Martin Browne
Question:437. Deputy Martin Browne asked the Minister for Education the estimated full-year cost of providing 860 additional special needs assistant posts. [9777/21]
View answerSpecial Educational Needs Staff
Questions (437)
Written answers
Budget 2021 increased the number of Special Needs Assistant (SNA) posts to over 18,000 by December this year. This represents an increase of increase of 70% in the number of SNAs provided since 2011 at which point 10,575 SNAs were available.
The pay at entry of a new entrant SNA, inclusive of employer PRSI, is €28,821 so the estimated cost of 860 SNAs would be € 24,786,060.
School Staff
Questions (438)
Martin Browne
Question:438. Deputy Martin Browne asked the Minister for Education the estimated cost of permitting schools with enrolments of 535 to 730 to fill secretary vacancies providing they have fewer than three posts and schools with enrolments of 685 to 800 providing that they have fewer than four posts. [9778/21]
View answerWritten answers
My Department provides funding for Secretary posts in the Community, Comprehensive and Education and Training Board Sectors.
A recruitment moratorium was introduced in the Public Service in 2009 which applied to these posts.
At that time alleviation measures were put in place which permitted schools to fill Clerical Officer vacancies so as to maintain staffing levels at a maximum 1 Clerical Officer per school.
My Department acknowledged the administrative burden on schools particularly for larger schools and introduced further alleviation measures in 2019 for those with enrolments of 700 and more to allow them employ and additional Clerical Officer up to a maximum of 2.
Funding was provided as part of Budget 2020 to continue these alleviation measures for the 2020/21 school year.
This funding provides for the further relaxation of the moratorium in the case of Clerical Officers and permits schools with enrolments of 500 – 625 to fill Clerical Officer vacancies provided they have less than 1.5 and those with enrolments of 626 – 699 to fill Clerical Officer vacancies provided they have less than 2.
The estimated full year cost of permitting ETB, Community and Comprehensive schools to fill further Secretary vacancies in addition to those above is included in the table below.
|
Enrolments |
Vacancies to be filled provided school has less than |
Estimated full year cost € |
|
535-730 |
3 Posts |
3.8m |
|
>535 |
3 Posts |
7.3m |
|
685 – 800 |
4 Posts |
2.5m |
|
>685 |
4 Posts |
8.2m |
The estimated cost of filling vacancies in schools with enrolments of greater than 535 and 685 have been included in the table above as these schools are currently permitted to fill Secretary vacancies providing they have no more than 1.5 or 2 posts. This additional information may be of interest to the Deputy.
State Examinations
Questions (439)
Neale Richmond
Question:439. Deputy Neale Richmond asked the Minister for Education the plans being considered for the junior certificate examinations in view of Covid-19; and if she will make a statement on the matter. [9808/21]
View answerWritten answers
Following a Government decision on 17 February, I confirmed that the Junior Cycle examinations will not be run in 2021. Schools will be provided with guidance on continuing to engage this year group in online learning and assessment during the period of school closure and through in-person learning when schools re-open.
This guidance and further information relating to the Junior Cycle of 2021 will be published by my Department shortly.
This decision follows intensive engagement with education stakeholders bilaterally and through the Planning for State Examinations 2021 Advisory Group and sub-group. 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 my Department, including the National Educational Psychological Service.
Question No. 440 answered with Question No. 393.
State Examinations
Questions (441)
Marc MacSharry
Question:441. Deputy Marc MacSharry asked the Minister for Education the number of students who registered for the leaving certificate exam in each of the years 2018 to 2020 and to date in 2021, in tabular form; and if she will make a statement on the matter. [9837/21]
View answerWritten answers
The State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
Education Policy
Questions (442, 445)
Cian O'Callaghan
Question:442. Deputy Cian O'Callaghan asked the Minister for Education her plans to support children and their parents who decide they should be held back to repeat a year in September 2021 due to the loss of learning time during the pandemic; and if she will make a statement on the matter. [9848/21]
View answer
Seán Haughey
Question:445. Deputy Seán Haughey asked the Minister for Education if junior infant primary school students have the option of repeating the 2020-21 academic year, given the disruption caused to their education as a result of Covid-19; if special supports will be made available to schools and parents who wish to pursue this option; and if she will make a statement on the matter. [9893/21]
View answerWritten answers
I propose to take Questions Nos. 442 and 445 together.
During the current period of school closure, schools are required to put in place their plan of action to enable continuity of learning for all pupils. This involves all teachers who are medically fit to work, including SETs, providing remote teaching and learning to all pupils in their class or on their caseload.
It is crucially important that the learning of all pupils/students, especially those with special educational needs and those at risk of educational disadvantage and/or early school leaving, are supported at this time. These supports include teachers engaging with their pupils/students on a regular basis, through a blend of guided and independent learnings tasks and experiences. Chosen learning tasks provide an opportunity to demonstrate a student’s learning in a clear and concise way. These learning tasks enable teachers to monitor progress and provide constructive, developmental feedback to support learning.
Where possible it is important that pupils move on with their peers and continue on to the next stage of their education. When pupils have started back in school, the principal and teachers can assess their needs and adapt their teaching programme so that any gaps in their learning resulting from the temporary closure of schools can be addressed. For the vast majority of pupils, this will ensure progression is as seamless a manner as possible.
In exceptional circumstances a school may conclude a pupil or student would benefit educationally by repeating a grade level having first consulted with the learning support teacher/resource teacher and class teacher and parents. In such circumstances there should be a clear programme outlined for such a pupil that records precisely what new approach will be used for her/him and what its expected benefit will be. These records should be retained within the school and should be brought to the attention of a Department Inspectorate, by the Principal on visiting the school.
State Examinations
Questions (443, 523)
Alan Farrell
Question:443. Deputy Alan Farrell asked the Minister for Education the actions being taken to ensure that the full leaving certificate curriculum will be covered in advance of the 2021 examinations; and if she will make a statement on the matter. [9884/21]
View answer
Donnchadh Ó Laoghaire
Question:523. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if additional choice will be provided on the written leaving certificate examination papers in June 2021 to take into account the significant loss of learning time encountered by this cohort of students. [10444/21]
View answerWritten answers
I propose to take Questions Nos. 443 and 523 together.
Since Monday 11 January 2021, all students, including Leaving Certificate students, are engaging in a programme of remote learning with their schools.
The public health restrictions which resulted in the closure of schools in March 2020 highlighted the absolute necessity for schools to be agile in providing for continuity of schooling in the future. As a contingency measure against the possibility of partial or full school closures, my Department has already provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a Covid-19 context. These are available at www.gov.ie/backtoschool. This documentation has been complemented by Circular 0074/2020 (Communication/Teaching & Learning Platform) which requires all schools to have in place appropriate contingency measures to ensure that they are prepared to continue to support teaching and learning in the event of a partial or full closure of schools arising from Public Health advice.
Last August, I announced a series of changes that would be made to assessment arrangements for both Junior Cycle and Leaving Certificate examinations for 2021. This announcement was accompanied by a published document detailing these changes, Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2021, and forms part of the Roadmap for the Full Return to School. On 21 December 2020, my Department published an updated version of the publication which includes clarifications in relation to a number of subjects.
These arrangements are designed to take account of the disrupted learning experienced by students during the 2019/20 school year and to factor in for some further possible loss of learning time in the 2020/21 school year as a contingency measure. As the loss of learning through school closures affects students’ engagement with their course of study in different ways, the adjustments put in place play to students’ strengths by leaving intact the familiar overall structure of the examinations, while incorporating additional choice. The adjustments were arrived at through discussions between my Department, the State Examinations Commission (SEC), the National Council for Curriculum and Assessment (NCCA) and key stakeholders.
These changes to the national assessment arrangements were made with due regard for the principles of equity, fairness and integrity, as these principles apply to assessment and examinations and refer to student to-student, subject-to-subject, and year-to-year comparisons over time. The changes provide reassurance to students, their parents/guardians, teachers and schools.
In addition to the above the SEC has advised schools of the flexibility being provided for schools and students in the arrangements for the completion and authentication of coursework. Details of revised schedules for these components will be issued to schools shortly.
Putting in place both the examinations and a corresponding measure of SEC-Accredited Grades is essential to ensuring a fair system, having regard to the extraordinary circumstances of the pandemic and the loss of learning that has occurred for this group of students due to the interruption of in-person teaching and learning during the periods of school closure.
National Educational Psychological Service
Questions (444)
Alan Farrell
Question:444. Deputy Alan Farrell asked the Minister for Education the supports being implemented to address the mental health needs of students and the increased need for support; and if she will make a statement on the matter. [9888/21]
View answerWritten answers
Promoting wellbeing is a fundamental element of the Department’s overall plan to support school communities as we continue to manage the impact of the Covid-19 pandemic.
The National Educational Psychological Service (NEPS) of my Department is leading on supporting the wellbeing of schools communities at this time. The response to support the wellbeing of all within school communities requires a structured, psychosocial response which is compassionate and largely preventative and proactive. A whole-school team approach to planning is recommended in order to ensure that staff, students and parents feel safe and secure. This response is aligned with the HSE guidance on such responses, and based on the five key principles of promoting a sense of safety, calm, connectedness, self- and community-efficacy and hope.
NEPS has created a range of resources and support including Wellbeing Webinars for primary/special/post-primary schools, Wellbeing Toolkits for Schools with a range of easily downloadable, user-friendly materials and advice and resources for parents, student and school staff to support their wellbeing at this time. Resources include:
Students
- Advice for young people while schools are closed
- A Plan for the Day – A template to support daily routines
- Managing Stress and Anxiety – a guide for students
- Panic attacks – a guide for students
Teachers
- The response to stress information for school staff
- Normalising thoughts feelings and behaviour – a guide for school staff
- Guidelines for Teachers - Listen, Connect, Model & Teach (This guide has been developed to enable teachers to talk in a comforting and supportive way with students who may need the support of the Student Support Team at this time
- Managing Stress and Anxiety in students – A Guide for School Staff
Parents
- A Guide for Parents on supporting children and young people with daily routines while schools are closed
- How to Calm and Support your Child – A Guide for Parents and Guardians
- Managing Stress and Anxiety - A Guide for Parents and Guardians
These resources can be accessed on the gov.ie website.
NEPS psychologists continue to provide a service to schools via remote access. All psychologists have been asked to continue to maintain contact with their assigned schools during this period of school closure. NEPS psychologists will continue to provide those elements of case work that can be managed remotely to support the learning and wellbeing of children and young people during this current period of school closure. With the support of schools, this may include consultation with teachers and/or teachers and parents, input into Student Support Plans/Reviews and feedback to teachers and/or parents. NEPS will also continue to provide support to schools in the event of a critical incident.
In the event that the need for a more targeted counselling or a specialised intervention is identified by the NEPS psychologist, a referral is made to an outside agency for evaluation and ongoing support. The NEPS psychologist will identify the most appropriate referral pathway and support schools with the onward referral to Child and Adolescent Mental Health Team (CAMHS), HSE Primary Care/Community Psychology teams, or an identified local community based specialist mental health service.
At post primary level, each school currently receives an allocation in respect of guidance provision, which is calculated by reference to the approved enrolment. Counselling is a key part of the role of the Guidance Counsellor, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis but also at key transition points. The Guidance Counsellor also identifies and supports the referral of students to external counselling agencies and professionals, as required. The Guidance Counsellor is key in developing and implementing innovative approaches to wellbeing promotion on a whole schools basis though the school’s Guidance Plan.
As part of the resources announced to support schools 17 additional NEPS psychologists were sanctioned to provide enhanced services to support the wellbeing of our school communities at this time and 120 additional posts have been provided for guidance counselling in post primary schools.
Overall responsibility for the provision of child and adolescent mental health services lies within the remit of the Department of Health. My Department will continue to signpost schools and students to the HSE/HSE-funded e-mental health services. The Department of Health and HSE have ensured the most appropriate services and resources are clearly signposted for young people. The stepped care approach recognises that at present, there already exists services that offer online text and telephone supports to people seeking mental health information and advice. These include the Samaritans, Pieta House, MyMind, Turn2Me, Aware, Crisis Text Ireland, Shine, BeLongTo, LGBT Ireland, Jigsaw, Bodywhys and Childline. The YourMentalHealth.ie website provides a ‘one-stop-shop’ portal for people seeking information, supports and services, including information on accessing urgent help and a mental health text messaging support service which is available 24 hours a day, 7 days each week to connect people with trained volunteers.
Question No. 445 answered with Question No. 442.
Special Educational Needs
Questions (446)
Róisín Shortall
Question:446. Deputy Róisín Shortall asked the Minister for Education if the in-person supplementary programme for pupils with special needs during school closures who are not attending special schools will be covered by her Department’s school insurance; if her attention has been drawn to the fact that teachers and SNAs will not be in a position to bring such children outdoors without insurance cover and that this will particularly impact families in DEIS areas who may not have their own home insurance; and if she will make a statement on the matter. [9900/21]
View answerWritten answers
The supplementary programme of in-person support is intended to enhance the remote learning experience for pupils with complex special educational needs during the school closure period.
The four-week programme provides 5 hours per week of support (20 hours) which is intended to be delivered in the pupils home at evenings and weekends up to 30 April 2021, including during the Easter break.
These hours supplement existing school provision provided remotely, therefore they cannot be delivered during the school day.
Similar to my Department’s home based summer programme, parents will engage either a teacher or an SNA in a private arrangement. My Department will act as a payroll agent for Parents and facilitate direct payment to Teachers/SNAs via the Department’s NTS payroll.
It is the responsibility of the parent and teacher/SNA to ensure any necessary insurance arrangements are in place.
Full guidance on the In-person Supplementary scheme has been provided to schools and has also been published at: www.gov.ie/en/service/865df-in-person-supplementary-programme/.
School Enrolments
Questions (447, 449)
Sorca Clarke
Question:447. Deputy Sorca Clarke asked the Minister for Education the capacity for new first year students in each of the secondary schools in County Westmeath in tabular form. [9914/21]
View answerSorca Clarke
Question:449. Deputy Sorca Clarke asked the Minister for Education the capacity for new first year students in each of the secondary schools in County Longford in tabular form. [9916/21]
View answerWritten answers
I propose to take Questions Nos. 447 and 449 together.
Under the provisions of the Education (Admission to Schools) Act 2018, all schools are required to have drafted new admissions policies, which have been approved by the patron, following consultation with staff and parents of children who are attending the school. The newly revised school’s admissions policy is published on the schools website.
All schools have published an admissions notice outlining the timelines of the admissions process, this must be published a minimum of one week prior to the admissions process taking place. The notice must, in relation to the school year concerned, provide the number of school places available in the intake group, in the case of a boarding school, the number of residential and the number of non-residential places available and in the case of a school with a special class the number of school places available in the special class concerned.
My Department is not aware of any capacity issues at post primary level in the areas referred to by the Deputy.
School Enrolments
Questions (448)
Sorca Clarke
Question:448. Deputy Sorca Clarke asked the Minister for Education the number of students that will be seeking a first year place in secondary school in County Westmeath. [9915/21]
View answerWritten answers
As the Deputy will appreciate, it is not possible for my Department to confirm the number of students that will be seeking to enroll in any given post primary school(s) as 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 hold information in this regard. Parents are entitled to apply to enroll their child in any school and where a school has places available, applications for enrolment should be accepted. When the number of applications exceeds the number of places available at the school, the selection criteria as included in the school’s published admission policy will apply.
I would however, like to draw the Deputy's attention to my Department’s website, www.education.ie where data on primary and post primary schools across the country is available 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.
Information in respect of the 2020/21 academic year is due to be published shortly.
Notwithstanding the effect of parental choice of school and transfer patterns in and out of any given area, in respect of enrolments to post primary schools in County Westmeath for the 2021/2022 academic year, the cohort of pupils in fifth class in primary schools in the county in 2019/20 is relevant, pending publication of the 2020/21 data. I can confirm that there were 1,439 such pupils.
Question No. 449 answered with Question No. 447.
School Enrolments
Questions (450)
Sorca Clarke
Question:450. Deputy Sorca Clarke asked the Minister for Education the number of students that will be seeking a first year place in secondary school in County Longford. [9917/21]
View answerWritten answers
As the Deputy will appreciate, it is not possible for my Department to confirm the number of students that will be seeking to enroll in any given post primary school(s) as 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 hold information in this regard. Parents are entitled to apply to enroll their child in any school and where a school has places available, applications for enrolment should be accepted. When the number of applications exceeds the number of places available at the school, the selection criteria as included in the school’s published admission policy will apply.
I would however, like to draw the Deputy's attention to my Department’s website, www.education.ie where data on primary and post primary schools across the country is available 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.
Information in respect of the 2020/21 academic year is due to be published shortly.
Notwithstanding the effect of parental choice of school and transfer patterns in and out of any given area, in respect of enrolments to post primary schools in County Longford for the 2021/2022 academic year, the cohort of pupils in fifth class in primary schools in the county in 2019/20 is relevant, pending publication of the 2020/21 data. I can confirm that there were 717 such pupils.
School Patronage
Questions (451)
Sorca Clarke
Question:451. Deputy Sorca Clarke asked the Minister for Education the criteria for the establishment of a new secondary school. [9918/21]
View answerWritten answers
As the Deputy may be aware, my Department establishes and supports new schools where a demographic need for such a new school has been identified.
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. 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.
Schools Site Acquisitions
Questions (452)
Verona Murphy
Question:452. Deputy Verona Murphy asked the Minister for Education the status on the site identification for a new secondary school in Gorey, County Wexford; when confirmation of the site location will be forthcoming; and if she will make a statement on the matter. [9929/21]
View answerWritten answers
I can confirm that officials from my Department are working closely with Wexford County Council towards acquiring a permanent site to meet the needs of the school to which the Deputy refers. Given the commercial sensitivities associated with land acquisitions generally I am not in a position to comment further at this time. I can, however, assure you that the acquisition of a new site for the school is a priority for the Department and the patron body will be informed of the location for the school as soon as it is possible to do so.
The school building project will be progressed into Architectural Planning once a suitable site has been acquired.
Covid-19 Pandemic
Questions (453)
Martin Browne
Question:453. Deputy Martin Browne asked the Minister for Education her views on the number of second level students who hear public health advice saying that schools are safe yet they do not feel safe; her views on the fact many students say they feel excluded from the decision on school openings; and if she will make a statement on the matter. [9942/21]
View answerWritten answers
The 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.
Intensive engagement and input from education partners representing parents, students, unions, management bodies and principal networks on the plans for the phased reopening of schools has been ongoing. The voice of students is represented in those ongoing engagements by the Irish Second-Level Students’ Union (ISSU).
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.
School Staff
Questions (454)
Martin Browne
Question:454. Deputy Martin Browne asked the Minister for Education if an additional guidance counsellor was promised to a school (details supplied); and if so, the reason the placement has not been filled. [9943/21]
View answerWritten answers
Teacher allocations to all second level schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment and are available on the Department's website.
The school referred to is an Education and Training Board (ETB) school. The Department provides a staffing allocation, including an allocation for guidance provision, to each ETB Scheme. The distribution of the staffing allocation between its schools is a matter for the Chief Executive of the ETB.
State Examinations
Questions (455)
Neale Richmond
Question:455. Deputy Neale Richmond asked the Minister for Education if arrangements will be put in place to allow students with epilepsy to resit their State examinations in the same academic year should they experience a seizure during their exams; and if she will make a statement on the matter. [9986/21]
View answerWritten answers
The State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
Sick Pay Scheme
Questions (456)
Louise O'Reilly
Question:456. Deputy Louise O'Reilly asked the Minister for Education if she has received correspondence in relation to person (details supplied); and if her officials will be requested to engage with the person to resolve the matter. [10002/21]
View answerWritten answers
The Public Service Sick Leave Scheme, which applies to SNAs, is regulated by the Public Service Management (Sick Leave) Regulations 2014, SI 124 of 2014, as amended by the Public Service Management (Sick Leave) (Amendment) Regulations 2015, SI 384 of 2015.
These regulations provides for the following:
- A maximum of 3 months (92 days) on full pay in a year
- Followed by a maximum of 3 months (91 days) on half pay
- Subject to a maximum of 6 months (183 days) paid sick leave in a rolling four year period.
A SNA who becomes incapacitated as a result of a critical illness or serious physical injury may be granted extended paid sick leave, in exceptional circumstances of:
- A maximum of 6 months (183 days) on full pay in a year
- Followed by a maximum of 6 months (182 days) on half pay
- Subject to a maximum of 12 months (365 days) paid sick leave in a rolling four year period.
The person referred to by the Deputy returned to work on 08 December 2020 following a period of sick leave and is now back on full pay from the payment date 05 January 2021.
My officials are awaiting further information from the SNA’s employer regarding the granting of Critical Illness Sick Leave Provisions.
Schools Building Projects
Questions (457)
Cormac Devlin
Question:457. Deputy Cormac Devlin asked the Minister for Education the progress of a school building project (details supplied); and if she will make a statement on the matter. [10020/21]
View answerWritten answers
I wish to advise the Deputy that It is intended that the school in question will relocate to an existing building currently occupied on an interim basis by another school while awaiting the construction of a building project for that school.
In this regard, the building project for that school is at an advanced stage of the tender process and the Department is currently awaiting a Tender Report from the Design Team which is due in shortly.
Subject to no issues arising during the balance of the tender process it is it is anticipated that the project should commence on site in Quarter 2 of 2021.
Education and Training Boards
Questions (458)
Fergus O'Dowd
Question:458. Deputy Fergus O'Dowd asked the Minister for Education the progress being made in the provision of a headquarters for the Louth and Meath Education and Training Board, LMETB, in Drogheda, County Louth since 2014 (details supplied); the amount expended to date; the outcome of a recent meeting between her Department and the LMETB in relation to the project; the reason for the prolonged delay in this project; the original expected construction cost compared to the expected cost of construction now, which is seven years later than planned; the number of persons that will be based in the building; and if she will make a statement on the matter. [10027/21]
View answerWritten answers
I can inform the Deputy that Department officials had a virtual meeting on 5th February with officials from Louth and Meath Education and Training Board (LMETB) to whom the project to which he refers has been devolved for delivery. The project was among the matters discussed at that meeting.
The Deputy will be aware that a number of design issues have arisen with this project. Most recently, the capacity of the proposed building, and the number of staff it is required to accommodate, has been reviewed to ensure it meets the needs of LMETB into the future. As that review is not fully completed we do not yet have a final agreement on the number of persons to be accommodated in the building (particularly as further consideration will need to be given to the Covid-19 implications for the project). However, it has now been agreed that the existing building design will not meet those needs. Consequently, those designs will need to be reviewed.
LMETB has instructed its design team in this respect and further engagement with the Department will take place to consider next steps.
As the project has yet to proceed through the public procurement process, its value is commercially sensitive at this time. Nor is it possible at this stage to give a commencement date for construction.
To date, approximately €260k has been spent on costs related to the project including design team fees, planning and statutory consent fees and surveys for the project.