Written Answers Nos. 159-173
159. Deputy Brian Stanley asked the Minister for Education the reason special needs assistant support is not being made available to a school (details supplied) to facilitate pupils to whom SNA access has been granted; if the decision will be reviewed; and if she will make a statement on the matter. [30392/20]
View answerThe NCSE has responsibility for planning and co-ordinating school supports for children with special educational needs including the allocation of SNAs and reviews. My Department does not have a role in making individual school determinations. Accordingly, the question has been referred to the NCSE for direct reply.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional support to meet the needs of students with significant care needs.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
Schools were notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for the current school year. The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations were frozen, from the date of issue of Circular 0030/2020, and have automatically rolled over into the current school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts were allowed to continue in these posts for the current school year in the normal way.
- A diagnosis of a disability, or a psychological or other professional report, is not be necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
Schools were expected to review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation is not sufficient to meet the level of care needs within the mainstream classes. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, are dealt with by way of the exceptional review process.
The exceptional review process for mainstream allocations is available to schools throughout the current school year.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
A school can appeal the outcome of an exceptional review and details of how to do this are here https://ncse.ie/wp-content/uploads/2020/04/GuidanceSchoolAppealing-Exceptional-Review-outcome.docx
160. Deputy Paul Kehoe asked the Minister for Education when the school transport system will have sufficient vehicles and drivers to meet the 50% capacity requirement for social distancing; and if she will make a statement on the matter. [30402/20]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the 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.
School Transport Scheme services for the 2020/2021 school year commenced operation on the 26th August 2020. All children who are eligible for school transport and who completed the application and payment process on time have been accommodated on transport services for the 2020/2021 school year where such services are in operation.
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. The Department has also been engaging with Bus Éireann on the logistics involved with the rolling implementation of measures on post-primary services as required to provide physical distancing, in line with those required on public transport, aligned to the public health advice received from NPHET shortly before schools reopened which advised that the post-primary scheme should run at 50% capacity. The implementation of 50% capacity has been put in place where possible over the last number of weeks, while Bus Éireann has been carrying out a detailed analysis of the resources required to fully implement the advice on all routes.
Bus Éireann and the Department have supported all bus contractors to put in place measures to support infection prevention and control on the buses. The Department has also issued detailed information and guidance to parents and children on the operation of school transport services for the 2020/2021 school year. Measures include all post-primary students wearing masks, all bus drivers and bus escorts receiving PPE where necessary, as well as funding to support additional cleaning and hygiene measures, including the provision of sanitiser on all buses. Seating plans with pre-assigned seating are in place on all routes, with children sitting next to their siblings or classmates where possible. This reduces the interaction of children on the buses with those outside of their family, class or school.
I am pleased to announce that, following a Government Decision on the 29th of September, Government has agreed to provide the necessary funding to ensure full implementation of the measures required for the operation of school transport for post-primary children that is aligned to updated health advice received from NPHET on the 18th of August, for which the estimated full year cost to operate all services at 50% capacity is between €87m and €135m with an estimated requirement for an additional 1,600 drivers and vehicles and 650 additional School Bus Escorts.
Further detailed planning is being done through the local offices on a route by route basis to plan appropriate measures to provide the additional capacity required. As the additional capacity is rolled out, where spare capacity is created, further tickets will be allocated to those children eligible for the scheme who have paid late and for other applicants seeking concessionary tickets.
161. Deputy Louise O'Reilly asked the Minister for Education her plans to extend the sanitation grant for primary and secondary schools into 2021; if it will continue at least at the current levels; and if she will make a statement on the matter. [30408/20]
View answerMore than €30 million of capitation funding has been made available to primary and post primary schools to cater for PPE/Hand Sanitiser requirements up to the end of 2020.
This capitation funding, reflects the fact that there are a number of once off type costs which schools face in implementing COVID-19 Response Plans (i.e. installation of sanitiser units, signage/posters etc.) which will be incurred upfront. Details of the COVID-19 Capitation Grant funding to purchase necessary supplies of hand-sanitisers and PPE requirements for the remainder of the 20/21 school year, will be confirmed in December following review/monitoring of usage in schools in the period up to the end of this year.
Necessary funding will be provided to schools to purchase hand sanitiser and PPE.
162. Deputy Louise O'Reilly asked the Minister for Education if her attention has been drawn to the digital divide and the way it impacts students who need technology to access learning; if she has plans to address same; and if she will make a statement on the matter. [30409/20]
View answerThe nature of distance learning, which was necessitated during the unprecedented closure of schools earlier this year, required educators to take on a range of approaches to support their students’ continuity of learning during that period. Assisted by Department funded resources and supports, schools and teachers demonstrated great innovation in adapting to the unprecedented situation including the use of digital technologies and online learning platforms for teaching and learning.
My Department published a series of “Continuity of Schooling Guidance” documents to help schools, education professionals and parents to support children learning in a remote environment. They included links to a range of materials developed by the Digital Technologies team of the Professional Development Service for Teachers (a Department support service for teachers) such as learning platforms and online tools which can be used to support remote/distance teaching and learning. Those resources continue to be available to schools. There is also ongoing consultation with the management bodies and unions from both sectors on all matters relating to the safe return to school in the context of the ongoing Covid-19 pandemic, which is an evolving situation. All guidance documents are under review and will be updated to take account of the current situation and to support schools further in maintaining continuity of schooling for all learners including those at very high risk and unable to return to school at this time.
A commitment of €210m was provided under the Digital Strategy for Schools 2015-2020 for improved ICT infrastructure, of which €160m has issued to schools to date, including €50m which issued earlier this year. In the context of the current Covid-19 pandemic schools can use this funding to address ICT needs including the purchase of devices, software and other ICT solutions to support the provision of remote learning. This may include the purchase of ICT devices that can be shared with learners who do not have access to devices and for the purchase of essential learning platforms. The remaining €50m under this provision will issue to schools during the current school year (2020-2021) subject to the availability of exchequer funding.
The Professional Development Service for Teachers Technology in Education (PDST-TIE) offers advice and supports to schools on digital learning. Advice sheets are available on digital technology in education, including on the adoption of laptops and tablets in schools. The information on their website outlines what these devices can offer schools to support teaching, learning and assessment, and facilitate students' active learning and collaboration. Specific items for consideration, including software and hardware requirements and purchasing regulations, are addressed in the support information.
It is recognised that poor access to home broadband does present challenges for the education system in the current crisis. With this in mind, schools have been asked to consider the needs of students who may not have access to online facilities and to address this in their responses. My Department will continue to work with the education partners to provide guidance to schools about how best to use digital and other solutions to provide continuity for students at this time.
163. Deputy Peadar Tóibín asked the Minister for Education if her Department has engaged in discussions with places of education regarding the disciplining of students who breach Covid-19 guidelines and restrictions. [30421/20]
View answerMy Department has developed a Template Health and Safety Control of COVID-19 Policy for post primary students. This policy reflects the need to minimise the risk of introduction of COVID-19 into the school community and to prevent its spread. This template is a guide for schools in how they can set out for students and parents/guardians, the COVID-19 health and safety control measures to be followed by students in their school and ensure that any non-adherence to the measures concerned can be addressed by the school through the school’s code of behaviour for students.
In accordance with the policy, students are expected to comply with the standards of behaviour set out in the policy or as directed by the school to prevent the introduction and spread of COVID-19. The COVID-19 control measures are consistent with current advice from the HSE, the Health and Safety Authority, the Department of Education and Skills and the Department of Foreign Affairs and, as such, may be subject to change.
Students are expected to comply with all directions from school staff in relation to the school’s COVID-19 control measures. Any failure or refusal to comply with this policy or to follow instructions of school staff should be dealt with in accordance with the school’s Code of Behaviour. In that regard it is also very important for schools to be aware that any disciplinary sanction taken by a school against a student must be in accordance with the school’s code of behaviour and relevant requirements of the Educational Welfare Service guidelines on Developing a Code of Behaviour and the Education Welfare Act 2000
164. Deputy Steven Matthews asked the Minister for Education the status of a new building for a school (details supplied). [30423/20]
View answerI can confirm a potential permanent site option has been identified and discussions are ongoing with the landowner with a view to acquiring this site.
As the Deputy will appreciate, the site acquisition process can be lengthy and there can be complex issues which need to be addressed during negotiations, technical assessments or conveyancing. At all times the Department strives to obtain best value for the Exchequer.
My Department is committed to delivering a site for the new post primary school for the Greystones and Kilcoole area of County Wicklow and work is ongoing to achieve this as soon as possible.
The school to which the Deputy refers was established in September 2020 and opened in interim accommodation in the Greystones Lawn Tennis Club.
A license agreement is in place for this interim accommodation until the end of December 2020.
My Department has agreed to look at all potential options in the area in the short and medium term ahead of the schools move to its permanent site. This will include the provision of appropriate interim accommodation, including specialist rooms, as quickly as possible as the current school year progresses.
My department will continue to work closely with Kildare and Wicklow Education and Training Board and the school to ensure that the needs of the school community continue to be met.
165. Deputy Joan Collins asked the Minister for Education if a school (details supplied) has been allocated a roll number; if a patron has been allocated in view of the fact there is a patron ready to take up this role; and the stage of the process to open the school as an autism-specific school in 2021. [30432/20]
View answerEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. Currently, almost 20% of the total Education Vote or €1.9bn is invested in supporting children with special needs.
Notwithstanding the extent of this investment, there are some areas of the country, including areas of South Dublin where my Department is seeking to establish additional special school schools.
The National Council for Special Education (NCSE) has responsibility for co-ordinating and advising on the education provision for children nationwide. The NCSE is working with schools, patron bodies, parents and others in Cork to bring the additional special education placements on stream. The NCSE has identified the need for additional special school places in South Dublin and work is currently underway to make the additional provision.
My Department, along with the NCSE, is actively engaging with local providers with a view to increasing the capacity of special school places in this area. The accommodation which the Deputy references forms part of this engagement.
I can also assure the Deputy that delivery of the necessary additional provision is being progressed as an absolute priority.
166. Deputy Paul Murphy asked the Minister for Education the number of staff in her Department that are working on the report for the Council of Europe on the implementation of the European Court of Human Rights, ECHR, ruling in a case (details supplied); the reason the filing of that report was delayed to 8 December 2020; and if outside groups or persons are being consulted in the drafting of the report. [30434/20]
View answerThe Deputy may be aware that the action reports filed with the Council of Europe on the implementation of the ECtHR judgement in the Louise O'Keeffe encompass the child protection measures that have been put in place and continue to be updated. These measures involve my Department's inspectorate and other agencies including the Department of Children and Youth Affairs and Tusla. The number of people involved in drafting the report is variable and it's not possible to give an exact head count. The last report was delayed owing to the constraints and challenges presented by the ongoing Covid-19 pandemic.
167. Deputy Ged Nash asked the Minister for Education the date on which a response will issue to a query (details supplied); and if she will make a statement on the matter. [30435/20]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department.
In the 2019/20 school year over 120,000 children, including over 14,200 children with special educational needs, were transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. Under the terms of my Department’s School Transport Scheme, children are eligible for transport where they reside not less than 3.2kms at primary and 4.8kms at post-primary and are attending their nearest School/Education Centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Bus Éireann, which operates the school transport scheme on behalf of my Department, plan bus routes in such a way as to ensure that, as far as possible, children have a reasonable level of service while at the same time, ensuring that school transport vehicles are fully utilised in an efficient and cost effective manner. In this regard school transport services are timetabled to ensure that children arrive before the commencement of the school day and are collected shortly after the finishing time of the standard school day.
Children in infant classes may have a school day that is one hour shorter than the length of the normal school day. This is a concession in the interests of young children and allows for a perceived inability on their part to sustain the work of the full day. It is a matter for the Board of Management of a particular school to decide whether the concession should be applied in the case of the school or not.
It is a matter for the managerial authorities of primary schools to arrange adequate supervision for children while they are on the school premises.
168. Deputy Mary Lou McDonald asked the Minister for Education the timeframe for the completion of a proposed new school (details supplied) in Dublin 1; the reason for the delay in progress; and the amount of rent that is paid each year for the privately rented premises that houses the existing school. [30445/20]
View answerThe major building project for the school referred to by the Deputy progressed to an advanced stage of architectural planning, Stage 2(b) – Detailed Design, in September 2019. Stage 2(b) includes the applications for Planning Permission, Fire Safety Certificate & Disability Access Certificate and the preparation of tender documents. All Statutory approvals have been secured and the Design Team is currently working on the completion of the Stage 2(b) report for submission to my Department.
My Department understands from the Design Team Leader that it is expected that the Stage 2(b) report for this project will be submitted to the Department for review in November 2020.
My Department provided an update on the project to the school authority as recently as the 6th October and the Design Team are also in communication with the school to keep it informed of progress.
Until the Stage 2(b) Report has been completed, submitted and reviewed on any school building project the project cannot proceed to stage 3 - Tender Stage. However, once the Stage 2(b) report has been received and reviewed my Department will revert to school with regard to the further progression of the project at that time.
Pending the delivery of the new school building, my Department is funding the rental of a premises at a cost of €328,227.20, inclusive of VAT per annum.
169. Deputy Joan Collins asked the Minister for Education her views on whether urgent action is necessary to reduce class sizes and that adequate funding must be provided in budget 2021 to bring class sizes down to the European average. [30446/20]
View answerI am acutely aware of the issues faced by many schools in respect of teacher allocations and class sizes. Under the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.
Previous budgets of 2016 and 2018 improved the staffing schedule by one point on both occasions to its historically lowest level ever of 1 teacher to 26 pupils. Primary schools are currently provided with class teachers on the basis of one teacher for every 26 pupils which is at its historically lowest level.
I am delighted to build further on this progress by announcing a further 1 point reduction in Budget 2021.
The staffing schedule for the 2021/22 academic year now stands at 1 teacher for every 25 pupils. This measure will help ensure better teacher retention in primary schools while also ensuring that less pupils are required to retain or recruit a teacher.
Teacher numbers at primary level have increased by almost 3,500 when comparing the 2015/16 school year with the 2019/20 school year and this has led to a steady improvement in the pupil teacher ratio and average class size statistics during this period.
The latest figures in relation to pupil teacher ratio show an improved ratio of teachers to students from 16:1 to 15:1 at primary level when comparing the 2015/16 school year to the 2019/20 school year. Average class sizes improved from 24.9 to 24.1 in the same period. The most recent budget announcement will continue the positive trend of improving class sizes.
170. Deputy Joan Collins asked the Minister for Education if class sizes in DEIS schools will be reduced. [30447/20]
View answerThe DEIS programme allows for a reduced class size in Urban Band 1 primary schools with the application of a preferential staffing schedule to these schools of 20:1 at junior classes and 24:1 at senior classes to support those students at the highest risk of educational disadvantage.
As the Deputy may be aware, DEIS Plan acknowledges the allocation of teaching resources to DEIS primary schools with the highest concentrations of children at risk of educational disadvantage has served to improve learning outcomes. It also commits to the evaluation of the level of teaching resources for schools participating in DEIS to be undertaken to inform future policy in this area.
As part of Budget 2021, the reduction in the general primary staffing schedule applies to a significant number of DEIS schools (approximately 460), and funding will be provided to reduce the DEIS Urban Band 1 staffing schedule from 24:1 to 23:1 for senior schools.
171. Deputy Joan Collins asked the Minister for Education when the disparity per pupil funding between primary and post-primary education will be rectified. [30448/20]
View answerIt is difficult to make precise comparisons between the levels of grants paid and the actual costs of running schools at primary and post-primary.
In general, post-primary schools are larger than primary schools. They have specialist rooms such as laboratories, workshops etc. This leads to higher unit costs in for heat, light, power, maintenance and cleaning.
172. Deputy Joan Collins asked the Minister for Education if the scandal of unequal pay for those who entered teaching in each of the years 2011 to 2014 will end; and the timeline for same. [30449/20]
View answerThe public service agreements have allowed a programme of pay restoration for public servants to start. The starting salary for a new entrant teacher in 2012 was €30,702. As a result of the programme of pay restoration, the starting salary of a teacher from 1 October 2020 onwards will be €37,692.
Section 11 of the Public Service Pay and Pensions Act 2017 provides that “the Minister [for Public Expenditure and Reform] shall, within three months of the passing of this Act, prepare and lay before the Oireachtas a report on the cost of and a plan in dealing with pay equalisation for new entrants to the public service.”
The report laid before the Oireachtas on foot of this provision by the Minister for Public Expenditure and Reform assesses the cost of a further change which would provide a two scale point adjustment to new entrants recruited since 2011. The total cost of such an adjustment across the public sector is of the order of €200 million, of which Education accounts for approximately €83 million. The report also acknowledges that, during the financial crisis, there were policy changes which affected remuneration in different occupations across the public sector (including education).
The matter of new entrant pay is a cross sectoral issue, not just an issue for the education sector alone. The Government supports the gradual, negotiated repeal of the FEMPI legislation, having due regard to the priority to improve public services and in recognition of the essential role played by public servants.
The total year one cost of equalising the pay of new entrant teachers to the pre-2011 arrangements is estimated to be in the region of €59 million per annum in year one (€45 million for full resolution of pay scales and €14 million for re-instatement of the H.Dip allowance). The costs would rise in subsequent years as more new entrants join the system.
On 24 September 2018, an agreement was reached between the Government and the public services committee of ICTU in respect of new entrant pay.
This agreement is benefitting 16,000 teachers and nearly 5,000 SNAs within the education sector. The deal provides for a series of incremental jumps for new entrants.
I am fully aware that the teacher unions have outstanding issues of concern following the September 2018 agreement. These outstanding matters will be given full consideration. This will happen in the context of the next round of pay talks. The positions of each of the parties on these matters must be given due regard in endeavouring to reach a mutually agreed resolution.
The current series of restorative measures for new entrants have been achieved through continued engagement and collective bargaining between the Government and the public service unions and shows the benefits that such engagement can bring.
173. Deputy John Lahart asked the Minister for Education if the grades of a person (details supplied) will be examined; if all factors were considered when awarding the grades; and if she will make a statement on the matter. [30474/20]
View answerThe decision to adopt a model of Calculated Grades by my Department was a result of COVID-19, which prevented the State from running the conventional Leaving Certificate Examinations. The purpose of this process was to allow as many students as possible to progress to employment, further education and training, or higher education.
The system of calculated grades is underpinned by key principles of objectivity, equity and fairness. The process has been designed to arrive at fair representations of student performance which does not favour any type of student or school.
Circular 0037/2020, which was published on 21 May, set out the detailed guidance for schools on the operation of the calculated grades process. The document provided detailed information on the process of estimating marks for students to receive calculated grades. Additional guidance to schools on the avoidance of unconscious bias and interpreting evidence of achievement in the case of students with disabilities was issued to schools on 28 May.
In line with the guidance, teachers were asked to use their professional judgement to arrive at an estimated mark for each student. The guidance required teachers to utilise a number of records in assessing a student’s performance and progress; for example, classwork and homework; class assessments; examinations in school at Christmas or summer, mock exams and also coursework.
The same guidance also advised schools that where any reasonable accommodation had been approved for any student, (such as a reader, scribe or waiver), the estimate of the student’s likely performance was to be based on the assumption that this accommodation would have been available had the examinations been conducted in the normal way.
Since accommodations are intended to reflect students’ normal way of working in class, this would not have required any special intervention beyond the teacher’s existing understanding of how the student gets on with the relevant supports in place.
Therefore, a student’s access to any reasonable accommodation is also reflected in the final Calculated Grade awarded to the students.
