Written Answers Nos. 105-129
105. Deputy Jennifer Carroll MacNeill asked the Minister for Education the plans currently in place for the July provision 2021; if the programme will be expanded and run for an extended period of time in recognition of the classroom time lost by children with additional needs due to Covid-19 restrictions; and if she will make a statement on the matter. [6060/21]
View answerA 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.
I will make an announcement on this in due course.
106. Deputy Jennifer Carroll MacNeill asked the Minister for Education her plans to backdate the three additional weeks parental leave when it is introduced for teachers; and if she will make a statement on the matter. [6062/21]
View answerParental Leave is regulated by the Parental Leave Acts 1998 - 2019. A teacher is currently entitled to up to a maximum of 26 weeks Parental Leave in respect of each child up to the age of 13 years or the age of 16 years in the case of a child with a disability and/or long-term illness.
Parent’s Leave is regulated by the Parent’s Leave and Benefit Act 2019. A teacher, who is a relevant parent of a child born or adopted, on or after 1 November 2019, is currently entitled to 2 weeks Parent’s Leave. This leave can be taken within 12 months from the date of birth of the child or in the case of adoption, the day of placement of the child. Similar, to all leave applications, a teacher who wishes to apply for Parent’s Leave must apply to his/her employer in advance of the planned commencement date.
Changes to Parent’s Leave and Benefit were announced in Budget 2021. My Department is awaiting the publication of legislation to reflect the detail of the increased Parent’s Leave entitlement.
107. Deputy Niamh Smyth asked the Minister for Education the status of the new school building for a school (details supplied); if the site for the new school has been secured; if not, the stage at which it is at; and if she will make a statement on the matter. [6076/21]
View answerI am pleased to inform the Deputy that the acquisition of a site on the Shercock Rd., Castleblayney to accommodate the permanent school building project for Gaelscoil Lorgan will complete this week.
The project for the provision of a new permanent building on this site has now been progressed into the architectural planning process.
108. Deputy Bríd Smith asked the Minister for Education if there will be changes in 2021 to SNA allocations; her views on whether it has been an extremely difficult year for all those working in education; if a commitment will be given to clarify and provide information in relation to SNA allocations for 2021; and if she will make a statement on the matter. [6145/21]
View answerI acknowledge it has been a challenging year for those working in education and also those pupils with complex needs who have experienced the impact of school closures and the cessation of in-person teaching and learning in a very considerable way.
I appreciate and recognise the significant efforts schools are making to provide effective remote teaching and learning for these pupils.
A core recommendation of the National Council for Special Education’s (NCSE) Review of the Special Needs Assistant (SNA) scheme concerned a change in the way that SNAs are allocated to mainstream classes in both primary and post primary schools and called for the greater proportion of SNAs in these classes to be allocated on the basis of an educational profile of each school before the commencement of the school year in a similar manner to the allocation of special education teachers (SETs).
The frontloaded allocation model is intended to ensure that SNA posts are in schools and available immediately to students upon their arrival, reducing delays in accessing support. It eliminates the need for individual applications and professional assessments in order to access resources, moving to a needs-based model of support and ending the requirement for parents to secure a formal diagnosis to gain access to resources.
With the frontloaded model of SNA allocation, schools will have discretion, greater autonomy and greater flexibility on how their SNA allocation is deployed to meet the needs of students with additional care needs. However, there is no change in SNA duties.
In recommending the frontloaded model the NCSE recommended that the SET allocations, based on school profiles, provides the strongest predictor of the level of care needs in a school to base the frontloaded allocations for mainstream SNA allocations.
It had been planned that the frontloaded model of allocation for SNAs would be rolled out to all schools from the commencement of the 2020/21 school year.
However, due to the disruption caused by Covid-19 and the closure of school buildings in March 2020. It was decided that the introduction of the model would be deferred for one year i.e. to the start of the 2021/22 school year. This will allow time for the necessary planning and training for schools.
As an interim step, SNA allocations were frozen at their current levels for 2020/21 with provision for additionality where necessary. Department Circular 30/2020 sets out the arrangements for SNA allocations for the 2020/21 school year.
Schools were advised in the first instance to review and reprioritise deployment of all SNAs within mainstream settings and allocate resources on the basis that 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. SNA allocations for special classes and special schools are not affected by this arrangement.
Work is ongoing in relation to national rollout of the frontloaded model for the 2021/22 school year.
109. Deputy Catherine Connolly asked the Minister for Education her plans to meet with an association (details supplied); the engagement she has had with the group since the start of 2021; and if she will make a statement on the matter. [6160/21]
View answer118. Deputy Seán Canney asked the Minister for Education when she will meet with an association (details supplied) further to a commitment by the Taoiseach on 14 January 2021 in reply to a question by Deputy Noel Grealish that she would do so; and if she will make a statement on the matter. [6242/21]
View answerI propose to take Questions Nos. 109 and 118 together.
I wish to advise the Deputy that I was in contact by phone with a representative of the group, as well as the principal on the 14th January and I have asked my office to make appropriate arrangements to arrange a virtual meeting with the Association.
110. Deputy Matt Carthy asked the Minister for Education the status of the proposal by Cavan and Monaghan Education and Training Board to amalgamate schools (details supplied); if she is satisfied that adequate community consolation has been carried out regarding this proposal; if she has received requests to review the proposal; and if she will make a statement on the matter. [6165/21]
View answerAs the Deputy is aware, the recommendation to amalgamate the schools in question has been accepted following detailed consideration of the proposal from Cavan Monaghan Education and Training Board, patron of both schools and the submissions received from the groups referred to by the Deputy. The recommendation from the patron to amalgamate the existing schools into a new building, will now proceed.
The Patron advised that an invitation to consultation meetings was forwarded to the Boards of Management of both schools in question and to all representative groups identified in both communities. In total, eleven groups were identified and meetings arranged between February and July 2019. The Patron advised that the majority of the meetings proceeded and the majority views taken into consideration. A small number of meetings were cancelled by the group/association concerned and did not proceed.
The two schools will continue to operate from the existing school sites until a new school building is provided. It is envisaged that the construction phase for the new amalgamated school will be facilitated with investment available during the second half of the National Development Plan (NDP) 2018 to 2027.
The following revised reply was received on 8 February 2021.
As the Deputy is aware, the recommendation to amalgamate the schools in question was accepted following detailed consideration of the proposal received from Cavan Monaghan Education and Training Board, patron of both schools and the submissions received from the groups referred to by the Deputy. The Patron advised that an invitation to consultation meetings was forwarded to the Boards of Management of both schools in question and to all representative groups identified in both communities. In total, eleven groups were identified and meetings arranged between February and July 2019. The Patron advised that the majority of the meetings proceeded. A small number of meetings were cancelled by the group/association concerned and did not proceed. I have received further representations on the amalgamation and will be giving these due consideration.
The two schools will continue to operate from the existing school sites until a new school building is provided. It is envisaged that the construction phase for the new amalgamated school will be facilitated with investment available during the second half of the National Development Plan (NDP) 2018 to 2027.
111. Deputy Marc Ó Cathasaigh asked the Minister for Education the status of the commencement of building a school (details supplied); and if she will make a statement on the matter. [6171/21]
View answerThe major building project for the school referred to by the Deputy is currently at an advanced stage of architectural planning, Stage 2(b) – Detailed Design, which includes the applications for Planning Permission, Fire Cert and Disability Access Cert and the preparation of tender documents. All statutory approvals have been secured.
The Design Team is currently working on the completion of the Stage 2(b) report which upon completion will be submitted to the Department for review.
In order to expedite the progression of this project the Department has recently authorised the Design Team to commence the pre-qualification process to select a shortlist of contractors for this project in parallel with the completion of the Stage 2(b) report.
Upon receipt, review and approval of the Stage 2(b) report and completion of the pre-qualification process the project will progress to tender and construction stages. My Department and the design team will continue to keep the school fully informed regarding the further progression of this project.
112. Deputy Sean Sherlock asked the Minister for Education the status of temporary accommodation at a school (details supplied). [6172/21]
View answerCork ETB has a project manager in place to provide interim accommodation to meet the schools needs pending delivery of its permanent building.
The planned interim accommodation project was due to be delivered in three phases but phases two and three will now be combined.
- Phase 1 consisted of 2 main-classrooms, 1 SNU, ancillary accommodation and an assembly area. This was handed over to the school on 14 December 2020.
- Phase 2 & 3 combined will consist of 8 main-classrooms, Science Room, Engineering Room and ancillary. It is anticipated that this will start on site in early April 2021 and the expected completion date will be the end of July 2021.
113. Deputy James Lawless asked the Minister for Education if a report will be provided on the necessary works and upgrade of a school (details supplied); if it will include an update on the technical inspection and report of the school; the timeframe for the completion of works on the school; and if she will make a statement on the matter. [6179/21]
View answerMy Department is currently liaising with the school in question and will continue this engagement in the context of assisting the school with its accommodation needs.
114. Deputy Claire Kerrane asked the Minister for Education if there is a way parents can recoup moneys or part of moneys spent on much needed IT equipment in order to ensure their children could engage in remote learning from home; if not, if she will consider making a fund available to parents who had to purchase devices (details supplied) and printers in order to enable their children to be educated from home; and if she will make a statement on the matter. [6193/21]
View answerSince 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 available at gov.ie.
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. This can include the purchase of ICT devices including laptops, tablet devices and hybrid computing devices, that can be shared with students and teachers who do not have access to devices, essential learning platforms and other ICT infrastructure to support the provision of remote learning.
This ICT Grant funding issues to schools, as schools are best placed to identify the needs of their learners and to meet those requirements.
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.
Responsibility for ensuring that learners receive appropriate support to engage adequately with learning remains with the school in which they are enrolled. Regular and ongoing communication between school and home will be essential to support engagement with learning and continuous connection with classmates and school community. Additional supports will be provided for these learners from within the staffing resources of the school. Schools will have discretion to manage and redistribute their support resources in order to best meet the learning needs of their pupils and students.
Resources to support schools and teachers to the transition to distance learning using technology, including blended learning approaches, are being provided by the Department support service, the Professional Development Service for Teachers (PDST), at https://www.pdst.ie/DistanceLearning.
The Department’s Education portal 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.
115. Deputy Joe O'Brien asked the Minister for Education the number of ASD unit places in schools in north Dublin; the estimated number of applicants for such places each year in tabular form; and if she will make a statement on the matter. [6196/21]
View answerEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. In this year's budget, more than 20% of the total Education Budget or €2bn will be invested in supporting children with special needs, an increase from €1.9bn last year.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
A network of 155 special classes provide ASD and ASD Early Intervention placements for students in North Dublin at Primary and Post Primary level. The admission policies of schools are the remit of the Board of Management of each school and, as such, the NCSE has no role in relation to the number of applicants or waiting lists. Once schools notify NCSE of vacancies within their specialist provision, SENOs work locally to ensure parents are made aware of these special class places.
Through ongoing consultation at local level the NCSE is aware of those parents whose children will be seeking placement for the 2021/22 academic year, including mainstream placement with appropriate support, special class placement, Early Intervention and special school placement. The NCSE continues to work at local level to identify any and all relevant suitable placements.
Special classes in the Dublin area generally operate at capacity, and the NCSE is working with a significant number of schools in the county to encourage and support the opening of new ASD classes at all levels. The NCSE has specific plans in place to open a number of additional classes in schools in North Dublin.
I can also reassure the Deputy that the local SENOs continue to be available to assist and advise parents of children with special educational needs.
116. Deputy Denis Naughten asked the Minister for Education if she will issue a circular to schools to allow the live broadcast of lessons to leaving certificate students outside the school building who will not be able to physically return to school with their peers due to the need to cocoon due to Covid-19; and if she will make a statement on the matter. [6227/21]
View answerSchools have put significant measures in place to reduce the risk of coronavirus being transmitted to/within the school and significant funding has been provided to support schools in this respect. The evidence to date from a public health perspective is that schools are safe. The approach to Covid-19 in schools is led by the advice and guidance of the HSE Public Health.
The HSE Health Protection Surveillance Centre (HPSC) has issued specific advice about children attending school in the context of covid-19. This advice covers both children with underlying medical conditions and children living with family members with underlying conditions. For all children, care should continue to be taken to reduce transmission through the measures promoted by HPSC.
The HPSC advice advises that children with immediate family members, including parents, in both the ‘high risk’ and ‘very high risk’ categories can return to school and it is important for the child’s overall well-being. This is consistent with public health advice internationally in relation to at-risk family members. The priority is that the household continues to follow all current advice on how to minimise the risk of coronavirus, through regular hand washing, etc.
Live streaming of classes does not arise where categories of students are expected to be in school. The guidance is available at the following link.
www.hpsc.ie/a-z/respiratory/coronavirus/novelcoronavirus/guidance/educationguidance/HSE%20advice%20on%20return%20to%20school.pdf.
My Department has also published guidance to support schools in making adapted education provision for students with an underlying medical condition who cannot return to school because they are medically certified as being at very high risk to COVID-19. The guidance for post-primary schools on supporting such students is available via the following link https://assets.gov.ie/86732/17f3cc49-72ad-4986-98fc-51037d93369e.pdf
The Department of Education is engaging closely with the education partners to work towards achieving consensus on a satisfactory way forward to ensure a safe phased return of children to in-school learning. This remains a high priority for all partners at this time.
117. Deputy Seán Canney asked the Minister for Education the reason she has failed to engage with an association (details supplied) to have discussions on education and exams during the Covid-19 lockdown; if she will rectify the matter; and if she will make a statement on the matter. [6238/21]
View answerThe planning work underway in respect of the Leaving Certificate Examinations in 2021 is being assisted by an Advisory Group of key stakeholders which has met on a number of occasions in recent months. 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. The Advisory Group, which was initially constituted in April 2020, includes representatives of students, parents, teachers, school leadership and management bodies, the State Examinations Commission, 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.
Parents are represented at the group by both the National Parents Council – Primary (NPC) and the National Parents Council – Post-Primary (NPCPP). The Education Act puts the recognition of these bodies on a statutory footing as the official parent representative bodies at national level. Both parent organisations represent all parents and guardians in schools throughout the country. Both Parents Councils have actively engaged in the work of the advisory group since it was constituted and have ensured that the advice provided by the group to my Department was informed by the voice of parents.
Both the Catholic Secondary Schools Parents Associations (CSSPA) and the Education and Training Boards Schools National Parents’ Association (ETBsNPA) were constituent bodies of the National Parents’ Council Post-primary. Other constituent bodies of the NPCPP also includes the National Association of Compass – Co-operation of Minority Religion and Protestant Parent Associations (Post Primary) and Parents Association of Community & Comprehensive Schools (PACCS).
My Department has been informed that the boards of the National Parents Council Post Primary and of the National Parents Council Primary have agreed to work together to progress plans to form a new National Parents Council representing all parents in order to strengthen the voice of parents from early years right through to the end of second level education.
119. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais cén dul chun cinn a dhéanfar ar an bpleanáil don Pholasaí don Oideachas Lán-Ghaeilge in 2021, bunaithe ar fhreagra ar cheist pharlaiminteach a fuair mé le déanaí (sonraí tugtha); cén uair a thosófar ar an bpleanáil sin; an mbeidh dul i gcomhairle poiblí ann i mbliana faoi dhréacht-pholasaí oideachais don earnáil seo; an mbeidh sí ag déanamh ráiteas faoin gcur chuige a bhainfidh leis an bpróiseas seo go luath; agus an ndéanfaidh sí ráiteas ina thaobh. [6244/21]
View answer120. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais ós rud é go bhfuil an phleanáil don Pholasaí don Oideachas Lán-Ghaeilge le tosú in 2021, an bhfuil sé i gceist aici an Polasaí don Oideachas Lán-Ghaeilge a bheith mar chuid de Ráiteas Straitéise na Roinne Oideachais, 2021-2023; agus an ndéanfaidh sí ráiteas ina thaobh. [6249/21]
View answerI propose to take Questions Nos. 119 and 120 together.
PQ 6244/21
Chun a fhiafraí den Aire Oideachais cén dul chun cinn a dhéanfar ar an bpleanáil don Pholasaí don Oideachas Lán-Ghaeilge in 2021, bunaithe ar fhreagra ar cheist pharlaiminteach a fuair mé le déanaí (sonraí tugtha); cén uair a thosófar ar an bpleanáil sin; an mbeidh dul i gcomhairle poiblí ann i mbliana faoi dhréacht-pholasaí oideachais don earnáil seo; an mbeidh sí ag déanamh ráiteas faoin gcur chuige a bhainfidh leis.
To ask the Minister for Education, in light of the answer to a parliamentary question I received recently (details provided), what progress will be made in 2021 on planning for an All-Irish Education Policy; when will this plan commence; will there be a consultation process on a draft education policy for this sector and if she will be making a statement in relation to the approach that will be adopted.
PQ 6244/21
Chun a fhiafraí den Aire Oideachais ós rud é go bhfuil an phleanáil don Pholasaí don Oideachas Lán-Ghaeilge le tosú in 2021, an bhfuil sé i gceist aici an Polasaí don Oideachas Lán-Ghaeilge a bheith mar chuid de Ráiteas Straitéise na Roinne Oideachais, 2021-2023; agus an ndéanfaidh sí ráiteas ina thaobh.
To ask the Minister for Education, as planning for the All-Irish Education Policy will commence in 2021, does she intend that the All-Irish Education Policy will be included in the Department of Education Strategy Statement 2021-2023; and if she will make a statement on the matter.
FREAGRA (PQ 6244/21 and PQ 6249/21)
I gcomhthéacs chur i bhfeidhm na Straitéise 20-Bliain an Rialtais don Ghaeilge 2010-2030, tá dul chun cinn suntasach déanta ag mo Roinn ar chur i bhfeidhm réimse leathan gníomhartha an Pholasaí don Oideachas Gaeltachta 2017-2022 agus leanfar leis an obair thábhachtach seo chun a chinntiú go bhfuil oideachas ar ardchaighdeán trí mheán na Gaeilge ar fáil do mhuintir na Gaeltachta.
Leanfar le cur i bhfeidhm leanúnach an Pholasaí don Oideachas Gaeltachta agus le hobair eile a bhaineann le polasaí ar an oideachas Gaeilge a chur chun cinn i gcomhthéacs na Straitéise 20-Bliain don Ghaeilge agus Ráiteas Straitéise 2021-23 mo Roinn-se a fhoilseofar go luath. Beidh próiseas comhairliúcháin leis na páirtithe leasmhara mar chuid den phróiseas agus úsáidfear é mar bhonn eolais d’fhorbairt an pholasaí.
ANSWER (PQ 6244/21 and PQ 6249/21)
In the context of the implementation of the Government’s 20-year Strategy for the Irish Language 2010-2030, my Department has made significant progress in implementing the wide range of actions in the Policy on Gaeltacht Education 2017-2022 and this important work is continuing to ensure the availability of high quality Irish-medium education for Gaeltacht communities.
The ongoing implementation of the Policy on Gaeltacht Education and other work relating to the development of policy on Irish language education will be progressed in the context of the 20-Year Strategy for the Irish Language and the Strategy Statement 2021-23 for my Department, which I hope to publish soon. A consultation process with stakeholders will be part of the process and will be used to inform the development of the policy.
121. Deputy Aodhán Ó Ríordáin asked the Minister for Education her plans for the allocation of SNAs in 2021; if a policy decision has been made on the strategy; the measures being taken to provide SNAs with job security; and if she will make a statement on the matter. [6307/21]
View answerA core recommendation of the National Council for Special Education’s (NCSE) Review of the Special Needs Assistant (SNA) scheme concerned a change in the way that SNAs are allocated to mainstream classes in both primary and post primary schools and called for the greater proportion of SNAs in these classes to be allocated on the basis of an educational profile of each school before the commencement of the school year in a similar manner to the allocation of special education teachers (SETs).
The frontloaded allocation model is intended to ensure that SNA posts are in schools and available immediately to students upon their arrival, reducing delays in accessing support. It eliminates the need for individual applications and professional assessments in order to access resources and facilitates schools allocating the available resources to those with greatest need.
One feature of the School Inclusion Model is the development of a frontloaded allocation model of SNAs. Frontloading SNA support eliminates the need for an individual assessment for each student, ending the link with the requirement for a formal diagnosis to gain access to support, and will reduce the delays in making supports available to schools. The proposed arrangements when implemented will also improve job security for SNAs in schools ensuring greater certainty for SNAs in relation to their employment status.
It had been planned that the frontloaded model of allocation for SNAs would be rolled out to all schools from the commencement of the 2020/21 school year.
However, due to the disruption caused by Covid-19 and the closure of school buildings in March 2020. It was decided that the introduction of the model would be deferred for one year i.e. to the start of the 2021/22 school year. This will allow time for the necessary planning and training for schools.
As an interim step, SNA allocations were frozen at their current levels for 2020/21 with provision for additionality where necessary. Department Circular 30/2020 sets out the arrangements for SNA allocations for the 2020/21 school year.
Schools were advised in the first instance to review and reprioritise deployment of all SNAs within mainstream settings and allocate resources on the basis that 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. SNA allocations for special classes and special schools are not affected by this arrangement.
Where schools consider their SNA allocation to be inadequate to meet current needs, a school can seek a review by making an application to the NCSE.
Work is ongoing in relation to national rollout of the frontloaded model for the 2021/22 school year.
The supplementary assignment arrangements for Special Needs Assistants (SNAs) were established on foot of proposals brought forward by the Labour Relations Commission when the Haddington Road Agreement was being agreed. These supplementary assignment arrangements for SNAs continue to operate under the Public Service Stability Agreement 2018 - 2020, and both unions representing SNAs, namely SIPTU and FÓRSA, have signed up to that agreement. As set out in the LRC proposals, the supplementary assignment arrangements for SNAs only apply to current SNAs who are notified that they are to be made redundant. Accordingly, the purpose of these arrangements is to facilitate eligible SNAs who are being made redundant by one employer in filling SNA vacancies that may become available in another school / ETB.
Once an SNA with a minimum of one year's service (service in a substitute capacity i.e. covering for maternity leave, sick leave, career breaks, job-sharing etc. does not count) is notified by his/her employer that s/he is to be made redundant then s/he shall be deemed to be a member of a supplementary assignment panel for SNAs. The detailed supplementary assignment arrangements for SNAs for the 2020/2021 school year are set out in Departmental Circular 0036/2020 which issued on 13 May 2020.
The operation of this panel is described and outlined in Circular 0036/2020 and it is designed to be as flexible as possible which enables all eligible SNAs, who have the requisite Panel Form 1 completed by their former employer, to apply for any SNA position that is advertised by a school or an ETB with no sectoral, diocesan or geographical limitations imposed. Every eligible SNA will remain on the panel for two years with a view to getting further employment. If they are not successful over that period of time in obtaining a further SNA position then they will be eligible for a redundancy payment. Furthermore, an SNA may opt out of this supplementary assignment panel at any point in time triggering the processing of his/her redundancy payment in line with the terms set out in the SNA redundancy scheme (DES Circular 58/06) or any revision of same that is applicable at that time.
It should be noted that this does not prevent any person, including newly qualified SNAs, from applying for SNA vacancies but employers are obliged to give precedence to applicants who are members of the SNA Supplementary Assignment Panel.
The Supplementary Assignment Panel arrangements are reviewed by my Department on an annual basis in conjunction with an independent Supplementary Assignment Manager, the school management bodies and the two unions representing SNA staff (FÓRSA and SIPTU).
My Department has set up a dedicated e-mail address to deal with all queries in relation to the SNA Supplementary Assignment Panel and any queries in respect of the operation of the Panel can be directed to this dedicated e-mail address: snasupplementpanel@education.gov.ie.
122. Deputy Brendan Smith asked the Minister for Education the position regarding the holding of the 2021 junior certificate examinations; and if she will make a statement on the matter. [6311/21]
View answerMy 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 I am acutely aware of the impacts that this has had on those students preparing to sit their final examinations. 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 in respect of the State Examinations in 2021 is being assisted by an Advisory Group of key stakeholders which has met on a number of occasions in recent months. 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. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the State Examinations Commission, 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.
At a meeting of the group on 22 January, the Irish Second Level Students’ Union 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.
The sub-group exploring these options has since met on three occasions and has discussed further possible measures that could be taken to address the demands on students preparing for the examinations. Having regard to the impact of current school closures for face-to-face tuition, there was also discussion on the scope and form of assessment for the various examination components, written and non-written.
All partners are committed to acting in the interests and wellbeing of students, who are at the heart of this process.
A meeting of the Cabinet Committee on Education also took place on 1 February which provided an opportunity for consideration of possible options prior to consideration by Government as a whole.
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.
123. Deputy Michael Creed asked the Minister for Social Protection when a person (details supplied) will receive arrears of disability allowance. [6059/21]
View answerFollowing a review of the entitlement of the person concerned, it was found that he had a decrease in his means from his previous assessment. Based on the information provided to my Department, a maximum rate of disability allowance (DA) was awarded with effect from 9 September 2020.
A letter issued to the person concerned informing him of this on 22 December 2020. Arrears of payment due have issued to him on 29 January 2021.
I trust this clarifies the matter for the Deputy.
124. Deputy Michael McNamara asked the Minister for Social Protection the status of an appeal by a person (details supplied); and if she will make a statement on the matter. [6071/21]
View answerIn a state pension entitlement review following the death of the recipient, the Department, for reasons of confidentiality, can only correspond or communicate with the legal representative or personal representative of the deceased.
According to the records of the Department, the person on whose behalf the Deputy is enquiring is not the named executor or personal representative in this case. If, however, a signed authorisation is provided by the executor/personal representative facilitating the provision of information to another person, the Department will contact the person concerned without delay and inform them of the current position in the case.
125. Deputy Michael Healy-Rae asked the Minister for Social Protection the status of a pension application by a person (details supplied); and if she will make a statement on the matter. [6148/21]
View answerThe Social Welfare Appeals Office has advised me that an appeal in respect of the person concerned was registered by that Office on 25 June 2020. It is a statutory requirement of the appeals process that the relevant Departmental papers and comments by the Deciding Officer on the grounds of appeal be sought. The file papers were received from the Department on 30 October 2020 and the appeal was referred to an Appeals Officer on 3 November 2020.
The Appeals Officer in their consideration of the case has requested additional documentation which was sought by a letter issued on 1 February 2021 to both the person concerned and their representative. The Appeals Officer, on receipt of a reply to this correspondence, will consider it in relation to making a decision on the appeal as soon as possible.
The Social Welfare Appeals Office functions independently of the Minister for Social Protection and of the Department and is responsible for determining appeals against decisions in relation to social welfare entitlements.
I trust this clarifies the matter for the Deputy.
126. Deputy Pa Daly asked the Minister for Social Protection the status of oral hearings for pension appeals under the Covid-19 lockdown; and if she will make a statement on the matter. [6166/21]
View answerThe Social Welfare Appeals Office functions independently of the Minister for Social Protection and of the Department and is responsible for determining appeals against decisions in relation to social welfare entitlements.
I am advised by the Chief Appeals Officer that it is currently not possible to facilitate in-person oral hearings due to Covid-19 restrictions. However, the Social Welfare Appeals Office commenced conducting online appeal hearings on 11 November 2020. In addition to that development, the Office has been conducting hearings via telephone, where suitable. Appeals also continue to be determined on the basis of written submissions. The position in relation to the conducting of oral hearings is being kept under review by the Chief Appeals Officer.
Since November 2020, online and telephone oral appeal hearings have been conducted in respect of a range of social welfare schemes, including pensions.
I trust this clarifies the matter for the Deputy.
127. Deputy Claire Kerrane asked the Minister for Social Protection the number of persons prosecuted for social welfare fraud in each of the years 2018 to 2020, in tabular form. [6189/21]
View answerThe Department's policy is to consider for prosecution all cases of fraud against the social welfare system. In considering which cases to prosecute, the Department applies defined and recognised practice standards, set by the Director of Public Prosecutions (DPP).
Social Welfare Legislation cases finalised successfully in Court - 2018-2020
|
Year |
2018 |
2019 |
2020 |
|
No. of cases |
149 |
86 |
67 |
Cases of very serious suspected fraud such as impersonation are referred to An Garda Síochána for investigation and consideration of prosecution under the the Criminal Justice Theft & Fraud Act via the DPP.
Cases referred to An Garda Síochána - 2018-2020
|
Year |
2018 |
2019 |
2020 |
|
No. of cases |
74 |
82 |
82 |
I trust that this clarifies the matter for the Deputy.
128. Deputy Claire Kerrane asked the Minister for Social Protection the estimated full-year cost of increasing maternity benefit from 26 to 30 weeks for those who have had multiple births. [6190/21]
View answerA decision to extend the duration of maternity leave, including that for families with multiple births, would be the responsibility of my colleague the Minister for Children, Equality, Disability, Integration and Youth. My Department has responsibility for the payment of any associated maternity benefit which is provided for in the Social Welfare Consolidation Act 2005 (as amended).
Maternity Benefit is paid for 26 weeks at a rate of €245 per week. There is a provision of €261m for maternity benefit for 2021. CSO data from 2018 indicates that there were 1,120 instances of multiple births in Ireland, representing 1.9% of all births. Based on an apportionment of 1.9% of maternity benefit recipients, the additional cost of increasing the duration of maternity benefit by 4 weeks to 30 weeks, where there are multiple births, would be approximately €760,000.
It should also be noted that there would be additional costs to the Exchequer as these estimates do not include the costs for substitution or salary top-ups which would be a matter for my colleague the Minister for Public Expenditure and Reform. Decisions around the extension of this benefit would have to be considered in a budgetary context and the impact it would have on employers.
I hope this clarifies the matter for the Deputy.
129. Deputy Kieran O'Donnell asked the Minister for Social Protection if a disability allowance for a person (details supplied) will be reviewed. [6209/21]
View answerA review was carried out on the means of the person concerned and they were awarded an increased rate of disability allowance (DA) with effect from 13 May 2020. A letter informing them of this decision issued to them on 28 May 2020.
A further review of the entitlement of the person concerned was carried out on 1 February 2021 and it was found that she had an increase in her means from her previous assessment. Based on the information provided to my Department, a reduced rate of DA was awarded effective from 10 February 2021.
Notification of this decision issued to the person concerned. They were also notified of their right to request a review of this decision or to appeal it to the independent Social Welfare Appeals Office (SWAO).
I trust this clarifies the matter for the Deputy.
