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Wednesday, 27 Jan 2021

Written Answers Nos. 442-461

National Educational Psychological Service

Questions (442)

John McGuinness

Question:

442. Deputy John McGuinness asked the Minister for Education if a NEPS psychologist will be recruited for a school (details supplied) to cover maternity leave; and if the support requested by the school will be granted. [3658/21]

View answer

Written answers

I 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. I can report that the school's NEPS advisory psychologist has been in touch with this school to support the staff with their specific queries.

In addition to casework, NEPS psychologists work with school staff, to build their capability to support the wellbeing, and academic, social and emotional development of all pupils. NEPS has developed advice and resources for schools, parents and pupils to support the wellbeing 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.

Covid-19 Pandemic

Questions (443)

Neale Richmond

Question:

443. Deputy Neale Richmond asked the Minister for Education the estimated number of teachers and special needs assistants who will be required in the partial reopening of schools for special education; and if she will make a statement on the matter. [3659/21]

View answer

Written answers

I am very disappointed that it was not possible to have in school teaching and learning for children with significant additional needs which was planned to commence this week until schools reopened fully. We know that many of these children find online learning very challenging. Over the past year, we have all seen how vital in-person education is for children with complex needs.

This matter has been highlighted not only by the families of the children themselves, but also by all the partners in education, including Parent representative groups, in regular meetings with me and my officials. Everyone recognises that distance learning does not work for every child.

Recent weeks have seen intense and regular engagement with partners and family representative groups to seek a solution to our shared objective to support children with complex needs return to in-school learning, could be reached.

My Department sought to agree an approach balancing the need to support our most vulnerable children while addressing the issues raised by trade unions and school management bodies.

These included requests for clear messaging around public health to be given directly to their members by Public Health specialists, temporary arrangements during the current phase of reopening for high risk staff and for those experiencing childcare difficulties.

In response my Department set out to the unions how it these concerns would be addressed. This included:

- Temporary flexible accommodations to work remotely or carry out duties where they are not in close contact or providing personal care

- Temporary waivers to notice periods around parental leave and unpaid leave schemes

- Speedy turnaround for applications through the National Childcare scheme with subsidies for full time childcare available

- A webinar to address public health concerns was held by the Deputy CMO Dr Ronan Glynn and senior public health consultants which was directly accessible through online streaming to all education sector staff

Public Health Officials reaffirmed clearly that schools with risk mitigation measures in place provide a safe environment for staff and children.

While the general public heath advice is that people stay at home, this does not apply to workers providing an essential service like teachers and SNAs.

In this context it was considered that schools could reopen for just over 23,000 children with SEN (or just 4% of those who would attend during a full re-opening). These children are those who experience the greatest difficulty benefitting from remote learning.

We continue to work with the primary teacher and SNA trade unions, INTO and Fórsa and school management to see if there is a way to return to in school teaching and learning for these pupils as soon as possible.

The staffing levels required to support this will be determined by the approach agreed.

I will continue to pursue every avenue to ensure that children with complex needs can return to in-person learning as immediately as possible and I will continue to engage with stakeholders on the issue.

State Examinations

Questions (444)

Matt Shanahan

Question:

444. Deputy Matt Shanahan asked the Minister for Education if consideration has been given to implementing a predicted-grades leaving certificate examination based on continuing assessment in each subject (details supplied); and if she will make a statement on the matter. [3685/21]

View answer

Written answers

My Department is acutely aware of the challenges faced by students, teachers and families as a result of COVID-19. The pandemic has brought significant challenges to the education system, and unique challenges to those preparing to sit State Examinations.

Planning for the 2021 Leaving Certificate is underway by the State Examinations Commission (SEC) and my Department. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to Covid-19.

The planning work underway is being assisted by an advisory group of key stakeholders which has met on a number of occasions in recent months. 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 has been convened to advise Government on all of the various issues arising in relation to the holding of the 2021 examinations, including public health considerations and appropriate contingency measures. At its most recent meeting, the ISSU presented its Report on the 2021 State Examinations and Return to School. Following this meeting, the group agreed that there would be an intensive set of engagements in respect of exploring further possible options for the examinations, having regard to the findings of the recent ISSU Report on the 2021 State Examinations. There is a meeting of this group planned for this week.

All partners are committed to acting in the interests and wellbeing of students, who are at the heart of this process.

From Monday 11 January 2021, all students, including Leaving Certificate students, have been engaging in a programme of remote learning with their schools.

The public health restrictions which resulted in the original 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.

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 (445)

Cathal Crowe

Question:

445. Deputy Cathal Crowe asked the Minister for Education if consideration will be given to measures to increase the supply of secondary school places in Ennis, County Clare, to cater for the town and its surrounds (details supplied). [3694/21]

View answer

Written answers

In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System (GIS). The GIS uses data from a range of sources, including Child Benefit Data from the Department of Employment Affairs and Social Protection and the Department's own school enrolment databases, to identify where the pressure for school places across the country will arise.

The process has been strengthened this year through three specific initiatives:

(i) enhanced engagement with local authorities in relation to the information on residential development incorporated in the analysis process;

(ii) additional engagement with patron bodies in relation to their local knowledge on school place requirements. Education and Training Boards, Diocesan offices and national patron bodies such as Educate Together, An Foras Pátrúnachta etc. can also be an important source of local knowledge. This will add to information also provided to the Department by local authorities or individual schools.

(iii) utilising the information gleaned from schools under the national inventory of school capacity completed by individual schools last year as part of POD, P-POD returns process.

Similar to the process adopted for September 2020 readiness, the Department will be engaging further with patron bodies shortly in advance of identifying specific September 2021 capacity pressure points priorities which will necessitate specific action.

In a 'normal' year, addressing the increase demands for school places, whilst challenging, is manageable – generally through utilisation of existing spare capacity within schools, rental, temporary accommodation or other short term measures pending the delivery of permanent accommodation.

The Deputy will be aware that a major capital project at Ennis Community College is nearing completion with an expected handover date of June 2021, on completion the school will have capacity to cater for 750 pupils.

Covid-19 Pandemic

Questions (446)

Carol Nolan

Question:

446. Deputy Carol Nolan asked the Minister for Education if she will address concerns by those involved in the provision of special educational needs in primary and secondary schools with respect to the safety and appropriateness of students and staff physically returning to schools; and if she will make a statement on the matter. [3714/21]

View answer

Written answers

I am very disappointed that it was not possible to have in school teaching and learning for children with significant additional needs which was planned to commence this week until schools reopened fully. We know that many of these children find online learning very challenging. Over the past year, we have all seen how vital in-person education is for children with complex needs.

This matter has been highlighted not only by the families of the children themselves, but also by all the partners in education, including Parent representative groups, in regular meetings with myself Minister Foley and our officials. Everyone recognises that distance learning does not work for every child.

Recent weeks have seen intense and regular engagement with partners and family representative groups to see how our shared objective of returning children with significant additional needs return to in-school teaching and learning could be achieved.

My Department sought to agree an approach balancing the need to support our most vulnerable children while addressing the issues raised by trade unions and school management bodies.

These included requests for clear messaging around public health to be given directly to their members by Public Health specialists, temporary arrangements during the current phase of reopening for high risk staff and for those experiencing childcare difficulties.

In response my Department set out to the unions how it these concerns would be addressed. This included:

- Temporary flexible accommodations to work remotely or carry out duties where they are not in close contact or providing personal care

- Temporary waivers to notice periods around parental leave and unpaid leave schemes

- Speedy turnaround for applications through the National Childcare scheme with subsidies for full time childcare available

- A webinar to address public health concerns was held by the Deputy CMO Dr Ronan Glynn and senior public health consultants which was directly accessible through online streaming to all education sector staff

Public Health Officials reaffirmed clearly that schools with risk mitigation measures in place provide a safe environment for staff and children.

While the general public heath advice is that people stay at home, this does not apply to workers providing an essential service like teachers and SNAs.

In this context it was considered that schools could reopen for just over 23,000 children with SEN (or just 4% of those who would attend during a full re-opening). These children are those who experience the greatest difficulty accessing remote learning.

We continue to work with the primary teacher and SNA trade unions, INTO and Fórsa and school management to see if there is a way to return to in school teaching and learning for these pupils as soon as possible.

I will continue to pursue every avenue to ensure that children with complex needs can return to in-person learning as soon as possible and I will continue to engage with stakeholders on the issue.

School Accommodation

Questions (447)

Patricia Ryan

Question:

447. Deputy Patricia Ryan asked the Minister for Education the action she will take to address the lack of school places in Kildare town; her plans to provide a new secondary school in Kildare town; and if she will make a statement on the matter. [3754/21]

View answer

Written answers

Thank you for your query in relation to the provision of school places in Kildare Town. My Department is aware of increasing pressures and demand for additional primary and post primary school places in the school planning areas including 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 those in Kildare town, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action.

Under Project Ireland 2040, my Department continues to make progress to increase the infrastructural capacity in the schools sector, in order to meet demographic and other demands.

The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, including projects in County Kildare may be viewed on my Department's website, www.education.ie, and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.

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 (Additional Accommodation Scheme) can be found on my Department's website, www.education.ie, and this information is also updated regularly.

In relation to a specific ongoing acquisition, I can also confirm that my Department is currently finalising a site identification & deliverability exercise in order to technically appraise suitable shortlisted sites within 3 relevant school planning areas, (Kildare, Curragh, Newbridge) - for the replacement Curragh post primary school. Preliminary discussions have also commenced with landowners with a view to establishing availability and market expectations on selected lands. Further announcements will be made when it becomes possible to do so.

Due to obvious commercial sensitivities, I cannot elaborate any further at this juncture but please rest assured that the project (and site selection in particular) is being given due consideration and attention.

Question No. 448 answered with Question No. 439.

Education Schemes

Questions (449)

Richard Bruton

Question:

449. Deputy Richard Bruton asked the Minister for Education if her attention has been draw to the decision of an organisation (details supplied) to close its services due to financial difficulties; the estimated savings accruing to her Department; the outcome of her Department's recent assessment of the programmes; and the way in which new programmes within the community can now be developed in co-operation with other Departments to meet a recognised need. [3765/21]

View answer

Written answers

I am aware of the closure of this organisation following correspondence submitted to my Department. For over 20 years, my Department has provided funding to this community-based drug rehabilitation project. The grant allocation is approved on an annual basis, following an application from the organisation annually, with the conditions of funding set out in the annual allocation letter. These conditions include the funding being subject to full compliance with the provisions of Circular 13/2014. A grant of €148,820 was approved by my Department for 2020 to assist in the day-to-day expenses of this organisation. This grant had increased from just under €139,000 in 2015 to nearly €144,000 in 2016, and has been at its present level since 2017.

In late 2019, the Department began a review of funding of this organisation, as part of a review of a number of other grants provided to organisations providing similar or related services. A similar previous review was conducted in 2011. It was intended that the review would have been completed by the end of Quarter 1, 2020. However, owing substantially to COVID-19 restrictions this has not been possible. As the review was not complete, no recommendations have been made on the grant funding for any of organisations that were included in the review. The organisation referenced by the Deputy was advised that it could apply for annual funding for 2021. The organisation notified my Department in August 2020 of its intention to close its services at year end 2020 and there was engagement following this notification between my officials and the organisation's staff to ensure continuity of provision to year end.

It is understood that the organisation worked with service users following its decision to close to identify alternative service provision for the project's clients.

Schools Site Acquisitions

Questions (450)

Brendan Howlin

Question:

450. Deputy Brendan Howlin asked the Minister for Education if the site for a school (details supplied) has been determined; the timescale for opening; and if she will make a statement on the matter. [3855/21]

View answer

Written answers

I wish to advise the Deputy that officials in my Department have commenced the site identification process for the permanent location of the school referred to.

As the overall site acquisition process is at an early stage, the school will be established in interim accommodation until the permanent facility is developed.

The assessment of potential locations for interim accommodation has commenced in conjunction with the identification process for the permanent location.

State Examinations

Questions (451)

Marian Harkin

Question:

451. Deputy Marian Harkin asked the Minister for Education if her Department will introduce a policy to prepare teachers and schools to administer predicted grades and to ensure consistency in the process; and if she will make a statement on the matter. [3873/21]

View answer

Written answers

My Department is acutely aware of the challenges faced by students, teachers and families as a result of COVID-19. The pandemic has brought significant challenges to the education system, and unique challenges to those preparing to sit State Examinations.

Planning for the 2021 Leaving Certificate is underway by the State Examinations Commission (SEC) and my Department. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to Covid-19.

The planning work underway is being assisted by an advisory group of key stakeholders which has met on a number of occasions in recent months. 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 has been convened to advise Government on all of the various issues arising in relation to the holding of the 2021 examinations, including public health considerations and appropriate contingency measures. At its most recent meeting, the ISSU presented its Report on the 2021 State Examinations and Return to School. Following this meeting, the group agreed that there would be an intensive set of engagements in respect of exploring further possible options for the examinations, having regard to the findings of the recent ISSU Report on the 2021 State Examinations. There is a meeting of this group planned for this week.

All partners are committed to acting in the interests and wellbeing of students, who are at the heart of this process.

From Monday 11 January 2021, all students, including Leaving Certificate students, have been engaging in a programme of remote learning with their schools.

The public health restrictions which resulted in the original 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.

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 Enrolments

Questions (452)

Catherine Murphy

Question:

452. Deputy Catherine Murphy asked the Minister for Education if school closures due to Covid-19 impacted on enrolment policies communicated to schools for 2020 and 2021; if provisions have been made for persons wishing to place their children in schools but missed enrolment dates due to Covid-19-related difficulties in communication; and if she will set out the communication strategy schools should embark on regarding changes in dates for enrolment (details supplied). [3877/21]

View answer

Written answers

In 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.

All schools have published an admissions notice outlining the timelines of the admissions process, this must be published a minimum of one week prior to the admissions process taking place. The admissions form are also published on the school's website. Schools cannot start this process until 1 October at the earliest in the year preceding the school year applied for. It also specifies when the school must make a decision and convey this decision in writing within the specified period as set out on their Admission Notice.

Schools have discretion in relation to the timing of their admission processes. 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 admission processes operated by schools.

Schools Building Projects

Questions (453)

Bernard Durkan

Question:

453. Deputy Bernard J. Durkan asked the Minister for Education the progress to date on a stage-1 report for a school (details supplied); when feedback is likely to be given in view of the need to move the project to the next stage and avoid further delay; and if she will make a statement on the matter. [3897/21]

View answer

Written answers

I can confirm to the Deputy that the school referred to has been approved for a project under my Department's Additional Accommodation Scheme 2019.

This project has been devolved for delivery to the school authority and will provide for seven mainstream classrooms with en-suite WC, three SET rooms, two staff toilets and a WC for assisted users.

My Department has reviewed the submitted Stage 1 report and has requested for a number of items to be addressed prior to the project proceeding to planning. My Department has sought clarification with the school and awaits the school's response in this regard.

School Staff

Questions (454)

Ruairí Ó Murchú

Question:

454. Deputy Ruairí Ó Murchú asked the Minister for Education when a teacher (details supplied) will receive an outstanding retrospective payment; and if she will make a statement on the matter. [3913/21]

View answer

Written answers

The payroll records for the teacher referred to by the Deputy have been checked by staff in my Payroll Division. According to the records there is no apparent retrospective pay outstanding. Any further queries may be emailed by the teacher concerned to the primary payroll email address: www.primtch_payroll@education.gov.ie.

Public Sector Pay

Questions (455)

Kieran O'Donnell

Question:

455. Deputy Kieran O'Donnell asked the Minister for Education if she will address issues raised in correspondence (details supplied) regarding the pay of teachers; and if she will make a statement on the matter. [3938/21]

View answer

Written answers

Section 11 of the Public Service Pay and Pensions Act 2017 provides that “the Minister [for Public Expenditure and Reform] shall, within three months of the passing of this Act, prepare and lay before the Oireachtas a report on the cost of and a plan in dealing with pay equalisation for new entrants to the public service.” The report laid before the Oireachtas on foot of this provision by the Minister for Public Expenditure and Reform assesses the cost of a further change which would provide a two scale point adjustment to new entrants recruited since 2011. The total cost of such an adjustment across the public sector is of the order of €200 million, of which Education accounts for approximately €83 million. The report also acknowledges that, during the financial crisis, there were policy changes which affected remuneration in different occupations across the public sector (including education).

The matter of new entrant pay is a cross sectoral issue, not just an issue for the education sector alone. The Government supports the gradual, negotiated repeal of the FEMPI legislation, having due regard to the priority to improve public services and in recognition of the essential role played by public servants. The total year one cost of equalising the pay of new entrant teachers to the pre-2011 arrangements is estimated to be in the region of €59 million per annum in year one (€45 million for full resolution of pay scales and €14 million for re-instatement of the H.Dip allowance). The costs would rise in subsequent years as more new entrants join the system. On 24 September 2018, an agreement was reached between the Government and the public services committee of ICTU in respect of new entrant pay. This agreement is benefitting 18,000 teachers and nearly 5,000 SNAs within the education sector. The deal provides for a series of incremental jumps for new entrants.

On 10 December 2020, draft proposals on a new public service pay agreement were agreed following formal discussions between DPER and the Public Services Committee of ICTU, with consultation and input from the sectors including my Department. These proposals will now be considered in detail by the various unions and their members. There is a specific provision in relation to new entrant teacher pay which allows for the skipping of Point 12 of the pay scale which is a further improvement in pay for new entrant teachers. This measure will build on a previous provision which allowed for the skipping of points 4 and 8 on the post-2011 pay scale and will resolve in full the remaining salary scale issues pertaining to new entrant teachers. This builds on the series of restorative measures for new entrants have been achieved through the various pay agreements. It shows the benefits that continued engagement and collective bargaining between the Government and the public service unions can bring.

For clarity, when comparing salary points on the pre-2011 and post-2011 pay scales the number of incremental skips received by a teacher must also be factored into the comparison. Teachers on the post-2011 pay scale receive such skips, which means they reach point 11 of the pay scale in a far shorter time than teachers on the pre-2011 pay scales. The proposed new incremental skip at point 12 on the post-2011 pay scale, if implemented, will resolve the remaining salary issues.

State Examinations

Questions (456)

Christopher O'Sullivan

Question:

456. Deputy Christopher O'Sullivan asked the Minister for Education if the 2021 class of leaving certificate students will have the option of predicted grades for their final results considering that some final-year students have already missed valuable classroom and testing time; and if she will make a statement on the matter. [3968/21]

View answer

Written answers

My Department is acutely aware of the challenges faced by students, teachers and families as a result of COVID-19. The pandemic has brought significant challenges to the education system, and unique challenges to those preparing to sit State Examinations.

Planning for the 2021 Leaving Certificate is underway by the State Examinations Commission (SEC) and my Department. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to Covid-19.

The planning work underway is being assisted by an advisory group of key stakeholders which has met on a number of occasions in recent months. 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 has been convened to advise Government on all of the various issues arising in relation to the holding of the 2021 examinations, including public health considerations and appropriate contingency measures. At its most recent meeting, the ISSU presented its Report on the 2021 State Examinations and Return to School. Following this meeting, the group agreed that there would be an intensive set of engagements in respect of exploring further possible options for the examinations, having regard to the findings of the recent ISSU Report on the 2021 State Examinations. There is a meeting of this group planned for this week.

All partners are committed to acting in the interests and wellbeing of students, who are at the heart of this process.

From Monday 11 January 2021, all students, including Leaving Certificate students, have been engaging in a programme of remote learning with their schools.

The public health restrictions which resulted in the original 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.

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 at www.gov.ie/backtoschool.

Special Educational Needs

Questions (457)

Catherine Murphy

Question:

457. Deputy Catherine Murphy asked the Minister for Education if she has engaged with parent representative groups in respect of children returning to special schools; if she will set out the criteria under which she plans the return of special needs assistants and children to the school environment ; and if she will make a statement on the matter. [3989/21]

View answer

Written answers

I am very disappointed that it was not possible to have in school teaching and learning for children with significant additional needs which was planned to commence this week until schools reopened fully. We know that many of these children find online learning very challenging. Over the past year, we have all seen how vital in-person education is for children with complex needs.

This matter has been highlighted not only by the families of the children themselves, but also by all the partners in education, including Parent representative groups, in regular meetings with me Minister Foley and our officials. Everyone recognises that distance learning does not work for every child.

Recent weeks have seen intense and regular engagement with partners and family representative groups to seek a solution to our shared objective to support children with complex needs return to in-school learning, could be reached.

My Department sought to agree an approach balancing the need to support our most vulnerable children while addressing the issues raised by trade unions and school management bodies.

These included requests for clear messaging around public health to be given directly to their members by Public Health specialists, temporary arrangements during the current phase of reopening for high risk staff and for those experiencing childcare difficulties.

In response my Department set out to the unions how it these concerns would be addressed. This included

- Temporary flexible accommodations to work remotely or carry out duties where they are not in close contact or providing personal care

- Temporary waivers to notice periods around parental leave and unpaid leave schemes

- Speedy turnaround for applications through the National Childcare scheme with subsidies for full time childcare available

- A webinar to address public health concerns was held by the Deputy CMO Dr Ronan Glynn and senior public health consultants which was directly accessible through online streaming to all education sector staff

Public Health Officials reaffirmed clearly that schools with risk mitigation measures in place provide a safe environment for staff and children.

While the general public heath advice is that people stay at home, this does not apply to workers providing an essential service like teachers and SNAs.

In this context it was considered that schools could reopen for just over 23,000 children with SEN (or just 4% of those who would attend during a full re-opening). These children are those who experience the greatest difficulty benefitting from remote learning.

We continue to work with the primary teacher and SNA trade unions, INTO and Fórsa and school management to see if there is a way to return to in school teaching and learning for these pupils as soon as possible.

I will continue to pursue every avenue to ensure that children with complex needs can return to in-person learning as immediately as possible and I will continue to engage with stakeholders on the issue.

In the interim I am confident that schools will continue to make significant efforts to provide effective remote learning experiences for these children.

My Department has issued updated guidance on continuity of schooling: supporting pupils with Special Educational Needs (with separate guidance for mainstream primary/special schools and for post-primary schools). This outlines that teachers in special schools and special classes should make every effort to maintain regular contact with all of their pupils, and where appropriate, make provision for one-to-one online supports.

Extensive support and advice for schools regarding the provision of distance learning is also available through the Department's support services and agencies including for those pupils with special educational needs. This includes a dedicated phone line which NCSE has created 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.

Departmental Funding

Questions (458)

Thomas Gould

Question:

458. Deputy Thomas Gould asked the Minister for Education the funding streams available to support the European Youth Parliament in its upcoming online conference. [4022/21]

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Written answers

I can confirm to the Deputy that my Department does not have a policy role in relation to youth affairs and therefore does not have a role in funding the European Youth Parliament (EYPI).

As the Deputy may be aware my colleague the Minister for Children, Equality, Disability, Integration and Youth has responsibility for Youth policy.

Local Authority Funding

Questions (459)

Catherine Murphy

Question:

459. Deputy Catherine Murphy asked the Minister for Education the specific funding streams available to local authorities to apply for; the amount that has been given by county; the amount awarded under each scheme in each of the years 2018 to 2020 and to date in 2021, in tabular form; and if she will make a statement on the matter. [4052/21]

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Written answers

I can confirm to the Deputy that my Department does not have specific streams available for grant funding to be applied for by local authorities. However, in the normal course of business, my Department makes non-grant payments to local authorities for a variety of services provided to it.

National Educational Psychological Service

Questions (460)

Aengus Ó Snodaigh

Question:

460. Deputy Aengus Ó Snodaigh asked the Minister for Education the estimated full-year cost of recruiting 17 additional full-time psychologists for national educational psychological services, in tabular form. [4069/21]

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Written answers

As the Deputy will be aware my Department's National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA)

The average direct pay and non-pay cost per annum of engaging an individual Educational Psychologist is €76,000 per annum. In regard to the Deputy's specific question the estimated annual additional cost, therefore, of employing these additional psychologists would be in the order of €1.29m p.a.

State Examinations

Questions (461)

Richard O'Donoghue

Question:

461. Deputy Richard O'Donoghue asked the Minister for Education her position on predicted grades for the 2021 class of leaving certificate students; and if she will make a statement on the matter. [4075/21]

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Written answers

My Department is acutely aware of the challenges faced by students, teachers and families as a result of COVID-19. The pandemic has brought significant challenges to the education system, and unique challenges to those preparing to sit State Examinations.

Planning for the 2021 Leaving Certificate is underway by the State Examinations Commission (SEC) and my Department. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to Covid-19.

The planning work underway is being assisted by an advisory group of key stakeholders which has met on a number of occasions in recent months. 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 has been convened to advise Government on all of the various issues arising in relation to the holding of the 2021 examinations, including public health considerations and appropriate contingency measures. At its most recent meeting, the ISSU presented its Report on the 2021 State Examinations and Return to School. Following this meeting, the group agreed that there would be an intensive set of engagements in respect of exploring further possible options for the examinations, having regard to the findings of the recent ISSU Report on the 2021 State Examinations. There is a meeting of this group planned for this week.

All partners are committed to acting in the interests and wellbeing of students, who are at the heart of this process.

From Monday 11 January 2021, all students, including Leaving Certificate students, have been engaging in a programme of remote learning with their schools.

The public health restrictions which resulted in the original 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.

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 at www.gov.ie/backtoschool.

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