Written Answers Nos. 399-418
399. Deputy Seán Canney asked the Minister for Education if she will immediately put in place an appeals process for those persons whose teacher predicated grades were downgraded by her Department and which resulted in them losing out on first choice college places; if her attention has been drawn to the huge anger and disappointment felt by many students and their families in relation to same; and if she will make a statement on the matter. [24724/20]
View answerThe decision to adopt a model of Calculated Grades by my Department was a direct result of COVID-19, which prevented the state from running the conventional Leaving Certificate Examinations. The purpose of this process is to allow as many students as possible to progress to employment, further education and training, or higher education in a way that is fair and equitable to all Leaving Certificate students.
Schools provided an estimated percentage mark and a rank order for each student’s subjects. The process of national standardisation was applied to the school information in order to ensure comparability between the standards applied by individual schools and the national standard. We know from research that teachers are very good at making judgements about their students in the local context of the school. It was inherent to the system of calculated grades that school estimates would be subject to adjustment through this standardisations process. The adjustments that occurred through standardisation resulted in the school estimates staying the same or being revised upwards or downwards. The standardisation process operated on the premise that the school estimates should only be adjusted through the standardisation process where there was credible statistical evidence to justify changing them.
Following standardisation, the estimated percentage mark was converted to a calculated mark and subsequently, a calculated grade which was provided to students on 7 September. It is only at this point that students were awarded a grade.
Therefore, it is not accurate to state that student(s) were downgraded, or upgraded, through the standardisation process. Rather the grade that was awarded following the standardisation process is the grade for the 2020 Leaving Certificate (Calculated Grades).
Some students experienced mark changes from the school estimates but no changes to the grades based on the school estimates; while others will have experienced changes to the marks leading to a change in the grade that would have been awarded based on the school estimates in one or more of their subjects.
In terms of the grades awarded, 83% (almost 340,000) of all Leaving Certificate subject grades are either the same or higher than the school estimates while 17% (under 70,000) grades are lower.
Every effort has been made to make the system as fair as possible for as many students as possible. The statistical model used was blind to demographic characteristics, either at the level of the student or the school and the standardisation process has been applied uniformly across all schools. This means anyone using the certificate to make a judgement between two people who hold this certificate, either now or in the future, can place equal value on the same grade in the same subject, without regard to where they went to school.
We appreciate that some students will be disappointed at the results they have achieved. This is the case every year when the Leaving Certificate results are published.
Students, at an individual level, had access to an appeals process the closing date for which has now passed. The appeals system is, by design, restricted to looking for technical errors in the data provided on behalf of students and in the processing of that data. The nature of this appeal process has been part of the system of Calculated Grades from the outset. The appeal process will involve a technical appeal focused on looking for errors in the transmission of the data through the process. An example of this would be whether any mistake has been made in entering the information to any of the systems used in the process.
It was fundamental to the adoption of a system of Calculated Grades that the professional judgement of the school (teachers and principals) would be outside the scope of the appeals process.
The integrity, validity and reliability of the process of national standardisation was overseen by the National Standardisation Group whose role was to oversee the application of the statistical model to the school data. Any appeals process that would allow an individual student level appeal to reopen the application of the statistical process to the school sourced data would fundamentally undermine fairness and equity in the system of calculated grades which relies on the uniform application of the statistical model.
Students dissatisfied with the outcome of the appeals process can invoke a separate process to have their appeal reviewed by independent Appeals Scrutineers. These Scrutineers are independent of the Department.
Students who consider that their appeal has not been processed correctly can make a complaint to the Ombudsman or, in the case of students under 18 years of age, the Ombudsman for Children.
Students dissatisfied with their results will have the opportunity to sit written Leaving Certificate examinations in November (subject to public health advice). Those who sit the examinations will be credited with the higher subject grade achieved between the Calculated Grade and the written exam.
400. Deputy Thomas Gould asked the Minister for Education the supports and provisions being given to current sixth year students in view of the hardship they experienced during school shutdown and the Covid-19 pandemic; and if she will make a statement on the matter. [24732/20]
View answerMy Department is acutely aware of the disruption caused to students as a result of school closures resulting from the Covid-19 pandemic and which led the decision not to run the state examinations this summer.
In the context of the return to schools of students for the 2020/21 academic year my Department published a range of documentation and support material as part of the Roadmap for the Full Return to School, which is available at www.gov.ie/backtoschool. On 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 willhave 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 were 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 over time. The changes provide reassurance to students, their parents/guardians, teachers and schools.
The State Examinations Commission (SEC), which has statutory responsibility for operational matters relating to the certificate examinations, intends to operate the 2021 state examinations as normally as possible, with appropriate contingency built in, in line with prevailing public health advice. It is not intended that there would be any change to the length of the written examinations. For subjects where the SEC issues project briefs during the 2020/21 school year, the intention is to issue these at least four weeks earlier than normal. For subjects with course work completion dates typically late in the school year, schools will be asked to submit this coursework two weeks earlier than normal as a contingency measure. In this context teachers are being encouraged to plan and undertake these projects as early as possible in the programme of study.
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. These documents provide guidance for teachers and schools that is specific to each practical subject area, so that students can be facilitated to actively engage with their learning. All documentation published is available on www.gov.ie/backtoschool.
The www.gov.ie/backtoschool site also contains information on wellbeing supports for Leaving Certificate students. This includes a series of supports on managing wellbeing, coping with uncertainty and managing stress and anxiety, developed by the National Educational Psychological Service, to support students. The webpage has links to more individualised support for students to access, should these be needed. My Department worked with the Department of Health and the HSE to ensure the most appropriate services and resources are clearly signposted for students.
Promoting the wellbeing of school communities has been a fundamental element of my Department’s overall plan to support a successful return to school as we continue to manage the impact of the Covid-19 pandemic. We know that most students have been happy and relieved to get back to school, reconnect and prepare to re-engage with learning. My Department is providing for approximately 120 extra posts for guidance to support student wellbeing, recognising the particular importance for this support in the context of the Covid-19 pandemic challenges.
401. Deputy Kathleen Funchion asked the Minister for Education the reason the school bus service in the Jerpoint, Thomastown, County Kilkenny has been discontinued without notice to parents (details supplied). [24741/20]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of my Department.
In the 2019/2020 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 School Transport Scheme primary children are eligible for transport where they reside not less than 3.2 kms from and are attending their nearest national school as determined by the Department/Bus Éireann, having regard to ethos and language. Post primary children are eligible for transport where they reside not less than 4.8 kms from and are attending their nearest school/education centre as determined by my Department/Bus Éireann, having regard to ethos and language.
Officials in School Transport Section of my Department have requested a report from Bus Éireann in regard to the specific matter raised by the Deputy and will reply to the Deputy directly when this information is available.
402. Deputy Kathleen Funchion asked the Minister for Education if a minibus will be provided for primary school children in Knockmoylan, Ballyhale, County Kilkenny (details supplied). [24742/20]
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 School Transport Scheme primary children are eligible for transport where they reside not less than 3.2 kms from and are attending their nearest national school as determined by the Department/Bus Éireann, having regard to ethos and language.
All children who are eligible for school transport and who completed the application and payment process on time have been accommodated on school transport services for the 2020/21 school year where such services are in operation.
Children who apply for transport and who are not eligible under the terms of the scheme are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats. 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 confirmed that a number concessionary pupils were unsuccessful in obtaining a concessionary seat for the 20/21 school year in the selection process for transport to the school referred to by the Deputy. Concessionary transport is subject to a number of conditions including that routes will not be extended or altered or additional vehicles will not be introduced to cater for children who are not eligible.
403. Deputy Kathleen Funchion asked the Minister for Education the reason the school hours of a child (details supplied) have been reduced. [24745/20]
View answerEach child has a right to education to enable them to live a full life as a child and to realise his or her potential as a unique individual. All pupils who are enrolled in a school should attend school for the full day, unless exempted from doing so for exceptional circumstances, such as medical reasons.
Where schools apply a shorter school day in relation to a child, such arrangements should only be put in place in exceptional circumstances in order to assist a pupil to return to a school, where a pupil has been experiencing an absence due to a medical or behavioural related condition. Reduced timetables should not be used as a behavioural management technique, or as a de facto suspension or expulsion. Any such arrangement should be a transitionary arrangement, which is designed to assist the reintegration of a pupil to a school environment.
In making any such arrangements, school authorities should be mindful of the best interests of the child and of the child's right to a full day in school. Schools should seek the advice of the National Educational Psychological Service (NEPS) before implementing such arrangements.
In relation to the particular case raised by the Deputy, I understand that the school is currently engaged with the relevant support services and agencies, including NEPS and the National Council for Special Education (NCSE), with a view to ensuring that the needs of the child can be catered for. I also understand that a further review meeting involving all of these parties is scheduled for early October to progress matters.
404. Deputy Mick Barry asked the Minister for Education if she will clarify that the right not to attend religious instruction can be availed of by students in primary and second-level schools and that they can have appropriate supervision or alternative classes outside of that religious instruction class; and if she will make a statement on the matter. [24752/20]
View answerUnder Article 44 of the Constitution and in accordance with Section 30 of the Education Act, 1998, parents have a right to have their children opt out of religious instruction classes if they so wish. It is expected that this right will be upheld by schools on foot of a parental request.
Under the provisions of the Education (Admission to Schools) Act 2018, all schools are required to have drafted new admissions policies, for Patron approval before the 15 September 2020, and publication by 29th September 2020. The act requires where schools provide religious instruction that they clearly set out in their admission policies the school’s arrangements for students, where the parent or in the case of a student who has reached the age of 18 years, the student, has requested that the student attend the school without attending religious instruction in the school.
The manner in which any school ensures that the right to opt out of religion classes is upheld is a matter for the school concerned. Each individual school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc.
The right of parents to have their child opt out of religion classes applies in all schools regardless of the denomination or ethos of the school concerned.
405. Deputy Cian O'Callaghan asked the Minister for Education the measures in place to ensure appropriate ventilation in schools; the person or body that has responsibility for inspecting schools to ensure compliance with standards around Covid-19 including ventilation; and if she will make a statement on the matter. [24765/20]
View answerI wish to advise the Deputy that the Roadmap for the Full Return to School incorporating all the detailed guidance documents and communication material is available on www.gov.ie/backtoschool. This includes specific guidance, in line with public health advice and developed by my Department on Practical Steps for the Deployment of Good Ventilation Practices in Schools. The guidance makes specific reference to ventilation practices which schools should consider, and if appropriate to their specific school context, implement.
My Department's inspectorate will lead on visits to schools for the purposes of working with and advising schools in implementing the Return to Work Safety Protocol for addressing COVID-19 in the workplace and public health advice. The objective of the inspectorate visits in this context is to provide ongoing and continuous support to schools to sustain re-opening in a Covid-19 context.
406. Deputy Cian O'Callaghan asked the Minister for Education the measures in place to address Covid-19 clusters that emerge in schools; and if she will make a statement on the matter. [24766/20]
View answer487. Deputy Cian O'Callaghan asked the Minister for Education the case in which schools report a confirmed Covid-19 case the measures enacted by the schools once they are reported; whether or not the class deemed close contacts or not close contacts and if not, the rationale for the consideration; and if she will make a statement on the matter. [25520/20]
View answerI propose to take Questions Nos. 406 and 487 together.
My Department has published a suite of helpful guidance for the safe and sustainable reopening of schools. Each school is required to have a COVID-19 Response Plan for the safe operation through the prevention, early detection and control of COVID-19 in line with public health advice. This guidance is focused on the practical steps schools must take to minimise the risk of transmission of infection.
The Health Protection Surveillance Centre and the HSE have published guidance for managing potential cases of COVID-19 in educational settings, which includes the testing strategy within an educational facility ‘Schools Pathway for COVID-19, the Public Health approach’ https://www.gov.ie/en/publication/a0bff-reopening-our-primary-and-special-schools/
This guidance provides that the HSE Department of Public Health will liaise directly with schools regarding any actions to be taken following a Public Health Risk Assessment. In practice, this involves the HSE Department of Public Health liaising directly with the designated contact, usually the school principal of the public health instructions. These instructions are for implementation of public health measures required under Infectious Diseases legislation.
411. Deputy Patrick Costello asked the Minister for Education the criteria by which the independent appeals scrutineers will be judging appeals from leaving certificate students for 2020 in the absence of exam scripts. [24785/20]
View answerThe decision to adopt a model of Calculated Grades by my Department was a direct result of COVID-19, which prevented the state from running the conventional Leaving Certificate Examinations. The purpose of this process is to allow as many students as possible to progress to employment, further education and training, or higher education in a way that is fair and equitable to all Leaving Certificate students.
Schools provided an estimated percentage mark and a rank order for each student’s subjects. The process of national standardisation was applied to the school information in order to ensure comparability between the standards applied by individual schools and the national standard. We know from research that teachers are very good at making judgements about their students in the local context of the school. It was inherent to the system of calculated grades that school estimates would be subject to adjustment through this standardisations process. The adjustments that occurred through standardisation resulted in the school estimates staying the same or being revised upwards or downwards. The standardisation process operated on the premise that the school estimates should only be adjusted through the standardisation process where there was credible statistical evidence to justify changing them.
Following standardisation, the estimated percentage mark was converted to a calculated mark and subsequently, a calculated grade which was provided to students on 7 September. It is only at this point that students were awarded a grade.
Therefore, it is not accurate to state that student(s) were downgraded, or upgraded, through the standardisation process. Rather the grade that was awarded following the standardisation process is the grade for the 2020 Leaving Certificate (Calculated Grades).
Some students experienced mark changes from the school estimates but no changes to the grades based on the school estimates; while others will have experienced changes to the marks leading to a change in the grade that would have been awarded based on the school estimates in one or more of their subjects.
In terms of the grades awarded, 83% (almost 340,000) of all Leaving Certificate subject grades are either the same or higher than the school estimates while 17% (under 70,000) grades are lower.
Every effort has been made to make the system as fair as possible for as many students as possible. The statistical model used was blind to demographic characteristics, either at the level of the student or the school and the standardisation process has been applied uniformly across all schools. This means anyone using the certificate to make a judgement between two people who hold this certificate, either now or in the future, can place equal value on the same grade in the same subject, without regard to where they went to school.
We appreciate that some students will be disappointed at the results they have achieved. This is the case every year when the Leaving Certificate results are published.
Students, at an individual level, had access to an appeals process the closing date for which has now passed. The appeals system is, by design, restricted to looking for technical errors in the data provided on behalf of students and in the processing of that data. The nature of this appeal process has been part of the system of Calculated Grades from the outset. The appeal process will involve a technical appeal focused on looking for errors in the transmission of the data through the process. An example of this would be whether any mistake has been made in entering the information to any of the systems used in the process.
It was fundamental to the adoption of a system of Calculated Grades that the professional judgement of the school (teachers and principals) would be outside the scope of the appeals process.
The integrity, validity and reliability of the process of national standardisation was overseen by the National Standardisation Group whose role was to oversee the application of the statistical model to the school data. Any appeals process that would allow an individual student level appeal to reopen the application of the statistical process to the school sourced data would fundamentally undermine fairness and equity in the system of calculated grades which relies on the uniform application of the statistical model.
Students dissatisfied with the outcome of the appeals process can invoke a separate process to have their appeal reviewed by independent Appeals Scrutineers. These Scrutineers are independent of the Department.
Students who consider that their appeal has not been processed correctly can make a complaint to the Ombudsman or, in the case of students under 18 years of age, the Ombudsman for Children.
Students dissatisfied with their results will have the opportunity to sit written Leaving Certificate examinations in November (subject to public health advice). Those who sit the examinations will be credited with the higher subject grade achieved between the Calculated Grade and the written exam.
412. Deputy Martin Browne asked the Minister for Education the measures in place for the leaving certificate 2021 (details supplied); and if a framework is in place for allowances in the leaving certificate 2021. [24786/20]
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. Additionally, briefs for coursework for subjects, including practical subjects, will be issued at least a month earlier in the school year to provide certainty for students.
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 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.
413. Deputy John McGuinness asked the Minister for Education if an assistive technology application by a student (details supplied) will be expedited. [24788/20]
View answerAn application for Assistive technology was received by the Special Education section on the 9th of September 2020 for this child.
Correspondence approving assistive technology issued to the child's school on the 15th September 2020.
414. Deputy Richard Boyd Barrett asked the Minister for Education the estimated full year cost of reducing the pupil teacher ratio to 18:1 by paying all staff on the pre-2011 pay scale.. [24805/20]
View answer415. Deputy Richard Boyd Barrett asked the Minister for Education the estimated cost of reducing the pupil teacher ratio from 1:27 to 1:22. [24806/20]
View answerI propose to take Questions Nos. 414 and 415 together.
Teachers are currently allocated to post primary schools at a ratio of 19:1 in the free education system and 23:1 to schools in the fee charging sector. Each 1 point adjustment to the pupil teacher ratio at post primary level is estimated to cost in the region of €55.5m per annum.
At primary level, the annual staffing schedule determines the allocation of teachers to schools. For the current school year, it operates on a general average of 26 pupils to every 1 teacher (26:1) which is historically the lowest ever allocation ratio at primary level. Each one point adjustment to the primary staffing schedule would cost approximately €14.5m annually.
416. Deputy Richard Boyd Barrett asked the Minister for Education the estimated cost of increasing special education provision by 15% on the 2018 level. [24807/20]
View answerVery significant levels of financial provision are made to ensure that all children with special educational needs can be provided with an education appropriate to their needs.
In 2018 my Department invested over €1.75 Billion on making additional provision for children with special educational needs. This increased to €1.9 Billion this year, almost 20% of my Departments total current educational and training budget.
Increasing the current investment in special education by 15% would cost €285million.
Increasing the allocation of funding available for special education by 15% based of the 2018 spending figure would cost €262.5 million.
417. Deputy Kathleen Funchion asked the Minister for Education the options students have in relation to the downgrading of their marks; and if she will advise the options available to students now. [24815/20]
View answerThe decision to adopt a model of Calculated Grades by my Department was a direct result of COVID-19, which prevented the state from running the conventional Leaving Certificate Examinations. The purpose of this process is to allow as many students as possible to progress to employment, further education and training, or higher education in a way that is fair and equitable to all Leaving Certificate students.
Schools provided an estimated percentage mark and a rank order for each student’s subjects. The process of national standardisation was applied to the school information in order to ensure comparability between the standards applied by individual schools and the national standard. We know from research that teachers are very good at making judgements about their students in the local context of the school. It was inherent to the system of calculated grades that school estimates would be subject to adjustment through this standardisations process. The adjustments that occurred through standardisation resulted in the school estimates staying the same or being revised upwards or downwards. The standardisation process operated on the premise that the school estimates should only be adjusted through the standardisation process where there was credible statistical evidence to justify changing them.
Following standardisation, the estimated percentage mark was converted to a calculated mark and subsequently, a calculated grade which was provided to students on 7 September. It is only at this point that students were awarded a grade.
Therefore, it is not accurate to state that student(s) were downgraded, or upgraded, through the standardisation process. Rather the grade that was awarded following the standardisation process is the grade for the 2020 Leaving Certificate (Calculated Grades).
Some students experienced mark changes from the school estimates but no changes to the grades based on the school estimates; while others will have experienced changes to the marks leading to a change in the grade that would have been awarded based on the school estimates in one or more of their subjects.
In terms of the grades awarded, 83% (almost 340,000) of all Leaving Certificate subject grades are either the same or higher than the school estimates while 17% (under 70,000) grades are lower.
Every effort has been made to make the system as fair as possible for as many students as possible. The statistical model used was blind to demographic characteristics, either at the level of the student or the school and the standardisation process has been applied uniformly across all schools. This means anyone using the certificate to make a judgement between two people who hold this certificate, either now or in the future, can place equal value on the same grade in the same subject, without regard to where they went to school.
We appreciate that some students will be disappointed at the results they have achieved. This is the case every year when the Leaving Certificate results are published.
Students, at an individual level, had access to an appeals process the closing date for which has now passed. The appeals system is, by design, restricted to looking for technical errors in the data provided on behalf of students and in the processing of that data. The nature of this appeal process has been part of the system of Calculated Grades from the outset. The appeal process will involve a technical appeal focused on looking for errors in the transmission of the data through the process. An example of this would be whether any mistake has been made in entering the information to any of the systems used in the process.
It was fundamental to the adoption of a system of Calculated Grades that the professional judgement of the school (teachers and principals) would be outside the scope of the appeals process.
The integrity, validity and reliability of the process of national standardisation was overseen by the National Standardisation Group whose role was to oversee the application of the statistical model to the school data. Any appeals process that would allow an individual student level appeal to reopen the application of the statistical process to the school sourced data would fundamentally undermine fairness and equity in the system of calculated grades which relies on the uniform application of the statistical model.
Students dissatisfied with the outcome of the appeals process can invoke a separate process to have their appeal reviewed by independent Appeals Scrutineers. These Scrutineers are independent of the Department.
Students who consider that their appeal has not been processed correctly can make a complaint to the Ombudsman or, in the case of students under 18 years of age, the Ombudsman for Children.
Students dissatisfied with their results will have the opportunity to sit written Leaving Certificate examinations in November (subject to public health advice). Those who sit the examinations will be credited with the higher subject grade achieved between the Calculated Grade and the written exam.
418. Deputy Mattie McGrath asked the Minister for Education the specific scientific evidence relied on to implement the mandatory wearing of masks in schools; the special arrangements in place for students that may have special needs such as those that are hard of hearing and are finding it increasingly difficult to learn in view of the inability to lip-read due to the wearing of masks; and if she will make a statement on the matter. [24821/20]
View answerMy Department received advice from the Health Protection Surveillance Centre (HPSC) on the use of face coverings in educational settings on the 6th August 2020. It is a requirement for face coverings to be worn by teachers, staff in schools and students attending post primary school.
However Public health 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 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 must be provided to the school where an exemptions is sought on the above grounds. There is no capacity for schools to deviate from either the requirement to wear face coverings or the exemptions that apply. Students in these categories can continue to attend school as normal while observing arrangements in place to protect themselves though regular hand hygiene, maintaining physical distancing and the application of respiratory hygiene and cough etiquette.
Further information for parents and students/pupils on the wearing of face coverings including the proper use, removal and washing of cloth face coverings is available via the link: https://www.gov.ie/en/publication/a04fc-advice-for-students-and-their-families/. Information is also set out in the Covid-19 response plans for primary, special and post-primary schools available at www.gov.ie/backtoschool.
