Skip to main content
Normal View

Wednesday, 27 Jan 2021

Written Answers Nos. 462-481

Schools Building Projects

Questions (462)

Jackie Cahill

Question:

462. Deputy Jackie Cahill asked the Minister for Education the reason for the delay in respect of the commencement of building works on the autism spectrum disorder, ASD, unit at a school (details supplied); and if she will make a statement on the matter. [4085/21]

View answer

Written answers

The Deputy will be aware that the project to which he refers was approved to go to Tender in June 2020.

Since this approval, a submission for additional fees for works outside the original scope were submitted and recently assessed by my Department's Technical team. My Department has sought clarification with the school on these extra fees and awaits the school's response to same.

Schools Building Projects

Questions (463)

Jackie Cahill

Question:

463. Deputy Jackie Cahill asked the Minister for Education when the project for an autism spectrum disorder, ASD, unit at a school (details supplied) will move from stage 3 to stage 4; and if she will make a statement on the matter. [4086/21]

View answer

Written answers

The Deputy will be aware that the project to which he refers was approved to go to Tender in June 2020.

Since this approval, a submission for additional fees for works outside the original scope were submitted and recently assessed by my Department's Technical team. My Department has sought clarification with the school on these extra fees and awaits the school's response to same.

School Admissions

Questions (464)

Mick Barry

Question:

464. Deputy Mick Barry asked the Minister for Education if, under the Education (Admission to Schools) Act 2018, schools have no scope to offer discretionary places to potential pupils who do not meet the criteria for admission; if she will consider a review of this for certain hardship cases; and if she will make a statement on the matter. [4102/21]

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.

Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.

The act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the schools admission policy.

Schools Building Projects

Questions (465)

David Stanton

Question:

465. Deputy David Stanton asked the Minister for Education the expected date of publication of the tender and appointment of a contractor for the construction of schools (details supplied); if she is satisfied with the current progress of the tender; and if she will make a statement on the matter. [4114/21]

View answer

Written answers

The building project referred to by the Deputy is being delivered under my Department’s Design and Build Programme and planning permission has been secured for the campus project.

The decision to grant planning permission by the Local Authority was subject to 57 conditions primarily related to the specification and construction of a significant road network which is essential to access the school site and which will be built by a third party developer.

My Department, through its Project Managers and their Design Team, continues to work closely with the developer and the Local Authority in relation to the necessary planning compliance documentation for both the schools and the roads. Following agreement with the local authority on compliance matters, it is the developer’s intention to commence the roads construction in early 2021.

My Department is currently in the process of establishing a Framework of Design and Build Contractors to which Design and Build projects, including the project referred to by the Deputy, can be tendered. That Framework is expected to be in place within Quarter 1 2021. My Department’s intention is to have the project referred to by the Deputy tendered as early as possible thereafter following the establishment of that Framework of Contractors.

Schools Building Projects

Questions (466)

Martin Browne

Question:

466. Deputy Martin Browne asked the Minister for Education the status of the educate together school in Clonmel, County Tipperary, which was promised in 2013; and if she will make a statement on the matter. [4124/21]

View answer

Written answers

As the Deputy will be aware, the patronage divesting process arises from the recommendations of the 2012 report of the Advisory Group to the Forum on Patronage and Pluralism in the Primary Sector, following which the Department undertook surveys of parental preferences in 43 areas of stable population in 2012 and 2013 to establish the level of parental demand for a wider choice in the patronage of primary schools within these areas. Analysis of the parental preferences expressed in each area surveyed indicated that there was sufficient parental demand to support changes in school patronage in 28 areas, including in Clonmel.

Under the patronage divesting process, a school can be opened where a school building became, or was due to become available as a result of an amalgamation/closure of an existing school. In some areas, including in the case of Clonmel, in responding to demand for diversity where existing patrons were unable make school properties available, my Department also included an examination of properties held in public ownership.

To date, it has not been possible to secure a school property to facilitate a new school being established in Clonmel. However, my Department is continuing its efforts in relation to identifying a suitable solution under the patronage divesting process, which would facilitate a new Educate Together school being established to serve the Clonmel area.

Schools Site Acquisitions

Questions (467)

Johnny Mythen

Question:

467. Deputy Johnny Mythen asked the Minister for Education if a site has been identified for a school (details supplied); if so, the location of the site; and if she will make a statement on the matter. [4149/21]

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 (468)

Alan Dillon

Question:

468. Deputy Alan Dillon asked the Minister for Education her plans to allow the leaving certificate examinations to proceed safely in 2021 and, in particular, her plans for the oral language examinations to proceed safely in 2021; and if she will make a statement on the matter. [4160/21]

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.

Teacher Training

Questions (469)

Niamh Smyth

Question:

469. Deputy Niamh Smyth asked the Minister for Education the amount spent on continuing professional development for primary and post-primary teachers and school leaders in each of the years 2018 to 2020; and the budget allocation for same in 2021. [4177/21]

View answer

Written answers

The Department of Education and Skills promotes the quality of teaching and learning through the provision of continuing professional development (CPD) and supports for teachers and principals. The majority of this support is provided by the national teacher education support services and by local education centres. The national teacher education support services are the Professional Development Service for Teachers (PDST), Junior Cycle for Teachers (JCT), National Induction Programme for Teachers (NIPT) and the Centre for School Leadership (CSL)

Funding provided to the main teacher education support services and education centres for continuous professional development for teachers and Principals since 2018 is as follows:

2018 €30.898m

2019 €29.052m

2020 €22.454m

The budget allocation for 2021 is €27.104m

Due to COVID-19 pandemic, the delivery of CPD moved online during 2020. This did not effect the level of CPD provided and teachers and school leaders continued to access regular CPD events and a significant range of new CPD supports provided to assist schools with the move to remote teaching and learning. The level of CPD provided was similar to 2019.

However, the move to online provision of CPD did result in reduced expenditure in 2020 as some of the costs associated with face-to-face CPD provision did not arise. The amount of expenditure on part time associates to deliver face-to-face CPD and on travel and subsistence and ancillary costs reduced significantly.

School Transport

Questions (470)

Michael Ring

Question:

470. Deputy Michael Ring asked the Minister for Education further to Parliamentary Question No. 422 of 13 January 2020, if school transport will be provided to a person (details supplied) in County Mayo. [4196/21]

View answer

Written 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.

Bus Eireann has confirmed that the child to whom the Deputy refers is eligible for School Transport. Medical card details for School Transport for the 2020/2021 school year were received on 7th July 2020. As this is a family account there are two other siblings associated with the account. Payment details for these siblings were submitted on 8th September 2020 and as such were submitted late. In the case of a family account, no ticket is released when either more than 50% balance is due to be paid, or a medical card for another applicant is incorrect.

However, Bus Eireann has confirmed that due to additional capacity created arising from social distancing being implemented on a school transport service, a ticket will issue to pupil to whom the Deputy refers. Bus Éireann will be in contact with the family in this regard.

State Examinations

Questions (471)

Michael Healy-Rae

Question:

471. Deputy Michael Healy-Rae asked the Minister for Education when students who sat the leaving certificate in November 2020 can expect to receive their results. [4211/21]

View answer

Written answers

The State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations.

In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.

State Examinations

Questions (472)

Gary Gannon

Question:

472. Deputy Gary Gannon asked the Minister for Education the position regarding calls from leaving certificate students for a choice of assessment options in respect of the State examinations following a consultation with a union (details supplied); if such an option has been explored by her Department; and if she will make a statement on the matter. [4222/21]

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.

Special Educational Needs

Questions (473)

Gary Gannon

Question:

473. Deputy Gary Gannon asked the Minister for Education if the 2021 home-based summer programme to support children with special educational or care needs hours will be increased from 2020, in which the maximum number of hours per week was ten; and if she will make a statement on the matter. [4223/21]

View answer

Written answers

A significantly expanded Summer Programme was provided in 2020 for children with the complex needs as a discrete response to Covid-19. The programme included a number of strands and options from which parents could choose, involving either in-school, or home-based supports by teachers and special needs assistants (SNAs) to help to prevent regression among children with SEN.

The programmes aim was to support children to reintegrate / transition into their planned education setting for the 2020/21 school year with their peers.

Over 14,000 children participated in the special education summer programmes developed by the Department including 3,881 in the school based programme, 9,716 in the home based programme and 450 families in the HSE programme.

My Department is working on developing proposals for Summer Provision 2021 which will be influenced by the current public health emergency.

These proposals will be developed based on continuous engagement and consultation with the education partners, including Parent and Disability groups.

Special Educational Needs

Questions (474)

Neasa Hourigan

Question:

474. Deputy Neasa Hourigan asked the Minister for Education her plans for summer provision in 2021; and if she will make a statement on the matter. [4279/21]

View answer

Written answers

A significantly expanded Summer Programme was provided in 2020 for children with the complex needs as a discrete response to Covid-19. The programme included a number of strands and options from which parents could choose, involving either in-school, or home-based supports by teachers and special needs assistants (SNAs) to help to prevent regression among children with SEN.

The programmes aim was to support children to reintegrate / transition into their planned education setting for the 2020/21 school year with their peers.

Over 14,000 children participated in the special education summer programmes developed by the Department including 3,881 in the school based programme, 9,716 in the home based programme and 450 families in the HSE programme.

My Department is working on developing proposals for Summer Provision 2021 which will be influenced by the current public health emergency.

These proposals will be developed based on continuous engagement and consultation with the education partners, including Parent and Disability groups.

State Examinations

Questions (475)

Kieran O'Donnell

Question:

475. Deputy Kieran O'Donnell asked the Minister for Education if she will provide an update to junior certificate students and their parents on the status of the examinations; the measures taken to adjust the demands of their curriculum and project work to date; when she expects to make a decision on the holding of junior certificate examinations; and if she will make a statement on the matter. [4285/21]

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 Junior Cycle 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 Junior Cycle 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.

Special Educational Needs

Questions (476)

Neale Richmond

Question:

476. Deputy Neale Richmond asked the Minister for Education the additional supports that will be provided to children in special schools to ensure they are supported through school closures, given that the plan for reopening on 21 January 2021 has been halted; and if she will make a statement on the matter. [4300/21]

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.

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.

We continue to work with the primary teacher and SNA trade unions, INTO and FORSA 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.

Updated Guidance on Continuity of Schooling: Supporting Pupils with Special Educational Needs (for mainstream primary and special schools and for post-primary schools) has been made available by my Department. This guidance is available at:

https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf

https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf

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 had previously 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; https://www.gov.ie/en/publication/a0bff-reopening-our-primary-and-special-schools/#additional-guidelines-and-procedures (Published 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: https://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, this includes a dedicated phone line which has been established 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.

National Educational Psychological Service

Questions (477)

Thomas Pringle

Question:

477. Deputy Thomas Pringle asked the Minister for Education the number of psychologists in the National Educational Psychological Service by county; the number of schools per psychologist; the waiting times and lists for assessment by school, in tabular form; and if she will make a statement on the matter. [4301/21]

View answer

Written answers

In relation to the Deputy’s question I can clarify that NEPS psychologists are not, per se, assigned by county but work within a regional and local office structure serving the needs of schools in their immediate vicinity. NEPS is organised on an eight-region structure with each region led and managed by a Regional Director. Currently there are 23 regional and local offices providing service to schools within their catchment areas. Regional Directors report to the NEPS Director.

NEPS provides an educational psychological service to schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA). NEPS psychologists are assigned schools based on a weighting process which takes into account school size, DEIS status, gender mix, numbers of special classes and geographical spread and equating roughly to a 5,000:1 pupil to psychologist ratio. Depending on local school size and distribution, the number of schools an individual psychologist may be allocated can be within a range of 12 to 40.

Current Whole Time Equivalent (WTE) numbers of psychologists assigned to each region:

-

No.

Dublin Mid Leinster

35

Dublin

35

Mid Munster

25

North East

18

North West

19

South East

28

South West

23

West

22

205 WTE

NEPS does not maintain waiting lists but, in common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.

This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.

I would advise if there are concerns in relation to the educational development of any student that these should be raised, in the first instance, with the Principal of the school he/she is attending, with a view to the Principal discussing the situation with the assigned NEPS psychologist or local NEPS office.

School Transport

Questions (478, 479)

Catherine Connolly

Question:

478. Deputy Catherine Connolly asked the Minister for Education the number of applications her Department received for the reimbursement of the agreed mileage rate under the July provision transportation grant; the number that were accepted and rejected, respectively; the number of reimbursement payments that have been made to date; the value of the payments paid out to date; the value of the payments outstanding; the value of the largest reimbursement payment application accepted; the value of the largest reimbursement payment made to date under this grant; and if she will make a statement on the matter. [4341/21]

View answer

Catherine Connolly

Question:

479. Deputy Catherine Connolly asked the Minister for Education the timeline for the reimbursement of the agreed mileage rate under the July provision transportation grant; the reason for the ongoing delays in reimbursement; and if she will make a statement on the matter. [4342/21]

View answer

Written answers

I propose to take Questions Nos. 478 and 479 together.

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.

With regard to transport arrangements for the Summer Programme, my Department committed to providing grant funding to support families with the cost of transport arrangements for those children who were eligible for school transport and who were approved to participate in the school based Summer Programme.

All families who were eligible for transport at that time and who availed of the school based Summer Programme 2020 are entitled to recieve the grant in question. School Transport Section has commenced processing payment of these grants to the families in queston. Payment has been made to approximately 200 families to date, with the remaining families for whom payee details have been received to be paid in the coming week.

Full details of the costs paid to families in relation to this grant will be availible once all grants have been processed.

Public Sector Pensions

Questions (480)

Aodhán Ó Ríordáin

Question:

480. Deputy Aodhán Ó Ríordáin asked the Minister for Education if the case of a person (details supplied) who has been waiting for the return of a pension query form 1 for 18 months from the Department in order to get an estimate of pension benefits will be investigated; if a reply will issue directly to the person to allow them to make a decision on retirement before 1 February 2021; and if there is a general delay or a backlog in such queries or if this delay is a one-off issue. [4371/21]

View answer

Written answers

I am pleased to inform the Deputy that officials from the Pension Unit of my Department have clarified that direct contact has been made with the person referred to in their query. A statement in response to this person’s request has been issued.

Every year the Pension Unit receives retirement applications from approximately 1500 teaching and non-teaching staff of primary and secondary schools. The Unit also receives several thousand statement requests. The core priority of the Pension Unit in any year and, particularly during the Covid-19 pandemic, is the smooth transition from payroll to pension of the 1500 teaching and non-teaching staff who applied to retire and were eligible to do so, in that given year. The next priority group are those seeking statements for retirement planning, which encompasses the person to whom the Deputy refers. These requests are dealt with in order of date of receipt.

To support retirement planning, the Pension Unit has also made available to scheme members a pensions estimator called a Modeller on the Department of Education website. This modeller can estimate pension benefits based on the salary and service details entered by a scheme member.

Summer Works Scheme

Questions (481)

Michael Creed

Question:

481. Deputy Michael Creed asked the Minister for Education the reason an application by a school (details supplied) under the summer works scheme for improved facilities was unsuccessful; the rationalisation for prioritisation of various categories within the scheme; and if she will make a statement on the matter. [4372/21]

View answer

Written answers

I can confirm that the school in question submitted an application for capital funding under my Department's multi-annual Summer Works Scheme (SWS) 2020 onwards for Science Labs (Category 5).

In late 2020, the details of the schools that will receive funding in Summer 2021 in respect of applications submitted for "Roof Works projects" (Category 1) and "Toilet Facilities projects" (Categeory 6) were announced.

Commensurate with the level of funding set aside for the Scheme, remaining applications are being assessed on a top down basis in accordance with the prioritisation criteria outlined in the Circular accompanying the Scheme. In this regard, applications submitted for other works/categories will be considered under future rounds of the Summer Works Scheme.

Top
Share