Written Answers Nos. 69-83
69. Deputy Bríd Smith asked the Minister for Education if she will meet with members of a group (details supplied) regarding families with underlying conditions and Covid-19 safety in schools; and if she will make a statement on the matter. [40015/20]
View answerI am happy to consider any request received by my Department for a meeting.
The safety of students, staff and the whole school community has been of paramount importance in the approach to the safe operation of schools during Covid-19. The Department has engaged extensively with the HSE public health and the approach to the return to school has been led by the education specific guidance produced by HSE. The Health Protection Surveillance Centre (HPSC) of the HSE has produced guidance in relation to the return to school for at risk groups. It outlines that children with immediate family members, including parents, in both the ‘high risk’ and ‘very high risk’ categories can return to school and that this is important for the child’s overall well-being. This is consistent with public health advice internationally in relation to at-risk family members. The guidance is available at the following link.
https://www.hpsc.ie/a-z/respiratory/coronavirus/novelcoronavirus/guidance/educationguidance/HSE%20advice%20on%20return%20to%20school.pdf
My Department is aware that some parents and children have had concerns about returning to school. My Department has developed and prepared a comprehensive response to supporting the wellbeing of school communities at this time. The resources and supports provided services such as the National Educational Psychological Service (NEPS) and the Tusla Education Support Service (TESS) are available to support families who are experiencing particularly challenging times. Schools may also consult with NEPS in relation to the academic, social and emotional needs of their students.
My Department has ongoing engagement with Public Health on all issues and guidance relating to Covid-19 in schools.
70. Deputy Gary Gannon asked the Minister for Education if her attention has been drawn to the recently published report by a person (details supplied), which details a significant decline in arts involvement between 13 and 17 years and that DEIS schools are least likely to offer music or art classes at leaving certificate level; and if she will make a statement on the matter. [40153/20]
View answerMy Department is aware of the publication referred to by the Deputy and that it draws on data collected as part of Growing Up in Ireland, the national longitudinal study of children and young people in Ireland, which is funded by the Department of Children, Equality, Disability, Integration and Youth.
The study adopts a broad definition of cultural participation, including: reading for pleasure; singing/playing a musical instrument; taking music/drama/dance lessons; going to the cinema; and involvement in digital culture (for example, playing computer games) and notes that school remains an important domain for access to, and experience of, arts and culture.
At post primary level, students have access to a range of subjects which come under the broad definition of culture used in the study. These include English, Classical Studies, Art and Music, as well as a range of foreign languages. However, the deployment of teaching staff and the range of subjects offered are a matter for the Board of Management of the school.
Teacher allocations to all second-level schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. In accordance with these rules each school is required to organise its subject options within the limit of its approved teacher allocation.
My Department is engaged in measures to promote cultural activity among young people through the Creative Ireland Programme. The Programme is an all of Government initiative led by the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media (DTCAGSM). My Department is a key partner in the delivery of Creative Youth, the plan for children and young people under Creative Ireland.
The delivery of this plan includes two key measures: the Creative Schools initiative, led by the Arts Council with support from my Department and DTCAGSM, and Creative Clusters which is led by my Department in association with Education Support Centres Ireland.
As part of these initiatives, primary and post primary schools develop plans to enhance cultural activities for students in their schools. Schools are provided with grants for participation in either initiative and are provided with support from an external facilitator who assists the school in developing their plans.
314 schools, primary and post primary are participating in the Creative schools initiative at present, with 82 of those being DEIS schools, with a further 149 schools participating in Creative Clusters. In 2020, 50 of the 164 new schools participating in the Creative Schools programme are categorised as DEIS.
DEIS – (Delivering Equality of Opportunity in Schools) is my Department’s main targeted policy initiative aimed at tackling educational disadvantage in primary and post primary schools.
In the 2020/21 school year there are 689 primary and 198 post primary schools participating in the DEIS programme serving in the region of 185,000 students. My Department will invest in the region of €125 million this year on the DEIS programme. Details of the all the supports available to DEIS Schools can be found at:
https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Supporting-Information/Supports-to-DEIS-Schools.html.
71. Deputy Gary Gannon asked the Minister for Education if her attention has been drawn to Health Protection Surveillance Centre guidance for an indoor air quality meter in each classroom that relies on natural ventilation; and if her Department will follow this guidance. [40154/20]
View answerPractical steps for the deployment of good ventilation practices was provided to the school system in August in the context of re-opening for September 2020.
On foot of updated HSPC guidance this guidance has recently been reviewed and was circulated to the education partners for their feedback. The updated guidance has now been published.
In terms of good ventilation practices in schools it is important, particularly as we get further into winter that we achieve an appropriate balance between good ventilation and comfort.
The overall approach for schools should be to have windows open as fully as possible when classrooms are not in use (for example during break-times, lunch-times and at the end of each school day) and partially open when classrooms are in use to achieve appropriate air flow.
It is worth noting that windows do not need to be open as wide in windy/colder weather in order to achieve the same level of airflow into the classroom.
As part of managing comfort levels in classrooms, schools should check that their heating systems are set at the recommended manufacturer’s guidance levels to maximise the available heat to the school. In addition, heating should operate for extended periods during colder weather to counteract, as best as possible, the impact of windows being open (partially when classrooms in use and fully when not in use) in order to maintain an appropriate balance between ventilation and comfort levels.
My Department has reviewed the HPSC guidance that consideration be given to installing an indoor air quality monitor in classrooms. The purpose of a monitor in this context is to assist in determining when windows should be opened. It should be noted that an air monitor would not increase the air temperature in a classroom. As reflected in the updated guidance, my Department has concluded that windows are likely to be required to be open at a frequency outlined earlier to ensure appropriate levels of ventilation in the classroom irrespective of whether the opening of windows is prompted through the indoor air quality monitor (re-active approach) or through the pro-active approach outlined in the guidance. This has been agreed with the partners in education. While this matter (and supporting data) will be kept under review, my Department does not consider it necessary for schools to install such monitors in classrooms, where the practical steps outlined in the update guidance are applied. However, it is a matter for individual schools to consider whether they wish to use some of their minor works grant funding for this purpose or alternatively schools may wish to use some of their minor works grant funding for provision of permanent background ventilation, where required.
72. Deputy Pa Daly asked the Minister for Education if her attention has been drawn to school admissions in circumstances in which children who could walk from their home to the local school are unable to secure places while children requiring transport can secure places, in particular when the funding for such schools was provided to address local population growth evidenced by population studies; and if she will make a statement on the matter. [40152/20]
View answerIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Nonetheless, where a school is oversubscribed some pupils may not obtain a place in the school.
The Education (Admission to Schools) Act 2018 act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied, giving a priority to pupils that attended certain primary schools is permitted as a criterion under the act, and schools can apply this as a criterion should they wish to do so. The criteria to be applied by schools and the order of priority are a matter for the schools themselves.
New schools established since 2011 to meet demographic demand are required, in the first instance, to prioritise pupil applications from within the designated school planning area(s) which the school was established to serve. This does not preclude schools from enrolling pupils from outside of the school planning area where they have sufficient places, rather it reflects the need to accommodate in the first instance the demographic for which the school was established.
The requirement on new schools established since 2011 to prioritise enrolment from a particular school planning area(s) does not apply to the majority of existing schools established prior to 2011.
73. Deputy Gary Gannon asked the Minister for Education her views on sixth year classes in secondary schools having increased classroom-based assessments in preparation for a potential repeat of the predictive grades; her views on this practice; and if she will make a statement on the matter. [40156/20]
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. That schools have remained open throughout level 5 restrictions has been very encouraging.
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 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 were arrived at through discussions between my Department, the State Examinations Commission (SEC), the National Council for Curriculum and Assessment (NCCA) and key stakeholders.
As schools have significant autonomy in determining how to sequence and pace learning for students in their schools, no centrally prescribed adjustment of the curriculum and courses of study would have been effective for students taking the certificate examinations in 2021. Consequently, the most appropriate way to reflect and take account of the challenges for students that have occurred in 2019/20 and may occur in 2020/21 was to incorporate adjustments to the certificate examinations in 2021.
These changes to the national assessment arrangements were 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.
Further clarification on the assessment arrangements for 2021 for certain subjects will issue shortly.
It is my firm intention to operate the conventional 2021 state examinations, with appropriate contingency built in, in line with prevailing public health advice. This is shared by the SEC, which has statutory responsibility for operational matters relating to the certificate examinations
The SEC has valuable learning from the experience of running the 2020 November examinations, notwithstanding that the numbers taking these examinations is significantly lower than the number due to sit examinations in 2021. The measures relating to COVID-19 that have been put in place for the November examinations will be considered as part of the planning for examinations in 2021.
The SEC has commenced its contingency planning for the 2021 examinations, recognising that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to COVID-19. It is not intended that there would be any change to the length of the written examinations. Project briefs for relevant subjects have issued earlier than usual and practical coursework will be submitted two weeks earlier than normal as a contingency measure. Teachers are being encouraged to plan and undertake these projects as early as possible in the programme of study. These changes to the Leaving Certificate assessment arrangements for 2021 are deigned to provide reassurance to students, their parents/guardians, teachers and schools.
In addition, an advisory group of key stakeholders, which advised on altered arrangements for the 2020 state examinations, was reconvened on 25 November in an online meeting to perform a similar role in respect of the 2021 examinations. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the SEC, the NCCA and the Department, including the National Educational Psychological Service. Representatives from the Higher Education Authority and the Department of Further and Higher Education, Research, Innovation and Science are also represented on the advisory group to ensure liaison with the third level sector.
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.
74. Deputy Pa Daly asked the Minister for Education if she will include JobBridge hours in the calculation of teachers’ salary increments. [40151/20]
View answerThe criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC). This Council is comprised of representatives of teacher unions, school management, the Department of Public Expenditure and Reform, and the Department of Education and is chaired by an official of the Workplace Relations Commission.
The criteria for the award of incremental credit is laid out in my Department’s Circulars 10/2001 for Primary teachers and 29/2007 & 29/2010 for Post-Primary teachers. Please note that applicants need to have earned incremental salary for the service to be eligible.
JobBridge Interns will receive an allowance of €50 per week on top of their social welfare entitlement, but JobBridge service is not eligible service for the award of incremental credit under the Department’s circulars.
75. Deputy Catherine Connolly asked the Minister for Education the status of the review of the ex gratia scheme that was established on foot of the O’Keeffe judgment of the European Court of Human Rights; the timeline for the completion of the review and the publication of the report of the findings of the review; and if she will make a statement on the matter. [40078/20]
View answerAs outlined in previous replies, 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 review has yet to be concluded.
76. Deputy Michael Moynihan asked the Minister for Education her plans to increase availability of school places for children with a disability; her views on whether her Department has adequate data available to it to forecast demand; and if she will make a statement on the matter. [40091/20]
View answerAs the first-ever Minister with responsibility for special education, I am determined that specialist educational placements are available to meet the needs of children with special educational needs where required.
We are fortunate in Ireland that most schools accept their responsibility in this regard and are very willing to enrol children with special educational needs and open special classes to meet the needs of their community.
Good planning is essential to ensuring that specialist placements are available when and where they are required.
The National Council for Special Education has a statutory function to plan and coordinate specialist provision throughout the country. My Department works closely with the Council in supporting the establishment of the necessary provision.
Demand is forecast based on engagement with families, schools, HSE teams, NEPS and other relevant stakeholders.
There are now 1,836 special classes in place, compared to 548 in 2011. Of these 1,567 are Autism classes. Provision in special schools has increased from 6,848 placements in 2011 to approx. 7,872 this year.
And while the significant growth in special class and school provision is a strong indicator the current approach is effective, there are challenges in some parts of the country where increases in population and other issues have led to reports of a shortage of specialist school places.
Recently, protocols and procedures have been developed between my Department and the NCSE that provide for a more joined up approach to planning at both national and local level. The NCSE is developing a five year forecasting tool which incorporates population demographics and forecasts of need which will inform future planning for special class accommodation in major projects and new school builds.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
77. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if consideration is being given to expanding choice in the 2021 leaving certificate exams further; if she is considering additional measures to mitigate the difficult preparation that these students have had in the run up to their leaving certificate; and when students can expect the contingency plan for leaving certificate 2021 to be released. [39973/20]
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. That schools have remained open throughout level 5 restrictions has been very encouraging.
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 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 were arrived at through discussions between my Department, the State Examinations Commission (SEC), the National Council for Curriculum and Assessment (NCCA) and key stakeholders.
As schools have significant autonomy in determining how to sequence and pace learning for students in their schools, no centrally prescribed adjustment of the curriculum and courses of study would have been effective for students taking the certificate examinations in 2021. Consequently, the most appropriate way to reflect and take account of the challenges for students that have occurred in 2019/20 and may occur in 2020/21 was to incorporate adjustments to the certificate examinations in 2021.
These changes to the national assessment arrangements were 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.
Further clarification on the assessment arrangements for 2021 for certain subjects will issue shortly.
It is my firm intention to operate the conventional 2021 state examinations, with appropriate contingency built in, in line with prevailing public health advice. This is shared by the SEC, which has statutory responsibility for operational matters relating to the certificate examinations.
The SEC has valuable learning from the experience of running the 2020 November examinations, notwithstanding that the numbers taking these examinations is significantly lower than the number due to sit examinations in 2021. The measures relating to COVID-19 that have been put in place for the November examinations will be considered as part of the planning for examinations in 2021.
The SEC has commenced its contingency planning for the 2021 examinations, recognising that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to COVID-19. It is not intended that there would be any change to the length of the written examinations. Project briefs for relevant subjects have issued earlier than usual and practical coursework will be submitted two weeks earlier than normal as a contingency measure. Teachers are being encouraged to plan and undertake these projects as early as possible in the programme of study. These changes to the Leaving Certificate assessment arrangements for 2021 are deigned to provide reassurance to students, their parents/guardians, teachers and schools.
In addition, an advisory group of key stakeholders, which advised on altered arrangements for the 2020 state examinations, was reconvened on 25 November in an online meeting to perform a similar role in respect of the 2021 examinations. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the SEC, the NCCA and the Department, including the National Educational Psychological Service. Representatives from the Higher Education Authority and the Department of Further and Higher Education, Research, Innovation and Science are also represented on the advisory group to ensure liaison with the third level sector.
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.
78. Deputy Mick Barry asked the Minister for Education her views on the need to increase the amount of black and Traveller history in the school curriculum; and if she will make a statement on the matter. [40069/20]
View answerIt is the aim of my Department that every child has access to equitable education and that each learner feels safe and happy in the school environment, at every stage. The curriculum at both Primary and Post-Primary aims to foster inclusivity and to promote equality and diversity.
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 level. 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. The Junior Cycle short course in CSPE focuses on supporting students in becoming active citizens through their learning in three strands: Rights and Responsibilities, Global Citizenship, and Exploring Democracy.
As a result of the learning outcomes approach, teachers can facilitate discussion around diversity, prejudice, discrimination and racism, as well as the many other topical issues which might arise during the course of a class. For example, in Learning Outcome 1.2 (Junior Cycle History) students are asked to consider contentious or controversial issues in history from more than one perspective and discuss the historical roots of a contentious or controversial issue or theme in the contemporary world. For example, there are opportunities to explore aspects of history such as the impact of colonisation, the civil rights movements in the 1960s and a number of learning outcomes relate to the history of Europe and the wider world.
The two Classroom-Based Assessments (CBAs) in the Junior Cycle specification allow students to explore topics that are interesting and relevant to their own lives. In A Life in Time, students choose a person from the past and explore why that person is historically significant. There are often opportunities for these projects to be exhibited or shared with classmates or with the school, so that there is greater awareness and understanding of the issues discussed.
In terms of textbooks used within a classroom setting, my Department has no role in promoting any particular text or resource used in the delivery of the curriculum, apart from a list of prescribed texts for Junior and Senior Cycle. A diverse range of authors, including poets and playwrights, is included in the prescribed lists of texts and schools have the autonomy to choose any text from these lists, in order to best serve the needs of their learners.
The Leaving Certificate History curriculum offers students the opportunity to study aspects of the history of colonialism in the unit: European retreat from empire and the aftermath, 1945-1990. This topic explores themes such as the impact of western colonialism in Africa, tensions between indigenous people and colonisers, as well as issues of prejudice, racism and the consequences of colonialism. Another topic in the curriculum called The United States and the world, 1945-1989 facilitates students to examine the experience of African Americans and people of colour throughout this period in American history.
As part of my Department’s ongoing curricular reform, consideration of issues in relation to inclusivity/diversity etc. will be included as part of the ongoing reviews in relation to the Primary curriculum and Senior Cycle at Post-Primary.
The Junior Cycle for Teachers (JCT) History team are planning a number of continuous professional development (CPD) opportunities for teachers in the school year 2020-21, to support them in teaching topics that include race/overcoming diversity. Work is underway to develop webinars and podcasts that support teachers in exploring diverse human histories with students and to develop resources on controversial issues such as racism and privilege in History.
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 provision of continuing professional development 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 specific relation to Traveller history, in 2019 the NCCA undertook an audit on the place of Traveller history and culture in the curriculum from Early Years to Senior Cycle in order to identify current opportunities for children and young people to encounter and learn about aspects of Traveller culture and history. Following the findings of the audit, the NCCA commenced the work of identifying good practice and where supports and initiatives can be enhanced with the appointment of a full-time NCCA Education Officer in September, 2020. Further engagement continues with relevant bodies and stakeholders.
79. Deputy Jim O'Callaghan asked the Minister for Education the actions being taken to ensure that continued operation of schools at which inadequate ventilation has been identified; and if she will make a statement on the matter. [40088/20]
View answerPractical steps for the deployment of good ventilation practices was provided to the school system in August in the context of re-opening for September 2020.
This guidance has recently been reviewed and was circulated to the education partners for their feedback. The updated guidance has now been published.
In terms of good ventilation practices in schools it is important, particularly as we get further into winter that we achieve an appropriate balance between good ventilation and comfort.
The overall approach for schools should be to have windows open as fully as possible when classrooms are not in use (for example during break-times, lunch-times and at the end of each school day) and partially open when classrooms are in use to achieve appropriate air flow.
It is worth noting that windows do not need to be open as wide in windy/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 including those in prefabricated accommodation.
As part of managing comfort levels in classrooms, schools should check that their heating systems are set at the recommended manufacturer’s guidance levels to maximise the available heat to the school. In addition, heating should operate for extended periods during colder weather to counteract, as best as possible, the impact of windows being open (partially when classrooms in use and fully when not in use) in order to maintain an appropriate balance between ventilation and comfort levels.
80. Deputy Patrick Costello asked the Minister for Education if she will report on the plan for an autism-specific school (details supplied); and the roadmap and timeline for the establishment of such a school. [39665/20]
View answerEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.
Next year, over 20% of the total Education budget or €2bn will be invested in supporting children with special educational needs. As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.
Since my appointment, I have met with a wide range of representative associations and advocates from the Special Education Sector. All of these groups have raised very important issues in relation to how they consider that improvements can be made to special education services.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
The NCSE has responsibility for coordinating and advising on the education provision for children nationwide. NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.
Notwithstanding the extent of the investment in special education and the supports which have been put in place, I am also very conscious that there are some parts of the country, including the area in question, where increases in population and other issues have led to concerns regarding a shortage of school places.
The NCSE is continuing its engagement with schools, patron bodies, parents and others across the area in question to bring the required additional special education placements on stream.
A potential location in terms of the provision of additional special school places in the area in question has been identified and my Department has had engagement with the building owner in this regard.
Discussions are ongoing regarding the next steps in utilising this accommodation for special school places.
This work will continue until every child has access to a suitable education. In the meantime, Special Educational Needs Organisers are available to support both families and schools who need help or advice.
My Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education and I want to reassure you that the delivery of the necessary additional provision is being progressed as an absolute priority.
81. Deputy David Cullinane asked the Minister for Education the funding that exists for a school (details supplied) and other schools to install water fountains on their school grounds; the way in which an application can be made; and if she will make a statement on the matter. [39798/20]
View answerI would like to inform the Deputy that the school in question or other schools, should use their Minor Works Grant in the first instance to complete these works; minor works payments issued to primary schools during July and a further payment will issue in December of this year.
Primary and post-primary schools requiring emergency works to be undertaken should apply under this scheme by completing the online Emergency Works Application Form available through the Esinet system and which can be found on the following link: https://www.esinet.ie/portal/login.init.action and EWS applications can be found within the Esinet system under the tab labelled ‘Devolved Projects’.
82. Deputy Bríd Smith asked the Minister for Education her plans to address issues regarding ventilation in schools in view of Covid-19 related concerns; the number of buildings her Department plans to upgrade with new ventilation systems; and if she will make a statement on the matter. [40018/20]
View answerPractical steps for the deployment of good ventilation practices was provided to the school system in August in the context of re-opening for September 2020.
On foot of updated HSPC guidance this guidance has recently been reviewed and was circulated to the education partners for their feedback. The updated guidance has now been published.
In terms of good ventilation practices in schools it is important, particularly as we get further into winter that we achieve an appropriate balance between good ventilation and comfort.
The overall approach for schools should be to have windows open as fully as possible when classrooms are not in use (for example during break-times, lunch-times and at the end of each school day) and partially open when classrooms are in use to achieve appropriate air flow.
It is worth noting that windows do not need to be open as wide in windy/colder weather in order to achieve the same level of airflow into the classroom.
As part of managing comfort levels in classrooms, schools should check that their heating systems are set at the recommended manufacturers guidance levels to maximise the available heat to the school. In addition, heating should operate for extended periods during colder weather to counteract, as best as possible, the impact of windows being open (partially when classrooms in use and fully when not in use) in order to maintain an appropriate balance between ventilation and comfort levels.
My Department has reviewed the HPSC guidance that consideration be given to installing an indoor air quality monitor in classrooms. The purpose of a monitor in this context is to assist in determining when windows should be opened. It should be noted that an air monitor would not increase the air temperature in a classroom. As reflected in the updated guidance, my Department has concluded that windows are likely to be required to be open at a frequency outlined earlier to ensure appropriate levels of ventilation in the classroom irrespective of whether the opening of windows is prompted through the indoor air quality monitor (re-active approach) or through the pro-active approach outlined in the guidance. This has been agreed with the partners in education. While this matter (and supporting data) will be kept under review, my Department does not consider it necessary for schools to install such monitors in classrooms, where the practical steps outlined in the update guidance are applied. However, it is a matter for individual schools to consider whether they wish to use some of their minor works grant funding for this purpose or alternatively schools may wish to use some of their minor works grant funding for provision of permanent background ventilation, where required.
83. Deputy Marc Ó Cathasaigh asked the Minister for Education the steps her Department is taking in allowing broader choice in exam questions in leaving certificate 2021 to ensure gaps in curriculum coverage do not impinge on subsequent third level course content; and if she will make a statement on the matter. [40084/20]
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. That schools have remained open throughout level 5 restrictions has been very encouraging.
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 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 were arrived at through discussions between my Department, the State Examinations Commission (SEC), the National Council for Curriculum and Assessment (NCCA) and key stakeholders.
As schools have significant autonomy in determining how to sequence and pace learning for students in their schools, no centrally prescribed adjustment of the curriculum and courses of study would have been effective for students taking the certificate examinations in 2021. Consequently, the most appropriate way to reflect and take account of the challenges for students that have occurred in 2019/20 and may occur in 2020/21 was to incorporate adjustments to the certificate examinations in 2021.
These changes to the national assessment arrangements were 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.
Further clarification on the assessment arrangements for 2021 for certain subjects will issue shortly.
It is my firm intention to operate the conventional 2021 state examinations, with appropriate contingency built in, in line with prevailing public health advice. This is shared by the SEC, which has statutory responsibility for operational matters relating to the certificate examinations.
The SEC has valuable learning from the experience of running the 2020 November examinations, notwithstanding that the numbers taking these examinations is significantly lower than the number due to sit examinations in 2021. The measures relating to COVID-19 that have been put in place for the November examinations will be considered as part of the planning for examinations in 2021.
The SEC has commenced its contingency planning for the 2021 examinations, recognising that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to COVID-19. It is not intended that there would be any change to the length of the written examinations. Project briefs for relevant subjects have issued earlier than usual and practical coursework will be submitted two weeks earlier than normal as a contingency measure. Teachers are being encouraged to plan and undertake these projects as early as possible in the programme of study. These changes to the Leaving Certificate assessment arrangements for 2021 are deigned to provide reassurance to students, their parents/guardians, teachers and schools.
In addition, an advisory group of key stakeholders, which advised on altered arrangements for the 2020 state examinations, was reconvened on 25 November in an online meeting to perform a similar role in respect of the 2021 examinations. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the SEC, the NCCA and the Department, including the National Educational Psychological Service. Representatives from the Higher Education Authority and the Department of Further and Higher Education, Research, Innovation and Science are also represented on the advisory group to ensure liaison with the third level sector.
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.
