Duncan Smith
Question:463. Deputy Duncan Smith asked the Minister for Education the status of the provision of a new school (details supplied) in County Kildare; and if she will make a statement on the matter. [36198/20]
View answerSchools Building Projects
Questions (463)
Written answers
I can confirm that the Department is currently finalising a site identification & deliverability exercise in order to technically appraise suitable sites within the relevant school planning areas, for the post primary school to which you refer. This exercise has been progressed during the past months, in line with restrictions in place due to the Covid-19 pandemic, nevertheless, my officials have progressed the exercise to the point where final site selection is imminent. Preliminary discussion has also commenced with landowners with a view to establishing availability and market expectations on selected lands, before a preferred choice can be fully assessed. Further announcements will be made when it becomes possible to do so.
Due to obvious commercial sensitivities, I cannot elaborate any further at this juncture but please rest assured that the project is being given due consideration and attention.
School Enrolments
Questions (464)
Seán Sherlock
Question:464. Deputy Sean Sherlock asked the Minister for Education when a child (details supplied) will be assigned a school place. [36210/20]
View answerWritten answers
I would like to reassure the Deputy that ensuring that every child has a suitable school placement is an ongoing priority for my Department.
In this particular case, NCSE has confirmed that they are in ongoing contact with the parent. In the past week, NCSE has identified a number of options which includes confirmation of the availability of places in a school and the parent has made an application
The local SENO continues to be available to support this family.
European Court of Justice Rulings
Questions (465)
Willie O'Dea
Question:465. Deputy Willie O'Dea asked the Minister for Education if she will address a matter regarding the case of a person (details supplied); and if she will make a statement on the matter. [36222/20]
View answerWritten answers
As you are aware, the ex gratia scheme was established on foot of the specific circumstances arising from and in response to the judgment of the European Court of Human Rights (ECtHR) relating to Louise O'Keeffe.
The Department undertook a review of the scheme in response to a determination by the Independent Assessor, Mr Justice Iarfhlaith O’Neill that one of the criteria for eligibility is incompatible with the ECtHR judgement.
The issues involved are highly sensitive and complex and require very careful deliberation before proposals can be finalised and brought to Government. It is important to have a more complete awareness of the extent of the problem, the number of people who could potentially be involved the legal implications of any course of action, and an accurate estimate of likely costs before introducing any modifications to the scheme.
The review of the ex-gratia scheme has yet to be concluded and no decisions are being made as to the eligibility or otherwise of individuals.
Covid-19 Pandemic
Questions (466)
Michael McNamara
Question:466. Deputy Michael McNamara asked the Minister for Education if fogging is being used as a solution to Covid-19 in schools, notwithstanding the WHO advice against this; and if she will make a statement on the matter. [36227/20]
View answerWritten answers
My Department has published a suite of helpful guidance for the safe and sustainable operation 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. Guidance does not recommend fogging as a solution for schools.
School Curriculum
Questions (467)
Emer Higgins
Question:467. Deputy Emer Higgins asked the Minister for Education if she will consider incorporating the yellow flag programme into the national education policy (details supplied); and if she will make a statement on the matter. [36228/20]
View answerWritten answers
The role of the school is to provide an appropriate education for all its pupils. A stable, secure learning environment is an essential requirement to achieve this goal. Schools have autonomy in choosing the resources and programmes that best support the work within their own classrooms.
The Yellow Flag programme aims to support primary and secondary schools to become more inclusive of all cultures and ethnicities, celebrate diversity and challenge racism and discrimination. While respecting schools' autonomy to participate in such programmes, my Department has introduced a number of measures to assist schools in this matter.
My Department's ‘Well-being Policy Statement and Framework for Practice (2019)' acknowledges that schools provide opportunities to develop friendships and to respectfully encounter diversity and access support structures. The policy promotes the provision of a whole-school approach at both primary and post-primary level to supporting well-being, an approach that has been found internationally to produce a wide range of educational and social benefits for individual children and young people, including increased inclusion, greater social cohesion, increased social capital and improvements to mental health.
The Action Plan on Bullying, published in January 2013, sets out my Department's approach to tackling bullying and promoting an anti-bullying culture in schools. It recommended 12 actions that focus on support for schools, teacher training, research and awareness raising and aims to ensure that all forms of bullying including identity based bullying are addressed. National Anti-Bullying Procedures for Primary and Post Primary schools, were published in September 2013 and are being implemented in all 4,000 primary and post primary schools throughout the country. The procedures are designed to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour including identity based bullying amongst their pupils. The procedures make clear that the definition of bullying behaviour includes identity-based bullying such as racist bullying. The procedures require that the prevention of bullying must be an integral part of a school’s anti-bullying policy.
As part of the National Traveller and ROMA Inclusion Strategy 2017-2021 (NTRIS) published by the Department of Justice and Equality, which aims to improve the lives of Travellers and ROMA in Ireland, my Department has commissioned research on the effectiveness of the Department’s Anti-Bullying strategy on experiences of Traveller and Roma Children. The project was developed in consultation with the Traveller representative groups. The research project has commenced and involves engagement with children and their parents and with schools.
My Department will continue to address the areas of anti-racism, identity-based bullying and cultural awareness through a suite of supports including the recently revised Stay Safe Programme and the Continuing Professional Development (CPD) to teachers at Primary and Post-Primary level and in initial teacher education. It will ensure that such programmes enable teachers to deal with teaching and learning needs of all students from all cultural backgrounds and provide support for pedagogical practices that promote inclusion.
In addition, curriculum at both primary and post-primary aims to foster inclusivity where equality and diversity are promoted. The Primary Curriculum acknowledges the importance of a balanced and informed awareness of the diversity of peoples and environments in the world. Such an awareness helps children to understand the world and contributes to their personal and social development as citizens of a global community. The curriculum promotes tolerance and respect for diversity in both the school and the community. The Social Personal and Health Education Curriculum (SPHE) supports students learning in the areas of inclusion, diversity and counter racism. The SPHE content is complemented by the work carried out in social, environmental and scientific education (SESE) at primary SESE enables the child to live as an informed and caring member of local and wider communities.
Under the Framework for Junior Cycle, there are twenty four statements of learning which should inform the programme designed by all schools. One of these statements is: (The student) appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives. This junior cycle short course in CSPE focuses on supporting students in become active citizens through their learning in three strands: Rights and responsibilities, Global citizenship, and Exploring democracy.
As part of the Departments ongoing curricular reform consideration of issues in relation to inclusivity/diversity etc. will be considered as part of the ongoing reviews in relation to the primary curriculum and senior cycle at post-primary.
My Department will continue to provide guidance and information on supports such as the Yellow Flag Programme.
Question No. 468 answered with Question No. 457.
DEIS Scheme
Questions (469, 470)
Aengus Ó Snodaigh
Question:469. Deputy Aengus Ó Snodaigh asked the Minister for Education when she will allocate additional funding to DEIS band one primary schools in recognition of the additional burden the schools have to deliver the best educational experience possible for pupils in those disadvantaged areas; and if she will make a statement on the matter. [36243/20]
View answerAengus Ó Snodaigh
Question:470. Deputy Aengus Ó Snodaigh asked the Minister for Education the additional funding she has allocated to DEIS band one schools in budget 2021; the way in which the funding is being distributed; the amount received by each school and college; and the number of pupils in each of the schools chosen. [36244/20]
View answerWritten answers
I propose to take Questions Nos. 469 and 470 together.
I am pleased to advise the Deputy that under Budget 2021 I have announced a general reduction in the mainstream staffing schedule to 25:1. While there has been a reduction in mainstream class size in recent years, there has not been a corresponding reduction for those Urban Band 1 DEIS schools who are already allocated a preferential staffing schedule of 20:1 for schools catering for junior classes only and 24:1 for schools catering for senior classes only. Most DEIS Urban Band 1 schools operate vertical schools with a ratio of 22:1.
As an initial step in addressing this, I have focused on a reduction in the Senior DEIS Urban Band 1 primary schools and therefore there will be a one point reduction in their staffing schedule from 24:1 to 23:1.
The total Budget allocation of additional funding of €2million in 2021, with a full year allocation of €5million in 2022 provides for further supports to be allocated as part of the DEIS programme to those schools catering for the highest concentrations of educational disadvantage. My Department continues to support those schools most in need and is considering options on how best to achieve this.
Special Educational Needs
Questions (471)
Niamh Smyth
Question:471. Deputy Niamh Smyth asked the Minister for Education the reason a person (details supplied) cannot obtain assistive technology equipment to complete their education; and if she will make a statement on the matter. [36246/20]
View answerWritten answers
An application for Assistive Technology has been received and processed for the student in question. The terms and conditions for the Assistive Technology Scheme are outlined in my Department's Circular 0010/2013 which is published. Under the Scheme, applications are made to the National Council for Special Education who process the application and make a recommendation to my Department.
The student in this case does not qualify for support under the Scheme because documentary evidence of a diagnosed disability or a medical condition has not been provided.
The family has been informed of this decision.
Special Educational Needs
Questions (472)
Paul Murphy
Question:472. Deputy Paul Murphy asked the Minister for Education if she will direct her officials to provide for the needs of particular children by ensuring that NEPS psychologists, speech and language therapists and art therapists are given access to primary schools in the context of her assertions that primary schools are safe for both children and adults; and if she will make a statement on the matter. [36271/20]
View answerWritten answers
Covid-19 has had a major impact on our daily lives and we have all had to adjust and adapt in the face of significant challenges in the course of 2020. From the outset of this pandemic the National Educational Psychological Service (NEPS) has continued to deliver a psychological service to schools within the context of public health advice. In addition, NEPS has remained proactive in the development of advice for schools, parents and pupils to support the well-being of students and the transition back into school.
Guidelines have now been issued to psychologists and to schools to clarify procedures for in-school work to ensure the safety and well-being of all members of the school communities and NEPS staff.
Now that our schools have reopened and are settled back into their routines NEPS psychologists have an increased focus on both consultation and casework in schools with particular attention to the needs of individual students. Psychologists will take a blended approach to the provision of casework to schools, working both remotely, and where appropriate in-school, depending on school protocols/plans and of the nature of need. This recognises that some aspects of casework will require the psychologist to work in the school, while other aspects of the work may be done remotely in order to minimise risk and maximise safety.
As part of a package of measures to support the reopening of our schools the provision of an additional seventeen psychologist posts to NEPS was announced bringing overall sanctioned numbers to 221 whole time equivalent psychologist posts.
In relation to speech and language therapists and art therapists, as they are not Departmental staff, I am not in a position to direct them to visit schools. I would like to draw the Deputy’s attention to the COVID-19 Response Plan for the safe and sustainable reopening of all Schools which provides guidance on the safe reopening of schools. This guidance includes information on Access to Schools. Arrangements for necessary visitors is restricted to essential purposes and limited to those who have obtained prior approval from the principal. Therefore the guidelines do not prohibit the visiting to schools by external personnel or professionals for the purpose of supporting schools, or for essential purposes.
Covid-19 Pandemic
Questions (473)
Martin Browne
Question:473. Deputy Martin Browne asked the Minister for Education if her attention has been drawn to the case of a school in south County Tipperary which has advised parents that students are to bring in an extra jumper and small blanket to keep warm as windows will be left open and heating turned off as part of Covid-19 measures; and if she will make a statement on the matter. [36272/20]
View answerWritten answers
My Department has published guidance for schools in line with public health advice in relation to the practical steps for the Deployment of good ventilation practices in schools. https://assets.gov.ie/85177/d9643a37-5254-483e-a72e-d2a08ae36d46.pdf.
The guidance sets out for schools good ventilation practices by considering if room ventilation especially in classrooms can be improved without causing discomfort. Where possible the opening of doors and windows should be encouraged to increase natural ventilation. The guidance also sets out that air flow and ventilation should be increased where climate allows.
The overall approach for schools should be to have windows open as fully as possible when classrooms are not in use (e.g. during break-times, lunch-times and at the end of each school day) and partially open when classrooms are in use. Windows do not need to be open as wide in colder weather in order to achieve the same level of airflow into the classroom. This will assist in managing comfort levels in classrooms during periods of colder weather.
School Inspections
Questions (474)
Róisín Shortall
Question:474. Deputy Róisín Shortall asked the Minister for Education the number of visits to schools that have been undertaken by her Department’s inspectorate in each week since schools reopened by county 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; and if she will make a statement on the matter. [36276/20]
View answerWritten answers
Since the beginning of September 2020, the Inspectorate has engaged with 2653 schools and centres of education in total for the purposes of advising and supporting schools in a range of areas, including the implementation of public health advice. These engagements included 2539 Inspectorate-led advisory sessions with school principals and 114 school visits to support the safe provision of schooling (SSPS). A breakdown of these engagements by week and by county is available in the attached document. Other inspection work being carried out by the Inspectorate through visits to schools includes Child Protection and Safeguarding Inspections (CPSI), urgent Follow-through inspections and the conclusion of inspections that had been put on hold since schools closed in March.
The advisory sessions with school principals, most of which have been conducted using video-conferencing facilities, have been a key focus of the Inspectorate’s work with schools since the start of the school year. Inspectors have advised and supported schools in a range of areas including the operation of schools, student well-being and teaching and learning. These sessions have also provided valuable information on the successes and challenges experienced by school communities in relation to the safe re-opening of schools. It is intended that all remaining schools will have the opportunity to avail of an advisory session in the coming months.
The school visits supporting the safe provision of schooling (SSPS), which have been carried out on a trial basis, aim to support school leaders as they implement the COVID-19 Response Plan for the safe and sustainable reopening of schools. They also aim to provide an assurance that the COVID-19 Response Plan for the safe and sustainable reopening of schools is being implemented by school authorities. To date, the visits have been trialed in two phases in September and October. The outcomes of these visits have been reported to the Health and Safety Authority and have informed the development of the focus and format of this inspection activity. Findings from the trial visits that have been undertaken are generally positive, with most schools and centres found to be compliant with the checks undertaken. A third phase of trial visits to a larger number of schools is currently underway. In addition, as required by Section 13(8) of the Education Act, 1998, formal consultations are being undertaken with the education partners on the SSPS visits and it is envisaged that following receipt and consideration of written observations from the education partners, that the Minister will approve the Guide to SSPS inspection visits. Visits to further schools will follow.
School Enrolments
Questions (475, 476)
Neale Richmond
Question:475. Deputy Neale Richmond asked the Minister for Education the available 2021 first year places per secondary school in the Castleknock and Carpenterstown area in comparison to numbers of first-year students who require a place in the same area; if there is a shortfall; if so, the action that will be taken to remedy this; and if she will make a statement on the matter. [36301/20]
View answerNeale Richmond
Question:476. Deputy Neale Richmond asked the Minister for Education if she will make arrangements for the principals of secondary schools in the Castleknock and Carpenterstown areas to meet to gain a full picture on the number of 2021 first-year students without a secondary school place; and if she will make a statement on the matter. [36302/20]
View answerWritten answers
I propose to take Questions Nos. 475 and 476 together.
I wish to advise the Deputy that it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act 1998. In schools where there are more applicants than places available, a selection process may be necessary.
The selection process used by schools and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, it may result in some pupils not obtaining a place in their school of first choice.
In accordance with the provisions of the Education (Admission to Schools) Act 2018, all schools have drafted new policies to be published on the school’s website.
The act requires schools to clearly set out their selection criteria for application in the event of oversubscription, in their admission policies. The criteria to be applied by schools and the order of priority are a matter for the schools themselves.
Further information on the new admission process is available on the Department’s website at www.education.ie/en/Parents/Information/School-Enrolment.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System (GIS). The GIS uses data from a range of sources, including Child Benefit Data from the Department of Employment Affairs and Social Protection and the Department's own school enrolment databases, to identify where the pressure for school places across the country will arise.
The process has been strengthened this year through three specific initiatives:
1. Enhanced engagement with local authorities in relation to the information on residential development incorporated in the analysis process
2. Additional engagement with patron bodies in relation to their local knowledge on school place requirements, Education and Training Boards, Diocesan offices and national patron bodies such as Educate Together, An Foras Pátrúnachta etc. can also be an important source of local knowledge. This will add to information also provided to the Department by local authorities or individual schools.
3. Utilising the information gleaned from schools under the national inventory of school capacity completed by individual schools last year as part of POD, P-POD returns process.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
Similar to the process adopted for September 2020 readiness, the Department will be engaging further with patron bodies shortly in advance of identifying specific September 2021 capacity pressure points priorities which will necessitate specific action.
In a ‘normal’ year, addressing the increase demands for school places, whilst challenging, is manageable – generally through utilisation of existing spare capacity within schools, rental, temporary accommodation or other short term measures pending the delivery of permanent accommodation.
It is open to the principals of the post primary schools in the area to meet to ascertain the first year enrolment position for the 2021/2022 school year.
Special Educational Needs
Questions (477)
Jennifer Whitmore
Question:477. Deputy Jennifer Whitmore asked the Minister for Education the plans in place to expand reading schools across the country for children with severe dyslexia; and if she will make a statement on the matter. [36316/20]
View answerWritten answers
There are no plans to expand Reading Schools at this time.
The National Council for Special Education (NCSE) is currently undertaking Policy Advice on Education Provision in Special Classes and Special Schools to examine whether placement in specialist settings brings about improved educational outcomes and experiences, relative to their ability, for students with special educational needs.
This Policy Advice is to be completed and a report submitted by NCSE in December 2020. It will then be considered by my Department.
A progress report was published in November 2019 by the NCSE. This summarises NCSE’s progress to date, emerging findings and steps to complete the advice.
In terms of current provision, my Department is committed to supporting every child with special educational needs to receive an education. We will spend approximately €2 Billion, or over 20% of the total educational budget annually, on making additional provision for children with special educational needs next year. This represents an increase of over 50% in total expenditure since 2011.
This investment will allow us to provide over 1,200 extra special class places next year.
There are currently over 13,550 Special Education Teachers allocated to mainstream schools, supporting the additional learning needs of pupils, of which 9,325 are allocated to primary schools. This represents an increase of 40% in the provision for Special Education Teachers since 2011.
An additional 145 Special Education Teachers will also be available for allocation next year.
The number of SNAs in the school system has increased by almost 60% since 2011. Approximately 1,000 additional SNAs will also be allocated to schools next year, bringing the total number to 18,000.
Budget 2021
Questions (478)
Fergus O'Dowd
Question:478. Deputy Fergus O'Dowd asked the Minister for Education the additional ring-fenced funding to be provided by her Department to domestic violence services in budget 2021 in order that services can respond adequately to the shadow pandemic of domestic violence through Covid-19 and beyond; and if she will make a statement on the matter. [36339/20]
View answerWritten answers
I wish to inform the Deputy that no additional ring-fenced funding has been provided to my Department towards domestic violence services in Budget 2021.
However, I can inform the Deputy that my Department is continuing to implement relevant actions from the Second National Strategy on Domestic, Sexual and Gender Based Violence, launched in January 2016. The strategy is a whole of Government response aimed at tackling domestic, sexual and gender-based violence.
Schools Building Projects
Questions (479)
Patricia Ryan
Question:479. Deputy Patricia Ryan asked the Minister for Education her plans for the promised redevelopment of a school (details supplied); the investment committed for same to date; and if she will make a statement on the matter. [36375/20]
View answerWritten answers
The major building project for the school referred to by the Deputy is included in my Department’s Construction Programme which is being delivered under the National Development Plan. The project is currently at Stage 1 of architectural planning which entails preliminary site surveys, location suitability and initial sketch scheme.
A review in 2019 of the demand for post-primary provision in the area resulted in an increase in the schedule of accommodation to cater for up to 1,300 pupils.
The Stage 1 report has recently been received by my Department. A meeting was convened last week between officials from my Department, the Board of Management and its Design Team to discuss the report and further information is to be provided by the Design Team. Once received and reviewed, my Department will be in contact with the school and its Design Team with regard to the further progression of the project.
Covid-19 Pandemic
Questions (480)
Gerald Nash
Question:480. Deputy Ged Nash asked the Minister for Education her views on the efficacy and cost-effectiveness of mechanical ventilation for schools in view of Covid-19, current ventilation guidelines regarding the opening of windows and the expected drop in temperatures during the winter months; if financial resources are available for schools wishing to install mechanical ventilation; and if she will make a statement on the matter. [36406/20]
View answerWritten answers
The implementation of the COVID-19 Response Plan by a school is the means through which schools can best prevent the introduction and spread of COVID-19 and demonstrate that they are operating in accordance with the requirements of the Roadmap for the Full Return to School, the Public Health advice from the Health Protection Surveillance Centre (HPSC) and the Return to Work Safely Protocol developed by the Health & Safety Authority. These documents are available at www.gov.ie/backtoschool.
The public health guidance for reopening schools and educational facilities includes some important comments about ventilation practices in schools:
- Consider if room ventilation especially in classrooms can be improved without causing discomfort.
- Where possible the opening of doors and windows should be encouraged to increase natural ventilation.
- Increase air flow and ventilation where climate allows.
In August this year, my Department published practical guidance for schools on the practical steps for the deployment of good ventilation practices in schools as part of the process of planning for returning to school which are available at www.gov.ie/backtoschool. This document also provides guidance to schools on both natural ventilation and mechanical ventilation. The Department continues to keep this practical guidance for schools under review in line with public health advice.
With respect to available funding, in addition to the payment of the standard €30m minor works grant at primary level for 2020 and the €75 million minor work grant funding provided to schools under the July Stimulus Programme, my Department recently announced a further €55 million in minor works grants for primary and post-primary schools to be paid in early December, 2020. The €55 million payments will involve:
- an additional €25m funding for Covid-19 related Minor Works at post-primary level;
- bringing forward from 2021 the standard €30m minor works grant at primary level.
The minor works grant funding provides good flexibility at local level to assist schools to manage in the Covid environment. For example, schools may use this funding to enhance ventilation in classrooms, such as enabling permanent ventilation openings through vent in a wall or in window frame(s) where not currently available in a classroom. The payment of the grants at this stage gives schools a good lead-in period to plan and undertake works that support the operation of the school in the current school year and assist in catering for capacity and other requirements going into the 2021/22 school year.
School Enrolments
Questions (481)
Gerald Nash
Question:481. Deputy Ged Nash asked the Minister for Education if additional places will be provided at a school (details supplied) in view of the demand for first year places for the 2021/2022 academic year; and if she will make a statement on the matter. [36409/20]
View answerWritten answers
The school to which the Deputy refers opened in September 2019 to serve the Drogheda and Laytown school planning areas. It is currently located in interim temporary accommodation at Colpe/Mill Road Drogheda pending delivery of its permanent accommodation.
The school opened in 2019 with a two class intake (up to 48 pupils) as it was located then in a building in Laytown. The school moved to its current location for September 2020 and my Department gave approval for the school to increase its intake to 3 classes (up to 72 pupils).
The same level of intake will apply for September 2021. Due to limitations on interim sites it is not always possible to provide for the level of intake that would normally be provided in a permanent school building.
Schools Building Projects
Questions (482)
Pádraig O'Sullivan
Question:482. Deputy Pádraig O'Sullivan asked the Minister for Education the status of new build for a school (details supplied) in County Kildare; and if she will make a statement on the matter. [36419/20]
View answerWritten answers
The major building project referred to by the Deputy is at an advanced stage of architectural planning - Stage 2(b) Detailed Design, which includes the application for statutory approvals and the preparation of tender documents. All statutory approvals have been secured.
The Stage 2(b) Report has been submitted and is currently under review within my Department.
In order to expedite the progression of this project, my Department recently authorised the Design Team to commence the pre-qualification process to select a short-list of contractors while the Department is reviewing the submitted report.
Upon review and approval of the Stage 2(b) report and completion of the pre-qualification process, my Department will revert to the school and its Design Team regarding the further progression of this major building project.