Written Answers Nos. 903-927
903. Deputy Dessie Ellis asked the Minister for Education if plans are in place to put ASD units in primary or post-primary schools in Ballymun, Dublin 11 in the near future; the number of children with a Ballymun address on the waiting list for a placement; and if she will make a statement on the matter. [15140/21]
View answer904. Deputy Dessie Ellis asked the Minister for Education the number of children on waiting lists for placements in ASD units from an area (details supplied); and if she will make a statement on the matter. [15141/21]
View answerI propose to take Questions Nos. 903 and 904 together.
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.
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.
There are currently sixteen special classes attached to mainstream primary and post-primary schools in Dublin 9 and Dublin 11, including 1 Early Intervention class, providing ASD placements for students in the area.
The NCSE is aware of an identified need for ASD classes at primary and post primary levels in the Dublin 9 and 11 areas and in the Fingal area as a whole. Through ongoing consultation at local level, the NCSE is also 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 is working with a significant number of schools in this area to encourage and support the opening of new special classes at all levels and has specific plans in place to increase the number of places available.
I should also clarify that the NCSE does not maintain waiting lists for schools. Boards of management of individual schools are responsible for such enrolment matters.
I can reassure the Deputy that the 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.
905. Deputy Brendan Griffin asked the Minister for Education if a person (details supplied) has an entitlement to an occupational pension; and if she will make a statement on the matter. [15223/21]
View answerI am happy to confirm that the person to whom the Deputy refers is entitled to pension benefits from the Department of Education from the date of their 60th birthday. These benefits are payable upon application.
Officials from the Pension Unit of my Department are currently preparing a service/benefit statement for the person concerned, to issue imminently by post, along with the appropriate application form for pension benefits.
The benefits due will be paid with effect from the person’s 60th birthday, upon receipt of the completed application form to the Pension Unit of my Department and its successful processing.
906. Deputy Thomas Gould asked the Minister for Education the funding streams available to primary schools to build outdoor classrooms in view of social distancing guidelines; and the criteria for eligibility of such streams. [15244/21]
View answerAs the Deputy is aware my Department provided a total of €160m Minor Works Grant funding to Primary and Post-Primary Schools during 2020. (€90m at Primary level and €70m at Post Primary level)
School management authorities have flexibility in terms of how this Minor Works Grant funding is best utilised, meeting the needs for schools operating in a Covid environment which may include creation of outdoor learning spaces.
907. Deputy Thomas Gould asked the Minister for Education the funding streams available to schools to build sensory gardens whereby a special educational unit already exists within the school; and the criteria for eligibility of such streams. [15245/21]
View answerI would like to inform the Deputy that my Departments Summer Works Scheme would be the appropriate mechanism for Schools to apply for funding for sensory gardens where a special education unit is already in place. The scheme is not currently open for applications however a notification will issue on the Esinet notice board when the application process reopens.
908. Deputy Paul Kehoe asked the Minister for Education the assistance available to primary schools under the green agenda initiative; and if she will make a statement on the matter. [15246/21]
View answerDear Paul,
Thank you for your correspondence in relation to assistance available to primary schools under the Green Agenda initiative.
The Department of Education (DoE) published The National Strategy on Education for Sustainable Development (ESD) in Ireland 2014 – 2020, in 2014.
The ESD Strategy aims to ensure that education contributes to sustainable development by equipping learners with the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’) that will motivate and empower them throughout their lives to become informed active citizens who take action for a more sustainable future. It covers three key policy areas: environmental, socio-economic (including Gender Equity) and political. Key measures for my Department under this strategy include:
- The establishment of an ESD Advisory Group chaired by my Department
- The establishment of links between ESD and Development Education (DE) and Global Citizenship Education
- The establishment of an ESD hub on Scoilnet
- The identification and gathering of relevant ESD related data
- The National Council for Curriculum and Assessment (NCCA) carried out a study on opportunities for engagement with ESD in the Curriculum and has continued the integration of key ESD principles and new Curricula developments as and where appropriate.
- The inclusion of ESD content in Initial Teacher Education (ITE) and Continuing Professional Development (CPD) programmes for Teachers
- Increased provision of skills needed by the Green Economy by the Further Education Sector
- Increased focus on ESD in calls for research at Higher Education Level
- Inclusion of and consulting with young people on ESD issues
- Engagement with a wide range of stakeholders in the provision of programmes, advice, partnerships, assistance, workshops, training etc., to schools in the areas of sustainable development
- Sustainable Development principles are reflected where appropriate in relevant Departmental policy and strategy documents.
An ESD Advisory Group, established to oversee implementation of the ESD Strategy, comprises members from NCCA, D.Foreign Affairs/ Irish Aid, ECO UNESCO, IDEA, Green Schools, WorldWise Global Schools, the Environmental Pilar and many others.
A number of bodies and NGOs provide resources to both primary and post-primary schools in relation to ESD and Climate Action, some of which include:
- The SEAI engage with schools in relation to energy, sustainability and climate change: www.seai.ie/teaching-sustainability/.
- Green Schools engage with 97% of primary and post-primary schools in Ireland: https://greenschoolsireland.org/. For example, in the 2019 – 2020 academic year, 750 primary were awarded Green Flags.
- An Taisce has developed specific climate change resources for primary schools.
- The Environmental Protection Agency (EPA) have a range of resources available for schools on Climate Change: https://www.epa.ie/researchandeducation/education/educ/limitingadaptingtoclimatechange/climatechangeirelandanintroduction/.
- Trócaire: https://www.trocaire.org/getinvolved/education.
- World Wise Global Schools: https://www.worldwiseschools.ie/.
Scoilnet, as mentioned above, is the Department’s official portal for Irish Education and has a designated ESD space which includes links to numerous ESD teaching and learning resources: https://www.scoilnet.ie/search/?q=Education%20for%20sustainable%20development&fq=school_level%3A1.
The National Council for Curriculum and Assessment (NCCA)’s audit reviewed ESD opportunities and linkages in the primary and post-primary curriculum. This report has been published, and can be found here: https://ncca.ie/media/3573/esdreport_final_june2018.pdf.
An interim review of the ESD Strategy sets out the achievements to date including the integration of ESD and Sustainable Development Goals (SDG) themes and principals across the curriculum, into Initial Teacher Education and teacher CPD and into the assessment and inspection processes. It sets out the significant progress to date in this area. A Final Report on the 2014 – 2020 strategy will be published before the end of 2021. Further information on the ESD strategy is available on the Department’s website:
https://www.education.ie/en/The-Education-System/education-for-sustainable-development/.
The Department of Education in conjunction with the Department of Further and Higher Education, Research, Innovation and Science, is now committed to developing a follow on strategy for ESD to 2030 with the aim of supporting the achievement of the SDGs for 030 Agenda and in particular SDG target 4.7. As part of this strategy development process, the Department will commence and undertake a phased stakeholder engagement and public consultation process this year.
Since the publication of the ESD Strategy, the Government, in recognition of the need to share in the international responsibility to address the increasingly global challenges we face, launched The Sustainable Development Goals National Implementation Plan 2018-2030, a Whole of Government initiative to achieve a better and more sustainable future for all. This is informed by the United Nations Sustainable Development Goals (SDGs). Many complementary themes can be identified between the Government’s National Implementation Plan for SDGs and the Education for Sustainable Development (ESD) Strategy and Action Plan Q4 2018-Q4 2020 in, for instance, areas such as awareness raising and sustainability in action.
The UN’s 17 SDGs are the blueprint to achieve a better and more sustainable future for all. They address the global challenges we face, including those related to poverty, inequality, climate, environmental degradation, prosperity, and peace and justice. The SDGs post-date the National Strategy on Education for Sustainable Development. Under SDG 4 – Quality Education, the target (4.7) aims to ensure that by 2030 “all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development”. The ESD Strategy aligns closely with this goal. The DoE is committed to playing its part in delivering on the SDGs and are represented on the Department of Environment, Climate and Communications (DECC) led Inter-Departmental Working Group which is overseeing delivery of the National Implementation Plan for the SDGs.
Ireland’s 1st Voluntary National Review to the UN on the SDGs in July 2018 indicates Ireland’s strong performance in relation to education and skills. The report sets out a range of other work underway in the Education Sector on the wider SDG agenda particularly under SDG 4 – Quality Education including in the area delivering equality of opportunity in schools.
The CSO is currently publishing a series of reports on each of the SDG indicators including SDG4 – quality education: https://www.cso.ie/en/releasesandpublications/ep/p-sdg4/irelandsunsdgs2019-reportonindicatorsforgoal4qualityeducation/tableofcontents/
The Department is also represented on the Senior Officials Group for the all of Government Climate Action Plan and has continued its engagement with the DECC in relation to the development of the next Plan and the contribution that we will make in a range of areas including School Buildings, School Transport and the Curriculum (ESD)
All public bodies, including schools, are prohibited from purchasing single-use plastics with effect as of April 1st, 2019.
In relation to school buildings, the Department is at the forefront of design with respect to sustainable energy in primary and post-primary school buildings since the development of its energy research programme in 1997. Technical Guidance Documents set the benchmark for sustainable design in school buildings. A multi-annual energy research pilot project commenced in 2017 with SEAI for the energy upgrading of existing schools to establish opportunities and innovative delivery models, as well as a menu of best practice retrofit options.
I trust that the above will prove of assistance to you.
909. Deputy David Cullinane asked the Minister for Education if capital funding is available for the development of a new building for an existing preschool; the means by which the preschool can apply for such funding; and if she will make a statement on the matter. [15269/21]
View answer910. Deputy David Cullinane asked the Minister for Education if she will address a matter raised in correspondence by a school (details supplied); if the matter is dealt with by her Department or the Department of Children, Equality, Disability, Integration and Youth; and if she will make a statement on the matter. [15270/21]
View answerI propose to take Questions Nos. 909 and 910 together.
I wish to advise the Deputy that the matter raised relates to preschool education. Support for childcare, including preschool education falls within the remit of my colleague, the Minister for Children, Equality, Disability, Integration and Youth.
I also wish to advise the Deputy that school sites are reserved for the purpose of providing accommodation for primary and post primary school requirements.
In relation to the school in question, I understand that a portion of land adjoining the school has been offered to the Department. This will be considered by my officials and a response will issue in relation to the offer when the matter has been fully considered.
911. Deputy Pádraig O'Sullivan asked the Minister for Education when the DEIS schools review is due to be finalised; and if she will make a statement on the matter. [15279/21]
View answerA 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.
912. Deputy John Brady asked the Minister for Education the stage of the recruitment process for a special educational needs organiser for an area (details supplied) following the retirement of the previous organiser; the process and timeframe for filling the vacancy; and if she will make a statement on the matter. [15288/21]
View answerThe National Council for Special Education (NCSE) is an independent statutory body which has been established in accordance with the provisions of the Education for Persons with Special Educational Needs Act 2004.
Special Educational Needs Organisers (SENOs) are recruited and employed directly by the NCSE. As this question relates to the timeframe for the recruitment process for a special educational needs organiser, this question has been referred to the NCSE for their consideration and direct reply to the Deputy.
913. Deputy Aodhán Ó Ríordáin asked the Minister for Education the number of students who left school in 2014 without completing the leaving certificate; the proportion of same against the total number of school leavers in 2014; and if she will make a statement on the matter. [15298/21]
View answerThe official number of early school is published annually in the retention report. The number of early school leavers for the 2019-20 school year will be published in the 2014 cohort retention report. It is hoped to publish this report in Q3 2021, once the data for those who sat in the Leaving Certificate in November 2020 has been verified. If referring to 2014 directly, there were 56,075 pupils in the first year cohort in 2008. Of these 90.56% sat the Leaving Certificate Exams in 2013 or 2014. From this there are 5,292 early school leavers or 9.44% of the original cohort.
914. Deputy Charles Flanagan asked the Minister for Education when the delivery of two new prefabricated classrooms to a school (details supplied) is expected; and if she will make a statement on the matter. [15302/21]
View answerThe school building project to which the Deputy refers has been approved funding under my Department's Additional Accommodation Scheme 2020 to enable the school to build a two-classroom SEN Base.
To meet the school's interim accommodation needs, rental of prefabricated accommodation for one temporary SEN classroom is due to go on site in May 2021 and one mainstream classroom is to be delivered for September 2021. The project has been devolved for delivery to the school authority.
915. Deputy Róisín Shortall asked the Minister for Education her plans to increase resources, teachers and special reading schools for children with severe dyslexia for the Dublin 9 and 11 areas including increased resources to mainstream schools that will allow for the establishment of reading units within these existing schools for children with severe dyslexia; and if she will make a statement on the matter. [15320/21]
View answerThe National Council for Special Education (NCSE) is responsible for determining the appropriate staffing levels in relation to the support of pupils with special educational needs in special schools, in accordance with the policies of my Department.
Special school staffing allocations are reviewed and updated each year by the NCSE and special schools are staffed on the basis of each year’s current school enrolments.
Staffing arrangements for special schools are in line with policy advice provided by the NCSE in 2013, which did not recommend alteration to staffing ratios established under the Special Education Review Committee (SERC) Report in 1993.
Enhanced pupil teacher and SNA ratios are provided to special schools to support them in dealing with pupils' educational and care needs. These schools are staffed on the basis of individual pupil profile and the disability categorisation of those pupils, as opposed to being based primarily on school designation, in accordance with my Department's Circular 0032/2019 - Appointment of Administrative Deputy Principal and Staffing in Special Schools.
My Department also provides an extensive range of supports for pupils with Specific Speech and Language Disorder (SSLD). This includes provision for the establishment of special classes for pupils with SSLD in primary schools. A total of 63 SSLD special classes in mainstream primary schools have been provided for the 2020/2021 school year.
NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports, including applications to establish special classes for SSLD. Applications meeting the criteria for establishment are approved by the NCSE.
The opening and retention of SSLD special classes is, however, contingent on the Health Service Executive (HSE) being in a position to provide speech and language therapy to the students in the class. The availability and provision of speech and language therapy is the responsibility of the HSE.
The enrolment of pupils in SSLD special classes is managed locally by an Admissions & Discharges Committee, comprising the Speech and Language Therapy Manager, Speech and Language Therapist, Class Teacher and Principal.
As outlined in Circular 0038/2007, eligible pupils may spend up to two years in SSLD classes.
Students who are not enrolled in a special class for SSLD and who meet the SSLD criteria, as outlined in Circular 0038/2007, may qualify for additional Special Education Teaching (SET) support; as may students with mild speech and language difficulties. It is a matter for individual schools to use their professional judgement to identify pupils who will receive this support and to use the resources available to the school to intervene at the appropriate level with such students. My Department is not directly involved in these decisions.
The NCSE is currently developing Policy Advice on Special Classes and Special Schools. My Department, in conjunction with the NCSE is also considering the existing definition of Specific Speech and Language Disorder (SSLD).
There will be no change to the criteria for enrolment in special classes for pupils with speech and language difficulties, pending the outcome of these considerations and the finalisation of the Policy Advice.
916. Deputy Michael Healy-Rae asked the Minister for Education the reason mainstream teachers are being assigned to special needs classrooms (details supplied); and if she will make a statement on the matter. [15356/21]
View answerI wish to advise the Deputy that DES Circular 013/2017 sets out the qualification criteria for a person to be appointed as a Special Education Teacher for a mainstream primary school. Such teachers may hold Teaching Council registration under Route 1 Primary (formerly Regulation 2 Primary) or Route 4 Other (formerly Regulation 3 Montessori & Other Categories). DES Circular/014/2017 notes that Special Education Teachers in post primary schools must be qualified post primary teachers.
The Circulars also note, however, that in addition to these qualification requirements, the acquired professional development and expertise of teachers, including where teachers have attained recognised qualifications in special education, should be taken into account by the principal when allocating teaching responsibilities, in order to ensure that pupils with the greatest needs are supported by teachers who have the relevant expertise.
In relation to teachers in special classes, the National Council for Special Education (NCSE) guidance for schools on the establishment of special classes advises that students in special classes have complex learning needs and that schools should appoint teachers knowledgeable and experienced in working with students with special educational needs. Additional training opportunities are provided where required.
Students in special classes require experienced teachers with appropriate qualifications and, wherever possible, a background in working with students with special educational needs. Schools should also endeavour to assign experienced SNAs to the special class.
Schools planning to open special class provision should be proactive in meeting the continuing professional development needs of their special class teachers, in addition to developing and reviewing their whole school polices in relation to the education and inclusion of students with special educational needs.
Training and support for schools in relation to continuing professional development for teachers in the area of special educational needs provision is available from the NCSE Support Service.
917. Deputy Michael Healy-Rae asked the Minister for Education if she will address a matter (details supplied) regarding home tuition hours; and if she will make a statement on the matter. [15357/21]
View answerMy Department does not provide for preschool services other than early intervention for autistic children which includes ASD early intervention classes in mainstream and special schools.
Parents/guardians of preschool aged autistic children who may need advice should contact their local NCSE Special Educational Needs Organiser (SENO) who can assist and advise them on the preschool provision available for their child.
Contact details are available on www.ncse.ie.
The principal vehicle for the delivery of preschool education is the Early Childhood Care and Education (ECCE) Scheme which provides early childhood care and education for children of preschool age. Since 2016 the inclusion of children with a special needs, including Autism, in the ECCE Scheme has been supported under the Access and Inclusion Model (AIM) for preschool.
In circumstances where an autistic child cannot access a placement in an ASD Early Intervention Class and are attending an ECCE preschool they may be eligible to be supplemented by the Home Tuition grant.
Please see the link below to the Home Tuition circular and application form.
www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0044_2020.pdf.
www.education.ie/en/Parents/Services/Home-Tuition/Home-Tuition-Form-HTSEN1.pdf.
918. Deputy Michael Healy-Rae asked the Minister for Education the reason SENOs in County Kerry are unaware of the availability of autism classes in their locality (details supplied); and if she will make a statement on the matter. [15358/21]
View answerEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.
This year, over 20% of the total Education budget or €2bn will be invested in supporting children with special educational needs. As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.
The Deputy will be aware that 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 does not maintain waiting lists for schools. Boards of management of individual schools are responsible for such enrolment matters. However, when schools notify NCSE of vacancies within their specialist provision, SENOs work locally to ensure parents are made aware of these special class places.
I can assure the Deputy that 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.
I have also arranged for your query to be brought to the attention of the NCSE for direct reply to you.
919. Deputy Cathal Crowe asked the Minister for Education if assistance will be provided in the case of a person (details supplied). [15361/21]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
In order to register with the Council a teacher must submit a fully completed application form, provide supporting documentation (e.g. qualification transcripts, module descriptors, Character Reference etc.) and complete the Garda Vetting process. Only completed applications can be finalised and registration granted. Where an application is incomplete the Council engages with the teacher regarding the missing documentation or alternatives options as appropriate. In instances where an applicant for registration meets all the registration requirements in the provision of alternative character reference(s), registration will be progressed.
The person referred to by the Deputy should continue to liaise directly with the Teaching Council and follow their guidance regarding their registration.
The Teaching Council inform me that they have been in contact with the applicant on this matter.
920. Deputy Michael Healy-Rae asked the Minister for Education if she will address a matter regarding the case of a person (details supplied); and if she will make a statement on the matter. [15363/21]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers in line with the requirements set out in the Teaching Council Act 2001-2015 and the Teaching Council (Registration) Regulations 2016.
The Regulations set out four routes under which a teacher can apply for registration. An applicant for registration under Route 3 Further Education may apply for registration on completion of a suitable degree and prior to the completion of an accredited teacher education qualification (TEQ) for the purposes of Further Education (FE) teaching. Where an applicant does not hold the teacher education qualification in FE they are granted registration with conditions and given 3 years to complete a relevant teacher education qualification.
The Teaching Council inform me that the person to which the deputy refers to was granted registration under Route 3 Further Education on 2 March 2021. As this person does not hold a teacher education qualification suitable for teaching in further education and as set out in the Registration Regulations 2016, she was given until 2 March 2024 to complete a such a qualification.
The person referred to by the Deputy should continue to liaise directly with the Teaching Council and follow their guidance regarding their registration.
921. Deputy Thomas Gould asked the Minister for Education if her attention has been drawn to the situation of eight children who left a school (details supplied) in June 2020 and have no secondary school place and that some of the children have instead been offered home tuition. [15373/21]
View answer922. Deputy Thomas Gould asked the Minister for Education the support available to parents who are unable to source a special secondary school place for their children. [15374/21]
View answerI propose to take Questions Nos. 921 and 922 together.
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.
The majority of special schools cater for students up to the age of 18. However, in the event that students are transitioning from a special school to a post-primary school, such enrolment applications are a matter for each individual board of management and the NCSE does not hold such records.
The NCSE, through its local network of SENOs (Special Educational Needs Organisers), is available to provide advice and support to parents of students that are due to transition to post-primary on the possible placement options available to their child, including mainstream placement with appropriate support, special class placement and special school placement. Post-primary placements are supported with additional resources where required.
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. The NCSE provides a programme of teacher professional learning and in-school support to support schools in establishing special classes.
Notwithstanding the extent of this investment, I am acutely aware that there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places. For September 2021, the NCSE is aware of a specific identified need for special school placements in Cork City and County and is working with my Department and the education partners towards meeting that need. A number of options are currently being explored to increase the number of places to cater for the needs of children in this area. I can assure the Deputy that this is a priority for all concerned.
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.
NCSE is aware of those parents whose children are seeking placement for the 2021/22 academic year, including mainstream placement with appropriate support, special class and special school placement. The NCSE continues to work to identify any and all relevant suitable placements.
In circumstances, where no placement is available for a child with special educational needs, the Department can provide Home Tuition grant funding towards the provision of 20 hours home tuition per week as an interim measure until the NCSE confirms that a placement is available.
The NCSE's local Special Education Needs Organisers (SENOs) are 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.
923. Deputy Niall Collins asked the Minister for Education if she will examine and advise on the position of a pension for a public servant (details supplied); and if she will make a statement on the matter. [15379/21]
View answerThe Education Training Boards routinely employ people by way of non-pay grants, none of whom have public service pension status. The issue of staff funded from non-pay grant payments such as the staff member in question has been, and remains a subject of consideration at central government level.
In view of this fact my Department is not in a position to accord this member of staff access to a public service pension scheme.
This was set out in the member of staff's contract when he/she was initially employed in late 2018. The person was also advised at the time that he/she could be facilitated with a Personal Retirement Savings Account (PRSA) if he/she wished to make contributions into the scheme.
924. Deputy Jim O'Callaghan asked the Minister for Education if measures can be taken to provide State recognition for end of year exams that will be completed by those schoolchildren who were due to do sit the junior certificate in 2021; and if she will make a statement on the matter. [15384/21]
View answerAs part of the Government Decision on 17 February last, the normal Junior Cycle Examination processes for 2021 were cancelled.
Given the priority that needed to be accorded to the Leaving Certificate examinations and the challenge associated with running them, it was not considered feasible to run a set of Junior Cycle Examinations also.
This decision followed intensive engagement with education stakeholders bilaterally and through the Planning for State Examinations 2021 Advisory Group and sub-group.
In 2021, Junior Cycle students’ progress and learning achievements will be recognised in two specific ways designed to meet the current exceptional circumstances presented by the COVID-19 pandemic. For each student, certification will involve two elements.
One of these elements will be a State Certificate of Completion of the Junior Cycle from the Department of Education. This certificate will state that the student has completed the Junior Cycle programme of study. For each student the certificate will include the list of subjects, short courses and/or priority learning units studied by him/her during their Junior Cycle programme.
The other element will be a School Report detailing the learning achievements of the student during their Junior Cycle programme. Students should receive a written report on the broad range of learning that they have achieved in each subject, short course and/or priority learning unit at the end of Junior Cycle. This assessment of their learning will be provided by their teachers. Schools will have autonomy, following consultation with the teachers of third-year students, regarding how this assessment is to be arrived at and the format in which the report is provided.
Further details are available in the Guidelines on Assessment and Reporting on Students’ Learning – Junior Cycle 2021 that have been provided to schools and centres of education and is available on the gov.ie page for the Junior Cycle 2021. These guidelines set out arrangements to support schools and centres for education in their approach to reporting on the learning achievements and progress of students who are completing their Junior Cycle programme of study in 2021.
Schools will shortly be provided with further guidance on continuing to engage this year group in online learning and assessment during the period of school closure and through in-person learning when schools re-open.
925. Deputy Francis Noel Duffy asked the Minister for Education if her Department will categorise the construction of a school site (details supplied) as essential under level 5 restrictions given the commitment to commence construction in quarter 1 of 2021; and if she will make a statement on the matter. [15403/21]
View answerThe building project for the school referred to by the Deputy is being delivered under my Department’s Design and Build Programme.
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 to establish the new Framework including the school referred to by the Deputy, is expected to be concluded shortly. My Department has confirmed that as provided for under S.I. No. 4 of 2021, the construction or development of essential educational facilities at primary and post-primary level, including school building projects, which will provide additional capacity for students or involve essential maintenance or refurbishment works in support of the continued provision of education may continue. If necessary, when the project for the school referred to by the Deputy is due to commence on site, this school building project may be so designated.
My Department will keep the school authority and its Patron Body updated as the project progresses to completion of the tender process and into the construction stage.
926. Deputy Thomas Gould asked the Minister for Education the status of the construction of a new building for a school (details supplied). [15450/21]
View answerA building project for the new Gaelscoil referred to by the Deputy is included in my Department's current Building Programme.
Officials from my Department have been working closely with Cork City Council towards acquiring a permanent site for this school.
A potential site option has been identified and discussions are ongoing with the landowner with a view to acquiring this site. Once the site has been acquired the project will then progress to the architectural design & planning stages.
Due to the commercially sensitive nature of site acquisitions generally, it is not possible to comment further at this stage.
927. Deputy Michael Fitzmaurice asked the Minister for Education the status of planning applications in respect of each new school due to open in September 2021; and if she will make a statement on the matter. [15467/21]
View answerWork is currently ongoing in relation to sourcing suitable interim accommodation in respect of each new school due to open in September 2021. Pending agreement on accommodation arrangements it is not possible to comment on any potential planning applications at this time.
