Written Answers Nos. 393-414
393. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to the case of students in a college (details supplied); and if she will engage with the course directors and student representatives to alleviate their concerns. [10519/21]
View answer394. Deputy Michael Lowry asked the Minister for Education if consideration will be given to providing grant supports to professional masters of education in primary teaching students of a college (details supplied) to complete the immersive Gaeltacht course given completion of the immersive Gaeltacht course is compulsory to comply with Teaching Council requirements; and if she will make a statement on the matter. [10537/21]
View answer440. Deputy David Stanton asked the Minister for Education the situation with regard to the initial teacher education programme and the Gaeltacht learning period requirement for students who are in their final year of training; the associated costs involved; and if she will make a statement on the matter. [9835/21]
View answer493. Deputy Thomas Pringle asked the Minister for Education if she will report on the cost of the Gaeltacht course for student teachers of a college (details supplied) given that the 2021 course will be a two-week online course from home; and if she will make a statement on the matter. [10322/21]
View answer495. Deputy Catherine Connolly asked the Minister for Education her plans to extend the Gaeltacht grant to trainee teachers in private colleges such as a college (details supplied) and those studying teaching at postgraduate level; and if she will make a statement on the matter. [10330/21]
View answer500. Deputy Dara Calleary asked the Minister for Education the person or body responsible for the proposed fee level for the immersive Gaeltacht course required by the Teaching Council; the financial supports available particularly to those students in private colleges who do not qualify for the Gaeltacht grant; and if she will make a statement on the matter. [10371/21]
View answer504. Deputy Dara Calleary asked the Minister for Education the liaison she or her officials have had in relation to the online immersive Gaeltacht course required by the Teaching Council; if her attention has been drawn to the proposed cost levels for this course; the financial supports available from her Department particularly to those students in private colleges who do not qualify for the Gaeltacht grant; and if she will make a statement on the matter. [10377/21]
View answer506. Deputy Peter Fitzpatrick asked the Minister for Education the reason a college (details supplied) is not covered by the Gaeltacht grant; and if she will make a statement on the matter. [10392/21]
View answer508. Deputy Seán Canney asked the Minister for Education if her attention has been drawn to the fact that teacher training students who attend a college (details supplied) and are required to undertake an immersive Gaeltacht course but cannot do so due to Covid are being requested to pay a fee of €600 per fortnight for the online course and they cannot avail of any supports; and if she will make a statement on the matter. [10406/21]
View answer515. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her attention has been drawn to the difficulties faced by student teachers studying at a private college (details supplied) who are faced with a €1,300 cost of a two-week online course with no access to a Gaeltacht grant or other sources of funding available to these students; and the measures she proposes to take in order to support these students. [10436/21]
View answer534. Deputy Bríd Smith asked the Minister for Education if the plight of students who enrolled in a private college (details supplied) will be examined; if she will examine the cost of this online course; and if assistance will be granted to students to pay the fees given the difficult circumstances of completing the course during the Covid crisis. [10502/21]
View answer535. Deputy Bríd Smith asked the Minister for Education if the plight of students who enrolled in a private college (details supplied) will be examined; if the cost of this online course will be examined and the students granted access to the Gaeltacht grant of €650, which they are at present excluded from; and if she will make a statement on the matter. [10505/21]
View answer543. Deputy Brendan Smith asked the Minister for Education if adequate financial support will be provided for students attending a course (details supplied) which is an essential part of their masters degree programme; and if she will make a statement on the matter. [10570/21]
View answerI propose to take Questions Nos. 393, 394, 440, 493, 495, 500, 504, 506, 508, 515, 534, 535 and 543 together.
The current requirements for Gaeltacht Learning Periods (GLPs) for primary Initial Teacher Education (ITE) programmes takes the form of 2 x 2 week placements, which are outlined in the Teaching Council’s Céim: Standards for Initial Teacher Education.
A number of GLPs due to take place in 2020 were postponed due to public health restrictions. Also, due to the uncertainties of how GLPs would happen, any scheduled placements were put on hold for the 2020/2021 academic year.
My Department has been working for some time with stakeholders, including the Teaching Council, the Higher Education Institutes (including the College referred to by the Deputy), the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media and CONCOS (umbrella body for Gaeltacht Colleges), to develop contingency arrangements to allow for the completion of GLPs in the current academic year. An agreement has now been reached to proceed with the delivery of an online version of the course in 2021.
These contingency plans allow for all placements scheduled to take place this year, related to the 2020/21 academic year, along with those postponed from 2020. It will also ensure that any final year students have the opportunity to graduate as scheduled in summer 2021.
Budget 2020 provided for the re-instatement of the grant to cover the full cost of the Gaeltacht Learning Periods (GLPs) for undergraduate and post-graduate students in State-funded primary ITE programmes, with effect from the 2020/2021 academic year. The grant was previously funded by my Department up to the 2012/2013 academic year, when it was ceased due to financial constraints. The rate of the re-introduced student grant for 2021 has been set at an average of €650. This will cover the cost of the undertaking the fortnightly online course in 2021. The re-introduced grant will be made available for undergraduate and post-graduate students in State-funded primary Initial Teacher Education (ITE) programmes. This is in line with normal practice for other grant payments per students qualifying requirements.
In recent years, it is understood that students had paid an average of €750 for undertaking a fortnightly GLP in the Gaeltacht. This average cost has been in place for many years and included a contribution to cover accommodation costs associated with attending the course in the Gaeltacht. While the accommodation costs do not arise this year, it is acknowledged that Gaeltacht College providers do face a number of additional costs associated with the preparation, design and delivery of a new online programme. It should be noted that in normal circumstances, Gaeltacht householders who provide accommodation to trainee teachers attending recognised courses in Gaeltacht regions also qualify for a daily grant of €10 per night under the terms of Scéim na bhFoghlaimeoirí Gaeilge which is administered by the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media.
It is the shared aim of all of the stakeholders involved that students experience a quality online programme. HEIs are currently working directly with their Gaeltacht College providers on implementing the practical and administrative arrangements for delivery of the GLP.
An allowance has been made for 2nd year Professional Masters in Education (PME) students (including students in the College referred to by the Deputy). Those 2nd year PME students who have not completed any GLP will now complete a 3 week online programme (had previously been required to complete 4 weeks). 2nd year PME students who have completed some of their required GLP will now be required to complete the remaining balance (up to a total requirement of 3 weeks) online. This particular allowance, approved by the Teaching Council’s Education Committee, recognised the significant timetabling issues facing 2nd year PME students in respect of school placement, the GLP and normal course work.
The College referred to by the Deputy is an independent private provider of ITE programmes. In relation to the cost of the online programme for students in the College referred to by the Deputy, my Department has recently responded to a proposal from that College confirming that both my Department and the Teaching Council has no issue with that College, working in collaboration with a Gaeltacht College(s) to provide an online programme based on the agreed syllabus for their own students and to negotiate and set the cost for undertaking that programme for their own students.
395. Deputy Gary Gannon asked the Minister for Education if her attention has been drawn to the lack of accreditation of the national training programme for special needs assistants in UCD, which has 500 SNAs enrolled and studying on the programme who will not be formally recognised at the end of their studies; and if she will make a statement on the matter. [10577/21]
View answerThe Comprehensive Review of the Special Needs Assistant Scheme (SNAs) was published by the National Council for Special Education (NCSE) in 2018. The Review made a number of recommendations regarding SNAs including the need for training.
A new national training programme for SNAs currently employed in recognised schools was developed on foot of the Review's recommendations. Following a public procurement process, University College Dublin (UCD) School of Education, in conjunction with UCD School of Nursing, Midwifery and Health Systems, were selected to develop and deliver this important educational initiative. UCD’s wide-ranging experience and expertise will enable the delivery of a broad-ranging and high-quality programme. This programme began in January 2021 with 500 participants in the first year. Priority was given to SNAs working in School Inclusion Pilot Schools. In total, there are 3,500 places available on the programme over the next four years.
This major educational initiative will enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. For some SNAs, this programme may present the first opportunity in recent times for them to engage with the theory and research based best practice underlying their role. Completion of the programme may serve as a stepping stone to further education opportunities in the area.
Each participant who completes the programme successfully will receive a certificate from UCD School of Education.
There is no cost to serving SNAs working in schools. This course is fully funded by the Department of Education and Skills. Participation in the programme is voluntary and all available places in this phase have been taken up.
396. Deputy Aodhán Ó Ríordáin asked the Minister for Education if an evaluation was carried out into the success of the slow down to catch up phase in autumn 2020 within different educational settings; if so, if the results of such an evaluation will be shared prior to the reopening of schools; if a similar approach is planned to be adopted for the coming planned reopening; and if she will make a statement on the matter. [9363/21]
View answerDuring the September-December 2020 period, the Inspectorate carried out research on how well primary, post-primary, special schools and Youthreach centres were operating in the context of the new arrangements relating to COVID-19. The research captured a range of perspectives, including those of principals, teachers, parents and students. It involved surveys of different stakeholders, discussion with school principals and focus groups of students. The analysis indicates that overall during the September-December period, schools operated safely, students settled in well to school and teachers successfully adapted their teaching approaches in response to COVID-19 arrangements. Reports on the different strands of the research will be published shortly.
The Inspectorate also continues to monitor provision for remote teaching and learning during the current period of school closure in a number of ways, including telephone surveys of principals and surveys of parents and students. It is also piloting a new evaluation model for inspecting remote teaching and learning. Composite reports on the outcomes of the surveys and of the pilot inspection activity will also be published in due course.
397. Deputy Jennifer Whitmore asked the Minister for Education the facilities available in her Department to facilitate breastfeeding breaks in accordance with WHO guidelines of two years for women in the workplace and as part of the National Strategy for Women and Girls 2017-2020; and if she will make a statement on the matter. [9368/21]
View answerI wish to inform the Deputy that in line with Government policy my department has facilities available to enable breastfeeding breaks for staff in accordance with Circular 31/2006.
398. Deputy Joan Collins asked the Minister for Education the amount her Department has spent on legal costs arising from litigation involving children with special educational needs. [9385/21]
View answerIt should be noted by the Deputy that my Department does not initiate such proceedings and cases are generally only litigated where no potential settlement is acceptable to both sides and the Government's authority to decide issues of education policy is in question. My Department does not take lightly any decision to defend cases concerning children with special educational needs. Therefore, my Department is not complacent in dealing with these cases and attempts, wherever possible, to reduce the potential for litigation and the levels of legal costs that arise.
Legal costs incurred by the State in defending proceedings instigated against the Department, are not met directly by the Department. In accordance with financial procedures in cases involving damages or compensation against the State, costs are generally charged to the Chief State Solicitor's Office Vote as sanctioned by the Attorney General. The Department may be required to meet the legal costs of Applicants/Plaintiffs where there is a settlement or an order for costs against the State in cases where my Department is a named party.
Please see Table below which details any such Legal Cost contributions to Applicants/Plaintiffs for the years 2010 to 2020, which are readily available to my Department.
It should be noted by the Deputy that in some years my Department also received reimbursements of legal costs from various parties, including contributions towards such costs from State co-defendants, involved in the litigation process. These reimbursements have been taken account of in the figures provided, as applicable.
|
YEAR |
Total expenditure for SEN Litigation Legal Costs |
|
2010 |
€649,239.75 |
|
2011 |
€622,159.30 |
|
2012 |
€172,665.85 |
|
2013 |
€69,888.86 |
|
2014 |
€115,929.90 |
|
2015 |
€117,465.00 |
|
2016 |
Nil |
|
2017 |
Nil |
|
2018 |
€69,147.50 |
|
2019 |
€19,875.00 |
|
2020 |
€172,084.51 |
399. Deputy Seán Canney asked the Minister for Education her plans to reopen schools across the country in order that parents can plan for work and ease the pressure on families working at home; and if she will make a statement on the matter. [9395/21]
View answer429. Deputy Robert Troy asked the Minister for Education her plans in relation to opening mainstream schools; and when mainstream schools will be open for all. [9628/21]
View answer540. Deputy Brendan Griffin asked the Minister for Education if all classes in primary schools with less than 30 pupils will be allowed to return when schools are reopened; and if she will make a statement on the matter. [10544/21]
View answer541. Deputy Peadar Tóibín asked the Minister for Education her plans for junior certificate students to return to school; and if she will make a statement on the matter. [10557/21]
View answerI propose to take Questions Nos. 399, 429, 540 and 541 together.
My Department has developed a plan with the relevant education stakeholders for the phased return to in-school learning for children in primary, post-primary and special schools. From the 1 March the first four classes at primary level – junior and senior infants, first and second class – and final year Leaving Certificate students will return to school. This phase will also see a return to full attendance for children in special schools. This is in addition to the reopening of special schools on 11 February on a 50% attendance basis and all special classes reopened fully from 22 February.
The full re-opening of our schools for all students in line with public health advice remains a top priority for Government and my Department is focussing on the safe return of all remaining cohorts of pupils and students to school at the earliest opportunity in March, with the last group of post primary students set to return to school after the Easter Break.
400. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if her attention has been drawn to the issues facing a special school (details supplied) that is finding it increasingly difficult to find places for its students in mainstream settings in secondary schools in its local area; and the steps she will take to ensure that children attending special schools are not disadvantaged by the feeder school admission policy in secondary schools. [9399/21]
View answerIt 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.
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 revised admissions policy is published on the school's website.
The Act requires schools to clearly set out their selection criteria in their admission policy. Schools have discretion in relation to their admission criteria and how they are applied, feeder schools are permitted as a criterion under the Act, and schools can continue to prioritise selected feeder schools should they wish to do so. The criteria to be applied by schools and the order of priority are matters for the schools themselves.
My Department's main responsibility in relation to placements generally is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
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.
At the time of transition to post primary school, and, as referenced by the Deputy in terms of transition from a special school, the NCSE's local Special Education Needs Organisers (SENOs) will offer advice to parents on the possible placement options available to their child moving forward, including mainstream placement with appropriate support, special class placement and special school placement.
Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list.
401. Deputy Bríd Smith asked the Minister for Education if her attention has been drawn to the fact that SNAs attending the national training programme for SNAs in UCD, which has been running since January 2021, have yet to be informed as to the type of accreditation they will receive when they complete their studies; if the importance of SNAs being awarded a significant qualification upon completion of the UCD programme will be acknowledged; if so, the nature of such acknowledgement; and if she will make a statement on the matter. [9403/21]
View answerThe Comprehensive Review of the Special Needs Assistant Scheme (SNAs) was published by the National Council for Special Education (NCSE) in 2018. The Review made a number of recommendations regarding SNAs. While SNAs are very much valued in the provision of care support, the Review recommended that a more broadly based set of supports was required including therapeutic supports.
The Review also referenced SNA training. Among the recommendations was the introduction of a national training programme for SNAs currently employed in our schools. Following a public procurement process, University College Dublin (UCD) School of Education, in conjunction with UCD School of Nursing, Midwifery and Health Systems, were selected to develop and deliver this important educational initiative. UCD’s wide-ranging experience and expertise will enable the delivery of a broad-ranging and high-quality programme.
This major educational initiative will enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. For some SNAs, this programme may present the first opportunity in recent times for them to engage with the theory and research based best practice underlying their role. Completion of the programme may serve as a stepping stone to further education opportunities in the area.
Each participant who completes the programme successfully will receive a certificate from UCD School of Education.
There is no cost to serving SNAs working in schools. This course is fully funded by the Department of Education and Skills. Participation in the programme is voluntary and all available places in this phase have been taken up.
402. Deputy Richard Boyd Barrett asked the Minister for Education her plans to facilitate students of the leaving certificate or other years who feel they cannot return to the classroom with the community transmission still at high levels due to an underlying condition or a vulnerable family member; and if she will make a statement on the matter. [9453/21]
View answerThe Government has always been guided by public health advice in relation to what is safe in schools. Public health remain of the view that schools are low risk environments and that the infection prevention and control measures in place in school are effective but recognise there is an ongoing need to reduce societal activity and movement to curb the spread of the virus at this time.
The CMO has made it very clear in his advices to Government which are published on gov.ie, that schools are safe environments, with very little evidence of transmission within schools, and that the majority of infections of children and adolescents occurs outside the school setting. The decision to delay the reopening of schools was in recognition of the need to reduce societal activity and movement to curb the spread of the virus at a time where there was unprecedented levels of disease transmission in the community. This was not based on a changed assessment of the risks in relation to transmission levels in schools.
Schools have put significant infection prevention control measures in place to reduce the risk of coronavirus being transmitted to/within the school and significant funding of almost €650 million has been put in place by my Department to fund Covid-19 related measures, including funding for PPE, sanitation and additional cleaning etc.
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 infection control 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.
My Department has developed a plan with the relevant education stakeholders for the phased return to in-school learning for children in primary, post-primary and special schools. From the 1 March the first four classes at primary level – junior and senior infants, first and second class – and final year Leaving Certificate students will return to school. This phase will also see a return to full attendance for children in special schools. This is in addition to the reopening of special schools on 11 February on a 50% attendance basis and all special classes reopened fully from 22 February.
The full re-opening of our schools for all students in line with public health advice remains a top priority for Government and my Department is focussing on the safe return of all remaining cohorts of pupils and students to school at the earliest opportunity in March, with the last group of post primary students set to return to school after the Easter Break.
403. Deputy Catherine Murphy asked the Minister for Education the details of the plans for a school (details supplied) in respect of the provision of practical subjects and the appropriately resourced classrooms; and the details of the plans to renovate buildings in respect of accommodation assigned to the school. [9455/21]
View answerI wish to advise the Deputy that my Department is liaising with the Patron of the school in question regarding the school's accommodation needs.
404. Deputy Seán Haughey asked the Minister for Education if her Department has a role in designating feeder primary schools for post-primary schools; if she can intervene in the case of a new school (details supplied), which has not been designated a feeder school for a post-primary school that puts pupils attending this primary school at a disadvantage in trying to secure a place in a post-primary school; and if she will make a statement on the matter. [9458/21]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise.
New schools established since 2011 to meet demographic demand (including a new post primary school established in the area to which the Deputy refers) are required, in the first instance, to prioritise pupil applications from within the designated school planning area(s) which the school was established to serve. This does not preclude schools from enrolling pupils from outside of the school planning area where they have sufficient places, rather it reflects the need to accommodate in the first instance the demographic for which the school was established.
Aside from the obligation outlined above, the question of enrolment in individual schools is the responsibility of the Board of Management on behalf of the school Patron and my Department does not seek to intervene in decisions made by schools in such matters.
Similar to the process adopted for September 2020 readiness, the Department will shortly be engaging further with patron bodies in advance of identifying specific September 2021 capacity pressure points priorities which will necessitate specific action.
Addressing the increased demands for school places, whilst challenging, is manageable – and is generally achieved through utilisation of existing spare capacity within schools, rental, temporary accommodation or other short term measures pending the delivery of permanent accommodation. Such potential measures will be considered in areas where capacity pressure points are identified.
405. Deputy Jennifer Murnane O'Connor asked the Minister for Education the details in which the current concessionary ticketing system is being examined under the current review of the school transport system; the position regarding the current concessionary ticketing system and the need for significant change within this specific area of the scheme in the context of the review; and if she will make a statement on the matter. [9469/21]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 113,100 children, including over 14,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. Under the terms of my Department’s School Transport Scheme, children are eligible for transport where they reside not less than 3.2kms at primary and 4.8kms at post-primary and are attending their nearest School/Education Centre as determined by the Department/Bus Éireann, having regard to ethos and language.
All children who are eligible for school transport and who completed the application and payment process on time have been accommodated on school transport services for the 2020/21 school year where such services are in operation.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann allocates tickets for the spare seats using an agreed selection process.
In October 2019, my predecessor announced a review of the School Transport Scheme with a view to ensuring funds are being spent in the most effective way to meet the objectives of the scheme. Terms of reference and the scope of the review have been drafted and a Steering Group has been established.
Given the evolving situation with Covid-19 the work of the Steering Group had been delayed. However following an initial meeting of the Steering Group which took place recently, the review process has now commenced.
The Review will build on the proposals in the Programme for Government as they relate to school transport, including examining the options to reduce car journeys and assessing how the School Transport Scheme can work in liaison with the Safe Routes to Schools Programme; examining the options for providing a better value and a better service for students, including and examining issues such as the nearest or next-nearest school.
406. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her Department has prepared cost estimates for the implementation of the Education for Persons with Special Educational Needs Act 2004; if a breakdown by section (details supplied) of the cost of implementation of the Act as outlined in the 2006 implementation report schedule of actions will be provided; the cost of commencement or progress on complete commencement as outlined in the 2006 report; and if she will make a statement on the matter. [9481/21]
View answerI wish to advise the Deputy that a number of sections of the Education for Persons with Special Needs (EPSEN) Act 2004 have been commenced. The commenced provisions include those establishing the National Council for Special Education (NCSE) and those providing for an inclusive approach to the education of children with special educational needs.
The following sections of the EPSEN Act were commenced in 2005.
Section 1 – Interpretation
Section 2 - providing for the inclusive education of children with Special Educational Needs
Section 14 – placing certain duties on schools
Sections 19 to 37 - placing the Council on a statutory footing.
Section 39 - placing certain duties on Health Boards
Sections 40 to 53 - amending the Education Act
Schedule 1 – providing for meetings and membership of the Council
Schedule 2 providing for the Chief Executive Officer of the Council.
The remaining sections of the Act have yet to be commenced. The Sections of the EPSEN Act which have not been implemented are those which would have conferred a statutory entitlement to –
- an educational assessment for all children with special educational needs.
- consequent development of a statutory individual educational plan (IEP).
- the delivery of detailed educational services on foot of this plan.
- an independent appeals process.
The NCSE estimated, in its Plan for the Implementation of the EPSEN Act Report, which was published in 2006, that additional investment over a period of years of up to €235m per annum, across the education and health sectors, would be required to fully implement the EPSEN Act.
The view of my Department, at the time, was that the level of investment required could be significantly greater than that envisaged in the NCSE report. Legal advice also indicated that the EPSEN Act, as it is currently constituted, may not be implemented on a phased, or age cohort, basis.
Revised estimates of the amount of additional expenditure required to fully implement the remaining sections of the EPSEN Act, including the individual sections of the Act referred to by the Deputy, have not recently been conducted. The estimated level of additional expenditure required, to implement the outstanding sections of the Act, would have to take into account annual demographic growth and service developments in the area of special educational needs, pricing adjustments and salary cost differentials on an ongoing basis. Estimates would also have to be made as to the number of pupils who may now currently qualify for the statutory service provisions envisaged by the EPSEN Act.
The Government is committed to helping every child, particularly those with special educational needs, to fulfil their potential.
In 2021 the Department of Education and Skills will invest approximately €2 Billion in the area of special educational needs support - 1/5 of the Department's budget and up over 42% since 2011.
The Government has committed to consulting with stakeholders on how best to progress aspects of the EPSEN Act on a non-statutory basis.
A range of consultations with Education Partners and Stakeholders took place in relation to the development of a new model for allocating special education teachers over the course of 2017. The new model was introduced for all schools from September 2017.
Further consultations took place with education partners and stakeholders in the context of the undertaking of a comprehensive review of the SNA scheme and will continue in relation to the implementation of recommendations contained in this report.
Additional powers have also been provided to the National Council for Special Educational to designate a school place for a person with special educational needs, which is now provided for in the Education (Admission to Schools) Act 2018.
While awaiting the full implementation of the EPSEN Act, the NCSE has also published a number of policy advice papers which make recommendations aimed at developing a better or more effective alternative to the current resource allocation model, and which aims to move the system towards ultimate implementation of the EPSEN Act.
It should also be noted, however, that since EPSEN was enacted, the Department’s policy on supporting children with special educational needs has changed and evolved on foot of evidence based policy advice from the NCSE which takes account of international perspectives.
Significantly, the focus of special needs education provision has changed from a model that is diagnosis led to one which is driven by the needs of the child. This is a substantially different view to the one underlying the EPSEN Act. The levels of investment by Government in special education has increased to facilitate the underlying reforms required to implement and embed the needs based approach.
This Government will continue to prioritise investment in the area of special education support. Ongoing investment and reform will continue to see improvements made in this area.
I have also indicated that one of my priorities as Minister for Special Education and Inclusion is:
Updating our Laws: Reviewing and updating the Education for Persons with Special Educational Needs (EPSEN) Act.
Any review of the Act will take into account the extent of additional investment which has been made in special educational services since 2004, with some €2 Billion per year now being spent of special educational supports.
It will also take into account the range of reforms which have taken place in recent years including the development of new allocation models which are not based primarily on a response to assessment as policy advice has indicated that requirement of diagnosis can create a risk of children being diagnosed as having a special educational need for resource allocation purposes, rather than for health reasons. Also, that as there is a spectrum of ability and disability within every special education disability category, account must be taken of need, as well as diagnosis.
407. Deputy Jim O'Callaghan asked the Minister for Education if a July provision in-school style programme will be run during the Easter holidays for children with special educational needs in autism spectrum disorder, ASD, classrooms; and if she will make a statement on the matter. [9483/21]
View answerMy Department is conscious of the fact that closing schools has hugely adverse consequences at individual, family and societal level and that the effect on children with special educational needs can be even greater. I am particularly conscious of the impact that school closures have on children with special needs.
I am particularity conscious of the impact school closures have on children with special educational needs.
Building on the return to school in recent weeks of children in special schools and in special classes at primary and post-primary level, the Government has decided on a phased return of students to in-school education.
These further phases have been developed in close collaboration with education stakeholders and follow ongoing engagement with the Department of Health and Public Health, HSE.
The Department of Health and the HSE have reaffirmed that schools in themselves are low risk environments and that a gradual phased reopening can occur at this time. Public health has reviewed the measures put in place to ensure safe operation of schools and is satisfied that these infection prevention and control measures, if rigorously adhered to, will keep the school community safe during this period. They emphasise that all measures must be followed carefully by students, staff and parents.
There will be a period of time between each phase to assess the impact of reopening on aspects of community transmission.
The phased return of students to in-school education and the associated target dates are as follows
- Monday 1 March - the first four class groups at primary level – junior and senior infants, first and second class – and final year Leaving Certificate students will return to in-school provision. This phase will also see a return to full attendance for children in special schools, as well as children in early start pre-school classes and early intervention special classes for children with autism or hearing impairment.
- Monday 15 March - the return to in-school provision of the rest of primary school children – third to sixth class, and fifth year Leaving Certificate students. This date will be reviewed during the period following 1 March.
- Monday 12 April - the return to in-school education of the rest of post-primary students following the Easter – i.e. first to fourth year students.
My Department is anxious to further support those pupils/students with SEN who are unable to return to in-school teaching and learning under these phases.
At Primary level in recognition that not all primary pupils with special education needs will be back in school in this phase
- Schools have been asked to prioritise deployment of their SET resources to facilitate the engagement of those pupils with SEN who are in 3rd to 6th class. This will necessitate further collaboration between the SETs and class teachers to establish current priority learning needs among those pupils.
- The supplementary programme for eligible pupils who are in 3rd to 6th class will be extended by a further two weeks
At Post Primary level in recognition that not all students with special education needs will be back in school in this phase
- The supplementary programme for eligible students who have not yet returned to school will be extended by a further two weeks.
The supplementary programme is intended to supplement the teaching and learning provided by the student’s school and alleviate the impact of this period of school closure through the provision of 5 hours per week in-person teaching or care support to be delivered in homes.
The programme must be delivered outside of the normal school day (i.e. evenings and weekends), so that the student can continue to engage as fully as possible with the teaching and learning provided by their school.
Any unused hours can be delivered to families at any time before 30 April 2021, including during the Easter holidays.
My Department has been contacted by schools and families who wish to access the supplementary programme in school settings. My Department is willing to engage with the education stakeholders, particularly the school management bodies on the logistical issues which may need to be considered in the running of this programme in school premises, particularly as this programme is intended to happen outside of school hours such as evenings and weekends.
I know that a phased re-opening is particularly challenging for many children with special educational needs who have not yet returned to school and their families.
The purpose of managing this cautious phased return is to continue to limit the mobility of the population and curb the spread of the virus.
The safe return and sustained safe re-opening of our schools is a key priority for Government.
408. Deputy David Cullinane asked the Minister for Education the process of deciding the provision of new secondary schools in a county or region; the role demographics plays in the process and the process for the selection of patronage of a new secondary school; and if she will make a statement on the matter. [9497/21]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, utilising data from a range of sources including information on planned and current residential development, to identify where the pressure for school places across the country will arise.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each local authority to obtain the up-to-date data on significant new residential development in each area. My Department then makes an assessment of the existing capacity within the particular area and its ability to meet increased demand.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
The requirement for additional school places is kept under on-going review and work on an updated exercise to assess needs for the coming years is at an advanced stage.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. The patronage process is open to all patron bodies and prospective patrons.
An Online Patronage Process System (OPPS) has been in operation under my Department since 2018 and provides objective information to parents in the relevant school planning areas to assist them in making an informed choice about their preferred model of patronage and language of instruction for the new school. (Previously, applicant patrons were required to collect parental preferences directly from parents and submit these with their application to the Department.)
A prospective patron can chose the school(s) it wishes to apply for and complete an application form in that regard for each school, for submission to my Department. The Department provides details on the OPPS of the school(s) and the list of applicant patrons which have applied for patronage of the school(s). Parents can then access the OPPS website, which allows them to access the appropriate survey for their area, to input the details of the eligible child(ren) and to select their preferred patron and language of instruction (with the exception of the Irish-medium primary Gaelscoileanna which have been designated as Irish-medium prior to the opening of the OPPS - in the case of these schools, parents can select their preferred patron). Parental preferences from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of the process.
The patronage process for new schools is overseen by an external independent advisory group, the New Schools Establishment Group (NSEG). Following their consideration of my Department’s assessment reports, the NSEG submits a report with recommendations to me for consideration and final decision. The assessment reports and the NSEG recommendations for all such patronage processes are made available on my Department's website.
409. Deputy David Cullinane asked the Minister for Education the school planning areas in Waterford city and county; the student population in each planning area; if there are plans for additional primary or secondary schools in each of the planning areas; and if she will make a statement on the matter. [9498/21]
View answerAs the Deputy may be aware, for school planning purposes my Department divides the country into 314 school planning areas. The school planning areas in Waterford City and County are as follows:
- Youghal
- Ring
- Lismore
- Fermoy
- Clonmel
- Dungarvan
- Carrick-on-Suir
- Kilmacthomas
- Tramore
- Waterford
For clarity, this list reflects school planning areas which are fully or partly within the Waterford City and County Council administrative area.
Data on schools across the country is available on my Department’s website, www.education.ie under the “Find a School” function. Schools can be searched for using a number of different criteria including, inter alia, School Level, Geographical Area and Ethos and key information on the relevant schools, including enrolments from the 2019/20 academic year, is displayed in the results. A map of the relevant schools is provided as part of the "Find a School" functionality.
Full lists of all schools at primary or post primary level can also be downloaded from the website and these provide further data on individual schools. These lists can be filtered by local authority and/or county which may be helpful.
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, utilising data from a range of sources including information on planned and current residential development, to identify where the pressure for school places across the country will arise.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each local authority to obtain the up-to-date data on significant new residential development in each area. My Department then makes an assessment of the existing capacity within the particular area and its ability to meet increased demand.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
Previous demographic exercises have not identified a requirement for a new school in Waterford City or County, however, the requirement for additional school places is kept under on-going review and work on an updated exercise to assess needs for the coming years is at an advanced stage.
410. Deputy Catherine Connolly asked the Minister for Education her plans to introduce a voluntary redeployment panel for primary school teachers, which would run on a year-by-year basis subject to annual approval; and if she will make a statement on the matter. [9505/21]
View answerThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent/CID holding teachers, to other schools that have vacancies.
At primary level, schools are required under the panel arrangements to fill permanent vacancies from the Main Redeployment Panel in the first instance and thereafter from Supplementary Redeployment Panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers.
Primary teachers are placed on redeployment panels in line with the patronage of the school from which they are redeployed and are available to schools with teaching vacancies that are within a 45km distance of the teacher’s base school.
The redeployment arrangements for the 2021/22 school year will be published on the Department website next month. Currently, there are no plans to introduce a voluntary redeployment scheme at primary level for the 2021/22 school year.
411. Deputy John McGuinness asked the Minister for Education the way funds arising from the charges levied on concessionaire passengers using the Bus Éireann school transport scheme are accounted for; if the funds are accounted for in the general accounts of Bus Éireann; if not, if funds are accounted for separately under the school bus transport scheme; if her attention has been drawn to the actual cost of the scheme to Bus Éireann; the way the costs are broken down; the amount that is paid to private bus operators by Bus Éireann for the delivery of the service; the cost of the scheme for each of the past ten years; and if she will make a statement on the matter. [9526/21]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 113,100 children, including over 14,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
The 1975 Summary of Accounting Arrangements form the basis of the payment to Bus Éireann for the operation of the School Transport Scheme. In this regard, the Department reimburses Bus Éireann for a range of costs incurred in the operation and administration of the scheme.
The School Transport Scheme is a demand-led service based on the number of eligible children who apply to avail of transport. My Department works with Bus Éireann to analyse costs to the scheme on an on-going basis while each year the company produces an audited statement of account. This ensures that the financial information provided by Bus Éireann is in accordance with the relevant summary of accounting arrangements.
Bus Éireann provides the Department with an annual projected cost of school transport services together with a provisional spread of payments. These figures are incorporated into the Department’s annual profile of expenditure and are monitored on a monthly basis both in terms of the Department’s monthly profile of expenditure and Bus Éireann information based on actual costs versus projected costs. Expenditure headings and profiles are discussed at monthly meetings held between the Department and Bus Éireann. Where changes in projected expenditure occur a new year-end forecast is submitted by Bus Éireann and reflected in a revised spread of payments.
Actual expenditure is finalised in the Bus Éireann annual statement of account which is independently audited by the Bus Éireann auditors in accordance with the 1975 Summary of Accounting Arrangements. Balances, where they occur, are accounted for in the following year’s projected cost.
Details of the cost of the scheme from 2011 to 2019 are outlined in the attached document.
412. Deputy Sean Sherlock asked the Minister for Education the status of the framework for a tender for a school (details supplied). [9528/21]
View answerThe building projects for the schools referred to by the Deputy are being delivered under my Department’s Design and Build Programme.
My Department is currently in the process of establishing a Framework of Design and Build Contractors to which Design and Build projects can be tendered. The tender process commenced on the 4th December 2019. The second stage of the tender process which involves the detailed tender for several schools is expected to be concluded in Quarter 1 2021. It is anticipated that the projects referred to will proceed as soon as possible thereafter.
413. Deputy Seán Haughey asked the Minister for Education if she will consider making it obligatory for sixth class students in primary schools to wear face coverings; and if she will make a statement on the matter. [9531/21]
View answer468. Deputy Jennifer Carroll MacNeill asked the Minister for Education if she has considered making masks mandatory for children in upper primary school classes; and if she will make a statement on the matter. [10151/21]
View answerI propose to take Questions Nos. 413 and 468 together.
My Department has always been guided by public health advice in relation to the infection prevention and control measure appropriate for schools. While current public health advice makes it a requirement for face coverings to be worn by teachers, staff in schools and students attending post primary school, it is not a requirement for children attending primary school to wear face-coverings.
The Health Protection Surveillance Centre (HPSC) keep infection prevention and control measures under review in all sectors. It has been confirmed that the wearing of masks by primary school students is not being recommended at this time
Public Health has consistently advised that schools are safe places for both students and staff because of the mitigation measures in place in our schools. Public Health have also stated that the new variants of the disease do not change the infection prevention and control measures required in schools. Schools have been supported by a funding package of almost €650m to put in place and maintain these key infection control measures. Public Health advice is that compliance with these measures ensure that schools remain safe places for children and staff.
414. Deputy Michael Ring asked the Minister for Education the progress that has been made in relation to the provision of a school (details supplied) considering that the matter is ongoing for several years; and if she will make a statement on the matter. [9539/21]
View answerThe current position relating to the school's accommodation was outlined to the Deputy by my Department during the recent meeting with the school authority.
