Written Answers Nos. 402-429
402. Deputy Michael Moynihan asked the Minister for Education if she will seek a review of the Gaeltacht fees that are being charged for students of a college (details supplied) in 2021; and if she will make a statement on the matter. [11059/21]
View answer419. Deputy Mattie McGrath asked the Minister for Education her views on whether it is justifiable for students in a college (details supplied) who must attend an immersive Gaeltacht course in compliance with the Teaching Council requirements to be charged €650 per fortnight for a course that is a fully online experience, the cost of which pre Covid-19 pandemic was €750 per fortnight and included accommodation, food, all language lessons and activities. [11253/21]
View answer505. Deputy Michael Creed asked the Minister for Education the role her Department played in respect of setting fees for the online courses provided by an organisation (details supplied) to student teachers; her views on whether relative to the previous agreed costs for attending these courses in the Gaeltacht and the associated costs for accommodation and so on that this charge for an online course is excessive; and if she will make a statement on the matter. [12037/21]
View answerI propose to take Questions Nos. 402, 419 and 505 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.
403. Deputy Duncan Smith asked the Minister for Education the position regarding the provision of a new secondary school at the Curragh, County Kildare; and if she will make a statement on the matter. [11062/21]
View answerAs you may be aware, Officials in The Department of Education are currently in advanced negotiation with a landowner, in regard the proposed acquisition of a site deemed suitable for the replacement Curragh post primary school to which you refer. The proposal also seeks to cater for expected demographic demand in the area. This negotiation is ongoing, in line with our comprehensive site selection criteria, technical consideration and input from Kildare County Council.
Further announcements will be made when it becomes possible to do so. Due to obvious commercial sensitivities, I cannot elaborate any further at this juncture but please rest assured that the project is being given priority attention.
404. Deputy Duncan Smith asked the Minister for Education the position regarding the identification of additional secondary school places in south County Kildare; if she has concluded negotiations with the relevant school management bodies as previously announced; and if she will make a statement on the matter. [11063/21]
View answerI wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in a number of school planning areas including South Kildare.
Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school there are not available to all pupils
- External draw – pupils coming from outside the local area
Until these issues are discussed with the relevant school authorities the true extent of any capacity issue will only become known.
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including in the area in question, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action.
As the Deputy is aware there is a number of building projects planned for South Kildare including the following:
- It is intended that significant additional capacity to address this demand will be provided by the planned new 1000 pupil building for the existing Curragh post primary school. This is intended to provide capacity to cater for demand arising in the Kildare School planning area as well as that in the Newbridge and Curragh SPAs. Officials in the Department are currently in advanced negotiation with a landowner, in regard to the proposed acquisition of a site deemed suitable for the replacement Curragh post primary school. This negotiation is ongoing, in line with our comprehensive site selection criteria, technical consideration and input from Kildare County Council.
- New 1,000 pupil school for Celbridge Community School. This project is currently with our Site Acquisition Section to finalise the acquisition of this site. Interim temporary accommodation has been approved to cater for the immediate needs of this school.
- The brief for the major project for Cross and Passion College Kilcullen has also been increased to a 1,000 pupil school to cater for increased demographics.
405. Deputy Noel Grealish asked the Minister for Education her plans to ensure that a standardised amount of homeschooling online hours are provided by each school given that schools are not fully reopening for a number of weeks and there is a risk of future closures; if there are currently checks on schools to ensure that remote learning is being delivered to children; and if she will make a statement on the matter. [11082/21]
View answerThe 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 provided a suite of guidance materials, agreed with the education partners, to enable schools to facilitate the continuity of learning in these circumstances. These are available at www.gov.ie/backtoschool.
This documentation has been complemented by Circular 074/2020 (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.
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. In the case of primary schools there should be daily engagement. In the case of post-primary school, teachers have been asked to teach according to the usual timetable.
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.
The Department's Inspectorate has engaged with schools to support and advise on remote learning provision so that any difficulties experienced by schools can be addressed in line with published guidance. Should a parent have concerns regarding teaching and learning in their child’s school, this can be done by discussing the matter informally with the principal.
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.
406. Deputy David Stanton asked the Minister for Education if work has been carried out by her Department to ascertain if a new second-level school will be required in east County Cork in the next number of years, especially in the Midleton area; if so, the details of projections for such a development; and if she will make a statement on the matter. [11103/21]
View answerAs the Deputy may be aware, 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.
Following such analysis, a new post primary school, Carrigtwohill Community College, was established in 2016 to serve the the Midleton_Carrigtwohill school planning area.
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, including those which may arise in the east Cork school planning areas, is at an advanced stage.
407. Deputy Róisín Shortall asked the Minister for Education if early school leavers will be afforded the opportunity to sit their junior certificate examination; if so, when she expects these exams to be held; and if she will make a statement on the matter. [11114/21]
View answerAs part of the Government Decision on 17 February last, the normal Junior Cycle Examination processes were cancelled.
Given the priority that needed to be accorded to the Leaving Certificate examinations and the challenge associated with running them, it was not considered feasible to run a set of Junior Cycle Examinations also.
This year, early school leavers and adult learners were offered an opportunity to sit Junior Cycle examinations at a later point. Similar measures are being considered for this year.
Schools will shortly 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.
408. Deputy Fergus O'Dowd asked the Minister for Education if provision has been made within her Department to provide counselling services to families with children with specials needs due to the damaging effects of the recent closures of schools; and if she will make a statement on the matter. [11122/21]
View answerMy Department has invested heavily in schools to support them throughout this pandemic and has prioritised the return to school for children with special educational needs.
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 are also available for parents and students including the following:
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
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
These resources can be accessed on the gov.ie website. The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support children with special educational needs during the Covid 19 restrictions.
The Department of Health has responsibility for the provision of counselling services in Ireland, and through HSE Primary Care Psychology and Child and Adolescent Mental Health Services (CAMHS) provides clinical support to children and young people with mental health needs. In addition, the HSE and its funded providers, provide e-mental health services that offer online text and telephone supports to people seeking mental health information and advice. These include services provided by the Samaritans; Pieta House; MyMind; Turn2Me; Aware; Crisis Text Ireland; Shine; BeLongTo; LGBT Ireland; Jigsaw; Bodywhys and Childline. My Department will continue to signpost schools and students to the HSE/HSE-funded mental health services.
409. Deputy Robert Troy asked the Minister for Education if in-person supplementary support for children could be provided on a 1:1 basis by teachers in schools outside of school hours or at weekends as schools are a safer and more controlled environment (details supplied). [11123/21]
View answerThe 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, weekends and during the Easter holidays.
410. Deputy Jennifer Murnane O'Connor asked the Minister for Education her plans to give primary teaching students of a college (details supplied) access to the Gaeltacht grant similar to their colleagues in other teacher training colleges; and if she will make a statement on the matter. [11159/21]
View answer413. Deputy James Lawless asked the Minister for Education if she will examine the high cost of Gaeltacht online courses (details supplied); and if she will make a statement on the matter. [11195/21]
View answer415. Deputy Danny Healy-Rae asked the Minister for Education if she will address a matter regarding funding sport in circumstances (details supplied); and if she will make a statement on the matter. [11199/21]
View answer456. Deputy Holly Cairns asked the Minister for Education her views on providing the Gaeltacht grant for students attending private primary school teaching colleges; and if she will make a statement on the matter. [11589/21]
View answer487. Deputy Richard Bruton asked the Minister for Education if her attention has been drawn to the fact that those doing a private masters course to enter primary teaching face the cost of specialist immersive courses in Irish but do not qualify for the support available to those in other colleges; and if she will make a statement on the matter. [11874/21]
View answerI propose to take Questions Nos. 410, 413, 415, 456 and 487 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 4weeks). 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.
411. Deputy Noel Grealish asked the Minister for Education if she will publish the names of the representatives appointed to the school transport review steering group; and if she will make a statement on the matter. [11160/21]
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.
In October 2019, my predecessor announced a review of the school transport scheme with a view to taking a fresh look at the service and its broader effectiveness and sustainability. Given the evolving situation with Covid-19 the work of the Steering Group had been delayed. However, an initial meeting of the Steering Group was held on the 11th of February in order to recommence the process, which will continue over the coming period. The review is being conducted to ensure that the school transport is fit for purpose and that it serves students and their families adequately.
This review will also 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.
Other issues under consideration include the efficiency of the service and to also examine potential scope for a more co-ordinated approach involving other Government departments involved in transport services.
The Steering Group comprises representatives from School Transport Section, Special Education Section, Central Policy Unit and Finance Section of the Department of Education, the National Council for Special Education, Bus Éireann, the National Transport Authority, the Department of Transport Tourism and Sport, the Department of Public Expenditure and Reform and the Department of Communications, Climate Action and Environment.
412. Deputy Réada Cronin asked the Minister for Education the current situation regarding redress for day-pupils who have been subjected to sexual abuse in schools; the number of persons reporting such abuse or who have complaints within the system; and if she will make a statement on the matter. [11162/21]
View answerAn ex gratia redress scheme was established on foot of the specific circumstances arising from and in response to the judgment of the European Court of Human Rights (ECtHR) relating to Louise O'Keeffe. The scheme, was established in 2015 to provide an effective remedy for a specific category of people, namely those persons who had commenced domestic litigation but who had discontinued those proceedings following High Court and Supreme Court judgments and because of this discontinuation had no domestic remedy.
The Department undertook a review of the scheme in response to a determination by the Independent Assessor, Mr Justice Iarfhlaith O’Neill that one of the criteria for eligibility is incompatible with the ECtHR judgement.
The review of the ex-gratia scheme is ongoing.
My Department's child protection unit records all abuse allegations disclosed to it including historic cases.
In 2020 my Department received a total of 9 reports of alleged sexual abuse relating to historical cases. 5 of these reports related to incidents alleged to have occurred prior to 1992 and 4 did not specify a year.
In 2019 my Department received a total of 21 reports of alleged sexual abuse relating to historical cases. 6 of these reports related to incidents alleged to have occurred prior to 1992 and 15 did not specify a year.
In 2018 my Department received a total of 13 reports of alleged sexual abuse relating to historical cases. 12 of these reports related to incidents alleged to have occurred prior to 1992 and 4 did not specify a year.
The figures provided relate only to cases of historical abuse reports provided to my Department through this process. My Department does not maintain a further breakdown of this data in relation to whether the reports related to day pupils or residential care.
414. Deputy James Lawless asked the Minister for Education the status of a summer works scheme application by a school (details supplied) submitted in June 2019; and if she will make a statement on the matter. [11197/21]
View answerThe school in question applied for funding under SWS 2020 for the refurbishment of Science Labs (Category 5).
The school authorities may be aware that in December 2020 I announced details of the schools that will receive funding in summer 2021 in respect of applications submitted for Roof Projects and Toilet Facilities projects.
Commensurate with the level of funding set aside for the Scheme, applications are being assessed on a top down basis in accordance with the prioritisation criteria outlined in the Circular accompanying the Scheme. In that regard, applications submitted for other works will be considered under future rounds of the Summer Works Scheme. The school in question will be considered in this regard.
If the school authority considers that any of the works fall under the scope of the Emergency Works Scheme they may apply via the Esinet Portal. The circular governing this scheme is available on Esinet under the Devolved Projects tab or on my Departments website at https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/
416. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais cé na socraithe atá á ndéanamh maidir le hábhar-oidí atá ag baint cáilíocht amach le bheith ina n-oidí bunscoile i mbliana lena chinntiú go bhfreastalóidh siad ar chúrsaí Gaeilge sa Ghaeltacht nuair a bheidh sé sábháilte é sin a dhéanamh, chomh maith le cúrsa ar líne, sular dtabharfar aitheantas buan dóibh mar oidí bunscoile; an mbeidh a Roinn sásta íoc as na cúrsaí seo; agus an ndéanfaidh sí ráiteas ina thaobh. [11220/21]
View answerComhlíontar na ceanglais reatha le haghaidh Tréimhsí Foghlama sa Ghaeltacht faoi chláir Oideachais Tosaigh Múinteoirí bunscoile i bhfoirm dhá cheann de shocrúcháin dhá sheachtain, mar atá leagtha amach sa doiciméad Céim: Caighdeáin maidir le hOideachas Tosaigh Múinteoirí ón gComhairle Mhúinteoireachta.
De bharr srianta sláinte poiblí, cuireadh ar atráth roinnt Tréimhsí Foghlama sa Ghaeltacht a bhí le cur i gcrích sa bhliain 2020. Ina theannta sin, de bharr éiginnteachta maidir leis an dóigh a seolfaí Tréimhsí Foghlama sa Ghaeltacht, cuireadh aon socrúcháin a bhí sceidealaithe ar an méar fhada don bhliain acadúil 2020/2021.
Le tamall anuas, tá mo Roinn ag obair le geallsealbhóirí – an Chomhairle Mhúinteoireachta, na hInstitiúidí Ardoideachais, an Roinn Turasóireachta, Cultúir, Ealaíon, Gaeltachta, Spóirt agus Meán, agus CONCOS (an bratchomhlacht le haghaidh Coláistí Gaeltachta) ina measc – chun socruithe teagmhasacha a fhorbairt ionas go bhféadfaí Tréimhsí Foghlama sa Ghaeltacht a chur i gcrích sa bhliain acadúil reatha. Táthar tar éis teacht ar chomhaontú chun leagan ar líne den chúrsa a sholáthar sa bhliain 2021. A bhuí leis na pleananna teagmhasacha sin, beifear in ann gach socrúchán a dhéanamh i mbliana, idir iad sin a bhaineann leis an mbliain acadúil 2020/21 agus iad sin a cuireadh ar atráth sa bhliain 2020. Cinnteoidh sé sin freisin go mbeidh deis ag mic léinn sa bhliain dheireanach céim a bhaint amach i samhradh na bliana 2021, faoi mar atá sceidealaithe. Níl sé beartaithe go gceanglófar ar na mic léinn sin a bhainfidh céim amach i samhradh na bliana 2021 tuilleadh Tréimhsí Foghlama sa Ghaeltacht a chur i gcrích tráth níos déanaí.
Tá sé mar aidhm chomhroinnte ag na geallsealbhóirí uile lena mbaineann go bhfaigheadh mic léinn clár ardchaighdeáin ar líne. Tá na hInstitiúidí Ardoideachais ag obair go díreach lena soláthraithe Coláistí Gaeltachta faoi láthair chun cur chun feidhme a dhéanamh ar na socruithe praiticiúla agus riaracháin le haghaidh an Tréimhse Foghlama sa Ghaeltacht a sholáthar.
417. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will ensure that the proposed reduction in class sizes for primary schools will include infant and vertical DEIS schools; and if she will make a statement on the matter. [11223/21]
View answer420. Deputy Donnchadh Ó Laoghaire asked the Minister for Education when she plans to extend the one point reduction in the pupil teacher ratio as set out in budget 2021 to all DEIS band 1 schools; and if not, the reason. [11265/21]
View answer421. Deputy Cian O'Callaghan asked the Minister for Education if she supports calls to include all DEIS band one schools and classes in the planned class size reductions and not just in senior classes; the steps being taken to address same; and if she will make a statement on the matter. [11291/21]
View answer427. Deputy Patrick Costello asked the Minister for Education if she will commit to a reduction in class size at all class levels in DEIS band one schools. [11297/21]
View answer430. Deputy Seán Haughey asked the Minister for Education if she will bring forward a reduction in class size at all class levels in DEIS band 1 schools; and if she will make a statement on the matter. [11326/21]
View answer431. Deputy Thomas Pringle asked the Minister for Education the classes that have received the reduction of one in the staffing schedule ratio for all DEIS primary schools as outlined in Budget 2021; and if she will make a statement on the matter. [11331/21]
View answer436. Deputy Colm Burke asked the Minister for Education if there will be a reduction in class sizes at all levels in DEIS band 1 schools in view of the reduction of class sizes in mainstream primary schools; and if she will make a statement on the matter. [11363/21]
View answer440. Deputy Paul Murphy asked the Minister for Education if she will urgently introduce a reduction in the pupil-teacher ratio for the staffing schedule for all DEIS band 1 schools and in particular for DEIS band 1 junior schools of at least the same percentage reduction of pupil-teacher ratios provided for the mainstream schools in recent years to address the needs of the most disadvantaged children in the school community. [11446/21]
View answer473. Deputy Bríd Smith asked the Minister for Education if she will address the discrepancy between mainstream primary schools that have received a reduction of one in the staffing schedule and DEIS band one schools that have only received a reduction of one in senior classes; if she will acknowledge that DEIS band one schools have not received any reduction in the schedule over the past number of years despite a reduction from 28 to 25 in mainstream schools; the steps she will take to introduce a reduction in class size at all class levels in DEIS band one schools to bring class sizes in the most disadvantaged areas in line with all other mainstream schools; and if she will make a statement on the matter. [11691/21]
View answer494. Deputy Paul McAuliffe asked the Minister for Education her progress in the reduction in class size in DEIS band one schools for the next academic year and future years; and if she will make a statement on the matter. [11945/21]
View answer503. Deputy Richard Bruton asked the Minister for Education if she will consider allocating additional resources to acutely disadvantaged schools which could be used flexibly to address their requirements to enable the gap to be closed given the reduction in class size at primary level in recent years and the fact that the increment of additional resources available to DEIS band 1 schools has reduced and there is no evidence that the gap in performance by such schools has narrowed. [12016/21]
View answer516. Deputy Jennifer Carroll MacNeill asked the Minister for Education her plans to include a reduction in class size at all class levels in DEIS band one schools when she issues the annual staffing circular; and if she will make a statement on the matter. [12076/21]
View answer524. Deputy Gary Gannon asked the Minister for Education if her attention has been drawn to educators in DEIS band one schools who will not receive a reduction in their staffroom schedule calling for inclusion in the staffing schedule reduction which is set to benefit all primary schools with the exception of DEIS band one junior and vertical schools; and if she will make a statement on the matter. [12155/21]
View answerI propose to take Questions Nos. 417, 420, 421, 427, 430, 431, 436, 440, 473, 494, 503, 516 and 524 together.
The Deputy will be aware that, on the 1st March 2021, I announced a package of measures to tackle educational disadvantage. This announcement includes a one point reduction in class size from 22:1 to 21:1 in Urban Band 1 vertical schools and 20:1 to 19:1 in Urban Band 1 junior schools. This is in addition to previously announced one-point reduction for Senior Urban Band 1 schools from 24:1 to 23:1. It is estimated that the reduction of class size in Urban Band 1 schools will require an additional 50 teaching posts and have a full year cost in the region of €2.45 million.
Having considered options on how best to support those learners with the highest levels of need, I have also decided to allocate a 5% increase in the budget of the School Completion Programme and approve the extension of the programme to 28 Urban Band 1 and post-primary schools newly included in DEIS in 2017. I have also reduced the enrolment threshold for the allocation of an additional deputy principal in DEIS post-primary schools, from 700 to 600 students.
DEIS remains this Department’s main policy to tackle educational disadvantage. My Department will spend over €150 million on the programme this year. In light of the need to support students who have missed out on learning opportunities as a result of Covid-19 school closures, it is vital that DEIS schools catering for those students from poorer socio-economic backgrounds receive continued support. Hence I have targeted the funding available where it can best support.
418. Deputy Seán Crowe asked the Minister for Education if there are plans to extend speech and language unit support to children at second-level; if there are plans to re-examine the access criteria for supports given that it has been some years since this was carried out; if it is a common requirement for parents to have to pay for private assessments in order to demonstrate their child meets the criteria; and if she will make a statement on the matter. [11230/21]
View answerMy Department provides an extensive range of supports for pupils with Specific Speech and Language Disorder (SSLD). This includes provision for the establishment of special classes for pupils with SSLD in primary schools.
A total of 63 SSLD special classes in mainstream primary schools have been provided for the 2020/2021 school year. This compares to 60 such special classes in 2011/12. In the period 2011 to 2020, the number of SSLD special classes has ranged from 60 - 65, depending on need.
The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports, including applications to establish special classes for SSLD. Applications meeting the criteria for establishment are approved by the NCSE.
The opening and retention of SSLD special classes is, however, contingent on the Health Service Executive (HSE) being in a position to provide speech and language therapy to the students in the class. The availability and provision of speech and language therapy is the responsibility of the HSE.
The enrolment of pupils in SSLD special classes is managed locally by an Admissions & Discharges Committee, comprising the Speech and Language Therapy Manager, Speech and Language Therapist, Class Teacher and Principal.
Students who are not enrolled in a special class for SSLD and who meet the SSLD criteria, as outlined in Circular 0038/2007, may qualify for additional Special Education Teaching support; as may students with mild speech and language difficulties. It is a matter for individual schools to use their professional judgement to identify pupils who will receive this support and to use the resources available to the school to intervene at the appropriate level with such students. My Department is not directly involved in these decisions.
As outlined in Circular 0038/2007, eligible pupils may spend up to two years in SSLD classes.
The NCSE is currently developing Policy Advice on Special Classes and Special Schools, which is now due to be completed by year end. My Department, in conjunction with the NCSE is also considering the existing definition of Specific Speech and Language Disorder (SSLD).
There will be no change to the criteria for enrolment in special classes for pupils with speech and language difficulties, pending the outcome of these considerations and the finalisation of the Policy Advice.
422. Deputy Cian O'Callaghan asked the Minister for Education if she will provide an up to date map of the Dublin school catchment areas; and if she will make a statement on the matter. [11292/21]
View answerIn order to plan for school provision and analyse the relevant demographic data in a way that takes account of the significant local and regional variations in demographic trends and enrolment projections, my Department divides the country into 314 school planning areas (SPAs).
Using school planning area boundaries within my Department’s Geographic Information System (GIS) allows data within those boundaries, including data for enrolments in schools, child benefit and other relevant data to be added to the mapping information, grouped and analysed.
The school planning areas are used in the demographic exercise as a basis for the assessment of areas of growth and to inform recommendations on the establishment of any new schools required in that school planning area. In urban areas, in particular, data relating to adjacent school planning areas is also used to inform our consideration of requirements.
All new schools established since 2011 to meet demographic demand are required to prioritise the enrolment of children from within the designated school planning areas which the school is being established to serve. However, it is important to note that this does not preclude schools from enrolling pupils from outside of the designated school planning area, rather it reflects the need to accommodate in the first instance the demographic for which the school was established.
Maps of the school planning areas in County Dublin are attached for your information.
423. Deputy Thomas Pringle asked the Minister for Education the details of the appeals avenue available to parents in cases in which a school should decide on the reallocation of SNAs in a school; the number of complaints her Department has received on this issue in each of the years 2017 to 2020 and to date in 2021; and if she will make a statement on the matter. [11293/21]
View answerThe Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
The National Council for Special Education (NCSE), which is an independent statutory agency, is responsible for processing applications from schools for special educational needs supports and my Department is not involved.
SNAs are not allocated to individual children but to schools as a school based resource.
The deployment of an SNA within a school is a matter for the individual Principal/Board of Management of the school.
SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
Under the Education Act 1998 the school Board of Management (BOM) is the body charged with the direct governance of a school, and it is the BOM which employs the staff at the school.
Where a parent has concerns about the level of SNA support for their child, these should be addressed to the individual teacher or school Principal as appropriate. If matters cannot be resolved at that level then a complaint can be addressed to the school's Board of Management. A school may have a formal complaints process in which case this should be followed in pursuing any complaint.
The Department encourages parents and school authorities to engage locally regarding pupils' education. Parents who have concerns regarding the manner in which the resources or supports allocated to a school are being utilised, should in the first instance, raise this matter directly with their school Principal or the Board of Management of the school.
The NCSE offers support for parents through its network of Special Educational Needs Organisers (SENO). All schools have the names and contact details of their local SENO. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
Schools were notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for the current school year. The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations were frozen, from the date of issue of Circular 0030/2020, and have automatically rolled over into the current school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts were allowed to continue in these posts for the current school year in the normal way.
- A diagnosis of a disability, or a psychological or other professional report, is not necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Schools may apply to the NCSE for additionality where they can demonstrate that the current SNA allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, are dealt with by way of the exceptional review process.
This arrangements do not impact on the way SNAs are allocated to special classes and special schools. Professional assessments will continue to be required in these cases and the normal application process will continue.
The exceptional review process for mainstream allocations is available to schools throughout the current school year.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
I have arranged for the reply to be passed to the NCSE for the provision of data on the number of appeals received from schools on their SNA allocations.
A school can appeal the outcome of an exceptional review and details of how to do this are here https://ncse.ie/wp-content/uploads/2020/04/GuidanceSchoolAppealing-Exceptional-Review-outcome.docx
424. Deputy Thomas Pringle asked the Minister for Education the number of schools that have changed the number of SNAs by county; if the reason and reports are sent to her Department on the matter; and if she will make a statement on the matter. [11294/21]
View answerThe provision of education for children with special needs is an ongoing priority for Government.
The numbers of special classes, special education teachers and Special Needs Assistants are at unprecedented levels.
My Department will spend approximately €2 Billion, or over 20% of its total educational budget on making additional provision for children with special educational needs in 2021.
This represents an increase of over 50% in total expenditure since 2011, at which point €1.247 Billion per annum was provided.
Following Budget 2021, it is expected that a total of 18,000 Special Needs Assistant (SNA) posts will have been allocated to primary, post primary and special schools by the end of this year..
This will represent an increase of increase of 70% in the number of SNAs provided since 2011 at which point 10,575 SNAs were available.
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations.
The NCSE publishes statistics on SNA allocations to primary, post primary and special schools in tabular form, by county, for each school year, this information is available on their website, www.ncse.ie .
425. Deputy Thomas Pringle asked the Minister for Education when resource classes for visually impaired children will resume; and if she will make a statement on the matter. [11295/21]
View answer426. Deputy Thomas Pringle asked the Minister for Education the number of visually impaired children attending resource classes by county; and if she will make a statement on the matter. [11296/21]
View answerI propose to take Questions Nos. 425 and 426 together.
Phase 2 of schools reopening has seen all Primary and Post-Primary Special Classes reopened on Monday 22nd February with pupils expected to attend these classes on a full-time basis.
Special classes at primary and post-primary level are supported in their return by the enhanced school teams put in place by the HSE and my Department. Updated guidance and information on the supports for schools has also been made available in advance of the return.
Recognising that remote learning has been particularly challenging for some students with complex needs, my Department has also put in place a supplementary programme to support the education and/or care needs of students with complex needs at primary and post-primary level.
Eligibility for the programme comprises:
- All pupils enrolled in special schools and special classes in primary and post-primary schools
- Pupils in mainstream primary and post-primary schools who are accessing the highest levels of support in school at the School Support Plus/Support for a Few stage of the Continuum of Support. This includes pupils with Autism, Down syndrome, sensory impairments, and other disabilities, as well as pupils who were identified for the Summer Provision Programmes of 2020.
- Schools have flexibility to identify pupils that require the highest level of support at any given time. This will ensure that pupils presenting with exceptional needs due to school closures can participate in the scheme.
This programme of in-person support 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.
An allocation of five hours per week of home-based teaching or care supports is available to eligible students for four weeks.
The support 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.
I have arranged for the Deputy's query regarding the number of visually impaired children attending special classes by county to be referred to the National Council for Special Education (NCSE) for direct reply.
428. Deputy Jennifer Whitmore asked the Minister for Education if she has considered bringing in children with special educational needs into mainstream settings ahead of the main cohort of students returning to school at eight years of age and upwards; and if she will make a statement on the matter. [11310/21]
View answerI 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 this cautious phased return is to continue to limit the mobility of the population and curb the spread of the virus.
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.
There will be a period of time between each phase to assess the impact of reopening on aspects of community transmission. It is not possible for other children to return to in-school provision during this period.
My Department is anxious to 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 (an additional 10 hours for a total allocation of 30 hours).
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 (an additional 10 hours, for a total allocation of 30 hours).
429. Deputy Michael Fitzmaurice asked the Minister for Education when a decision will be made on an application for a school bus ticket for children (details supplied); and if she will make a statement on the matter. [11313/21]
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 the School Transport Scheme for Children with Special Educational Needs is, having regard to available resources, to support the transport to and from school of children with special educational needs. Under the terms of the scheme children are eligible for transport where they have special educational needs arising from a diagnosed disability and are attending the nearest recognised mainstream school, special class/special school or unit, that is or can be resourced, to meet their special educational needs.
All eligible children are exempt from school transport charges and a Special Transport Grant towards the cost of private transport arrangements may be provided in certain circumstances.
The first child referred to by the Deputy is eligible for school transport. Given that there is no suitable service in the area to accommodate the pupil's needs, School Transport Section wrote to the parents of the child in July 2019 offering the Special Transport Grant and advising that if transport was required, parents should contact the School Transport Section. No response has been received from the parents and following a request for information on the pupils applcation by the Special Educational Needs Officer, School Transport Section have reissued the letter to the parents and advised the SENO of the next steps required in order to provide transport or a Special Transport Grant for the pupil.
School Transport Section have not received a transport application for the second pupil referred to by the Deputy.
