Bríd Smith
Question:507. Deputy Bríd Smith asked the Minister for Education the details of plans for the amalgamation of three secondary schools (details supplied); and if she will make a statement on the matter. [12896/21]
View answerSchools Amalgamation
Questions (507)
Written answers
I can confirm to the Deputy that my Department approved the amalgamation of the three post primary schools, in question, following lenghty discussions with the relevant Patron bodies.
One of the schools referred to has been chosen as the future location for the newly amalgamated school. My Department recently approved a large capital project under the Additional School Accommodation Scheme and this has been agreed and devolved to the school authority for delivery. The three schools will continue to operate from their existing school sites until this additional accommodation has been delivered which has also been agreed by the relevant Patron bodies.
Schools Amalgamation
Questions (508)
Bríd Smith
Question:508. Deputy Bríd Smith asked the Minister for Education the details of the budget for the amalgamation of three secondary schools (details supplied); if provision is being made for the inclusion of a new gym, canteen and car parking facilities; and if she will make a statement on the matter. [12897/21]
View answerWritten answers
I can confirm to the Deputy that my Department has approved a significant capital project, under the Additional School Accommodation Scheme for the amalgamation in question. My Department has approved the following accommodation:
6 x 58m² Mainstream classrooms
3 x 15m² SET rooms
2 x Science laboratories and shared prep area
1 x Home Economics room
1 x Textiles room
1 x Art room
1 x Techology room and prep area
1 x DCG/Tech Graps room
2 Class SEN Base
This project has been agreed and devolved to the school authority for delivery. Due to commercial sensitivities the budget cannot be released. The brief does not include a new PE Hall, GP dining or car parking facilities as such accommodation does not fall under the remit of the Additional School Accommodation Scheme. The patrons of the three schools, in question, were informed of the parameters of the Additional School Accommodation Scheme at the time of application and agreed to proceed with the project brief.
The immediate priority of my Department is providing 20,000 new and replacement school places each year, to ensure that every child has access to a physical school place.
As the Deputy is aware, under the National Development Plan (NDP), increased funding has been provided for the school sector capital investment programme. This funding allows for a continued focus on the provision of new permanent school places to keep pace with demographic demand and also provides for an additional focus on the refurbishment of existing school buildings, to include the building and modernisation of PE facilities in post-primary schools.
Under Project Ireland 2040, we will invest €8.4 billion in primary and post primary school buildings. The government is committed to a PE Hall build and modernisation programme, starting in the second half of the Project Ireland 2040 period.
It is open to the school patron to apply for ancillary accommodation, if required, under form SLE which is available at www.education.ie, this application will be considered under future rounds of major capital funding.
Schools Building Projects
Questions (509)
Robert Troy
Question:509. Deputy Robert Troy asked the Minister for Education the status of projects in schools (details supplied) approved under the National Development Finance Agency, NDFA, Devolved Programme. [12901/21]
View answerWritten answers
As the Deputy is aware, the projects to which he refers have been devolved to the National Development Finance Agency (NDFA) for delivery as part of bundled school building programmes.
In respect of the two projects referred to that are located in Mullingar, Co. Westmeath, both projects are in the bundle referred to as ‘Project Nore'. I'm pleased to inform the Deputy that both of these projects have been approved to Stage 2b (of the architectural planning process) by the Department.
The remaining projects to which the Deputy refers are in the bundle referred to as 'Project Dargle'. The NDFA is currently preparing for the appointment of a Design Team for this bundle.
At this early stage, it is not possible to provide a timeline for completion of the projects; the NDFA will be engaging directly with relevant school authorities to keep them informed of progress.
Schools Building Projects
Questions (510)
Aodhán Ó Ríordáin
Question:510. Deputy Aodhán Ó Ríordáin asked the Minister for Education the amount spent on developing phase 1 of the extension to a school (details supplied) in County Limerick which was scrapped in 2018; the amount that has been spent on developing stage 2 of this project since 2018; the reason for the delay in approving the stage 2(a) submission made by the education and training board, ETB, in November 2020; and if she will make a statement on the matter. [12915/21]
View answerWritten answers
The project to which the Deputy refers has been devolved for delivery to Limerick and Clare Education and Training Board (ETB).
To date, approximately €346,306 has been spent on costs related to the project incorporating design team fees and surveys. This also includes an amount of €46,012 spent in the initial stages of this project.
The Stage 2A submission was received in my Department in December 2020 and all reports are being assessed as expeditiously as possible.
I am pleased to confirm that the Stage 2A meeting with my Department, the ETB and the Design Team is scheduled for the first week of April. Once the Stage 2(a) submission is approved by my Department, the next step for the ETB's Design Team will be to obtain the statutory planning approvals. When these are in place, the project can proceed to tender and construction. It is not possible at this stage to provide a timeline for the completion of the project.
DEIS Scheme
Questions (511)
Alan Dillon
Question:511. Deputy Alan Dillon asked the Minister for Education the progress with regard to a school (details supplied) becoming included in Delivering Equality of Opportunity in Schools, DEIS; and if she will make a statement on the matter. [12933/21]
View answerWritten answers
A detailed analysis of school enrolment data and the latest data available from Census 2016, using the HP Deprivation Index, was carried out by members of the DEIS Technical Group. This group contains representatives of the Department’s Statistics and Social Inclusion Units, the Inspectorate and the Educational Research Centre. My Department commenced a consultation process with education stakeholder representatives on the technical aspects and implementation of the model, and work is ongoing on final elements of the model. It is envisaged that this will then provide the basis for development of a DEIS resource allocation system to match resources to identified need. Until this work is complete, it is not intended to extend the DEIS programme to any further schools.
DEIS Scheme
Questions (512)
Alan Dillon
Question:512. Deputy Alan Dillon asked the Minister for Education the progress with regard to a school (details supplied) becoming included in Delivering Equality of Opportunity in Schools, DEIS; and if she will make a statement on the matter. [12934/21]
View answerWritten answers
A detailed analysis of school enrolment data and the latest data available from Census 2016, using the HP Deprivation Index, was carried out by members of the DEIS Technical Group. This group contains representatives of the Department’s Statistics and Social Inclusion Units, the Inspectorate and the Educational Research Centre. My Department commenced a consultation process with education stakeholder representatives on the technical aspects and implementation of the model, and work is ongoing on final elements of the model. It is envisaged that this will then provide the basis for development of a DEIS resource allocation system to match resources to identified need. Until this work is complete, it is not intended to extend the DEIS programme to any further schools.
Special Educational Needs
Questions (513)
Aindrias Moynihan
Question:513. Deputy Aindrias Moynihan asked the Minister for Education the level of engagement she has had with both parents and stakeholders in identifying and providing an autism spectrum disorder, ASD, unit for primary education facilities in Ballincollig, County Cork; and if she will make a statement on the matter. [12940/21]
View answerWritten answers
Enabling 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 to identify any and all relevant suitable placements.
The NCSE has advised that they are actively engaged with all of the Primary and Post Primary Schools in the Ballincollig area regarding the establishment of special class provision. Engagement with schools has now reached an advanced stage with those schools committed to the establishment of special classes progressing applications for the additional accommodation required to ensure a timely provision of classes over the coming years.
The NCSE's local Special Education Needs Organisers (SENOs) continue to be available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list. Information on the list of schools with special classes is available at www.ncse.ie.
Education Policy
Questions (514)
Richard Boyd Barrett
Question:514. Deputy Richard Boyd Barrett asked the Minister for Education if she will provide a full list of participating organisations, unions and advocacy groups that contributed to talks held to get agreement on the reopening of special schools, special classes and also the general reopening of education for children and young persons; and if she will make a statement on the matter. [12945/21]
View answerWritten answers
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.
A full list of Stakeholders at post primary include the National Association of Principals and Deputy Principals, Association of Community and Comprehensive Schools, Joint Managerial Body Education and Educational Training Boards Ireland and the Association of Secondary Teachers Ireland, Teachers Union Ireland, Irish Second Level Students Union, and the National Parents Council Post Primary.
Engagement with primary bodies included the National Parents Council, the Catholic Primary School Management Association, Church of Ireland Board of Education, National Association of Board of Management in Special Education, An Foras Pátrúnacha, Educate Together, Muslim Primary Education Board, Education and Training Boards Ireland, Irish National Teachers Organisation, Fórsa and the Irish Primary Principals Network.
There was also engagement with individual parents, schools and advocacy groups including AsIAm, Down Syndrome Ireland, Inclusions Ireland, Family Carers Ireland, LEAP Ireland, the Ombudsman for Children, and the Disability Federation of Ireland, among others.
My Department also had ongoing engagements with the Department of Health, HSE, and Department of Public Health HSE.
Departmental Internships
Questions (515)
Louise O'Reilly
Question:515. Deputy Louise O'Reilly asked the Minister for Education the number of students who undertook work experience or internships with State and semi-State agencies under her aegis in 2019; the cost in terms of wages and allowances; and the estimated numerical capacity of State and semi-State agencies to provide work experience and internships on an annual basis. [12951/21]
View answerWritten answers
Information in respect of work experience and internships in the non-commercial state bodies under the remit of my Department, is not routinely compiled by my Department.
The state bodies within the scope of the Deputy's question may be contacted directly by e-mail as set out in the attached document.
Contact E-Mail Addresses for State Bodies under the Remit of the Department of Education
|
Name of Body |
Dedicated Email address for the Members of the Oireacthas |
Designated Official Responsible for assisting Oireachtas Members |
|
An Chomhairle um Oideachais Gaeltachta agus Gaelscolaíochta (Note 1) |
oireachtas@cogg.ie |
muireann@cogg.ie |
|
Educational Research Centre |
oireachtas.queries@erc.ie |
jude.cosgrove@erc.ie |
|
National Centre for Guidance in Education |
oireachtas@ncge.ie |
Jennifer.mckenzie@ncge.ie |
|
National Council for Curriculum and Assessment (Note 2) |
oireactasqueries@ncca.ie |
Aine.ArmstrongFarrell@ncca.ie |
|
State Examinations Commission |
Oireachtas@examinations.ie |
Paddy.Quinn@examinations.ie |
|
The Teaching Council |
pqrep@teachingcouncil.ie |
Tomás Ó Ruairc |
|
National Council for Special Education |
oireachtasqueries@ncse.ie |
patrick.martin@ncse.ie and cindyjane.oconnell@ncse.ie |
|
Residential Institutions Statutory Fund - Caranua |
Oireachtas@caranua.ie |
jane.merrigan@caranua.ie. |
Note 1 – The designated officer responsible within An Chomhairle um Oideachais Gaeltachta is Muireann Ní Mhóráin
Note 2 - The spelling of the NCCA e-mail address to which Oireachtas queries may be addressed has been verified with the NCCA as being accurate.
Broadband Infrastructure
Questions (516)
Pat Buckley
Question:516. Deputy Pat Buckley asked the Minister for Education when a school (details supplied) will receive appropriate broadband services; and if she will make a statement on the matter. [12985/21]
View answerWritten answers
Under the School Broadband Programme the Department continually reviews the availability of services and upgrades schools where the opportunity arises, in line with contractual and budgetary requirements. Currently investment of some €13m is allocated annually for the provision of internet connectivity to schools. 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 school referred to by the Deputy is currently on the best available service of 25mb fibre broadband connection, which is a dedicated service to the school. The school was included in a recent tender in line with contractual requirements, to renew the broadband service to the school, with final tender responses due shortly. Following the evaluation process of this tender, the school will be contacted in due course to arrange the new service, and it is hoped this may deliver higher speed connectivity.
The National Broadband Plan Intervention Area Plan implementation is now underway, and as announced recently, the provision of high speed connectivity to the almost 700 primary schools in that area is to be accelerated for delivery by the end of 2022. My Department is engaging with the Department of Environment, Climate and Communications on the intervention area implementation, including the Schools Broadband Connection Points Programme.
School Discipline
Questions (517)
Pauline Tully
Question:517. Deputy Pauline Tully asked the Minister for Education the guidance issued by her Department on the use of physical interventions such as restraint and seclusion in schools; when the working group established within her Department to examine this issue will complete its work and publish its findings; and if she will make a statement on the matter. [13012/21]
View answerWritten answers
The Board of Management of each school is responsible for the care and safety of all of the pupils in their school. Schools should supervise and support children who are distressed or out of control until they have recovered and are able to re-engage in the classroom. In some circumstances this may mean the temporary removal of a child from the environment where the problems have arisen.
Schools owe a duty of care to all their students and any action taken in relation to managing behaviour must be proportionate.
Tusla's Educational Welfare Service has published guidelines for schools on Codes of Behaviour which all schools are required by law to have in place. The guidelines advise that specialised behaviour management strategies, should not be used without expert advice, training and monitoring. In particular, the guidelines point to certain sanctions which are regarded as inappropriate, including leaving a student in an unsupervised situation while in the care of the school. All parents must be made aware of behaviour management strategies employed by the school.
Schools may seek advice from their local National Educational Psychological Services psychologist, from the NCSE’s Support Service which includes Special Educational Needs Organisers, the National Behavioural Support Service and the Special Education Support Service, as to how children with behavioural needs can best be supported in school.
A range of guidance is available for schools in relation to the management of student behaviour. The Department published Guidelines for Supporting Pupils with Behavioural, Emotional, and Social Difficulties, which is available on the Department’s website, www.education.ie. The National Educational Psychological Services document Behavioural, Emotional and Social Difficulties – A Continuum of Support also provides advice for teachers, including some advice on the use of “time out” procedures in the classroom.
Training is available for schools in relation to the provision of support for children with special educational needs from the NCSE’s Regional Service. The Special Education Support Service can, as part of their designated training modules, provide guidance for schools in relation to the management of difficult behaviour.
Further to the receipt of policy advice from the NCSE, the Department of Education established an Expert Working Group to develop guidelines for schools on the prevention and management of challenging behaviours (including the use of physical interventions) where such behaviour is considered as likely to present serious risk of physical harm to the student concerned and/or others within the school environment.
Development of the Guidelines has been informed by evidence showing that whole school positive behavioural approaches and early and ongoing engagement with the school community, including parents/guardians, are necessary for the development of effective school policy and practice.
Following consideration of the views and contributions received as part of the consultation process, a final draft of the guidelines has been prepared and is being considered by the Department. They place a strong focus on prevention and early intervention strategies for the management of crisis student behaviour in which physical intervention may be employed only as the last part of a comprehensive, positive and planned behavioural approach by the school. They are underpinned by the principles that such intervention is never used for the purposes of discipline; that it should be applied proportionately and should last only as long as is necessary to de-escalate the situation. The guidelines underline the importance of continued supervision of children during a crisis period including matters related to behaviour and the need for such incidents to be recorded.
The guidelines when issued will apply to all schools. In this regard, consideration is being given to the implementation of guidelines by schools including the kind of supports and training that may be required.
Education Policy
Questions (518)
Pauline Tully
Question:518. Deputy Pauline Tully asked the Minister for Education the date her Department will issue guidance for schools on the use of reduced timetables; and if she will make a statement on the matter. [13013/21]
View answerWritten answers
As the Deputy will be aware, guidelines in relation to reduced timetables have been drafted.
The Department has consulted with education stakeholders to consider the timing of the introduction of the guidelines on reduced timetables in the context of Covid 19 and the current operating environment for schools. There were concerns about issuing guidelines in the current Covid context where the safe and sustainable reopening of schools remains the overriding priority for all stakeholders.
The introduction of the guidelines will be done in collaboration with Tusla Education Support Service and education partners. It is intended that the guidelines will issue to schools in due course allowing time for schools to plan for their implementation, taking into account the current priority focus on supporting schools in the current re-opening phase.
Education Data
Questions (519)
Pauline Tully
Question:519. Deputy Pauline Tully asked the Minister for Education the number of section 29 appeals in each of the years 2018 to 2020; the number of these appeals that were for expulsion, suspension or refusal to enrol; the number of the appeals that involved a child with special educational needs; and if she will make a statement on the matter. [13014/21]
View answerWritten answers
The 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 12th 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 12th November 2020 for the remainder of 2020. This set of figures includes information regarding the number of section 29 appeals which involved a child with special educational needs. This information was not held for appeals prior to 12th November 2020.
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.
|
YEAR |
2018 |
2019 |
2020 |
|
Permanent Exclusion |
|||
|
Resolved before hearing |
8 |
9 |
7 |
|
Upheld at hearing |
22 |
23 |
8 |
|
Not upheld at hearing |
38 |
68 |
21 |
|
Refusals to enrol |
|||
|
Resolved before hearing |
165 |
163 |
148 |
|
Upheld at hearing |
90 |
66 |
63 |
|
Not upheld at hearing |
100 |
119 |
77 |
|
Suspensions |
|||
|
Resolved before hearing |
3 |
2 |
4 |
|
Upheld at hearing |
1 |
9 |
2 |
|
Not upheld at hearing |
5 |
3 |
1 |
|
Total number of appeals concluded. |
432 |
462 |
331 |
Appeals received under updated procedures 2020
|
Oversubscription |
Reasons other than oversubscription |
Suspension |
Expulsion |
Total |
|
|
74 |
8 |
3 |
11 |
96 |
|
|
NCSE Involvement |
6 |
5 |
3 |
4 |
18 |
DEIS Scheme
Questions (520)
David Stanton
Question:520. Deputy David Stanton asked the Minister for Education her plans to grant Delivering Equality of Opportunity in Schools, DEIS, status to a school (details supplied); and if she will make a statement on the matter. [13031/21]
View answerWritten answers
A detailed analysis of school enrolment data and the latest data available from Census 2016, using the HP Deprivation Index, has been carried out by members of the DEIS Technical Group. This group contains representatives of the Department’s Statistics and Social Inclusion Units, the Inspectorate and the Educational Research Centre. My Department commenced a consultation process with education stakeholder representatives on the technical aspects and implementation of the model, and work is ongoing on final elements of the model. It is envisaged that this will then provide the basis for development of a DEIS resource allocation system to match resources to identified need. Until this work is complete, it is not intended to extend the DEIS programme to any further schools.
State Examinations
Questions (521)
Cormac Devlin
Question:521. Deputy Cormac Devlin asked the Minister for Education if a person (details supplied) will be provided with a copy of their leaving certificate; and if she will make a statement on the matter. [13039/21]
View answerWritten answers
The State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
School Staff
Questions (522)
Jennifer Murnane O'Connor
Question:522. Deputy Jennifer Murnane O'Connor asked the Minister for Education if public service status has been granted to all grant-paid secretaries; if a review has been carried out in respect of the two-tier system; if agreement has been reached between a union (details supplied) and her Department that is acceptable to both parties on the issue of fair pay for vital school staff; and if she will make a statement on the matter. [13041/21]
View answerWritten answers
I am keenly aware of the vital contribution of secretaries and caretakers within school communities and I recognise the very important work done by these staff, and the other support staff in the running of our schools.
In recognition of their role, I have put special arrangements in place for this school year whereby schools will be funded to employ a replacement secretary or caretaker in the event that staff who are at very high risk of contracting serious illness from COVID-19 cannot work on the school premises. I have also extended the Employee Assistance Service to all school staff including caretakers.
The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department implemented the 2015 recommendations of an independent arbitrator. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 and that a minimum hourly pay rate of €13 be phased in over that period. This arbitration agreement covered the period up to 31 December 2019 and has been fully implemented and increased funding was provided by my Department.
The arbitration agreement was designed to be of greatest benefit to lower-paid secretaries and caretakers. For example, a secretary or caretaker who was paid the then minimum wage of €8.65 per hour in 2015 prior to the arbitration has from 1 January 2019 been paid €13 per hour which is a 50% increase in that individual’s hourly pay.
Fórsa trade union has tabled a follow-on claim from the 2015 agreement. Officials from my Department, the Department of Public Expenditure and Reform and School Management Bodies have been engaging with Fórsa on the claim. On 27th of October 2020 under the auspices of the Workplace Relations Commission, an understanding was agreed on a pathway to progress the issues. Several key strands have been identified, and a phased approach will be taken to the development of proposals. The parties are currently scheduled to return to the WRC this month and I support meaningful engagement on this issue by all parties.
Special Educational Needs
Questions (523)
Catherine Murphy
Question:523. Deputy Catherine Murphy asked the Minister for Education the arrangements in place for assessments of needs for young persons who are transitioning from primary school to secondary school in circumstances in which provision has not been made for them to be assessed due to constrained resources and the Covid-19 restrictions where supports do not transfer from primary to secondary such as in a case (details supplied); the way in which she plans to deal with this gap in assessments of needs; and if she will make a statement on the matter. [13047/21]
View answerWritten answers
I 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 ADHD, Dyslexia, or Dispraxia, can therefore receive additional teaching support in schools, without a requirement for them to have a formal assessment of need.
I can also advise that an Education Passport has been devised by the National Council for Curriculum and Assessment (NCCA) which includes a suite of materials to support the reporting and transfer of pupil information from primary to post-primary schools.
An Education Passport, for each pupil, should be sent to the relevant post-primary school following confirmation of enrolment and, ideally, by the end of June. Since 2014/15, schools are required to use the NCCA Education Passport materials to support the reporting and transfer of pupil information at the end of sixth class. The materials are presented under the umbrella title of “Education Passport”
The ‘Education Passport' is a compulsory requirement for all 6th class pupils in their transition from Primary to Post-Primary School.
Details of the Education passport are available at: https://www.ncca.ie/en/primary/reporting-and-transfer/education-passport
Covid-19 Pandemic
Questions (524)
Catherine Connolly
Question:524. Deputy Catherine Connolly asked the Minister for Education if the wearing of masks and antigen testing will be brought into primary schools for children and teachers; and if she will make a statement on the matter. [13065/21]
View answerWritten answers
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 recently confirmed that the wearing of masks by primary school students is not being recommended at this time.
The current position of the HSE is that serial antigen testing is not recommended as a public health measure to keep schools safe. The HSE will continue to use the more accurate PCR tests for testing all index cases and close contacts within the school community and will prioritise the mass swift queue PCR testing which has proven highly effective to date.
This position is being kept under review by the HSE and an expert group is in place examining the use of antigen testing in schools and in other workplaces.
Covid-19 Pandemic
Questions (525)
Catherine Connolly
Question:525. Deputy Catherine Connolly asked the Minister for Education if all teachers, particularly those with medical conditions and those who are pregnant, will be issued with standard medical masks in line with those being provided to special needs assistants, SNAs; and if she will make a statement on the matter. [13066/21]
View answerWritten answers
My Department has always been guided by public health advice in relation to the infection prevention and control measure appropriate for schools. At present it is a requirement for face coverings to be worn by teachers, staff in schools and students attending post primary school.
The Health Protection Surveillance Centre (HPSC) has published advice on the use of face coverings in educational settings and is available here. Revised HPSC guidelines for Special Needs Assistants (SNAs) published on 7 January 2021 recommended surgical grade masks for all SNAs.
As part of the risk mitigation measures in schools outlined in the ‘Framework Plan for phased return of primary school education’ , my Department has also confirmed that medical grade masks should also be provided for all teachers and SNAs in special schools and special classes and those staff by necessity that need to be in close and continued proximity with pupils with intimate care needs including School Bus Escorts. Schools may access the current PPE framework to procure supplies of medical grade masks.
The Health Protection Surveillance Centre (HPSC) keeps infection prevention and control measures, which include the wearing of masks under review on an ongoing basis.
The general principles to apply to the management of COVID-19 includes the safety and welfare of teachers and other school staff and the minimisation of the impact of COVID-19 on teaching and learning. The current COVID-19 arrangements in place for teachers are outlined in my Department’s Circular Letter 0049/2020.
The HSE has recently published guidance for the education sector in respect of pregnant employees and my Department is currently seeking clarifications from the HSE on this guidance. In the meantime, a pregnant teacher should temporarily continue to work remotely i.e. working from home.
The temporary arrangements for teachers during the partial re-opening period are outlined in my Department’s Information Note TC 0005/2021 for primary teachers and Information Note TC 0007/2021 for post primary teachers. On the full re-opening of primary schools due to take place on 15th March, Information Note TC 0010/2021 for primary teachers SNAs will apply.
Covid-19 Pandemic
Questions (526)
Catherine Connolly
Question:526. Deputy Catherine Connolly asked the Minister for Education the consideration she has given to ensuring that pregnant teaching staff are treated in a manner similar to HSE staff, particularly those who are over 35 years of age with a high body mass index, BMI, being considered as very high-risk for Covid-19, in the interest of parity across the employment categories; and if she will make a statement on the matter. [13067/21]
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The general principles to apply to the management of COVID-19 includes the safety and welfare of teachers and other school staff and the minimisation of the impact of COVID-19 on teaching and learning. The current COVID-19 arrangements in place for teachers are outlined in my Department’s Circular Letter 0049/2020.
The HSE has recently published guidance for the education sector in respect of pregnant employees and my Department is currently seeking clarifications from the HSE on this guidance. In the meantime, a pregnant teacher should temporarily continue to work remotely i.e. working from home.
The temporary arrangements for teachers during the partial re-opening period are outlined in my Department’s Information Note TC 0005/2021 for primary teachers and Information Note TC 0007/2021 for post primary teachers. On the full re-opening of primary schools due to take place on 15th March, Information Note TC 0010/2021 for primary teachers SNAs will apply.
My Department has an enhanced Occupational Health Service (OHS) in place, to provide employers with occupational health advice in relation to teacher’s 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 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 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 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 latest HSE guidance. My Department is following the same guidance that is in use across the public sector. The latest HSE guidance on the ‘very high risk’ group is at: https://www2.hse.ie/conditions/coronavirus/people-at-higher-risk.html.
Where a teacher considers the OHS "Covid-19 Health Risk Categorisation report" places him/her in an incorrect risk category, he/she may request review. The teacher may provide additional medical evidence as part of the review process.
Based on HSE advice, a teacher 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 primary and post primary schools, an employer should temporarily facilitate more flexible working arrangements where a teacher has been categorised by the OHS as ‘High Risk’. A teacher who is over 60 years of age should also be temporarily facilitated by these arrangements. This may include re-assignment of a teacher to other duties within the school or facilitated to work remotely i.e. working from home. When schools fully re-open, these flexible working arrangements will no longer be available and therefore a teacher in the ‘High Risk’ group who is medically fit for work must return to the workplace.
Schools Building Projects
Questions (527)
David Stanton
Question:527. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 465 of 27 January 2021, her views on whether the Framework of Design and Build Contractors to ensure the tendering and appointment of a contractor for the construction of schools (details supplied) will be in place before the projected timeframe of the end of the first quarter of 2021; and if she will make a statement on the matter. [13068/21]
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The building project referred to by the Deputy is being delivered under my Department’s Design and Build Programme and planning permission has been secured for the campus project.
My Department is currently in the process of establishing a Framework of Design and Build Contractors to which Design and Build projects can be tendered. The tender process commenced on the 4th December 2019. The second stage of the tender process which involves the detailed tender for several schools is expected to be concluded in Quarter 1 2021. My Department’s intention is to have the project referred to by the Deputy tendered as early as possible thereafter.
Special Educational Needs Staff
Questions (528)
Paul McAuliffe
Question:528. Deputy Paul McAuliffe asked the Minister for Education if a special needs assistant (details supplied) who is due to retire will be allowed to extend their working life; and if she will make a statement on the matter. [13070/21]
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I wish to inform the Deputy that the upper retirement age for standard accrual members of the Single Pension Scheme is 70 years of age. Therefore any standard accrual member may continue in pensionable employment until 70 years of age. Such members are not obliged to retire at the normal retirement age (66 in this case). The normal retirement age is the earliest age at which a member can choose to retire with full benefits (i.e. not actuarially reduced).
School Accommodation
Questions (529)
Fergus O'Dowd
Question:529. Deputy Fergus O'Dowd asked the Minister for Education the next steps in regard to a school (details supplied); the measures she plans to undertake in advance of the 2021-2022 school term with consideration to further interim accommodation and other relevant operations measures; and if she will make a statement on the matter. [13135/21]
View answerWritten answers
With regard to the school to which the Deputy refers my Department is currently preparing for a planning application to be lodged with the relevant local authority shortly for the further additional interim accommodation required for the school for September 2021.
We will liaise with the school authority and Patron Body as this is progressed.
Education Policy
Questions (530)
Neale Richmond
Question:530. Deputy Neale Richmond asked the Minister for Education when the New Schools Establishment Group will next report on locations for additional secondary schools in County Wicklow; if her attention has been drawn to the need for additional new secondary schools to be established in the county; the process to identify areas needing new secondary schools; the process by which a local community can apply to her Department to have this need examined; the unit in her Department responsible for this work; and if she will make a statement on the matter. [13138/21]
View answerWritten answers
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
The New Schools Establishment Group (NSEG) is an external independent advisory group which was set up in 2011 to advise the Minister on the patronage of new schools. A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. The patronage process is open to all patron bodies and prospective patrons.
An Online Patronage Process System (OPPS) provides objective information to parents in the relevant school planning areas to assist them in making an informed choice about their preferred model of patronage and language of instruction for the new school. A prospective patron can choose the school(s) it wishes to apply for and complete an application form in that regard for each school, for submission to my Department. The Department provides details on the OPPS of the school(s) and the list of applicant patrons which have applied for patronage of the school(s). Parents access the OPPS website, which allows them to access the appropriate survey for their area, to input the details of the eligible child(ren) and to select their preferred patron and language of instruction (where applicable). Parental preferences from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of the process.
Following their consideration of my Department’s assessment reports, the NSEG submits a report with recommendations to me for consideration and final decision. The assessment reports and the NSEG recommendations for all such patronage processes are made available on my Department's website.
As the Deputy will be aware, since April 2018, the Government announced plans for the establishment of 47 new schools over the 4 year period 2019 to 2022. This included a new post-primary school for the Kilcoole and Greystones area as a regional solution and the school, Greystones Community College, opened in Greystones for the 2020/2021 school year and a new post-primary school for the Wicklow area, Wicklow Educate Together Secondary School which opened in 2019. Additionally, following previous analysis, a new post primary school, North Wicklow Educate Together Secondary School, was established in 2016 to serve the Bray, Kilternan and Ballybrack_Shankill school planning areas.
The requirement for additional school places is kept under on-going review and work on an updated exercise to assess needs for the coming years, including those which may arise in the school planning areas across County Wicklow, is at an advanced stage. Additionally, my Department will continue to liaise with Wicklow County Council in respect of its review of the County Development Plan with a view to identifying any potential long-term school accommodation requirements across the county.
Site Acquisitions
Questions (531)
Neale Richmond
Question:531. Deputy Neale Richmond asked the Minister for Education if her Department will commence the process to acquire the site zoned for a new secondary school in Newtownmountkennedy, County Wicklow; if the need for a new secondary school has been identified at this location; and if she will make a statement on the matter. [13139/21]
View answerWritten answers
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level. For school planning purposes, Newtownmountkennedy is located in the Kilcoole school planning area.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
A site acquisition process is only commenced where an identified requirement for a school building project exists.
As the Deputy will be aware, since April 2018, the Government announced plans for the establishment of 47 new schools over the 4 year period 2019 to 2022. This included a new post-primary school for the Kilcoole and Greystones school planning area as a regional solution and the school, Greystones Community College, opened in Greystones for the 2020/2021 school year.
My Department is satisfied that with the establishment of Greystones Community College as a new regional school for the Greystones/Kilcoole area and with the completion of the building projects at St. David’s Secondary School, Greystones and Coláiste Craobh Abhann, Kilcoole that the resulting additional permanent accommodation will be sufficient to cater for future demand in the area in the short to medium term.
The requirement for additional school places is kept under on-going review and work on an updated exercise to assess needs for the coming years, including those which may arise in the Kilcoole school planning area, is at an advanced stage. Additionally, my Department will continue to liaise with Wicklow County Council in respect of its review of the County Development Plan with a view to identifying any potential long-term school accommodation requirements across the county.