionary applicants for whom no seats remain.
Bus Éireann has advised that the child referred to by the Deputy was unsuccessful in obtaining a concessionary seat, that all tickets have been allocated on the service in question and that the service is operating to capacity at present.
587. Deputy Fergus O'Dowd asked the Minister for Education if the guidelines will be clarified regarding the wearing of face masks in secondary schools for students with health issues such as asthma (details supplied); and if she will make a statement on the matter. [22181/20]
View answerThe Department received advice from the Health Protection Surveillance Centre (HPSC) on the use of face coverings in educational settings on the 6th August 2020. The advice from the HPSC to the Department has recommended that face coverings should be worn by teachers, staff and students attending post primary schools when a physical distance of 2 meters from other staff or students cannot be maintained.
The advice also provides that cloth face coverings should not be worn by any of the following groups:
- any person with difficulty breathing
- any person who is unconscious or incapacitated
- any person who is unable to remove the face-covering without assistance
- any person who has special needs and who may feel upset or very uncomfortable wearing the face covering, for example persons with intellectual or developmental disabilities, mental health conditions, sensory concerns or tactile sensitivity.
A medical certificate should be provided to the school where an exemptions is sought on the above grounds. Students in these categories can continue to attend school as normal while observing arrangements for hand hygienic, physical distancing etc.
Advice for schools on the use of face coverings is available in the COVID-19 Response Plans for schools published on the www.gov.ie/backtoschool.
588. Deputy Brendan Griffin asked the Minister for Education if school transport will be reinstated for a family (details supplied); and if she will make a statement on the matter. [22182/20]
View answerSchool 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.
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 Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest school as determined by my Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Bus Éireann, which operate school transport on behalf of my Department, has advised that the children referred to by the Deputy are not eligible for school transport under the terms of my Department's Post Primary School Transport Scheme.
Concessionary transport may vary from year to year and cannot be guaranteed for the duration of a child’s post primary school education cycle. Where the number of applications for transport on a concessionary basis exceeds the number of seats available, Bus Éireann determines the allocation of the tickets and refunds payments made on behalf of those concessionary applicants for whom no seats remain.
Bus Éireann has advised that all tickets have been allocated on the service is question and that the service is operating to capacity.
589. Deputy Jennifer Whitmore asked the Minister for Education the reason correspondence (details supplied) has not been replied to; and if she will make a statement on the matter. [22185/20]
View answerI wish to update the Deputy on the position relating to the four items of correspondence referred to in the details supplied.
Item 1 Response issued to the Deputy on 7th September.
Item 2 With regard to the matters which have impacted the handover of the building in question in advance of the coming school year, my Department is taking appropriate steps to ensure that it is completely satisfied that the building is fit for handover prior to accepting it. There is currently an engagement underway between my Department and the Contractor in this regard under the contract. While this process is underway, my Department will not be making any further comment.
The immediate focus in recent weeks has been to put in place appropriate contingency arrangements for the start of the 2020 school year for both schools. These arrangements are now in place.
Item 3 Response issued to the Deputy on 31st August.
Item 4 A response to this correspondence will issue to the Deputy shortly.
591. Deputy Jennifer Whitmore asked the Minister for Education if her Department has examined the impact of ventilation capacity of classrooms on Covid-19 risk; if this has informed Departmental advice to schools on reopening; and if she will make a statement on the matter. [22196/20]
View answerI am pleased to inform the Deputy that my Department has recently published updated guidance on ventilation in classrooms on the back to school website. This can be found at the following web address: https://www.gov.ie/en/publication/7acad-reopening-our-post-primary-schools/
592. Deputy Jennifer Whitmore asked the Minister for Education the provision being made for pupils with special needs in order that they can continue their learning when schools close and they do not have access to mainstream classes; and if she will make a statement on the matter. [22197/20]
View answerI wish to advise the Deputy that during the period of school closures, my 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.
My Department has updated 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.
My Department has also published its Roadmap to support the Full Reopening of schools, which is currently being implemented, with most schools now having reopened.
The Roadmap to the Full Reopening of schools includes details of a dedicated package of additional supports for Special Educational Needs which is being made available to schools to implement their Covid-19 Response Plan and to operate in a sustainable way. Full details are available at: https://www.gov.ie/en/campaigns/a128d-back-to-school/?referrer=http://www.gov.ie/backtoschool/
Pupils with special education needs (SEN), especially those with complex needs, will need additional, individualised supports to enable them make a successful return to school. The SEN supports for SEN pupils who are at very high risk to COVID-19 that would normally be available to them to address their special educational needs will continue to be available to them in the context of both adapted education provision and on their return to school.
Guidance and resources have been issued to schools.
In relation to whether children with special educational needs should return to school, the Department of Education advice on Protecting your child from coronavirus recommends that all children should attend school as normal unless they:
- have a temperature of 38 degrees Celsius or more
- have other common symptoms of coronavirus - a new cough, loss or changed sense of taste or smell, or shortness of breath
- have been in close contact with someone who has coronavirus
- live with someone who is unwell and may have coronavirus
Where parents are worried about their children’s health, they should phone their GP.
Children with underlying health conditions may be vulnerable to any infection. But it appears the risk of severe illness from coronavirus is low, even if a child has:
- an underlying health condition
- special healthcare needs
If a child has a health condition they and everyone in the family should still:
- be extra careful in watching out for symptoms
- strictly follow the advice on good hygiene and hand washing
Children with health conditions or special educational needs should be supported and encouraged to try and keep up their normal activities and attend school. This is good for their overall well-being.
If a child has recently had a transplant or has severe immunodeficiency, parents should talk with their specialist. They will advise if the child needs to take any extra precautions.
If parents have concerns about a child's health condition, they should ask their specialist team for advice.
Further details about what to do if a child has symptoms of coronavirus, when to keep a child at home and phone a GP, when its Ok to send children to school, what to do if a child needs testing for coronavirus, and what to do if the child needs to stay home from school and self-isolate is available at -
https://www.gov.ie/en/publication/40e9c-protecting-your-child-from-coronavirus/
It is recognised, however, that some students who have complex medical or special educational needs may not be able to return to school 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.
At second level, there will be supports provided to schools to help match up supports for students who cannot go to school or whose teacher cannot come to school.
Primary schools can use any one or combination of the following options to facilitate adapted education provision for students at very high risk to COVID-19.
- A designated teacher who is at very high risk to COVID-19: In some instances students may be supported by teachers from their school or from another school, who are assessed as being at very high risk to COVID-19 and who are available to work from home. Local education centres will compile a list of schools in a region that have teachers in this category. Schools with pupils who are at very high risk to COVID-19 can liaise with their local education centre which will connect the teacher working from home with the pupils’ school for the purpose of supporting the pupils’ learning from home.
- Alternatively, schools can organise their own local clusters to match pupils and teachers in these categories, outside of the education centre structure. In some instances, clusters formed for substitute teachers to cover principal release days might be considered.
- A designated teacher from the school’s existing support resources: Schools also have discretion to manage and redistribute their existing support resources in order to best meet the learning needs of students who are at very high risk to COVID-19. For example, special education teachers (SETs) can be designated to provide adapted education provision for students in this category, in particular those students who have special educational needs (SEN).
It will be important for schools to ensure that pupils at very high risk to COVID-19 will remain as connected as possible with their own school and classmates and that their learning will continue, as far as possible, in line with the curriculum and in a manner that is closely aligned to the learning of their peers.
For pupils with additional needs, appropriate differentiation of their learning will continue to be a priority. The overall responsibility for ensuring that pupils at very high risk to COVID-19 receive appropriate support remains with the school in which they are enrolled. Full details of how schools should provide this support are outlined in Continuity of schooling: Supporting primary pupils who are at very high risk to COVID-19 , which is available at https://www.gov.ie/en/publication/a0bff-reopening-our-primary-and-special-schools/
