Written Answers Nos. 437-461
437. Deputy Denis Naughten asked the Minister for Education the number of children in post-primary schools awaiting initial appointments for the National Educational Psychological Service by county in tabular form; and if she will make a statement on the matter. [44835/20]
View answer438. Deputy Denis Naughten asked the Minister for Education the number of children in primary schools awaiting initial appointments for the National Educational Psychological Service by county in tabular form; and if she will make a statement on the matter. [44836/20]
View answer439. Deputy Denis Naughten asked the Minister for Education the average waiting time for children in post-primary schools awaiting initial appointments for the National Educational Psychological Service; and if she will make a statement on the matter. [44837/20]
View answer440. Deputy Denis Naughten asked the Minister for Education the average waiting time for children in primary schools awaiting initial appointments for the National Educational Psychological Service; and if she will make a statement on the matter. [44838/20]
View answerI propose to take Questions Nos. 437 to 440, inclusive, together.
The National Educational Psychological Service (NEPS) is the psychological service of my Department. It is a school-based service with an overall objective of providing an educational psychology service to all schools, through the application of psychological theory and practice, to support the well-being, and academic, social and emotional development of all learners. NEPS prioritises support for learners at risk of educational disadvantage and those with special educational needs.
In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. This model does not operate on a waiting lists basis. The NEPS Model of Service is one where there is a balance between consultation and casework about individual children, and support and development work with school personnel. This model is based on what the research shows is effective in the application of psychology and facilitates a number of ways for psychologists to engage with schools. The needs of children and young people are met most effectively where parents, teachers and psychologist work collaboratively, consulting with each other with regard to the issue or concern. Other agencies and other staff in the school may also be involved. This could for example include a special education teacher, SNA or personnel from the NCSE. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring.
NEPS encourages and supports schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
441. Deputy Peter Burke asked the Minister for Education if DEIS status can be applied to a school (details supplied) on socioeconomic grounds considering the economic difficulties in the area at present; and if she will make a statement on the matter. [44841/20]
View answerMy Department is in the final stages of refinement of the new DEIS identification model, based on school enrolment data and the latest data available from Census 2016 using the HP Deprivation Index. A detailed quality analysis of the data has been carried out by members of the DEIS Technical Group. The work of this group is at an advanced stage and a consultation process with education stakeholder representatives on the technical aspect and implementation of this model has commenced. It is envisaged that this will then provide the basis for development of a DEIS resource allocation system to match resources to identified need.
I am confident that the culmination of this work will facilitate the ultimate aim of matching resources to identified need and will allow us to target extra resources at those schools most in need. Until this work is complete, it is not intended to extend the DEIS programme to any further schools.
442. Deputy Joe O'Brien asked the Minister for Education the status of the provision of permanent buildings for two schools (details supplied); and if she will make a statement on the matter. [44844/20]
View answerThe projects for the first two schools referred to by the Deputy are being delivered under my Department's Design & Build programme. The tender process to establish the new Design & Build Contractors Framework commenced on the 4 December 2019. The second stage of the tender process which involves the detailed tender for several schools has commenced and is expected to be concluded in Quarter one 2021.
The building project for the first school referred to by the Deputy is included in the first bundle of projects currently being tendered to this new Framework. This is the earliest that the project can be tendered.
It is my Department’s intention that the construction of the new 1,000 pupil school will be phased to provide permanent accommodation as early as possible in the 2021/22 school year with the second phase of the new school being completed before the start of the 2022/23 school year.
The project for the second school referred to by the Deputy is at planning stage. A Notification to Grant planning was received on 4 December 2020 and the final grant of planning is now awaited. As with all school building projects, the exact timeframe for delivery of the school will be dependent on the grant of planning permission. It is intended that this project will proceed to tender as early as possible in 2021.
443. Deputy Donnchadh Ó Laoghaire asked the Minister for Education her plans to amend circular 52/2013 to allow those who have completed a two-year level 9 qualification in special and inclusive education to take on a role in special education (details supplied). [44870/20]
View answerThe recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
In accordance with Department Circular 31/ 2011, and Circular 44/2019 which are available on the Department’s website under www.education.ie, schools are required to employ appropriately qualified and registered teachers. Circular 31/ 2011 and Circular 44/2019 details a cascade of measures for the recruitment of teachers, prioritising registered teachers over retired registered teachers and unregistered people.
444. Deputy Paul Kehoe asked the Minister for Education the progress of a school building project (details supplied); and if she will make a statement on the matter. [44874/20]
View answerAs the Deputy will be aware, a major project for the school in question is included in my Department's building programme to be delivered as part of the National Development Plan (NDP). The accommodation brief for a 1,000 pupil school is currently being finalised.
I also wish to advise that in order to meet the immediate accommodation needs of the school, interim accommodation has been approved in principle. I can confirm the Patron is currently tendering for the interim accommodation and it is envisaged that this accommodation will be in place for September 2021.
445. Deputy Seán Haughey asked the Minister for Education if her attention has been drawn to concerns of parents regarding the lack of post-primary school places available in the Killester, Raheny, Clontarf, Drumcondra, Marino and Dublin 1 school planning areas for the 2021-2022 academic year; if her attention has been further drawn to the fact that existing post-primary schools in the area are oversubscribed and have waiting lists for 2021; the actions she plans to take to deal with this issue; and if she will make a statement on the matter. [44894/20]
View answerI wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in a number of school planning areas including school planning areas referred to by the Deputy.
Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school there are not available to all pupils
- External draw – pupils coming from outside the local area
Until these issues are discussed with the relevant school authorities the true extent of any capacity issue will only become known.
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons in North Co. Dublin, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
446. Deputy John Brady asked the Minister for Education when a person (details supplied) will receive payment under the July provision scheme; and if she will make a statement on the matter. [44906/20]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 113,100 children, including over 14,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
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.
With regard to transport arrangements for the Summer Programme, my Department committed to providing grant funding to support families with the cost of transport arrangements for those children who were eligible for school transport and who were approved to participate in the school based Summer Programme.
School Transport Section has commenced processing payment of these grants to families who are eligible and payments will continue to be processed in the coming weeks. Payment to the family referred to by the Deputy will be made in the coming weeks.
447. Deputy Donnchadh Ó Laoghaire asked the Minister for Education her plans to provide a new school building for a school (details supplied); if a site has been agreed; if so, the location of the site; and when construction will begin. [44939/20]
View answerMy Department is committed to the provision of a new school building for the school referred to by the Deputy. A new site is required to facilitate this and my Department is considering a potential option in this regard and are in discussions with the relevant stakeholders.
When these discussions are concluded my Department will be in further contact with the school authority.
448. Deputy Jennifer Carroll MacNeill asked the Minister for Education the status of a school (details supplied); the status of the planning application by the school; the projected timeline for the tendering and construction process; and if she will make a statement on the matter. [44944/20]
View answerThe school building project for the school in question is being delivered under my Department's Design and Build programme.
The design is nearing completion and the Project Manager for the Design & Build programme is working towards submission of the planning application. An on-line meeting will be organised before the planning application is lodged so that the plans can be discussed and viewed by the school representatives. Until such time as planning permission has been secured, it will not be possible to provide a timeline for progression of the project to tender and construction stages.
449. Deputy Jennifer Carroll MacNeill asked the Minister for Education the process for setting up a new school; the way in which a particular area is identified; the timelines in place to ensure a timely delivery of a school; and if she will make a statement on the matter. [44945/20]
View answerIn 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, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level. Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes as there is a constantly evolving picture with planned new residential development.
Where data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, depending on the circumstances, 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.
As the Deputy will be aware, since April 2018, the Government has announced plans for the establishment of 47 new schools over the 4 year period 2019 to 2022.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. This patronage process is open to all patron bodies and prospective patrons. Parental preferences from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of this process. The Online Patronage Process System (OPPS) has been developed by my Department to provide objective information to parents and guardians which will allow them to make an informed choice in expressing a preference for their preferred model of patronage and language of instruction i.e. Irish or English for their child’s education.
The timeline for delivering the permanent accommodation for a new school varies as it is subject to a range of factors such as identifying and acquiring a suitable site, designing the school and engaging with relevant local authority in preparation for an application for planning permission, planning process including in some cases appeals to An Bord Pleanála, tendering for and constructing the school. Following the announcement of a new school and while planning and delivery of permanent accommodation for the school is progressing arrangements are made for suitable interim accommodation to be provided pending the delivery of the permanent accommodation.
450. Deputy Michael Healy-Rae asked the Minister for Education the status of an application by a school (details supplied) for a school extension; and if she will make a statement on the matter. [44957/20]
View answerI can confirm to the Deputy, that my Department is in receipt of an application under the Additional School Accommodation Scheme, from the school in question. Officials from my Department have recently communicated with the school authority and are awaiting a response, when received the assessment will be finalised and a decision will be conveyed directly to the school authority.
451. Deputy Kathleen Funchion asked the Minister for Education if her attention has been drawn to the fact that the NEPS psychologist designated for a school (details supplied) is currently on maternity leave and has not been replaced; and if she will make a statement on the matter. [44964/20]
View answerI have made enquiries in relation to the school referred to by the Deputy. While the assigned psychologist is on maternity leave, the school continues to have access to critical incident and advisory support from NEPS and pupil casework via the Scheme for the Commissioning of Psychological Assessments (SCPA). A member of the local NEPS team undertakes the role of advisory psychologist to respond to queries that the school may have. The school has been advised to contact the NEPS administration staff in the NEPS Kilkenny Office if they need to consult with a NEPS psychologist.
In addition to casework, NEPS psychologists work with school staff, to build their capability to support the well-being, and academic, social and emotional development of all pupils. NEPS has developed advice and resources for schools, parents and pupils to support the well-being of students during the pandemic. Schools are supported by the provision of a range of further guidance and support from my Department’s Support Services and from agencies, including the Professional Development Service for Teachers (PDST), the Tusla Education Support Service (TESS) and HSE Services. These resources and supports are available to all schools.
452. Deputy Pádraig O'Sullivan asked the Minister for Education her plans to increase the availability of school places for children with a disability; and if she will make a statement on the matter. [44971/20]
View answerIt is my belief that children with special educational needs should receive their education in placements which are appropriate to their needs alongside their peers wherever possible unless such an approach would be inconsistent with the best interests of the individual child or other children in the school.
This approach is consistent with the provisions of the Education for Persons with Special Educational Needs (EPSEN) Act 2004.
My Department's policy is therefore to provide for the inclusive education of children with special educational needs in mainstream schools. The majority of children with special needs attend mainstream education with additional supports.
This policy is supported by significant investment by Government, €2bn or 20% of the total education spend. This funds the provision of additional teachers, special needs assistants and other supports required to enable children with special needs to access education.
Only where it has been assessed that the child is unable to be supported in mainstream education, are special class placements or special school placements recommended and provided for.
It is therefore not the case that special educational placements are required to support all children with special educational needs, nor is it intended that this should be the case.
My Department will continue to provide for a continuum of provision, which includes special class and special school places for children who have been assessed as needing such placements.
The Department's school building programme is focused on providing the additional school places to ensure that every child, including children with special needs, has a school place. This includes opening new schools and extending existing schools in areas where more school places are needed to meet the growing number of children living in these areas.
Funding is also available to schools to establish special classes within existing accommodation. Schools may apply for capital funding to re-configure existing spaces in their building to accommodate the class or to construct additional accommodation.
453. Deputy Noel Grealish asked the Minister for Education the criteria a school must meet to start an ASD class; and if she will make a statement on the matter. [44991/20]
View answerIt is open to any school to make an application to the National Council for Special Education (NCSE) for the establishment of specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
In considering such applications, the NSCE considers the current provision in the area, if there is a sustainable demand for additional specialist provision and how best this demand can be met having regard to the availability of suitable school accommodation, the needs and location of the children concerned.
My Department is not involved in adjudicating on the applications received by the NCSE from schools.
454. Deputy Aodhán Ó Ríordáin asked the Minister for Education if a permanent site has been found for a school (details supplied); if so, the location of same; and when such information will issue. [44994/20]
View answerAs the Deputy may be aware, since April 2018 the Government has announced 47 new schools to be established over a four year period (2019 - 2022) including the new primary school referred to by the Deputy. This school was established in 2019 under the patronage of Educate Together following a patronage process.
The school opened in interim accommodation pending the delivery of its permanent building.
The Department is working on the identification of a permanent site for the school and will be in contact with the school authority as quickly as possible.
455. Deputy Pádraig O'Sullivan asked the Minister for Education if consideration will be given to establishing a working group or taskforce in County Cork to come up with recommendations for preschool enrolment in 2021 given the difficulties with special education provision in the area; and if she will make a statement on the matter. [45042/20]
View answerEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.
This 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.
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 National Council for Special Education (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 Cork, where increases in population and other issues have led to concerns regarding a shortage of school places.
I can assure the Deputy that NCSE is acutely aware of these concerns and is continuing its engagement with schools, patron bodies, parents and other stakeholders to bring the required additional special education placements on stream.
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.
456. Deputy Pádraig O'Sullivan asked the Minister for Education the number of children with an ASD diagnosis being educated in mainstream classrooms by county in tabular form; and if she will make a statement on the matter. [45043/20]
View answerI wish to advise the Deputy that Special Education Teachers support the mainstream class teacher by providing additional teaching support for pupils with special educational needs, or additional learning needs, in schools.
DES Circular 007/2019 for primary schools and 008/2019 for post primary schools set out the details of the model for allocating special education teachers to schools.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This model has replaced the previous model of allocating resource teaching support and learning support to schools.
The Special Education Teacher allocation, allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
It gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.
The school will take account of learning needs of children as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.
The Department of Education and Skills has published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model, which are available at www.education.ie.
The guidelines support schools in how they identify pupils for additional teaching support and decide how much support to provide for pupils who need it.
Under the special education teacher allocation model schools are frontloaded with resources, based on each schools profile, to provide supports immediately to those pupils who need it without delay.
Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Children do not have to be labelled with a particular condition to qualify for extra teaching assistance.
The model gives greater freedom to schools to give extra teaching help to the pupils who most need it, regardless of their diagnosis.
Schools also do not have to give a set amount of time to pupils based on their disability category. They can give the most assistance to the pupils who need the support most and allocate resources based on needs.
Children who have additional learning needs in school, including children with Autism who are attending mainstream schools, may receive additional teaching support in schools.
However, as special education teaching support is now allocated to individual pupils at local school level, my Department does not hold details of the number of pupils with particular conditions of SEN who are supported in mainstream schools.
I can advise however, that the National Council for Special education (NCSE), an independent agency of my Department, is responsible for planning, coordinating and advising on education provision for children with special educational needs in consultation with the relevant education partners and the Health Service Executive (HSE).
The NCSE’s policy advice on Supporting Students with Autism Spectrum Disorder (2016) noted a national ASD prevalence rate of 1.55% or 1 in every 65 students.
There were 567,716 students enrolled in Primary schools and 371,450 students enrolled in Post Primary schools in the 2019/20 school year. Enrolment data for the 2020/21 year will be available later in the year.
457. Deputy Louise O'Reilly asked the Minister for Education if her Department will ensure that a permanent location is provided for a school (details supplied) at the Malahide Broomfield site that was identified in 2018; and if the school build will be accelerated given the serious need for a permanent building. [45050/20]
View answerAs the Deputy is aware, the building project for the school in question is included in my Department's capital programme.
The acquisition of a permanent site for Malahide Portmarnock ETNS is at a very advanced stage of conveyancing. Once all contractual matters have been finalised the site will be assessed for Architectural Planning.
While a site acquisition process is underway, given the commercial sensitivities associated with land acquisitions generally I am not in a position to comment further at this time.
458. Deputy Louise O'Reilly asked the Minister for Education if it will be ensured that students from a school (details supplied) will have equal access to second-level schools in the same manner that students from other primary schools in the area have. [45051/20]
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.
Under the provisions of the Education (Admission to Schools) Act 2018, all schools are required to have drafted new admissions policies, which have been approved by the patron, following consultation with staff and parents of children who are attending the school. The newly revised school’s admissions policy is published on the schools website. It is a key requirement of the act that all school admission policies are fair and transparent.
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. However, this may result in some pupils not obtaining a place in the school of their first choice.
The 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. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My Department does not seek to intervene in the selection criterion that is applied by schools.
459. Deputy Louise O'Reilly asked the Minister for Education if she will commit to increasing the number of second-level places by 2022 by prioritising the building of schools (details supplied) in addition to the extension to a school. [45052/20]
View answerI wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in a number of school planning areas, including the school planning areas referred to by the Deputy.
Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school there are not available to all pupils
- External draw – pupils coming from outside the local area
Until these issues are discussed with the relevant school authorities, the true extent of any capacity issue will only become known.
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including in the areas in question, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action.
The projects for the first two schools referred to by the Deputy are being delivered under my Department's Design & Build programme. The tender process to establish the new Design & Build Contractors Framework commenced on the 4 December 2019. The second stage of the tender process which involves the detailed tender for several schools has commenced and is expected to be concluded in Quarter one 2021.
The building project for the first school referred to by the Deputy is included in the first bundle of projects currently being tendered to this new Framework. This is the earliest that the project can be tendered.
It is my Department’s intention that the construction of the new 1,000 pupil school will be phased to provide permanent accommodation as early as possible in the 2021/22 school year with the second phase of the new school being completed before the start of the 2022/23 school year.
The project for the second school referred to by the Deputy is at planning stage. A Notification to Grant planning was received on 4 December 2020 and the final grant of planning is now awaited. As with all school building projects, the exact timeframe for delivery of the school will be dependent on the grant of planning permission. It is intended that this project will proceed to tender as early as possible in 2021.
The project for the third school referred to by the Deputy will provide for a long-term projected enrolment of 1,000 students, and is currently at Stage 1 of Architectural Planning – Site Suitability, Site Report and Initial Sketch Scheme.
460. Deputy Brendan Griffin asked the Minister for Education her views on a matter (details supplied) regarding secondary schools; and if she will make a statement on the matter. [45087/20]
View answer512. Deputy Fergus O'Dowd asked the Minister for Education if she will respond to correspondence received (details supplied) in respect of the reopening of schools; and if she will make a statement on the matter. [1622/21]
View answer513. Deputy Fergus O'Dowd asked the Minister for Education if she will address a matter raised in correspondence (details supplied) regarding the reopening of schools; and if she will make a statement on the matter. [1623/21]
View answer514. Deputy Fergus O'Dowd asked the Minister for Education if she will address a matter raised in correspondence (details supplied) regarding the reopening of schools; and if she will make a statement on the matter. [1624/21]
View answer528. Deputy Fergus O'Dowd asked the Minister for Education if a reply will issue to correspondence (details supplied) regarding the reopening of schools; and if she will make a statement on the matter. [1717/21]
View answer530. Deputy Sean Sherlock asked the Minister for Education if she will address matters raised in correspondence (details supplied); and if she will make a statement on the matter. [1729/21]
View answer531. Deputy Sean Sherlock asked the Minister for Education if she will address matters raised in correspondence (details supplied). [1733/21]
View answer532. Deputy Willie O'Dea asked the Minister for Education if she will address concerns regarding the reopening of special education classes in schools (details supplied); and if she will make a statement on the matter. [1737/21]
View answerI propose to take Questions Nos. 460, 512 to 514, inclusive, 528, and 530 to 532, inclusive, together.
School communities have worked incredibly hard to operate safely under Covid-19. The Government has always been guided by public health advice in relation to what is safe in schools. NPHET remain of the view that schools are low risk environments but recognise there is a need to reduce societal activity and movement to curb the spread of the virus at this time.
The Government decision, taken on 6 January, on foot of public health advice to reduce mobility in the community, was to close schools for the vast majority of students for a period of three weeks. The Government decided to prioritise in-person teaching and learning for two specific cohorts; pupils/ students attending special schools and classes and final year Leaving Certificate students. This decision was supported by the public health advice available to Government.
The Government has decided to pause this limited reopening for these groups scheduled for the 11 January to allow for further engagements with education partners to ensure schools can continue to operate safely. As of Monday 11 January students, including children with special needs, should be provided with a programme of remote learning.
461. Deputy Cathal Crowe asked the Minister for Education if a child (details supplied) will be allocated a space on a school bus. [45122/20]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 113,100 children, including over 14,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. Under the terms of the Post Primary School Transport Scheme, children are eligible for school transport where they reside not less than 4.8kms from and are attending their nearest Post Primary School/Education Centre as determined by the Department/Bus Éireann, having regard to ethos and language.
All children who are eligible for school transport and who completed the application and payment process on time have been accommodated on school transport services for the 2020/21 school year where such services are in operation. The closing date for payment for the 2020/2021 school year was Tuesday 4th August 2020.
Bus Éireann has confirmed, that the child to whom the Deputy refers is eligible for School Transport. The family first applied for School Transport on 22nd April 2018 for the 2018/19 school year. The pupil's application was rolled over by Bus Éireann for the following years. However no payment was received from the family for the 2020/21 school year. For this reason the pupil was not issued with a ticket for the 2020/21 school year.
Bus Éireann has also confirmed that 50% social distancing has been implemented on the service in question and that the service is currently operating at capacity.
