Written Answers Nos. 430-457
432. Deputy Claire Kerrane asked the Minister for Education if consideration has been given to having children in special education attend schools on consecutive days rather than every other day to ensure routine for students; if this model will be reassessed as school reopening progresses in line with ongoing public health restrictions; and if she will make a statement on the matter. [11338/21]
View answer433. Deputy Donnchadh Ó Laoghaire asked the Minister for Education when special schools will reopen at 100% capacity. [11343/21]
View answerI propose to take Questions Nos. 432 and 433 together.
I am particularity conscious of the impact school closures have on children with complex special educational needs and their families.
For this reason, special schools were prioritised to reopen on 11 February on a 50% attendance basis and a supplementary programme was also put in place. All special classes returned to in-school learning on a full-time basis from 22 February, and special schools return to full-time in-school education from 1 March.
In addition an enhanced programme of summer provision for children with complex special educational needs and those who are experiencing educational disadvantage, similar to what was provided in summer 2020, is being developed.
The safe return and sustained safe re-opening of our schools is a key priority.
434. Deputy Rose Conway-Walsh asked the Minister for Education if she plans to attach an accreditation to the ten-month SNA course launched in 2020; and if she will make a statement on the matter. [11360/21]
View answerSpecial Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life. This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018.
The review made a number of recommendations regarding SNAs and the need for a more broadly based set of supports including therapeutic supports for pupils with complex needs. The Review also referenced the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the specific complex needs of some students being cared for by SNAs would also be provided.
The policy advice has been considered by the Department. It was decided that priority should be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.
A public procurement competition was held for the development and delivery of a new national training programme for SNAs. A detailed specification of need and learning outcomes was developed and published for the competition. Formal accreditation to the National Qualifications Framework was not a requirement for the programme. Following evaluation of the tenders received, the contract was awarded to University College Dublin School of Education, in conjunction with UCD School of Nursing, Midwifery and Health Systems.
UCD has a strong reputation in the world of education and training. It brings with it a wealth of experience and research knowledge in the training and has very strong quality assurance arrangements for its programmes. Feedback from programme participants is a key feature of this quality assurance process.
This new programme aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life.
The programme consists of five modules, delivered online over a 10-month period. Flexibility is a key part of the approach to the delivery of the programme and participation is voluntary.
The programme is fully funded by my Department and delivered at no cost to the SNA.
Completion of the programme may serve as a stepping stone to further education opportunities in the area.
Each participant who completes the programme successfully will receive a certificate from UCD School of Education which may be of assistance in pursuing further education.
€2.45 million will be allocated to this programme over the next 4 year period based on a full uptake of 3,500 SNAs. The first cohort of 500 SNAs enrolled in January and this phase was oversubscribed.
This is the first national training programme for SNAs employed in our schools and is tailored to their needs. The programme will be evaluated and the outcome will inform the approach to the training of SNAs in the future.
The Department recognises that a more strategic approach is required for the training of SNAs. This would deal with a number of matters including the identification of need and the provision of appropriate training programmes. The issue of programme accreditation will be considered further in this context. I look forward to its development.
I am satisfied that the new training programme for SNAs now in place is of high quality and will help to enhance the experience of children with special needs in our schools.
435. Deputy Fergus O'Dowd asked the Minister for Education if concerns raised in correspondence by a person (details supplied) in relation to the phased return of schools will receive a response; and if she will make a statement on the matter. [11361/21]
View answerMy Department is conscious that closing schools has had adverse consequences for individuals and families. 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 schools are effective, but recognise the ongoing need to reduce societal activity and movement to curb the spread of the virus at this time.
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. On 1 March the first four classes at primary level – junior and senior infants, first and second class – and final year Leaving Certificate students returned to school. This phase also saw 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.
437. Deputy Mairéad Farrell asked the Minister for Education the details of contracts of €25,000 or more that have been awarded by her Department or bodies under her aegis that were found to be non-compliant with procurement guidelines in 2018, 2019, 2020 and to date in 2021; the value and nature of the contact work carried out in each case; the year of each contract in tabular form; and if she will make a statement on the matter. [11373/21]
View answerThe Appropriation Account for my Department contains details of the contracts deemed to be non-compliant with procurement guidelines. Details from the 2018 and 2109 Appropriation Account are attached for the Deputy’s information. A complete record is not yet available in respect of 2020 or 2021 as the appropriation account is compiled after the end of the accounting period.
My Department ensures that there is an appropriate focus on good practice in procurement and that procedures are in place to ensure compliance with relevant procurement guidelines.
The information requested by the Deputy in regard to the agencies under the aegis of my Department is not routinely compiled by my Department. My officials are in contact with the aegis bodies and I will arrange to have the material forwarded to the Deputy when it becomes available.
438. Deputy Carol Nolan asked the Minister for Education the details of the meetings, correspondence and engagements she and her officials have had with a group (details supplied); if she will specifically address the concerns outlined by the group; and if she will make a statement on the matter. [11405/21]
View answerMy Department has had no engagement with the group referred to by the Deputy.
The Government has always been guided by public health advice in relation to what is safe in schools. 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. Schools have put significant infection prevention control measures in place to reduce the risk of coronavirus being transmitted to/within the school and significant funding of almost €650 million has been put in place by my Department to fund Covid-19 related measures, including funding for PPE, sanitation and additional cleaning etc.
The 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.
My Department has had Intensive engagement and input from education partners representing parents, students, unions, management bodies and principal networks on all aspects of the plan for the phased reopening of schools. These engagements are ongoing and are 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.
439. Deputy Richard Bruton asked the Minister for Education if new directives are being considered on mask wearing or other safety precautions in the context of the reopening of schools. [11436/21]
View answer486. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her attention has been drawn to the advice of a person (details supplied) who suggests that primary school children should wear surgical face masks when they return to the classrooms; and if she will communicate such advice to schools to allow them to implement in circumstances as age and ability of children allows. [11873/21]
View answer525. Deputy Róisín Shortall asked the Minister for Education if she has discussed with the teachers’ unions the wearing of face masks for sixth-class students given the WHO recommendation that all children aged 12 and over should wear a mask; and if she will make a statement on the matter. [12169/21]
View answerI propose to take Questions Nos. 439, 486 and 525 together.
My Department has always been guided by public health advice in relation to the infection prevention and control measure appropriate for schools. While current public health advice makes it a requirement for face coverings to be worn by teachers, non-teaching staff in primary and post primary schools and students attending post primary school, it is not a requirement for children attending primary school to wear face-coverings.
The Health Protection Surveillance Centre (HPSC) keep infection prevention and control measures under review in all sectors and have advised that the wearing of masks by primary school students is not being recommended at this time. However this is currently being reviewed and it is understood that an expert sub group will report to the NPHET on Thursday in this regard. My Department will await the outcome of this advice from NPHET and any subsequent Government decisions.
441. Deputy Johnny Mythen asked the Minister for Education the accreditation level that special needs assistants will receive upon completion of the national training programme certificate in inclusive school support in UCD; and if she will make a statement on the matter. [11448/21]
View answerSpecial Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life. This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018.
The review made a number of recommendations regarding SNAs and the need for a more broadly based set of supports including therapeutic supports for pupils with complex needs. The review also referenced the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the specific complex needs of some students being cared for by SNAs would also be provided.
The policy advice has been considered by the Department. It was decided that priority should be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.
A public procurement competition was held for the development and delivery of a new national training programme for SNAs. A detailed specification of need and learning outcomes was developed and published for the competition. Formal accreditation to the National Qualifications Framework was not a requirement for the programme. Following evaluation of the tenders received, the contract was awarded to University College Dublin School of Education, in conjunction with UCD School of Nursing, Midwifery and Health Systems.
UCD has a strong reputation in the world of education and training. It brings with it a wealth of experience and research knowledge in the training and has very strong quality assurance arrangements for its programmes. Feedback from programme participants is a key feature of this quality assurance process.
This new programme aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life.
The programme consists of five modules, delivered online over a 10-month period. Flexibility is a key part of the approach to the delivery of the programme and participation is voluntary.
The programme is fully funded by my Department and delivered at no cost to the SNA.
Completion of the programme may serve as a stepping stone to further education opportunities in the area.
Each participant who completes the programme successfully will receive a certificate from UCD School of Education which may be of assistance in pursuing further education.
€2.45 million will be allocated to this programme over the next 4 year period based on a full uptake of 3,500 SNAs. The first cohort of 500 SNAs enrolled in January and this phase was oversubscribed.
This is the first national training programme for SNAs employed in our schools and is tailored to their needs. The programme will be evaluated and the outcome will inform the approach to the training of SNAs in the future.
The Department recognises that a more strategic approach is required for the training of SNAs. This would deal with a number of matters including the identification of need and the provision of appropriate training programmes. The issue of programme accreditation will be considered further in this context. I look forward to its development.
I am satisfied that the new training programme for SNAs now in place is of high quality and will help to enhance the experience of children with special needs in our schools.
442. Deputy Joe McHugh asked the Minister for Education the status of investment works at schools (details supplied); and if she will make a statement on the matter. [11453/21]
View answerI am pleased to inform the Deputy that grant aid has been approved under my Department's Additional School Accommodation Scheme for the three schools in question as follows:
The first school listed was approved under the Additional Accommodation Scheme 2020 to build one mainstream classroom and a WC for assisted users as prefab replacement. A consultant has been appointed to this project. The school has confirmed that a Stage 1/2a Report will be submitted in the coming weeks, which will subsequently be reviewed in my Department.
The second school listed was approved under the Additional Accommodation Scheme 2020 to build two SET rooms. A consultant has been appointed to this project and the next step will be for this school to submit its Stage 1/2a report for review by my Department. My Department recently wrote to the school seeking an update in relation to this project and currently awaits a response from the school.
The third school listed was approved under the Additional Accommodation Scheme 2019 to build one mainstream classroom and a WC for assisted users as prefab replacement. My Department recently wrote to the school seeking an update in relation to this project. The school replied and advised that a consultant has been appointed and a further update is expected to issue to the Department shortly.
All three projects have been devolved for delivery to the relevant school authority.
443. Deputy Sean Sherlock asked the Minister for Education the number of absence reports over 20 days recorded by the Tusla education support service in each month since March 2020. [11454/21]
View answer444. Deputy Sean Sherlock asked the Minister for Education the number of absence reports over 20 days recorded by the Tusla education support service in each of the years 2016 to 2020, respectively. [11455/21]
View answerI propose to take Questions Nos. 443 and 444 together.
The latest published data in relation to the Analysis of School Attendance Data is for the academic year 2017/2018 and can be found at the following link https://www.tusla.ie/services/educational-welfare-services/publications/research-and-statistics/. The analysis to the school attendance data for the academic year 2018/2019 will be published in early summer 2021.
445. Deputy Sean Sherlock asked the Minister for Education if her Department will undertake an assessment of the impact of prolonged school closures on children in Ireland; if she plans to introduce measures to address the impacts upon children similar to a scheme (details supplied); and if she will make a statement on the matter. [11456/21]
View answerSince the Covid-19 pandemic commenced, my Department has drawn on a number of sources of research to inform the approaches that we have used to mitigate the effect of the Covid pandemic on schools and to support leaners, teachers and students through this emergency.
The Inspectorate of my Department has monitored educational provision by schools in remote and on-site schooling contexts. Research carried out by the Inspectorate has captured a range of perspectives, including those of principals, teachers, parents and students, on how schools have operated, on teaching and learning, and on pupils’-students’ experience of school and their engagement in learning. This research has included surveys of different stakeholders, discussions with school principals and inspectors meeting with focus groups of students and parents. A number of reports from this research have been published on my Department’s website and further publications are expected in the near future.
A number of academic institutions and bodies such as the ESRI have conducted research on various aspects of the impact that Covid has had on students’ learning. The outcomes of this research carried out by a range of national research and academic institutions together with the Inspectorate research, have informed the ongoing supports and guidance provided by the Department to schools to ensure that teaching and learning experiences are as meaningful as possible for all pupils/students in both a remote and a face-to-face schooling context. The Department will continue to monitor the impact of the pandemic on learners in light of the ongoing research from the Inspectorate and academic institutions and research agencies.
Monitoring the learning attainment of students will also help to inform policy approaches and practice in schools. At individual primary school level, standardised tests of reading and Mathematics will be administered as normal in 2020/21. The results of these tests will allow teachers to establish a baseline of pupils’ performance in reading and to identify areas of the mathematics curriculum that may need to be revisited. They will also help teachers to identify pupils who may be in need of further diagnostic assessment with a view to putting appropriate support plans in place, either at classroom or school support level, in accordance with the continuum of support. Information from ability tests, teacher observations, parental reports as well as the views of the pupils are also very important aspects of a thorough assessment of needs.
At a system level, the National Assessment of Mathematics and English Reading (NAMER) will be administered in 150 schools in May 2021, public health advice permitting. Although adapted and reduced significantly in scope in 2021, NAMER remains an important source of information about national standards in pupils’ performance in English reading and Mathematics. The adaptations made to the study design for 2021 have been done in such a way as to ensure that the study will still produce sufficiently accurate estimates of achievement. Furthermore, contextual data will still be gathered from teachers, pupils and principals. The outcomes of NAMER will contribute to my Department’s policy initiatives which aim to improve learners’ experiences. Given the extraordinary circumstances of the past twelve months, this will be a valuable opportunity to gather up-to-date information and to look closely at our primary pupils’ performance in English reading and Mathematics in a range of school contexts across the country. A sample of students in Irish primary schools will also participate in the Progress in International Reading Literacy Study (PIRLS) - the international assessment of reading - in autumn 2021, and a sample of students in Irish post-primary schools will participate in PISA 2022 next year. In both cases, these research studies are expected to provide valuable international comparative data on the effects of Covid-19 on students’ learning.
The Covid-19 crisis has demonstrated clearly that the best learning opportunities for students are provided when they are enabled to attend schools and my Department invested an additional €600m to put in places a range of measures to ensure schools can operate in a safe and sustainable manner in the current school year. The suite of measures to support schools including minor building grants to allow for modifications to schools for social distancing purposes, additional staffing for supervision and substitution, robust hygiene and cleaning measures as well as guidance documentation and training for staff have all been underpinned by public health advice. School reopening has commenced on a phased basis since 11 February with the return of special schools, special classes and now students in mainstream primary and post primary setting with a gradual phased return to schooling expected to be completed by Easter 2021.
Nevertheless, my Department is also working to ensure that the supports which students will require to mitigate learning loss arising from school closures are provided. Schools have been asked to use all available supports, both in-school and community-based, to promote a positive, solution-oriented approach that will support all pupils to achieve, to learn and to progress in their education and to help minimise any further educational inequality among those at risk of educational disadvantage or arising from a special educational need. Guidance documents provided by the Department have also emphasised the need for teachers on the re-opening of schools to take time to identify where pupils/students are at in their learning and to build on these starting points. Teachers should continue to observe pupils’/students’ progress in learning, reflect on their needs and identify pupils/students who require specific short-term or medium-term interventions after periods of sustained school closures/absences in order to continue to make progress.
An enhanced programme of summer provision for children with special educational needs and those at most risk of educational disadvantage, similar to that which was provided in summer 2020, is being developed. The details of how this programme will operate will be worked through with the education partners in the coming months.
In summer 2020, my Department provided funding for an enhanced Summer Programme targeted at learners at risk of educational disadvantage in DEIS primary schools. The programme was made available to all DEIS primary schools for the first time. In total, over 9,000 pupils availed of these summer camps across 215 schools. Also, for the first time, my Department developed a Summer Programme for DEIS post-primary schools. In total, over 2,200 students attended the week-long programme in 72 schools.
Recognising the particular challenges faced by students with complex special educational needs in engaging in remote learning, my Department also provided an enhanced Summer Programme for these students. The eligibility criteria for the programme were expanded to include a much broader range of students from a broader range of settings. Approximately 14,000 students availed of the programme which could be accessed in either school or home settings.
The three programmes were offered at a cost of over €20 million. Decisions regarding a programme of measures to be offered in 2021 will be made in accordance with public health advice. I hope to be in a position presently to provide further details on what is proposed. However, it is my intention to make the programmes available to as wide a group of learners as possible.
446. Deputy Sean Sherlock asked the Minister for Education if she plans to include hydrocephalus as a condition requiring additional supports in the education system. [11462/21]
View answerI wish to advise the Deputy that Special Education teachers support the mainstream class teacher by providing additional teaching support for pupils with special educational needs, or additional learning needs, in schools.
DES Circular 007/2019 for primary schools and 008/2019 for post primary schools set out the details of the model for allocating special education teachers to schools.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This model has replaced the previous model of allocating resource teaching support and learning support to schools.
The Special Education Teacher allocation, allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
It gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.
The school will take account of learning needs of children as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.
The Department of Education and Skills has published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model, which are available at www.education.ie
The guidelines support schools in how they identify pupils for additional teaching support and decide how much support to provide for pupils who need it.
Under the special education teacher allocation model schools are frontloaded with resources, based on each schools profile, to provide supports immediately to those pupils who need it without delay.
Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Children do not have to be labelled with a particular condition to qualify for extra teaching assistance.
The model gives greater freedom to schools to give extra teaching help to the pupils who most need it, regardless of their diagnosis.
Schools also do not have to give a set amount of time to pupils based on their disability category. They can give the most assistance to the pupils who need the support most and allocate resources based on needs.
Children who have additional learning needs in school, including those children who have hydrocephalus, can receive additional teaching support in schools.
Additional supports such as Special Needs Assistant Support may also be provided by schools for children who have care needs, in accordance with DES Circulars 30/2014 and 30/2020.
447. Deputy Neale Richmond asked the Minister for Education if she has considered using transition year to allow students to catch up on missed classes and lessons due to Covid-19 school closures; and if she will make a statement on the matter. [11465/21]
View answerMy Department has published guidelines in relation to the Transition Year, TY, programme and specific guidance for Transition Year in the context of Covid-19. This guidance was published as part of the return to school suite of guidance materials published in July 2020 to enable schools to mediate the curriculum safely for all pupils/students in a Covid-19 context. The guidance is available at www.gov.ie/backtoschool.
Transition Year is an optional programme. It is designed to act as a bridge between junior and senior cycle. It provides students with an opportunity to experience a wide range of educational activities, including work experience, over the course of a year that is free from formal examinations. The aim of TY is to educate students for maturity with an emphasis on personal development, social awareness and skills for life.
The TY guidelines and make it clear that TY should not form part of the Leaving Certificate Programme and should not be seen as an opportunity for spending three years rather than two studying Leaving Certificate material. The Returning to School Transition Year 2020/21 guidelines confirms that teachers are best placed to review all aspects of their current programmes and to adapt those programmes as necessary. Much of what is in existing TY programmes can be built on and, for the current school year, the main additional task involves establishing continuity with Junior Cycle and monitoring student re-engagement with learning so that skills could be built upon for further senior cycle learning.
The programme content for Transition Year, while not absolutely excluding Leaving Certificate material, should be chosen largely with a view to augmenting the Leaving Certificate experience, laying a solid foundation for Leaving Certificate studies, giving an orientation to the world of work and, in particular, catering for the students’ personal and social awareness/development.
The guidance issued in the Covid-19 context enables schools to plan for teaching, learning and assessment in a way that builds on and progresses students’ learning from junior cycle. Given the likelihood that the school closure period will have impacted on students’ learning in variable ways, schools, for the 2020/21 school year, can allocate additional time to teaching the core layer of the TY programme (Irish, English and Mathematics), with an emphasis on developing students’ literacy and numeracy skills.
448. Deputy Michael Healy-Rae asked the Minister for Education if the case of families seeking to support the education and care needs of pupils with complex needs on the supplementary programme during the period of school closures will be examined (details supplied); and if she will make a statement on the matter. [11468/21]
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 five 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.
My Department’s approach is intended to be flexible so as to maximise the number of students participating.
Any unused hours can be delivered to families at any time before 30 April 2021, including during the Easter holidays.
Schools have been requested to assist Parents in sourcing a Teacher/SNA on school staff or other teachers and SNAs known to the school.
In addition, the NCSE provides information on how to source a Teacher or SNA where parents cannot source one through their schools at the following link:
https://ncse.ie/wp-content/uploads/2021/02/Supplementary-Programme-2021.pdf
Support can also be accessed through Irish Primary Principals Network (IPPN) at the link:
https://www.educationposts.ie/notice/supprog
449. Deputy Michael Healy-Rae asked the Minister for Education her views on a matter (details supplied) regarding special education classes; and if she will make a statement on the matter. [11472/21]
View answerMy Department is conscious of the fact that closing schools has hugely adverse consequences at individual, family and societal level and that the effect on children with special educational needs can be even greater.
Building on the return to school in recent weeks of children in special schools and in special classes at primary and post-primary level, the Government has decided on a phased return of students to in-school education.
These further phases have been developed in close collaboration with education stakeholders and follow ongoing engagement with the Department of Health and Public Health, HSE.
The Department of Health and the HSE have reaffirmed that schools in themselves are low risk environments and that a gradual phased reopening can occur at this time. Public health has reviewed the measures put in place to ensure safe operation of schools and is satisfied that these infection prevention and control measures, if rigorously adhered to, will keep the school community safe during this period. They emphasise that all measures must be followed carefully by students, staff and parents.
There will be a period of time between each phase to assess the impact of reopening on aspects of community transmission.
The phased return of students to in-school education and the associated target dates are as follows:
- Monday 1 March: the first four class groups at primary level – junior and senior infants, first and second class – and final year Leaving Certificate students returned to in-school provision.
This phase also saw a return to full attendance for children in special schools, as well as children in early start pre-school classes and early intervention special classes for children with autism or hearing impairment.
- Monday 15 March: the return to in-school provision of the rest of primary school children – third to sixth class, and fifth year Leaving Certificate students. This date will be reviewed during the period following 1 March.
- Monday 12 April: the return to in-school education of the rest of post-primary students following the Easter break – i.e. first to fourth year students.
My Department is anxious to further support those pupils/students with SEN who are unable to return to in-school teaching and learning under these phases.
At Primary level in recognition that not all primary pupils with special education needs will be back in school in this phase;
- Schools have been asked to prioritise deployment of their SET resources to facilitate the engagement of those pupils with SEN who are in 3rd to 6th class. This will necessitate further collaboration between the SETs and class teachers to establish current priority learning needs among those pupils.
- The supplementary programme for eligible pupils who are in 3rd to 6th class will be extended by a further two weeks (10 additional 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 (10 additional hours, for a total allocation of 30 hours)
I know that a phased re-opening is particularly challenging for many children with special educational needs who have not yet returned to school and their families.
The purpose of managing this cautious phased return is to continue to limit the mobility of the population and curb the spread of the virus.
The safe return and sustained safe re-opening of our schools is a key priority for Government.
450. Deputy Éamon Ó Cuív asked the Minister for Education her plans with regard to paying a supplementary grant for emergency works at a school (details supplied) in view of the fact that the extra costs related to unforeseeable events and works due to Covid-19 and the need to have the school ready for reopening for September 2020; and if she will make a statement on the matter. [11515/21]
View answerI would like to inform the Deputy that a request for additonal funding was received from the school after the works were completed, this is considered retrospective funding which is not allowed under the terms of the Emergency Works scheme.
My Department has been in contact with the school in question and a resolution has been reached.
451. Deputy Claire Kerrane asked the Minister for Education the number of children who do not have adequate access to ICT services for remote learning due to Covid-19. [11524/21]
View answerSince the start of the Covid-19 pandemic my Department has issued extensive guidance material to assist schools with the continuity of learning. This guidance to schools was developed in consultation with all relevant stakeholders including teachers, parents and learners. The guidance included provision to support the continuity of teaching and learning in response to the Covid-19 restrictions for those learners unable to engage with online learning. This guidance is available at gov.ie.
As part of the €210 million investment programme underpinning the implementation of the Digital Strategy for Schools, my Department provided €100 million in grant funding to schools to address their ICT needs during 2020. Schools were advised that they can use this funding to support the continuity of teaching and learning should a period of partial or full school closure occur arising from Public Health advice owing to Covid-19 restrictions as is the current situation. This can include the purchase of ICT devices including laptops, etc, that can be shared with students and teachers who do not have access to devices, essential learning platforms and other ICT infrastructure to support the provision of remote learning.
In relation to the number of children who do not have adequate access to ICT services, my Department does not have access to this information. However, ICT Grant funding issues directly to schools, as schools are best placed to identify the needs of their learners and to meet those requirements. Many schools have used this funding to put in place a device loan scheme to support families.
Responsibility for ensuring that learners receive appropriate support to engage adequately with learning remains with the school in which they are enrolled. Regular and ongoing communication between school and home will be essential to support engagement with learning and continuous connection with classmates and school community. Additional supports will be provided for these learners from within the staffing resources of the school. Schools will have discretion to manage and redistribute their support resources in order to best meet the learning needs of their pupils and students.
452. Deputy Claire Kerrane asked the Minister for Education the current special needs assistant and special education teacher to student ratio. [11525/21]
View answerI wish to advise the Deputy that the provision of education for children with special needs is an ongoing priority for Government.
The Department of Education and Skills will spend approximately €2 Billion or over 20% of its total educational budget in 2021 on making additional provision for children with special educational needs next year.
The numbers of special education teachers and Special Needs Assistants are at unprecedented levels.
Over 13,600 Special Education Teaching posts are currently allocated to mainstream primary and post primary schools, which is an increase of over 39% since 2011, at which time 9,740 posts were allocated.
For 2021 over 18,000 SNAs will be available for allocation to schools which represents an increase of 70% since 2011, at which time 10,575 were provided.
DES Circular 007/2019 for primary schools and 008/2019 for post primary schools set out the details of the model for allocating special education teachers to schools.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This model has replaced the previous model of allocating resource teaching support and learning support to schools.
The Special Education Teacher allocation, allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
It gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.
The allocations are made for schools based on the profiled needs of schools, which takes account of:
1. A baseline component provided to every mainstream school, based on school enrolments, to support inclusion, prevention of learning difficulties and early intervention.
2. An allocation for students with complex special educational needs, as set out in Circulars 07 and 08 2019
2. An allocation which takes account of the learning needs that a school has, as evidenced by the number of students performing below a certain threshold on standardised test results
3. Account is also taken of the social context of school which includes gender, primary school location and educational disadvantage.
The allocations of special education teachers are therefore based on the profiled needs of schools, which includes a range of factors, as oppossed to being based on a pupil to SET teacher ratio.
Allocations of Special Needs Assistants are provided to schools, based on the assessed care needs of pupils, as set out in accordance with DES Circular 30/2014, and for the current 202/21 school year, in accordance with the criteria set out in DES Circular 30/2020.
The allocations for SNA support also, therefore, take account of the individual circumstances of schools, and are not based on an SNA to pupil ratio.
453. Deputy Aengus Ó Snodaigh asked the Minister for Education when a child (details supplied) diagnosed on the ASD spectrum will be allocated a placement in any catchment or school. [11548/21]
View answerEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.
This year, over 20% of the total Education budget or €2 billion will be invested in supporting children with special educational needs. As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.
Notwithstanding the extent of the investment in special education and the supports which have been put in place, I am also very conscious that there are some parts of the country, including the area referenced, where increases in population and other issues have led to concerns regarding a shortage of school places.
I can assure the Deputy that NCSE is acutely aware of these concerns and is continuing its engagement with schools, patron bodies, parents and other stakeholders to bring the required additional special education placements on stream.
My Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education and I want to reassure you that the delivery of the necessary additional provision is being progressed as an absolute priority.
In circumstances, where no placement is available for a child with special educational needs, the Department can provide Home Tuition grant funding towards the provision of 20 hours home tuition per week as an interim measure until the NCSE confirms that a placement is available.
I understand that the local SENO is currently engaging with, and remains available, to support the family of the child in question in finding a suitable placement.
454. Deputy Holly Cairns asked the Minister for Education her views on putting in place plans for the leaving certificate 2022 which incorporate potential restrictions as a result of Covid-19 before September 2021; and if she will make a statement on the matter. [11586/21]
View answerMy Department is acutely aware of the disruption caused to students as a result of school closures resulting from the Covid-19 pandemic.
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 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.
The nature of distance learning, which was necessitated during the unprecedented closure of schools earlier last year, required educators to take on a range of approaches to support their pupils’ continuity of learning during that period. Assisted by Department-funded resources and supports, schools and teachers demonstrated great innovation in adapting to the unprecedented situation including the use of digital technologies and online learning platforms for teaching and learning.
Extensive guidance and supports have been and continue to be made available by my Department and its support services to support schools to plan for the transition to online and remote learning. Circular 0074/2020, ‘Communication/Teaching & Learning Platform’, was issued by the Department last year. In accordance with the circular, it became a requirement for all schools to have in place a communication/learning platform (while acknowledging that many schools have already put such platforms in place) that supports them to respond in the event of a partial or full school closure in the future, including the facilitation of some use of live or recorded video lessons where practicable.
The Circular includes links to a range of materials and supports developed by the Digital Technologies team of the Professional Development Service for Teachers (PDST), including information and resources for commonly used platforms for teaching, learning and assessment, short video tutorials exploring how digital platforms and tools can be used effectively for remote learning purposes and clarity regarding how chosen platforms can be effectively used for assessment and feedback purposes.
Other documents published by my Department to support the return to school include Guidance for Practical Subjects in Post-Primary Schools and Centres for Education and Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers. These documents provide guidance for teachers and schools that is specific to each practical subject area, so that students can be facilitated to actively engage with their learning. All documentation published is available on www.gov.ie/backtoschool.
The www.gov.ie/backtoschool site also contains information on wellbeing supports for Leaving Certificate students. This includes a series of supports on managing wellbeing, coping with uncertainty and managing stress and anxiety, developed by the National Educational Psychological Service in my Department, to support students. The webpage has links to more individualised support for students to access, should these be needed. My Department worked with the Department of Health and the HSE to ensure the most appropriate services and resources are clearly signposted for students.
455. Deputy Holly Cairns asked the Minister for Education the breakdown and the reason for the cost of the online Gaeltacht course to comply with Teaching Council requirements for primary teacher students; and if she will make a statement on the matter. [11587/21]
View answerThe 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, 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. Those 2nd year PME students who have not completed any GLP will now complete a three week online programme (had previously been required to complete four weeks). Second 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 three 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.
In relation to the cost of the online programme for students in a private college provider, 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.
457. Deputy Donnchadh Ó Laoghaire asked the Minister for Education her plans to support very high risk and high-risk staff with medical vulnerabilities who are anxious regarding the reopening of schools. [11604/21]
View answerThe general principles to apply to the management of Covid-19 includes the safety and welfare of teachers and special needs assistants (SNAs) and the minimisation of the impact of Covid-19 on teaching and learning. The current Covid-19 arrangements in place for teachers and SNAs are outlined in my Department’s Circular Letter 0049/2020.
My Department has an enhanced Occupational Health Service (OHS) in place, to provide employers with occupational health advice in relation to teacher/SNAs’ fitness for work. The current OHS provider has a process in place for school staff with health concerns about their risk of serious illness from contracting Covid-19, through workplace attendance.
A detailed on-line questionnaire is submitted by the teacher/SNA to the OHS, along with detailed medical evidence to provide clarity with respect to the medical complaint(s) in question. All of this information is reviewed by the OHS specialist occupational health physician, including the combined and cumulative risk that can arise when a teacher/SNA suffers from more than one health condition. The risk categorisation is comprehensive and follows the same process that is being applied across other sectors. A teacher/SNA is categorised into one of three Covid-19 risk categories. These are ‘Normal Risk’, High Risk’, and ‘Very High Risk’. The outcome of the risk categorisation is governed by the HSE guidance. My Department is following the same guidance that is in use across the public sector.
Where a teacher/SNA considers the OHS "Covid-19 Health Risk Categorisation report" places him/her in an incorrect risk category, he/she may request review. The teacher/SNA may provide additional medical evidence as part of the review process.
Based on HSE advice, a teacher/SNA categorised by the OHS as ‘Very High Risk’ must not attend the workplace. However he/she remains available for work and the employer should prioritise alternative working arrangements to the maximum extent possible e.g. working from home.
The employer has a responsibility to assess the school environment using the Covid-19 Response Plan for the school, to ensure that all the appropriate HSE recommendations for safe school operations during Covid-19 are being implemented in full.
During the current period of partial re-opening of schools, an employer should temporarily facilitate more flexible working arrangements where a teacher/SNA has been categorised by the OHS as ‘High Risk’. A teacher/SNA who is over 60 years of age should also be temporarily facilitated by these arrangements. This may include re-assignment of a teacher/SNA to other duties within the school or facilitated to work remotely i.e. working from home.
The HSE has recently published guidance for the education sector in respect of pregnant employees. Upon the full re-opening of schools, this HSE guidance will be implemented in the education sector. The Department will provide employers with details of these new arrangements in advance of a full re-opening of schools. In the meantime, during this period of partial re-opening of schools, a pregnant teacher/SNA should consider themselves in the ‘High Risk’ category and she should temporarily continue to work remotely i.e. working from home.
These temporary arrangements for teachers and SNAs are outlined in my Department’s Information Note 0005/2021 for primary teachers, Information Note 0006/2021 for primary SNAs, Information Note 0007/2021 for post primary teachers and Information Note 0008/2021 for post primary SNAs.
