Written Answers Nos. 458-485
458. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the updated guidance on ventilation for schools; and the details of the considerations she has given to the installation of air monitoring systems in schools. [11605/21]
View answerPractical steps for the deployment of good ventilation practices was provided to the school system in the context of re-opening for September 2020.
This guidance was reviewed and updated on 30 November.
This guidance is one of a number of prevention and control measures in place to ensure schools are very safe.
An expert group on ventilation has recently been formed to advise the national public health emergency team (NPHET) across a range of settings.
The work of this group will help guide whether any further update on the Department’s guidance is required.
459. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the updated plans in place to ensure that school transport is safe upon the return of schools on 1 March 2021. [11606/21]
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 Department has been engaging intensively with Bus Éireann in regard to the logistics for the safe operation of School Transport Scheme services for the 2020/2021 school year. Based on the public health advice published in July 2020, and the updated advice received from the HPSC on 7 August and from NPHET on 18 August 2020, the Department has planned for School Transport Scheme services for the 2020/2021 school year to fully operate, but with additional measures and hygiene requirements in place and with the rolling implementation of measures on post-primary services as required to provide physical distancing, using 50% of passenger capacity. Government has agreed to provide the necessary funding to ensure that full implementation of the public health recommendation of running buses for post-primary children is achieved as quickly as possible on the post-primary scheme and on the special educational needs scheme for post-primary children.
Bus Éireann and the Department of Education have supported all bus contractors to put in place measures to support infection prevention and control on the buses. The Department has also issued detailed information and guidance to parents and children on the operation of school transport services for the 2020/2021 school year. Measures include all post-primary students wearing masks, all bus drivers and bus escorts receiving PPE where necessary, as well as funding to support additional cleaning and hygiene measures, including the provision of sanitiser on all buses. Seating plans with preassigned seating are in place on all routes, with children sitting next to their siblings or classmates where possible. This reduces the interaction of children on the buses with those outside of their family, class or school.
As schools return on a phased basis, transport services are fully operational with continued additional hygiene and other measures that were introduced on school transport services at the start of the school year.
460. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the details of the actions she is taking to progress the reform of relationship and sexuality education in schools. [11623/21]
View answerThe Programme for Government states that this Government will develop inclusive and age appropriate curricula for Relationships and Sexuality Education (RSE) and Social, Personal and Health Education (SPHE) across primary and post-primary schools.
In April 2018, then Minister for Education and Skills Mr. Richard Bruton asked the National Council for Curriculum and Assessment (NCCA) to undertake a major review of RSE in schools across all stages of education to ensure that it is fit for purpose and meets the needs of young people today in modern Ireland.
The NCCA were asked to look at a number of specific issues in respect of RSE and the curriculum, in particular the importance of consent and what it means. Other areas looked at included, but were not limited to: developments in relation to contraception; healthy, positive, sexual expression and relationships; safe use of the Internet; the role of school ethos: and, LGBTQ+ matters.
The Report on the Review of Relationships and Sexuality Education (RSE) in primary and post-primary schools was published by the NCCA on 11 of December, 2019.
As part of the review of RSE an extensive consultation occurred. Feedback was facilitated through an online survey, written submissions, round-table meetings and large events. Adjustments were made to the final report to reflect a stronger focus on issues that stakeholders wished to see highlighted, such as gender discrimination, sexual violence and pornography.
The purpose of the review was to examine the current experience of RSE within schools, the approach to teaching and learning, supports needed, and what is needed to improve RSE. It was not within the remit of the review or the Report to set out in detail what students should learn about in an updated RSE curriculum. Such considerations will be part of the work arising from the NCCA Report. The work in redeveloping and updating the curriculum is being undertaken within the curriculum development structures in the NCCA and there will be opportunities for public and stakeholder engagement in this process.
The Report does not set out an exhaustive list of the topics that will be included in any future SPHE/RSE curriculum or details on how any specific topic might be taught or contextualised. Important issues such as Consent need to be taught within a wider context of particular issues and it is the view of the NCCA that guidance materials and professional development for teachers are needed to create this wider understanding of what is involved.
In this context, the NCCA is currently working to develop updated guidance materials for the teaching of SPHE/RSE (which will take the form of an online SPHE/RSE toolkit), and this will also include a repository of SPHE/RSE teaching resources.
Pending commencement later in 2020 of a comprehensive update of the curriculum, the NCCA were initially asked to begin work in January 2020 on interim guidelines to support the teaching of SPHE/RSE in schools, The NCCA is currently developing this interim guidance for SPHE and RSE across primary and post-primary levels. These support materials will be made available in the form of an online toolkit. They will provide guidance on how the current curriculum can be approached in a more holistic way. The materials involved are being brought to the NCCA development groups from October 2020 onwards on an ongoing basis. It is anticipated that initial guidance materials will be supplemented incrementally during 2021.
The NCCA has worked collaboratively with the teacher professional development support services and other relevant groups in completing an audit of current teaching and learning resources relevant to SPHE/RSE and compiled a comprehensive resource list which will be published as part of the online toolkit for SPHE/RSE. This will provide a single, online access point for up-to-date resources.
Other recommendations in the report in relation to Initial Teacher Education (ITE) and Continuing Professional Development (CPD) regarding SPHE and RSE are being reviewed by my Department with a view to putting enhanced supports in place.
Work on updating or developing new specifications for SPHE/RSE commences in the NCCA in 2021, beginning with a focus on Junior Cycle. This work will include engagement with all the key education stakeholders as well as a further process of public consultation before any new curriculum specifications are finalised. The NCCA curriculum development process includes extensive stakeholder consultation. The development of an updated RSE/SPHE curriculum will take approximately 12-18 months
The NCCA has established two development groups, one for primary and one for post-primary, to oversee the work in this area and support the development of guidance material for schools. These groups were unable to commence their work over recent months due to the COVID-19 restrictions on public gatherings. However, the NCCA began convening ongoing meetings with these groups as of October 2020 which allows them to review significant work that has been progressed. Both the primary and post primary SPHE/RSE Development Groups have been meeting successfully via Zoom on a monthly basis since the groups were convened in October.
The immediate focus of the work in on creating support materials for teachers for publication online as part of the Interim Guidance Toolkit. The toolkit's purpose is to support effective teaching and learning of SPHE/RSE linked to the current curriculum. This work is progressing well and the first section of the toolkit (a portal repository of teaching and learning resources linked to the Primary SPHE Curriculum, the SPHE JC Short Course and SC SPHE Framework) is now published.
Further sections will be added over the coming weeks/months. To visit the primary toolkit go to this link https://www.curriculumonline.ie/Primary/Curriculum-Areas/Social,-Personal-and-Health-Education/Junior-and-Senior-Infants/?lang=en-ie.
To visit the junior cycle toolkit go to this link https://www.curriculumonline.ie/Junior-cycle/Short-Courses/SPHE/SPHE-RSE-toolkit/?lang=en-ie/.
To visit the senior cycle toolkit go to this link https://www.curriculumonline.ie/Senior-cycle/SPHE-(1)/SPHE-Toolkit/?lang=en-ie.
In tandem with the development of the online Toolkit, preparation for redeveloping and updating the SPHE curriculum has begun, with an initial focus on Junior Cycle. To support this work NCCA are inviting teachers to give feedback on their experience of teaching the JC SPHE short course specifically. The feedback from teachers and the support services working with them will inform the work of the post primary development group in drafting an updated Junior Cycle SPHE specification. This draft will be available for consultation early in 2022.
Research into the provision of SPHE/RSE across 5 countries/jurisdictions has been completed. This provides a useful overview of the learning in relationships and sexuality education that children and young people encounter across primary and post-primary schooling in a range of countries and will help inform the NCCA's curriculum development work in this area. The report is now being finalised and will be published by Easter 2021.
461. Deputy Pádraig O'Sullivan asked the Minister for Education the number of ASD units in Cork city and county, both primary and secondary; the location and number of pupils in each school; the number of applications each has received for 2021; and if she will make a statement on the matter. [11640/21]
View answerEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. The Department of Education 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 this year.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
I have arranged for your information request to be forwarded to the NCSE for their attention and direct reply.
462. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will address the absence of provision of SEN units for primary school children in the Howth, Baldoyle and Sutton area of north County Dublin; and if she will make a statement on the matter. [11647/21]
View answerEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. The Department of Education 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 this year.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
Through ongoing consultation at local level the NCSE is aware of those parents whose children will be seeking placement for the 2021/22 academic year, including mainstream placement with appropriate support, special class placement, Early Intervention and special school placement. The NCSE continues to work at local level to identify any and all relevant suitable placements.
The NCSE is working with a significant number of schools in the county to encourage and support the opening of new special classes at all levels. The NCSE has specific plans in place to open a number of additional classes in schools in North Dublin.
I can also reassure the Deputy that the local SENOs continue to be available to assist and advise parents of children with special educational needs.
463. Deputy Pádraig O'Sullivan asked the Minister for Education if a July provision in-school style programme will be run during the 2021 Easter holidays for children with special educational needs in ASD classrooms; and if she will make a statement on the matter. [11660/21]
View answerI am particularity conscious of the impact school closures have on children with complex needs and their families.
For this reason, the reopening of special schools and special classes were prioritised with special schools reopening on 11 February on a 50% attendance basis with a supplementary programme 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.
The supplementary programme is intended to supplement the teaching and learning provided by the student’s school and alleviate the impact of this period of school closure through the provision of 5 hours per week in-person teaching or care support to be delivered in homes.
The programme must be delivered outside of the normal school day (i.e. evenings and weekends), so that the student can continue to engage as fully as possible with the teaching and learning provided by their school.
Any unused hours can be delivered to families at any time before 30 April 2021, including during the Easter holidays.
My Department has been contacted by schools and families who wish to access the supplementary programme in school settings. My Department is willing to engage with the education stakeholders, particularly the school management bodies on the logistical issues which may need to be considered in the running of this programme in school premises, particularly as this programme is intended to happen outside of school hours such as evenings, weekends and during the Easter holidays.
464. Deputy Pádraig O'Sullivan asked the Minister for Education if the review of the school transport scheme will take into consideration the next nearest school to a pupil in order to account for those who cannot attend their nearest school due to capacity issues; and if she will make a statement on the matter. [11661/21]
View answer465. Deputy Pádraig O'Sullivan asked the Minister for Education if the review of the school transport scheme will re-examine the rule by which only numbers of eligible pupils and not concessionary pupils are taken into consideration when a particular route is put out to tender; and if she will make a statement on the matter. [11662/21]
View answerI propose to take Questions Nos. 464 and 465 together.
School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 113,100 children, including over 14,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. Under the terms of my Department’s School Transport Scheme, children are eligible for transport where they reside not less than 3.2 km at primary and 4.8 km at post-primary and are attending their nearest School/Education Centre as determined by the Department/Bus Éireann, having regard to ethos and language.
All children who are eligible for school transport and who completed the application and payment process on time have been accommodated on school transport services for the 2020/21 school year where such services are in operation.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann allocates tickets for the spare seats using an agreed selection process.
In October 2019, my predecessor announced a review of the School Transport Scheme with a view to ensuring funds are being spent in the most effective way to meet the objectives of the scheme.
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 11 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.
The Review will build on the proposals in the Programme for Government as they relate to school transport, including examining the options to reduce car journeys and assessing how the School Transport Scheme can work in liaison with the Safe Routes to Schools Programme; examining the options for providing a better value and a better service for students, including and examining issues such as the nearest or next-nearest school.
466. Deputy Pádraig O'Sullivan asked the Minister for Education if the review of the school transport scheme will invite contributions by regional school transport managers of Bus Éireann; and if she will make a statement on the matter. [11663/21]
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 11 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.
It is intended that the review will invite contributions by regional school transport managers of Bus Éireann.
467. Deputy Pádraig O'Sullivan asked the Minister for Education if the deadline for schools to publish their amended admissions policies remains September 2021; and if she will make a statement on the matter. [11664/21]
View answerUnder the provisions of the Education (Admission to Schools) Act 2018, all schools are required to have drafted new admissions policies, which have been approved by the patron, following consultation with staff and parents of children who are attending the school.
These policies will been approved by the school patron by 15 September 2020, and published on the schools website by 30 September 2020. The policies apply for admission to the school for the school year 2021/22 onwards.
Should a school wish to amend or review their policy at any point in the future, any new policy must be drafted in line with the provisions of the act, following consultation with staff and parents of children who attend the school.
The patron should approve the new policy by 15 September of the relevant year, and it must be published on the schools website within 2 weeks of this date. The new policy will then apply for admission to the school for the following August/ September onwards.
468. Deputy John Paul Phelan asked the Minister for Education if there is a facility available to parents and their school going children to remain learning from home once schools reopen in order to avoid Covid-19 infection, particularly in situations in which children have underlying medical conditions; and if she will make a statement on the matter. [11669/21]
View answerThe 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. The decision to delay the reopening of schools was in recognition of the need to reduce societal activity and movement to curb the spread of the virus at a time where there was unprecedented levels of disease transmission in the community. This was not based on a changed assessment of the risks in relation to transmission levels in schools.
Schools have put significant infection prevention control measures in place to reduce the risk of coronavirus being transmitted to/within the school and significant funding of almost €650 million has been put in place by my Department to fund Covid-19 related measures, including funding for PPE, sanitation and additional cleaning etc.
The HSE Health Protection Surveillance Centre (HPSC) has issued specific advice about children attending school in the context of covid-19. This advice covers both children with underlying medical conditions and children living with family members with underlying conditions. For all children, care should continue to be taken to reduce transmission through the infection control measures promoted by HPSC.
The HPSC advice advises that children with immediate family members, including parents, in both the ‘high risk’ and ‘very high risk’ categories can return to school and it is important for the child’s overall well-being. This is consistent with public health advice internationally in relation to at-risk family members. The priority is that the household continues to follow all current advice on how to minimise the risk of coronavirus, through regular hand washing, etc.
My Department has published guidance to support schools in making adapted education provision for those children who cannot return to school because they are medically certified as being at ‘very high risk’ to COVID-19.
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.
469. Deputy John Paul Phelan asked the Minister for Education if there is scope to advance the schedule of vaccination against Covid-19 for schoolteachers, special needs assistants and all school staff; and if she will make a statement on the matter. [11670/21]
View answerThe vaccine protocol devised by the National Immunisation Advisory Committee is endorsed by the National Public Health Emergency Team and signed up to by Government.
The Department of Health have confirmed that those essential to Education are estimated at this time to be in the first one third of the population captured by the Vaccine Allocation Strategy.
My Department has further engaged with the Department of Health requesting that consideration is given to school community as the vaccination programme is rolled out.
470. Deputy Richard Bruton asked the Minister for Education if her attention has been drawn to the fact that some schools are choosing to hold a mock leaving certificate examination as soon as students return while others are not; if guidelines have been issued on the way such mock exams should be used in arriving at predictive grades; her views on the potential for such an exam to be an unfair reflection of a students work after such a long absence; and her views on whether a potential inequity may arise between schools that do and those that do not run mock exams. [11674/21]
View answerOn Wednesday 17 February, I confirmed that the written Leaving Certificate 2021 examinations will be held in June, with related components also proceeding as far as possible subject to public health advice. A corresponding process of grades accredited by the State Examinations Commission (SEC) will also be available to students who opt to receive them. I also announced that the Junior Cycle examinations will not be run in 2021. This decision follows intensive engagement with education stakeholders bilaterally and through the Planning for State Examinations 2021 Advisory Group.
A Guide to State Examinations and Accredited Grades for Leaving Certificate 2021 has been published and is available on www.gov.ie/leavingcertificate. This guide has also been communicated to schools. Students and parents are encouraged to read the guide to familiarise themselves with the processes in place for the certificate examinations in 2021.
The Guide provides information regarding mock examinations and advises that mock examinations (i.e. examinations involving full class groups sitting written examinations under conditions that mirror those of the certificate examinations) are neither required nor recommended for use as evidence for the Accredited Grades process. The period following the return to in-school teaching and learning should be used to maximise opportunities for teaching and learning with students.
Following the return to school, the guidance provided states that teachers may set a limited number of additional assessments up to 14 May 2021, though it is important in the period leading up to the determination of estimated percentage marks that over-assessment is avoided. If administering an in-class teacher-designed test, the test should be no more than one lesson in duration (maximum one hour) and a maximum of three class tests may be administered up to 14 May 2021.
471. Deputy Carol Nolan asked the Minister for Education if she will address concerns that transfer of a school (details supplied) is being delayed due to the inability of the community mental health services in Birr, County Offaly to acquire temporary premises while the transfer is in progress; and if she will make a statement on the matter. [11680/21]
View answerMy Department has been in consultation with the HSE for some time in relation to the potential for a HSE building in Birr to become the permanent home for the school to which the Deputy refers. The Department appreciates the co-operation of the HSE throughout this process.
This type of project is complex both from a technical and logistics perspective and my Department is in the process of firming up on costings and related matters in accordance with the Department’s normal capital appraisal process and the Public Spending Code. This process has been slowed down by the extra workload arising from the focus on reopening schools given the Covid-19 pandemic. While the delay is unfortunate my Department is endeavouring to finalise its considerations as soon as possible and will be in contact with the school and patron to provide an update at the earliest opportunity.
Interim accommodation will continue to be funded by my Department until the school is in its permanent home and I remain committed to providing suitable permanent accommodation for this school.
472. Deputy Paul Murphy asked the Minister for Education if provision will be made for remote learning to continue for leaving certificate school students in circumstances in which their parents who they live with are highly vulnerable, for example, if they have cancer and their oncologist advises it is not safe for their child to return to school. [11685/21]
View answerThe 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. The decision to delay the reopening of schools was in recognition of the need to reduce societal activity and movement to curb the spread of the virus at a time where there was unprecedented levels of disease transmission in the community. This was not based on a changed assessment of the risks in relation to transmission levels in schools.
Schools have put significant infection prevention control measures in place to reduce the risk of coronavirus being transmitted to/within the school and significant funding of almost €650 million has been put in place by my Department to fund Covid-19 related measures, including funding for PPE, sanitation and additional cleaning etc.
The HSE Health Protection Surveillance Centre (HPSC) has issued specific advice about attending school in the context of covid-19. This advice covers students with underlying medical conditions and those living with family members with underlying conditions. For all students, care should continue to be taken to reduce transmission through the infection control measures promoted by HPSC.
The HPSC advice advises that students with immediate family members, including parents, in both the ‘high risk’ and ‘very high risk’ categories can return to school and it is important for the students overall well-being. This is consistent with public health advice internationally in relation to at-risk family members. The priority is that the household continues to follow all current advice on how to minimise the risk of coronavirus, through regular hand washing, etc.
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.
474. Deputy Sean Sherlock asked the Minister for Education if teachers will be supplied with carbon dioxide readers for each classroom. [11694/21]
View answerSchools have put in place significant mitigation measures to reduce the risk of coronavirus within the school environment. Minor works funding of €160m has been put in place to support these measures.
Practical steps for the deployment of good ventilation practices was provided to the school system in the context of re-opening for September 2020. This guidance was reviewed and updated on 30 November.
In summary, the overall approach for schools should be to have windows open as fully as possible when classrooms are not in use (e.g. during break-times or lunch-times (assuming not in use) and also at the end of each school day) and partially open when classrooms are in use. It is worth noting that windows do not need to be open as wide in windy/colder weather in order to achieve the same level of airflow into the classroom. This will assist in managing comfort levels in classrooms. Managing comfort levels will be easier for schools now than during the winter period.
In updating the guidance in November, the Department’s Planning and Building Unit reviewed the HPSC guidance that consideration be given to installing an indoor air quality monitor in classrooms. The updated guidance sets out that in the main windows are likely to be required to be open at a frequency and level in the classroom irrespective of whether the opening of windows is prompted through the indoor air quality monitor (re-active approach) or through the pro-active approach outlined in the Department’s guidance and that therefore it is not considered necessary to install such monitors in classrooms. However, the updated guidance indicates that it is a matter for individual schools to consider whether they wish to use some of their minor works grant funding for this purpose or alternatively schools may wish to use some of their minor works grant funding for provision of permanent background ventilation, where required, as referenced in the guidance.
This guidance is one of a number of prevention and control measures in place to ensure schools are very safe.
An expert group on ventilation has recently been formed to advise the national public health emergency team (NPHET) across a range of settings. The work of this group will help guide whether any further update on the Department’s guidance is required.
475. Deputy Pádraig O'Sullivan asked the Minister for Education if her Department will consider conducting an analysis or doing a report to quantify the impact of school closures on children with special needs during the Covid-19 pandemic; and if she will make a statement on the matter. [11724/21]
View answerCOVID-19 has negatively impacted across all aspects of society including in the area of education which has seen the closure of schools on two occasions.
My Department has recognised that such school closures can have a particular impact on children with special educational needs and accordingly has –
- Prioritised children with special educational needs for the earliest possible return to in school teaching, with pupils in special schools and special classes having now returned to school.
- Urgent consideration is underway as to when children with special educational needs who attend mainstream education can return
- Specific guidance and supports have been provided to schools to support continuity of learning for these children during the school closure period.
- A significantly expanded summer education programme for children with complex special educational needs was provided last year which aimed to prevent regression among children with special needs.
- A supplementary education programme is currently being provided for children with special educational needs who have missed in person education
However, notwithstanding these efforts, my Department is aware from discussions with disability and parental representative groups, that pupils with special educational needs have been impacted to a significant extent by school closures. For many pupils, the break in routine will have a disproportionate impact on their learning and behaviours.
Students with more complex special educational needs had limited capacity to engage with learning in a remote teaching environment. Some of these students receive high levels of additional teaching and SNA support in schools. Meeting their needs in the home placed additional challenges on families and in some cases impacted on home schooling for their siblings. This was further exacerbated by disruption to their therapeutic and respite care.
Once children have had an opportunity to settle back into school and their individual needs have been supported by their school, there will be opportunities to reflect on the impact of school closures on these children. It is clear however that schools are the best place for the education of our children and my Department will continue to work with stakeholders, in line with the public health guidance, to ensure that schools can reopen, remain open and deliver education to support all children including those with special educational needs.
Schools will evaluate the educational needs of individual students, including consideration of whether their learning needs have increased over the school closure period, and schools have discretion to allocate the highest level of special education teaching support to those students with the highest level of need.
My Department will review the effectiveness of the summer programme and the supplementary support scheme.
476. Deputy Pádraig O'Sullivan asked the Minister for Education the arrangements that will be made for children with special needs that choose not to return to school over the coming weeks due to health reasons or underlying conditions; and if she will make a statement on the matter. [11725/21]
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 preschool 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.
It is expected that all children will return with their class groupings on the target dates as outlined. My Department has published guidance to support schools in making adapted education provision for students with an underlying medical condition who cannot return to school because they are medically certified as being at very high risk to COVID-19.
The guidance for primary and post schools on supporting such students is available via the following link https://www.gov.ie/en/campaigns/a128d-back-to-school/
The safe return and sustained safe re-opening of our schools is a key priority for Government.
477. Deputy Pádraig O'Sullivan asked the Minister for Education the details of the policy for facilitating ASD units in second-level education; if she is concerned that many secondary schools do not have an ASD unit and that the number has dramatically increased in recent years for these services; the way she plans to address same; and if she will make a statement on the matter. [11726/21]
View answerEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. The Department of Education 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 this year.
The National Council for Special Education (NCSE), through its engagement with schools, parents of students with special educational needs, as well as certain demographical data, identifies current and anticipated demand for special education provision. This informs the long term forecasting of demand for such provision, over a rolling 5 year period, which in turn facilitates planning for special education placements in special classes, and special schools, in particular.
Through its network of SENOs (Special Educational Needs Organisers), the NCSE gathers information at a local level on demand for special education placements, and this is collated at a national level to identify areas of potential unmet demand. Based on this, the NCSE engages with my Department in planning for this identified unmet demand, in particular, to plan for suitable existing or new accommodation, as well as the resourcing requirements for schools in those areas where an unmet demand has been identified. This is an ongoing process, with forecasts being continually updated to ensure that special education provision is put in place when and where required.
The process of opening special classes is an ongoing one; special classes can be sanctioned at any time in the year, but always as soon as agreement has been reached with the school to open a class. This is to allow sufficient lead in time for the school to plan for its opening, and for staff to avail of the relevant Teacher Professional Learning provided by the NCSE. Teachers assigned to new classes are prioritised for places on a number of NCSE seminars.
There were 70 new special classes established in post primary schools in the 2020/2021 school year. Plans are already well advanced for a similar number of additional post primary special classes for 2021/22.
478. Deputy Kathleen Funchion asked the Minister for Education if the leaving certificate applied must be offered to a student in circumstances in which it is deemed more suitable for the student. [11735/21]
View answerThe Leaving Certificate Applied (LCA) programme is one of three Leaving Certificate options made available by my Department for senior cycle students which schools can choose from, based on the education needs and interests of their students. The LCA programme is a two-year Leaving Certificate programme aimed at preparing students for adult and working life. The programme sets out to recognise the talents of all students and to provide opportunities for developing personal responsibility, self-esteem and self-knowledge, and to help students apply what they learn to the real world.
It is the responsibility and choice of each individual school to decide which Leaving Certificate programmes to provide. The LCA programme is not provided in all schools and the decision to offer it is based on the educational needs and interests of their students. It is also for schools to decide on the admittance of a student to the programme in their school. Schools are encouraged to provide maximum access to these Leaving Certificate options and to have clear admission procedures in place regarding how the available places are allocated to students. However, the final decision to provide LCA rests with the board of management.
479. Deputy Pádraig O'Sullivan asked the Minister for Education the number of times that section 37A of the Education Act 1998 has been enforced since its inception; and if she will make a statement on the matter. [11742/21]
View answerEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. The Department of Education 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 this year.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing. 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.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
As Minister, I have powers under Section 37A of the Education Act to direct a school to provide additional places but this power is only used as a last resort and where all reasonable efforts have failed.
The legislation has been used twice to date. Firstly, in respect of the Dublin 15 area in 2019. Significant progress has been made in that area on foot of action taken under Section 37. A new special school was established and six schools agreed to open special classes thereby meeting the need for additional places in the area.
The legislation was used for the second time in the South Dublin area in 2020. This legal process is still underway and it would not be appropriate for me to comment further at this stage.
However, I would like to reassure the Deputy that progress is being made and 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.
Using the legal power in S37A to compel schools to open new special classes is only used where the following criteria apply:
- there is established need for additional places in an area and
- it is considered that the schools involved in the S37A have capacity to open the additional classes and
- all reasonable efforts have been made to support these schools in making the required provision.
I can also reassure the Deputy that the local SENOs continue to be available to assist and advise parents of children with special educational needs.
480. Deputy David Stanton asked the Minister for Education the number of appeals made to her Department in each of the respective categories under section 29 of the Education Act 1998, as amended, in each of the years 2018 to 2020; the number of appeals upheld in each of these years by respective category; the number of section 29 appeals received to date in 2021 by respective category; and if she will make a statement on the matter. [11744/21]
View answerThe Deputy can find attached details of the number of section 29 appeals and the outcome of these appeals, for the years 2018 to 2020 up to 12 November 2020 when Section 7 of the Education (Admissions to School) 2018 Act, which updated procedures in relation to section 29 appeals, commenced.
The second set of figures provides the number of appeals received since 12 November 2020 for the remainder of 2020 and to date in 2021.
The updated legislation includes the provision for paper based examinations in cases where refused admission to a school is due to oversubscription. Appeals in relation to expulsion, suspension of not less than 20 days and refused admission for reasons other than oversubscription are all heard by oral hearing.
481. Deputy Eoin Ó Broin asked the Minister for Education the status of the provision of a new school building for a school (details supplied); the position of the project in the multi-stage process; when planning is expected; when commencement is expected; and the timeline for completion of the project. [11784/21]
View answerA project to provide a new building for the school referred to by the Deputy is included in my Department's school building programme to be delivered as part of the National Development Plan.
My Department is in ongoing contact with the Patron with regard to this project and once the project brief documentation has been finalised my Department will be progressing this project into the architectural planning process.
482. Deputy Ruairí Ó Murchú asked the Minister for Education if consideration has been given to providing educational supports to students in a college (details supplied) due to complete online Gaeltacht courses to meet necessary Irish language requirements; if so, the details of the supports being considered; and if she will make a statement on the matter. [11796/21]
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 (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.
483. Deputy Pauline Tully asked the Minister for Education if she will consider reviewing the resourcing of classes for moderate general learning disability to bring them on par with the resourcing of ASD classes given the difference in pupil to teacher ratio (details supplied); and if she will make a statement on the matter. [11799/21]
View answerThe resourcing of special classes for students with moderate general learning disability is determined under the terms of the 1993 SERC Report (Special Education Review Committee), to reflect the profile of care needs expected in the class. Department Circular 09/1999 also provides some further detail on the pupil teacher ratios applicable to special classes.
Special classes for students with moderate general learning disability provide support for students with a pupil teacher ratio of 8 to 1. Care needs support is provided by 1 SNA to 2 classes. Additional SNA support may also be sanctioned by the National Council for Special Education (NCSE) for individual children who have significant care needs which require support above that baseline level of support already sanctioned to the school.
The Deputy may be aware that the NCSE is currently developing Policy Advice on Special Classes and Special Schools, which is due to be completed shortly.
There will be no change to the staffing ratios pending consideration of this Policy Advice.
484. Deputy Ruairí Ó Murchú asked the Minister for Education the number of primary schools outside the remit of the national broadband plan with no access to broadband services by county; and if she will make a statement on the matter. [11810/21]
View answerThe policy of my Department is to offer the best quality connectivity to all schools in line with the technical solutions available in the market and within financial constraints. Currently investment of some €13m is allocated annually for the provision of internet connectivity to schools. As you will be aware, broadband capacity can vary across geographical locations and is dependent on local infrastructure which can impact on the service that can be provided in individual schools. The primary broadband scheme operates off existing infrastructure on the whole and the providers on the Primary Broadband Framework access this infrastructure to deliver the service to the schools. The Department does not put in place such infrastructure.
All recognised primary and post-primary schools are eligible for inclusion in my Department's School Broadband Access Programme, comprising a high speed programme for post-primary schools and provision of services through retail providers for primary schools, connecting to HEAnet's school network. At any given time, it is not possible to provide broadband connectivity through the programme for some primary schools as local infrastructure does not allow for same, with less than 30 schools generally in this category. These are kept under review and are regularly subject to tender competitions through the Framework of Providers of Broadband Services to Primary Schools to see if services can be provided. The schools impacted and the number involved, are subject to change.
A further small number of schools opt out of the Schools Broadband Programme, choosing instead to remain with other providers. Currently less than 50 schools are in this category.
Schools that currently cannot be provided a services due to infrastructural deficits in industry provision seem to be in the National Broadband Plan Intervention Area, based on current information available from the Department of Environment, Climate and Communications.
My Department is working closely with the Department of Environment, Climate and Communications on the implementation of the National Broadband Plan Intervention area, which will see almost 700 primary schools provided with high speed connectivity by the end of 2022. This includes the School Connection Points under the Broadband Connection Points programme implementation currently underway.
485. Deputy Cormac Devlin asked the Minister for Education the status efforts by her Department in securing a permanent site for a school (details supplied) as per previous correspondence; the number of meetings that have been held between her Department and the local council regarding this issue since 2018; and if she will make a statement on the matter. [11821/21]
View answerMy Department remains committed to providing permanent accommodation to meet the needs of the school to which the Deputy refers.
As the Deputy is aware, officials in my Department have been actively engaging with officials from Dun Laoghaire Rathdown County Council via emails, phone calls and through online meeting platforms. As a result, the acquisition of this site has progressed well in recent weeks on the two preferred site options identified.
My officials are keeping the School Patron appraised of developments.
Once my officials achieve agreement in principle on the final site, the Patron will be advised of the location without delay.
