Robert Troy
Question:462. Deputy Robert Troy asked the Minister for Education if suitable SNA supports will be allocated to a person (details supplied). [45130/20]
View answerSpecial Educational Needs Staff
Questions (462)
Written answers
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. My Department does not have a role in making individual school determinations. Accordingly, the question has been referred to the NCSE for direct reply.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
Schools have been notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for 2020/21. It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Schools may apply to the NCSE for additionality where they can demonstrate that the current SNA allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, will be dealt with by way of an exceptional review process.
The exceptional review process for mainstream allocations will be available to schools throughout the 2020/21 school year. Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
A school can appeal the outcome of an exceptional review and details of how to do this are here https://ncse.ie/wp-content/uploads/2020/04/GuidanceSchoolAppealing-Exceptional-Review-outcome.docx.
School Accommodation
Questions (463)
Niamh Smyth
Question:463. Deputy Niamh Smyth asked the Minister for Education if she will review correspondence (details supplied) in reply to Parliamentary Question No. 510 of 24 November 2020; the position regarding the project in view of same; and if she will make a statement on the matter. [45140/20]
View answerWritten answers
I wish to advise the Deputy that my Department is committed to providing a permanent accommodation solution for the school referred to.
In this regard, a suitable site in Castleblayney to accommodate the permanent school building has been identified. The acquisition of this site has progressed well in recent weeks and is at a very advanced stage of conveyancing.
Once this acquisition process is complete, the project for the provision of a new permanent building will be progressed into the architectural planning process without delay.
School Admissions
Questions (464)
Cian O'Callaghan
Question:464. Deputy Cian O'Callaghan asked the Minister for Education if her attention has been drawn to the fact that children on the northside of Dublin will be faced with extended morning travel times due to lack of school places; the steps her Department is taking to address the shortage in school places; and if she will make a statement on the matter. [45148/20]
View answerWritten answers
I wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional school places in a number of school planning areas, including school planning areas in North Dublin.
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 they 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 Dublin, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
State Examinations
Questions (465)
Brendan Griffin
Question:465. Deputy Brendan Griffin asked the Minister for Education further to Parliamentary Question Nos. 120 of 17 September 2020 and 74 of 30 July 2020, the latest contingency plans in relation to leaving certificate 2021; if greater certainty will be provided to leaving certificate 2021 students regarding practical subjects and the format of exams in June 2021; and if she will make a statement on the matter. [45194/20]
View answerWritten answers
It remains my firm intention to operate the conventional 2021 Leaving Certificate examinations, with appropriate public health measures in place. This view is shared by the State Examinations Commission (SEC), which has statutory responsibility for operational matters relating to the certificate examinations
Planning for these examinations is underway by the SEC and the Department. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to Covid-19. This planning work is being assisted by an advisory group of key stakeholders which has recently been reconvened. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the SEC, the National Council for Curriculum and Assessment, the Department of Further and Higher Education, Research, Innovation and Science, the Higher Education Authority and the Department of Education, including the National Educational Psychological Service.
The advisory group met on 25 November and on 14 December 2020, with a further meeting planned for later this month. The advisory group will consider all of the various issues arising in relation to the holding of the 2021 examinations, including public health considerations and appropriate contingency measures.
My Department is acutely aware of the disruption caused to students as a result of school closures resulting from the COVID-19 pandemic which led to the decision not to run the state examinations last summer, and the more recent decision of 7 January 2021 to close schools for up to three weeks from 11 January until 1 February.
From Monday 11 January 2021, all students, including Leaving Certificate students, are engaging in a programme of remote learning with their schools.
The public health restrictions which resulted in the closure of schools in March 2020 highlighted the absolute necessity for schools to be agile in providing for continuity of schooling in the future. As a contingency measure against the possibility of partial or full school closures, my Department has already provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a Covid-19 context. These are available at www.gov.ie/backtoschool. This documentation has been complemented by Circular 0074/2020 (Communication/Teaching & Learning Platform) which requires all schools to have in place appropriate contingency measures to ensure that they are prepared to continue to support teaching and learning in the event of a partial or full closure of schools arising from Public Health advice.
Last 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. On 21 December 2020, the Department published an updated version of the publication, which includes clarifications in relation to a number of subjects.
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 affects students’ engagement with their course of study in different ways, the adjustments put in place 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.
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.
In addition to the above the State Examinations Commission also advised schools in December of flexibility being provided for schools and students in the arrangements for the completion and authentication of coursework and that circular is available at www.examinations.ie/misc-doc/BI-EX-12232019.pdf. Further clarifications in this regard, on foot of the most recent school closure, will shortly be issued by the SEC.
The SEC has valuable learning from the experience of running the 2020 November state examinations, notwithstanding that the numbers taking these examinations were significantly lower than the number due to sit examinations in 2021. The measures relating to COVID-19 that were put in place for the November examinations will be considered as part of the planning for examinations in 2021.
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.
School Accommodation
Questions (466)
Brendan Griffin
Question:466. Deputy Brendan Griffin asked the Minister for Education the measures she will take to address accommodation inadequacies at a school (details supplied) in County Kerry; the latest interaction her Department has had with the school in relation to this matter; and if she will make a statement on the matter. [45195/20]
View answerWritten answers
I wish to confirm to the Deputy, that an application for Major Capital Funding, has been received from the school in question. Applications from schools for major capital works must be considered in the context of the demographic challenge facing the education system in the coming years.
The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed. Details of schools listed on this programme can be found on my Department's website www.education.ie and this information is updated regularly. It is also open to the school in question to apply for funding under this scheme.
Schools Building Projects
Questions (467)
Brendan Griffin
Question:467. Deputy Brendan Griffin asked the Minister for Education if she will include the much-needed new primary school for Waterville, County Kerry in the new capital programme further to previous requests from this Deputy; if she will acknowledge that the existing building is unsuitable for modern educational purposes; and if she will make a statement on the matter. [45196/20]
View answerWritten answers
I wish to confirm to the Deputy, that an application for Major Capital Funding, has been received from the school in question. Applications from schools for major capital works must be considered in the context of the demographic challenge facing the education system in the coming years.
The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed. Details of schools listed on this programme can be found on my Department's website www.education.ie and this information is updated regularly. It is also open to the school in question to apply for funding under this scheme.
School Enrolments
Questions (468)
Brendan Griffin
Question:468. Deputy Brendan Griffin asked the Minister for Education the action she is taking to address the unavailability of enrolment places for local children at a school (details supplied); if her attention has been drawn to the concerns of local children and parents who are being turned away from the school; if she has considered the overall circumstances in relation to secondary education provision in the mid-Kerry school catchment area; if she will take action to address the problem; and if she will make a statement on the matter. [45197/20]
View answerWritten answers
I can confirm to the Deputy, that the question of enrolment in individual schools is the responsibility of the managerial authority of those schools. It is the responsibility of the managerial authorities of schools to implement an enrolment policy in accordance with the Education Act 1998 and the Education (Admission to Schools) Act 2018.
I would also advise the Deputy that 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 those in the mid-Kerry area, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action.
Special Educational Needs Staff
Questions (469)
Neale Richmond
Question:469. Deputy Neale Richmond asked the Minister for Education the turnaround times for exceptional reviews for SNAs for both new schools that have no SNAs and established schools with SNAs; and if she will make a statement on the matter. [1025/21]
View answerWritten answers
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations. Accordingly, the question has been referred to the NCSE for direct reply.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
Schools were notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for the current school year. The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations were frozen, from the date of issue of Circular 0030/2020, and have automatically rolled over into the current school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts were allowed to continue in these posts for the current school year in the normal way.
- A diagnosis of a disability, or a psychological or other professional report, is not be necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, are dealt with by way of the exceptional review process.
The exceptional review process for mainstream allocations is available to schools throughout the current school year.
The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited. The timeframe for concluding a review can vary depending on the school context or the nature of the information provided. However, schools with no current SNA allocation are prioritised. Schools are advised in writing once the outcome of reviews are known.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
A school can appeal the outcome of an exceptional review and details of how to do this are here https://ncse.ie/wp-content/uploads/2020/04/GuidanceSchoolAppealing-Exceptional-Review-outcome.docx.
Schools Building Projects
Questions (470)
Patrick Costello
Question:470. Deputy Patrick Costello asked the Minister for Education the timeline of works and proposed opening of a new autism spectrum disorder, ASD, school (details supplied); and if she will make a statement on the matter. [1034/21]
View answerWritten answers
I am very pleased to have secured agreement to open a new special school at Scoil Colm. This is a much-needed development which will help to meet the demand for special school places in the area.
The National Council for Special Education (NCSE) has identified that appropriate provision is currently required for approximately 40 special school places for students with autism and general learning disabilities in South Dublin.
This provision is required to be made available at the earliest possible date but no later than the beginning of the 2021/22 school-year.
While the initial provision of 40 placements is intended to provide for those students identified by the NCSE, it is also intended that any remaining placements will be made available to children in South Dublin with complex needs that require special school placement.
The NCSE will determine the staffing level for the school in line with normal procedures.
My Department will also consider whatever other supports are necessary to ensure the school is in a position to cater for the needs of these students upon enrolment.
Education Policy
Questions (471)
Carol Nolan
Question:471. Deputy Carol Nolan asked the Minister for Education the actions that have been undertaken by her Department on foot of the recommendations of the Report on Tackling Childhood Obesity published by the Joint Oireachtas Committee on Children and Youth Affairs in November 2018; and if she will make a statement on the matter. [1044/21]
View answerWritten answers
The Joint Oireachtas Committee on Children and Youth Affairs Report on Tackling Childhood Obesity followed ten days of hearings from stakeholders, including a number of Government Departments, and the receipt of a number of written submissions. The Report contained 20 recommendations for action under a number of headings and was published in October 2018.
The principal policy instrument for combatting obesity in Ireland is ‘A Healthy Weight for Ireland’, the Obesity Policy and Action Plan (OPAP), which was launched in September 2016 under the Healthy Ireland Framework. The OPAP covers a 10-year period up to 2025 and aims to reverse obesity trends, prevent health complications and reduce the overall burden for individuals, families, the health system, and the wider society and economy. The Plan is a whole-of-government, cross-sectoral plan and recognises that obesity is a complex, multifaceted problem which needs a multi-pronged solution, with every sector of society playing its part. The recommendations in the Joint Oireachtas Committee report are broadly aligned with the actions in the Obesity Policy and Action Plan.
Work has been progressing on a number of fronts in relation to the areas covered in the recommendations of the Joint Committee Report and the actions in the OPAP. The Joint Committee on Children, Disability, Equality and Integration has requested an update on the recommendations of the Report on Tackling Childhood Obesity, and it is expected that a comprehensive update will issue shortly.
Obesity, and in particular childhood obesity, is a priority area for the Government, as reflected in the Programme for Government, "Our Shared Future". It is also a high priority of mine in my capacity as Minister for Education. My Department works very closely with the Department of Health in promoting the 'Healthy Ireland' agenda in schools and is represented on the Obesity Policy Implementation Oversight Group and the National Physical Activity Plan Implementation Group.
Schools and the wider education sector have a vital role to play in contributing to the Government's 'Healthy Ireland' agenda.
All schools are required to deliver physical education as part of the curriculum. Healthy lifestyles guidance was issued to all schools and was developed in consultation with the Department of Health and the Health Service Executive. It aims to support and strengthen schools efforts in developing in young people the skills and attitudes needed to make informed decisions about their health.
Through their primary and post primary education students are equipped with the key skills and knowledge to enable them to make healthier life choices. Schools' efforts should be complemented by students' families and their community.
State Examinations
Questions (472)
Neale Richmond
Question:472. Deputy Neale Richmond asked the Minister for Education the number of students who studied a foreign language for their leaving certificate exam from 2010 to 2020, in tabular form; and if she will make a statement on the matter. [1049/21]
View answerWritten answers
The State Examinations Commission is a non-departmental public body under the aegis of the Department of Education responsible for the administration, assessment and certification of the Junior Certificate and the Leaving Certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
Schools Building Projects
Questions (473)
Cian O'Callaghan
Question:473. Deputy Cian O'Callaghan asked the Minister for Education the person or body residents that can liaise with regarding traffic and construction issues relating to the construction of new schools funded by her Department; and if she will make a statement on the matter. [1053/21]
View answerWritten answers
The Board of Management is responsible for the management of a school on behalf of the patron(s). Individual school authorities are responsible for ensuring the safety and welfare of children and others in their care, including traffic management measures within school property.
In relation to major construction projects a traffic management plan is normally submitted and agreed with the relevant County Council before construction commences in order to minimise as far as possible the impact of the construction traffic on the surrounding area.
On all major school building projects where planning permission is required members of the public have the opportunity to make submissions and observations to the Local Authority during the planning application process. In many cases the school and it’s design team will also have engaged with the school community during the design stages of the project and in advance of a planning application to ensure that all views are taken on board. If persons have particular concerns regarding a particular school building project then they should make those concerns known to the Board of Management of the school in question.
Also every construction project has a Design Team overseeing the project and they should be available to deal with any issues that might arise during the construction period.
Special Educational Needs
Questions (474)
Éamon Ó Cuív
Question:474. Deputy Éamon Ó Cuív asked the Minister for Education if a school (details supplied) for children with a severe profound intellectual disability will be allowed open irrespective of decisions made for other mainstream schools in view of the dependence of the students and their parents on the school services; and if she will make a statement on the matter. [1119/21]
View answerWritten answers
My Department is conscious of the fact that closing schools has hugely adverse consequences at individual, family and societal level and that the effect on children with special educational needs can be even greater.
Because of this, my Department sought to prioritise in-person teaching and learning for pupils/ students attending special schools and special classes and to allow these facilities to reopen from Monday 11th January.
Unfortunately, following a number of meetings with education partners, including trade unions and school management bodies, and despite the confirmation by Public Health that schools remain safe, it has not proved possible to get agreement on the provision of in-person teaching and learning for children in special schools and special classes at this time.
My Department is continuing to engage with education partners in relation to this matter.
My Department will also engage with disability representative bodies and parental representative bodies in relation to how children with special educational needs can best be supported during the current school closure period.
Furthermore, updated Guidance on Continuity of Schooling: Supporting Pupils with Special Educational Needs (for mainstream primary and special schools and for post-primary schools) is also being made available by my Department.
This revised guidance advises on how schools and teachers can support continuity in the learning of pupils with special educational needs during the school closures associated with COVID-19. The guidance builds on the key messages in a range of guidance materials which were issued to schools and centres for education as they were published. Specific guidance has been published by the Department to support schools in the context of remote teaching and learning in a Covid-19 context:
Guidance on Remote Learning in a COVID-19 Context: September – December 2020; www.gov.ie/en/publication/a0bff-reopening-our-primary-and-special-schools/#additional-guidelines-and-procedures (Department of Education, October 2020)
This has been complemented by the Department of Education Circular Letter 0074/2020 in relation to the establishment of Digital Communication, Teaching and Learning Platforms: www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0074_2020.pdf.
This guidance is intended to assist mainstream and special primary schools as they endeavour to support teaching and learning for pupils with special educational needs (SEN) through remote teaching approaches. Key themes of the guidance include:
- The role of schools and teachers in engaging with pupils with SEN
- Teachers and school leaders working to support pupils with SEN
- Keeping in touch with parents and guardians
- Keeping pupils with SEN safe in the distance learning environment
- Resources for teachers
The National Council for Special Education (NCSE) will also communicate directly with schools on the range of supports available to special schools and schools with special classes. The following sets out some of the supports available:
NCSE has created a dedicated phone line for parents to get advice and support from SENOs. The SENO will provide support and advice to parents and where relevant provide specific resources e.g. behaviour strategies, NEPS well-being resources. If necessary parents can book a subsequent appointment with the SENO assigned to their child’s school. This new phone number is 01 603 3456 (from Monday 11 January).
For students who might be moving between schools in September 2021, SENOs will undertake structured engagement with relevant students and their families. This engagement will involve advice and support on transition strategies appropriate to the student, along with support in securing a school placement where required.
SENOs will continue to provide a series of webinars for parents of students with special education needs starting primary school in September 2021.
The NCSE has a Visiting Teacher service which provides direct support to children who are blind/visually impaired and deaf/hard of hearing and their teachers. Visiting Teachers continue to be available to provide advice and support to parents, students and teachers during this period of remote teaching and learning. Visiting Teachers will undertake structured engagement with the families of students to whom they currently provide support to. This engagement will involve an initial check in with advice on available supports and resources. In particular, the Visiting Teacher will provide support on the use of assistive technology in the home. The Visiting Teacher will agree a programme of regular engagement with the student and family as required and will remain available to respond to emerging queries over the course of remote teaching and learning. Contact details for visiting teachers are available at https://ncse.ie/vt_contact_details. If parents experience difficulties contacting their Visiting Teacher they should call 01 603 3200.
NCSE will also be releasing a brand new suite of short videos for parents. Topics will include managing behaviour; establishing positive routines; building in movement breaks etc.
NCSE will also be updating and enhancing its range of resources for parents available at https://ncse.ie/parent-resources many of which were created with specific reference to remote teaching and learning.
Teacher Training
Questions (475)
Michael Healy-Rae
Question:475. Deputy Michael Healy-Rae asked the Minister for Education if an issue (details supplied) in relation to the Irish language requirement for the Teaching Council of Ireland will be addressed; and if she will make a statement on the matter. [1130/21]
View answerWritten answers
I believe that the Deputy is referring to the Cáilíocht sa Ghaeilge programme (SCG and OCG), which is run by Marino Institute of Education (MIE).
This programme allows students who have completed their qualifications outside of Ireland fulfil their condition in relation to Irish in order to register as a Primary teacher. MIE have been liaising with both the Teaching Council and the Department in relation to the SCG/OCG and the issue of completion of the Irish Language Requirement.
The Department, the Teaching Council and stakeholders, including the relevant Higher Education Institutions, have agreed contingency arrangements for the operation of the Tréimhse Foghlama sa Ghaeltacht in the current academic year i.e. where student teachers cannot attend the Gaeltacht during this academic year, in accordance with public health advice and Government guidelines, and on an exceptional basis only, they can complete the requirement in an online learning environment in 2020/2021. These contingency arrangements also apply to the SCG and OCG in MIE.
MIE are currently liaising with the providers of the Tréimshe for this programme regarding the provision of an on-line programme for the SCG/OCG and it is expected that the SCG/OCG Gaeltacht providers will advertise these online courses shortly. It is also expected that this will allow all teachers who are currently waiting to complete the Gaeltacht Learning Period of the SCG/OCG programme in order to fulfil this condition for registration with the Teaching Council.
School Equipment
Questions (476, 477)
Neale Richmond
Question:476. Deputy Neale Richmond asked the Minister for Education the measures being taken to ensure remote teaching provides as high a standard of education as possible in view of the restrictions; and if she will make a statement on the matter. [1131/21]
View answerNeale Richmond
Question:477. Deputy Neale Richmond asked the Minister for Education if schools are being equipped with the necessary technologies to allow remote teaching to occur at a high standard; and if she will make a statement on the matter. [1132/21]
View answerWritten answers
I propose to take Questions Nos. 476 and 477 together.
Since the start of the Covid-19 pandemic my Department has issued extensive guidance material to assist schools with the continuity of learning. This guidance to schools was developed in consultation with all relevant stakeholders including teachers, parents and learners. The guidance included provision to support the continuity of teaching and learning in response to the Covid-19 restrictions for those learners unable to engage with online learning. This guidance is all available at gov.ie.
In November 2020, circular (No. 0074/2020) issued to all schools advising them of the requirement to put in place appropriate contingency measures, to include a Communication and Learning Platform, to ensure that there are prepared to continue to support teaching and learning in the event of a partial or full closure of schools arising from Public Health advice. The circular set out the comprehensive level of supports that are in place to assist schools with this process.
Extensive support and advice for teachers and schools to provide remote learning has been, and continues to be made available through my Department’s support service, the Professional Development Service for Teachers (PDST) and its Technology in Education team at www.pdsttechnologyineducation.ie The information on this website includes a link to a dedicated PDST portal www.pdst.ie/DistanceLearning aimed at supporting teachers and schools in the remote learning environment. This resource includes information on popular communication and learning platforms, digital tools and resources, video conferencing, webinars to support and inspire teachers to identify good practice and a dedicated online course for teachers for remote learning. The Department’s Education website www.scoilnet.ie also contains a wealth of curriculum tagged resources that can be used by teachers, students and parents to support the continuity of learning in the remote environment.
Schools can also apply to www.pdst.ie/schoolsupport for the assistance of a PDST advisor for tailored school support in all subject areas at Primary and Post-Primary levels including those pertaining to the use of Digital Technologies to support remote teaching, learning and assessment practices. The PDST Leadership team will also be available to support school leaders in leading remote teaching and learning process through school support, national programmes and localised networks
As part of the €210m investment programme underpinning the implementation of the Digital Strategy for Schools, my Department provided €100m in grant funding to schools to address their ICT needs during 2020. Schools were advised that they can use this funding to support the continuity of teaching and learning should a period of partial or full school closure occur arising from Public Health advice owing to Covid-19 restrictions as is the current situation. Schools can use this funding, inter alia, to acquire software applications or platforms to enable remote learning and communications, and to provide for devices to be loaned to teachers and learners in particular where needed to enable engagement with remote learning. Funding for ICT is issued directly to schools given that schools are best placed to determine the ICT needs of their school community. In addition my Department directly funds the provision of broadband connectivity for schools at a cost of some €13m per annum. School buildings will remain open to allow staff access where this is essential to facilitate remote learning.
It is important to note that digital technology is a tool to be employed by teachers to deliver the curriculum and that it is not replacing the teacher in the teaching process. Regular engagement with pupils and students, appropriate and engaging learning opportunities, assessment and constructive feedback will continue to be important elements of the education provided by teachers. The Department’s Inspectorate will continue to offer an advisory service to schools to support the delivery of remote learning and to provide assistance to school leaders in particular. The Inspectorate will also evaluate and report on the quality of educational provision for students and will continue to carry out its other work as set out in Circulars 40/2020 and 41/2020.
Covid-19 Pandemic
Questions (478)
Seán Sherlock
Question:478. Deputy Sean Sherlock asked the Minister for Education the number of requests for PPE she has received from primary and post-primary schools respectively since 1 December 2020. [1137/21]
View answerWritten answers
The Government published the Roadmap for the Full Return to School, along with details of a financial package of over €375 million to support the implementation of the measures in the roadmap, following approval by Government.
The range of supports being made available to schools include additional financial supports to provide for PPE and hand hygiene costs under the COVID-19 response plans.
Schools are automatically paid the PPE grant by my Department based on pupil enrolment and the per capita rates which are provided in the table below. There is no application process.
The first instalment of the PPE grant, which issued in August 2020, reflected the fact that the first term is 15% longer than the second there were a number of once off type costs which schools faced at that time. Therefore the rates for the second instalment of the PPE grant, which issued on 6 January last, have been revised accordingly.
My Department will be reviewing the funding provided and following this review details of the third and final instalment of these grants for the 2020/2021 school year will be made available in due course.
PPE grant rates for mainstream schools
|
|
Primary Rates per pupil |
Post Primary Rates per pupil |
||
|
Term 1 |
Term 2 |
Term 1 |
Term 2 |
|
|
Mainstream |
€25.00 |
€15.00 |
€40.00 |
€24.00 |
|
Special Classes |
€100.00 |
€60.00 |
€160.00 |
€96.00 |
Schools Building Projects
Questions (479)
Seán Sherlock
Question:479. Deputy Sean Sherlock asked the Minister for Education the status of the tender for a school project (details supplied) in County Cork. [1138/21]
View answerWritten answers
The building project referred to by the Deputy is being delivered under my Department’s Design and Build Programme.
I am pleased to advise the Deputy that planning permission has been secured for the campus project.
My Department is currently in the process of establishing a Framework of Design and Build Contractors to which Design and Build projects can be tendered. Once this framework is established, it is intended that this project will be tendered as soon as possible thereafter.
In the interim, my Department and its Project Management team are liaising with a third party developer to establish a joint programme for the construction of the required road network to service the site. This is a condition of the planning permission and both my Department and the third party developer will be liaising with Cork County Council over the coming months with regard to satisfying those planning conditions. It is envisaged that the construction of the required roads and the construction of the schools will be progressed in tandem.
The school authorities will be kept informed as the project progresses.
Schools Building Projects
Questions (480)
Seán Sherlock
Question:480. Deputy Sean Sherlock asked the Minister for Education the status of the tender for a school project (details supplied) in County Cork. [1139/21]
View answerWritten answers
The building project for the school referred to by the Deputy is being delivered under my Department’s Design and Build (D and B) Programme which tenders to pre-established frameworks of D and B contractors.
My Department is currently in the process of establishing a Framework of Design and Build Contractors to which Design and Build projects can be tendered. Once this framework is established, it is intended that this project will be tendered as soon as possible thereafter.
Until such time as the framework is established, a definitive timeline for tender is not available.
Covid-19 Pandemic Supports
Questions (481)
Neasa Hourigan
Question:481. Deputy Neasa Hourigan asked the Minister for Education the supports for teachers and guidance for schools in place to assist in the provision of remote learning in the context of Covid-19; and if she will make a statement on the matter. [1174/21]
View answerWritten answers
Since the start of the Covid-19 pandemic my Department has issued extensive guidance material to assist schools with the continuity of learning. This guidance to schools was developed in consultation with all relevant stakeholders including teachers, parents and learners. The guidance included provision to support the continuity of teaching and learning in response to the Covid-19 restrictions for those learners unable to engage with online learning. This guidance is all available at gov.ie.
In November 2020, circular (No. 0074/2020) issued to all schools advising them of the requirement to put in place appropriate contingency measures, to include a Communication and Learning Platform, to ensure that there are prepared to continue to support teaching and learning in the event of a partial or full closure of schools arising from Public Health advice. The circular set out the comprehensive level of supports that are in place to assist schools with this process.
Extensive support and advice for teachers and schools to provide remote learning has been, and continues to be made available through my Department’s support service, the Professional Development Service for Teachers (PDST) and its Technology in Education team at www.pdsttechnologyineducation.ie The information on this website includes a link to a dedicated PDST portal www.pdst.ie/DistanceLearning aimed at supporting teachers and schools in the remote learning environment. This resource includes information on popular communication and learning platforms, digital tools and resources, video conferencing, webinars to support and inspire teachers to identify good practice and a dedicated online course for teachers for remote learning. The Department’s Education website www.scoilnet.ie also contains a wealth of curriculum tagged resources that can be used by teachers, students and parents to support the continuity of learning in the remote environment.
Schools can also apply to www.pdst.ie/schoolsupport for the assistance of a PDST advisor for tailored school support in all subject areas at Primary and Post-Primary levels including those pertaining to the use of Digital Technologies to support remote teaching, learning and assessment practices. The PDST Leadership team will also be available to support school leaders in leading remote teaching and learning process through school support, national programmes and localised networks
As part of the €210m investment programme underpinning the implementation of the Digital Strategy for Schools, my Department provided €100m in grant funding to schools to address their ICT needs during 2020. Schools were advised that they can use this funding to support the continuity of teaching and learning should a period of partial or full school closure occur arising from Public Health advice owing to Covid-19 restrictions as is the current situation. Schools can use this funding, inter alia, to acquire software applications or platforms to enable remote learning and communications, and to provide for devices to be loaned to teachers and learners in particular where needed to enable engagement with remote learning. Funding for ICT is issued directly to schools given that schools are best placed to determine the ICT needs of their school community. In addition my Department directly funds the provision of broadband connectivity for schools at a cost of some €13m per annum. School buildings will remain open to allow staff access where this is essential to facilitate remote learning.
It is important to note that digital technology is a tool to be employed by teachers to deliver the curriculum and that it is not replacing the teacher in the teaching process. Regular engagement with pupils and students, appropriate and engaging learning opportunities, assessment and constructive feedback will continue to be important elements of the education provided by teachers. The Department’s Inspectorate will continue to offer an advisory service to schools to support the delivery of remote learning and to provide assistance to school leaders in particular. The Inspectorate will also evaluate and report on the quality of educational provision for students and will continue to carry out its other work as set out in Circulars 40/2020 and 41/2020.
The Deputy will appreciate that the situation we find ourselves in is evolving all the time. My Department, in working with the whole of Government, will keep the situation under review and update any advices to schools as required. It is with the work of all our stakeholders together that we will continue to provide the best education for all our pupils/students.
Special Educational Needs Staff
Questions (482)
Aodhán Ó Ríordáin
Question:482. Deputy Aodhán Ó Ríordáin asked the Minister for Education if SNAs who are job sharing will be allowed to substitute; and the progress that has been made with technical implementation issues regarding payroll to allow these measures to be put in place. [1216/21]
View answerWritten answers
Special Need Assistants who are job sharing will be allowed to undertake work as substitute Special Need Assistants.
There are one hundred and thirty thousand payees paid on payrolls operated by my Department on a fortnightly basis.
The payroll systems are being adopted on an ongoing basis to enable legal, budgetary and other negotiated changes and agreements to be implemented. The development of amendments and enhancements to such large payrolls requires substantial testing and checking prior to live implementation to ensure that correct payments are issued.
There are a number of enhancements and amendments to the payroll systems to fulfil legal requirements currently being progressed. It is expected that the enhancement to enable Special need assistants who are job sharing undertake substitute work will be completed in April.
Covid-19 Pandemic
Questions (483, 495, 501)
Thomas Pringle
Question:483. Deputy Thomas Pringle asked the Minister for Education the timeline for notifications for schools relating to closures due to Covid-19; the measures that will be taken to ensure that vulnerable children and children with disabilities have access to educational supports; when schools, parents and guardians will receive updates regarding opening times and change of schedules; and if she will make a statement on the matter. [1222/21]
View answer
Eoin Ó Broin
Question:495. Deputy Eoin Ó Broin asked the Minister for Education if her Department plans to put in place a remote learning plan for vulnerable students and students with vulnerable household members in view of the increased incidence of Covid-19. [1357/21]
View answerÉamon Ó Cuív
Question:501. Deputy Éamon Ó Cuív asked the Minister for Education the arrangements made to ensure all primary and secondary school pupils and particularly all pupils sitting State examinations in 2021 will have access to full-time online tuition by their teachers; and if she will make a statement on the matter. [1389/21]
View answerWritten answers
I propose to take Questions Nos. 483, 495 and 501 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’s decision included prioritising 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.
There has been continuous engagement with education partners on this matter since Christmas building on weekly engagement between partners and public health throughout the school year. Despite the confirmation by Public Health that schools remain safe, unfortunately it was not proved possible to get agreement to provide in-person learning for these groups.
In these circumstances there was no alternative but to pause the limited reopening on Monday 11 January and all pupils and students, including children with special needs, will be provided with a programme of remote learning.
As a contingency measure for the possibility of partial or full school closures, in recent months my Department provided to schools a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a COVID-19 context. Those guidance materials were issued to schools and centres for education as they were published and are available at gov.ie .
It is crucially important that the learning of all pupils/students, especially those with special educational needs and those at risk of educational disadvantage and/or early school leaving, are supported at this time.
Special education teachers (SETs) will continue to engage with the pupils/students on their caseloads and class/subject teachers will differentiate teaching and learning in line with their pupils’/students’ needs to minimise disruption to their learning and progression
Engagements with the Education Partners and the Department of Education continue so that solutions can be found to provide for a limited school reopening for these priority groups and a full return to school for all children at the earliest opportunity.
Covid-19 Pandemic Supports
Questions (484)
Neasa Hourigan
Question:484. Deputy Neasa Hourigan asked the Minister for Education the supports in place for students of special schools to assist in the provision of remote learning in the context of Covid-19 restrictions; the guidance for special schools in support of same; and if she will make a statement on the matter. [1232/21]
View answerWritten answers
My Department is very conscious of the fact that closing schools has hugely adverse consequences at individual, family and societal level and that the effect on children with special educational needs can be even greater.
Because of this, my Department sought to prioritise in-person teaching and learning for pupils/students attending special schools and special classes and to allow these facilities to reopen from Monday, 11th January.
Unfortunately, following a number of meetings with education partners, including trade unions and school management bodies, and despite the confirmation by Public Health that schools remain safe, it has not proved possible to get agreement on the provision of in-person teaching and learning for children in special schools and special classes at this time.
My Department is continuing to engage with education partners, including parental representative bodies, in relation to this matter.
I have also met with a number of disability representative groups in relation to how children with special educational needs can best be supported during the current school closure period. I am grateful for and committed to continuing this important engagement.
In terms of remote learning, updated Guidance on Continuity of Schooling: Supporting Pupils with Special Educational Needs (for mainstream primary and special schools and for post-primary schools) has also been made available by my Department.
This revised guidance advises on how schools and teachers can support continuity in the learning of pupils with special educational needs during the school closures associated with COVID-19. The guidance builds on the key messages in a range of guidance materials which were issued to schools and centres for education as they were published. Specific guidance has been published by the Department to support schools in the context of remote teaching and learning in a Covid-19 context:
Guidance on Remote Learning in a COVID-19 Context: September – December 2020 ; www.gov.ie/en/publication/a0bff-reopening-our-primary-and-special-schools/#additional-guidelines-and-procedures (Department of Education, October 2020)
This has been complemented by the Department of Education Circular Letter 0074/2020 in relation to the establishment of Digital Communication, Teaching and Learning Platforms: www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0074_2020.pdf.
This guidance is intended to assist mainstream and special schools as they endeavour to support teaching and learning for pupils with special educational needs through remote teaching approaches. Key themes of the guidance include:
- The role of schools and teachers in engaging with pupils with SEN
- Teachers and school leaders working to support pupils with SEN
- Keeping in touch with parents and guardians
- Keeping pupils with SEN safe in the distance learning environment
- Resources for teachers
The National Council for Special Education (NCSE) is also communicating directly with schools on the range of supports available to special schools and schools with special classes. The following sets out some of the supports available:
- NCSE has created a dedicated phone line for parents to get advice and support from SENOs. The SENO will provide support and advice to parents and where relevant provide specific resources e.g. behaviour strategies, NEPS well-being resources. If necessary, parents can book a subsequent appointment with the SENO assigned to their child’s school. This new phone number is 01 6033456.
- For students who might be moving between schools in September 2021, SENOs will undertake structured engagement with relevant students and their families. This engagement will involve advice and support on transition strategies appropriate to the student, along with support in securing a school placement where required.
- SENOs will continue to provide a series of webinars for parents of students with special education needs starting primary school in September 2021.
- The NCSE has a Visiting Teacher service which provides direct support to children who are blind/visually impaired and deaf/hard of hearing and their teachers. Visiting Teachers continue to be available to provide advice and support to parents, students and teachers during this period of remote teaching and learning. Visiting Teachers will undertake structured engagement with the families of students to whom they currently provide support to. This engagement will involve an initial check in with advice on available supports and resources. In particular, the Visiting Teacher will provide support on the use of assistive technology in the home. The Visiting Teacher will agree a programme of regular engagement with the student and family as required and will remain available to respond to emerging queries over the course of remote teaching and learning. Contact details for visiting teachers are available at https://ncse.ie/vt_contact_details. If parents experience difficulties contacting their Visiting Teacher they should call 01 603 3200.
- NCSE will also be releasing a brand new suite of short videos for parents. Topics will include managing behaviour; establishing positive routines; building in movement breaks etc.
- NCSE will also be updating and enhancing its range of resources for parents available at https://ncse.ie/parent-resources many of which were created with specific reference to remote teaching and learning.
I would like to reiterate my Department’s commitment to continue to engage with the partners in education with the goal of providing an urgent return to school for these cohorts of children.
School Transport
Questions (485)
Seán Sherlock
Question:485. Deputy Sean Sherlock asked the Minister for Education her plans to review the operation of the school bus transport scheme before the end of the 2020-2021 school year. [1236/21]
View answerWritten answers
School 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.
In October 2019, my predecessor announced a review of the school transport scheme with a view to ensuring funds are being spent in the most effective way to meet the objectives of the scheme. Terms of reference and the scope of the review have been drafted and a Steering Group has been established.
Given the current evolving situation with Covid-19 and the continued restrictions the work of the Steering Group has been delayed. It is intended to convene the Steering Group shortly and to agree and supplement revised terms of reference to reflect the Programme for Government.
The Review will build on the proposals in the Programme for Government as they relate to school transport, including examining the options to reduce car journeys and assessing how the School Transport Scheme can work in liaison with the Safe Routes to Schools Programme; examining the options for providing a better value and a better service for students, including and examining issues such as the nearest or next-nearest school.
Covid-19 Pandemic
Questions (486, 517)
Seán Sherlock
Question:486. Deputy Sean Sherlock asked the Minister for Education the engagement she has had with broadband providers in view of the decision to close schools to ensure internet connections for remote learning are as strong as possible and families are not penalised financially for exceeding bandwidth limits. [1243/21]
View answer
Gary Gannon
Question:517. Deputy Gary Gannon asked the Minister for Education the plans to support WiFi access for students without access during school buildings being closed; and if she will make a statement on the matter. [1634/21]
View answerWritten answers
I propose to take Questions Nos. 486 and 517 together.
My Department does not have a role in the provision of residential broadband infrastructure. Provision for such services fall to the Department of the Environment, Climate and Communications and this is being addressed through the implementation of the National Broadband Plan Intervention Area. My officials have an ongoing engagement with that Department on issues relating to broadband services for schools.
In an effort to support students and families a process to zero rate educational websites was put in place during the first lockdown, as announced by the then Minister for Environment, Climate and Communications. I am advised that the zero rating has been maintained by a number of telecoms providers and also that there is a range of unlimited mobile data packages on offer by the market.
ICT Infrastructure Grant funding of €100m (in two tranches of €50m) issued in 2020 to schools, with schools advised to use this funding to support the continuity of teaching and learning should a period of partial or full school closure owing to Covid-19 restrictions be required. Funding for ICT is issued directly to schools given that schools are best placed to determine the ICT needs of their school community. The early provision of the 2020-2021 ICT funding is to enable schools to implement Circular 0074/2020, issued in November 2020, advising schools of the requirement to provide for the continuity of teaching and learning through utilising relevant digital communications/learning platforms to support contingency planning in the event of further public health related school closures
It is recognised that in some cases a student's home broadband may present challenges for the education system in the current crisis, and that remote learning may not be appropriate or feasible for some students. With this in mind, schools have been asked to consider the needs of all students in planning their approaches to remote learning to ensure that students who may not have adequate broadband services or who may not be able to access online classes. My Department will continue to work with the education partners to support schools through the provision of relevant resources on how best to use digital and other solutions to provide continuity of learning for all students at this time.
It is important to note that school buildings will remain open to allow for staff to facilitate remote learning. Teachers, SNAs and other school staff are allowed to travel to school as essential workers.
My Department's Schools Broadband Access Programme provides for the supply of internet connectivity for all recognised primary and post primary schools and some 98% of schools avail of this service. The Schools Broadband Programme is operated by my Department at an annual cost of some €13m.
All post-primary schools and some special schools are now included in the High Speed Broadband programme. Schools in this programme are monitored and selected for upgrade to 200 Mbp/s plus, where usage indicates this is required. The primary broadband scheme is based on locally available infrastructure accessed by the providers of the service to my Department. My Department continues to fund the upgrade of services as improved infrastructure becomes available subject to contractual and other budgetary constraints. Some 1,800 primary schools are now on speeds of 30Mbp/s download plus.
As announced recently by the Minister for Environment, Climate and Communications, the provision of high speed connectivity to the almost 700 primary schools in the National Broadband Plan Intervention Area is to be accelerated for delivery by the end of 2022. My Department is engaging with the Department of Environment, Climate and Communications on the intervention area implementation, including the Schools Broadband Connection Points Programme.