Donnchadh Ó Laoghaire
Question:441. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the status of the progress made on a permanent building for a school (details supplied). [23677/21]
View answerSchools Building Projects
Questions (441)
Written answers
The building project for the Cork Educate Together Secondary School is being delivered under my Department’s Design and Build Programme.
My Department's Project Managers are engaging with the local authority in relation to progressing a planning application.
Special Educational Needs
Questions (442)
Patrick Costello
Question:442. Deputy Patrick Costello asked the Minister for Education the reason children on the ASD spectrum are not provided with a special needs assistant in the early start programme; and if she will make a statement on the matter. [23690/21]
View answerWritten answers
Early Start units attached to primary schools are staffed by teachers and child care workers, and the role of the child care workers is to meet the care needs of all the children in the unit, including those children with special educational needs.
School Enrolments
Questions (443)
Aodhán Ó Ríordáin
Question:443. Deputy Aodhán Ó Ríordáin asked the Minister for Education her plans to expand the capacity of schools in the local area of Chapelizod, Dublin, due to a number of housing developments in the area; and if she will make a statement on the matter. [23692/21]
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. Chapelizod is located in the Ballyfermot_D10 school planning area.
The most recent analysis undertaken by my Department projects that over 60% of the 314 school planning areas at primary level have stable or decreasing projected enrolments for the period to 2024, whereas some 90% of the school planning areas at post-primary level are anticipated to have increased enrolments for the period to 2027.
The level of demand volume across school planning areas with an increasing net requirement ranges from small to medium increases that are likely to be accommodated by existing schools through to significant projected growth that may require additional provision.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools, and
- Provision of a new school or schools.
The most recent projections for Ballyfermot_D10 school planning area indicate increased requirements at post primary level but a projected reduction in primary school place requirements.
The requirement for additional school places is kept under on-going review in the context of available information on population, enrolments and residential development activity. Additionally, my Department will continue to liaise with Dublin City Council in respect of its review of the City Development Plan with a view to identifying any potential long-term school accommodation requirements across the county.
Schools Building Projects
Questions (444)
Richard Boyd Barrett
Question:444. Deputy Richard Boyd Barrett asked the Minister for Education if she will address the queries raised in correspondence by a school (details supplied); and if she will make a statement on the matter. [23696/21]
View answerWritten answers
I can confirm to the Deputy that this school has been granted approval for two mainstream classrooms and two SET rooms under the Additional Accommodation Scheme.
This project was recently granted Planning Permission from the Local Authority and Department officials have requested the school to submit a Stage 2b report to include all statutory planning approvals and an accurate pre-tender cost plan for assessment.
There was a short period of delay in terms of co-ordinating a complete review of this project; however when this Stage 2b report is submitted, my Department will endeavour to progress this project to tender stage in a timely manner.
School Staff
Questions (445)
Bernard Durkan
Question:445. Deputy Bernard J. Durkan asked the Minister for Education the efforts being made to allow and facilitate the retention of a behavioural analyst at a school (details supplied), which is essential for the school; and if she will make a statement on the matter. [23705/21]
View answerWritten answers
My Department previously funded 13 centres through an ABA pilot scheme for the period 1999-2011. All of these centres applied for and were granted recognition as Special Schools for children with Autism and now form part of the network of special schools. A transitional agreement was put in place between the Department and Patrons of these schools to manage this process.
As part of the transitional agreement my Department provides grant funding to these schools to engage behaviour practitioners. This arrangement has been extended for the forthcoming school year.
School Accommodation
Questions (446)
Éamon Ó Cuív
Question:446. Deputy Éamon Ó Cuív asked the Minister for Education when a decision will be made on an urgent request for additional accommodation for a school (details supplied); and if she will make a statement on the matter. [23762/21]
View answerWritten answers
I can confirm that my Department is in receipt of an application for capital funding, under the Additional School Accommodation Scheme, from the school authority referred to by the Deputy.
Officials from my Department have been communicating with the school authority and as a result of additional information provided the application is now progressing. On completion of the assessment process a decision will be relayed, directly, to the school authority.
Special Educational Needs
Questions (447)
Éamon Ó Cuív
Question:447. Deputy Éamon Ó Cuív asked the Minister for Education the steps being taken to ensure all post-primary schools have ASD classes to cater for persons who have a diagnosis of ASD; when it is hoped that universal coverage of schools will be achieved of ASD classes; and if she will make a statement on the matter. [23782/21]
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 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 at local level to identify any and all relevant suitable placements.
I can reassure the Deputy that the local Special Educational Needs Organisers (SENOs) continue to be available to assist and advise parents of children with special educational needs.
Information on the list of schools with special classes together with SENO contact details is available at www.ncse.ie.
Special Educational Needs
Questions (448)
Éamon Ó Cuív
Question:448. Deputy Éamon Ó Cuív asked the Minister for Education the reason a student (details supplied) could only access a place in a school with an ASD class in the east of Galway city although he or she comes from the west of the city; the steps that will be taken immediately to deal with this issue and ensure a place will be available in a more adjacent school before September 2021; and if she will make a statement on the matter. [23783/21]
View answerWritten answers
Enabling 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 National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. The NCSE through the local Special Educational Needs Organiser (SENO), is available to support both families and schools regarding a suitable placement.
As your query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.
School Transport
Questions (449)
John McGuinness
Question:449. Deputy John McGuinness asked the Minister for Education if school bus transport will be provided on a qualifying rather than a concessionary basis from Corraguan, Windgap, County Kilkenny, to a school for persons (details supplied); if the appeal lodged with the school transport appeals board will be expedited and approved; and if she will make a statement on the matter. [23784/21]
View answerWritten answers
School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. Under the terms of my Department’s School Transport Scheme, children are eligible for transport where they reside not less than 3.2kms at primary and 4.8kms at post-primary and are attending their nearest School/Education Centre as determined by the Department/Bus Éireann, having regard to ethos and language.
All children who are eligible for school transport and who completed the application and payment process on time have been accommodated on school transport services for the 2020/21 school year where such services are in operation. Children who are not eligible for school transport may apply for transport on a concessionary basis only and may be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann allocates tickets for the spare seats using an agreed selection process.
Bus Éireann has confirmed that the pupils referred to by the Deputy are not eligible for school transport as they are not attending their nearest school. However, the family was successful in obtaining concessionary seats for both pupils for the 2020/21 school year and they are currently on a service.
Bus Éireann is responsible for the planning and timetabling of school transport routes. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally. Where practicable, and subject to considerations of cost and logistics, routes are planned to avoid an eligible child having to travel more than 3.2 kms to or from a pick up/set down point or to have travel and waiting times in excess of 2.5 hours per day. Routes are planned on the basis of the locations of children who are eligible for school transport only. Bus Éireann has confirmed that the pick up point for the family in question is 0.5km from their home.
With regard to the appeal referred to by the Deputy, the appeal lodged to the School Transport Appeals Board will be heard at the next meeting which is scheduled for 20th May 2021.
Special Educational Needs
Questions (450)
Alan Kelly
Question:450. Deputy Alan Kelly asked the Minister for Education if she is satisfied that there are enough ASD units in towns (details supplied) in County Tipperary, in tabular form. [23792/21]
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 are seeking placement for the 2021/22 academic year, including mainstream placement with appropriate support, special class placement, Early Intervention and special school placement. The NCSE continues to work at local level to identify any and all relevant suitable placements.
I can reassure the Deputy that the local SENOs continue to be available to assist and advise parents of children with special educational needs.
Information on the list of schools with special classes together with SENO contact details is available at www.ncse.ie.
Teacher Training
Questions (451)
Aengus Ó Snodaigh
Question:451. Deputy Aengus Ó Snodaigh asked the Minister for Education the funding and supports that have been provided for professional development training on islands in each of the past five years. [23816/21]
View answerWritten answers
The Department of Education promotes the quality of teaching and learning through the provision of continuing professional development (CPD) and supports for all teachers and principals. The majority of this support is provided by the national teacher education support services and by local education support centres. The national teacher education support services are the Professional Development Service for Teachers (PDST), Junior Cycle for Teachers (JCT), National Induction Programme for Teachers (NIPT) and the Centre for School Leadership (CSL).
Funding provided to the main teacher education support services and education support centres for continuous professional development for teachers and Principals since 2016 is as follows:
2016 €22.605m
2017 €27.806m
2018 €30.898m
2019 €29.052m
2020 €22.454m
Due to COVID-19 pandemic, the delivery of CPD moved online during 2020 and this has continued into 2021.
The move to online provision of CPD has resulted in reduced expenditure in 2020 as some of the costs associated with face-to-face CPD provision did not arise e.g. travel, catering. However this has not affected the level of CPD being provided.
The move to online provision has increased the range and numbers of courses available to all teachers, including teachers in island schools, as geographical location is no longer a factor when considering attending a course.
It is not possible to provide a breakdown of funding of CPD provided to island schools but all CPD supports provided by the national support services are made available to island schools.
In addition, Education Support Centres liaise with all schools in their region (including island schools) to determine CPD requirements and endeavour to address these needs through the implementation of an extensive local course programme. The Education Support Centre which is responsible for serving the region in which each island school is located informs the island schools of all courses being run and makes all courses available to all schools in their region.
Some specific examples of CPD supports provided by the National Support Services to island schools in recent years are included in the table attached.
|
Support Service |
CPD availed of between September 2015-May 2021 |
|
PDST |
School Support - At Primary level, PDST have supported 10 individual island schools, providing 41 school support visits, resulting in 96 teacher CPD interactions - At Post-Primary level, PDST have supported 5 individual island schools, providing 26 school support visits resulting in 139 teacher CPD interactions Leadership events - 6 Primary island schools attended leadership events resulting in a total of 45 Teacher CPD interactions - 2 Post-Primary island schools attended leadership events resulting in 6 teacher CPD interactions PDST CPD events attended by teachers from island schools - At Primary level - The majority (10) of primary island schools had teachers who attended optional PDST CPD events with 43 Teacher CPD interactions at PDST events - At Post-Primary level - 5 Post-Primary Island schools had teachers who attended optional PDST CPD events with 65 Teacher CPD interactions at PDST events |
|
JCT |
All five Post-Primary island schools were offered and availed of the following over the last five years: - JCT Whole-school CPD Support - JCT Whole-school support for teachers allocated Junior Cycle Management Resource Hours - JCT Subject specific CPD Support both in face-to-face and online clusters of schools - L1L2Ps Support While all Island Schools were offered Leadership Support, this was not availed of in any number, until this year when the supports went online. |
|
NIPT |
Droichead Professional Support Team (PST) Training for newly qualified teachers: - Of 12 Primary Island schools, 4 completed Droichead PST training - Of 5 Post-Primary Island schools, 3 engaged in PST training |
|
CSL |
- 7 Newly Appointed Primary Principals availed of one to one Mentoring - 1 Principal attended the Post grad in School Leadership (PDSL) |
Departmental Policy Functions
Questions (452)
Aengus Ó Snodaigh
Question:452. Deputy Aengus Ó Snodaigh asked the Minister for Education her policy on securing small rural and island schools against closure. [23830/21]
View answerWritten answers
As the Deputy is aware small schools are defined for statistical purposes as schools with 4 mainstream teachers or less. Small schools are highly valued in their communities in that they provide a vital link to local heritage and history, help sustain rural populations and often act as a link for sports and social activity.
There is a commitment contained in the Programme for a Partnership Government to recognise the importance of small schools. There is a further commitment not to close any small school without the consent of parents. The decision making authority for a school closure belongs to the Patron of a school. Any proposal to close a school must involve consultation with all of the relevant stakeholders, parents, teachers, students and local communities and follow decisions taken at local level. Proposals must be agreed with the Department.
Budget 2020 provided for improved teacher staffing levels for small schools. This measure saw a more favourable pupil teacher ratio in small schools from September 2020. This improved schedule will apply in two, three and four teacher schools and ensure one less pupil is required to retain/recruit a teacher. This builds on measures in previous budgets which has seen improvements in the appointment and retention thresholds for the 2nd, 3rd and 4th classroom teacher and more favourable enrolment thresholds for one teacher schools situated 8km or more from the nearest school of the same type of patronage and/or language of instruction.
Small schools have also benefitted from the 1 point improvement to the primary staffing schedule for all schools implemented in 2016 and again in 2018. The staffing schedule at primary level currently operates on a general average of 26 pupils to every 1 teacher and will reduce to 25 pupils to every 1 teacher from September 2021 which is historically the lowest ever allocation ratio at primary level.
The work now underway in relation to small schools seeks to build on this and is being advanced through the Primary Education Forum.
Teaching Council of Ireland
Questions (453)
Anne Rabbitte
Question:453. Deputy Anne Rabbitte asked the Minister for Education the status of an application by a person (details supplied) to the Teaching Council; the reason there has been a delay in processing the correspondence; and if she will make a statement on the matter. [23864/21]
View answerWritten answers
Under 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.
The Teaching Council inform me that the person referred to by the Deputy is registered since 2019 and that this query relates to adding a subject to the registration information. The Council is engaging with this individual on this matter and the respondent is advised to continue with that engagement.
Departmental Schemes
Questions (454)
Eoin Ó Broin
Question:454. Deputy Eoin Ó Broin asked the Minister for Education if she will consider increasing the cap on the annual ancillary services grant for schools with over 500 pupils enrolled; and if consideration will be given to this grant being paid on a per pupil basis with no cap. [23870/21]
View answerWritten answers
My Department provides capitation grant funding to all recognised primary schools.
The amount paid to an individual primary school for capitation and ancillary services is determined by the school’s enrolment. Both of these grants are subject to minimum enrolments and therefore the grant paid to schools with an enrolment of equal to or less than 60 pupils is based on an enrolment of 60 pupils.
As the Deputy is aware, the Ancillary Services Grant is subject to a maximum enrolment of 500 pupils. Therefore schools with enrolments of 500 or more are paid this grant based on an enrolment of 500 pupils. There is no maximum limit on the Capitation Grant.
In 2021 the Capitation Grant rate is €183 per pupil and the Ancillary Services Grant rate is €173 per pupil. The 500 pupil cap on the Ancillary Services Grant equates to a maximum grant of €86,500. Within the context of limitations on available resources, this level of funding is considered a reasonable amount to cater for the secretarial and caretaking needs of a large school.
The Deputy may wish to note that schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant which is outlined in Circular 40/2009.
Teaching Council of Ireland
Questions (455)
Michael Ring
Question:455. Deputy Michael Ring asked the Minister for Education when an application to the Teaching Council will be processed considering that the applicant (details supplied) has a job offer pending; and if she will make a statement on the matter. [23882/21]
View answerWritten answers
Under 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.
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.
Registration is granted under four routes of registration; Primary, Post-primary, Further Education and Other.
The Teaching Council inform me that the person referred to by the Deputy is now registered. Should the individual have any queries regarding their registration they are advised to liaise directly with the Teaching
Schools Building Projects
Questions (456)
Paul Kehoe
Question:456. Deputy Paul Kehoe asked the Minister for Education the status of a building project for a school (details supplied); and if she will make a statement on the matter. [23889/21]
View answerWritten answers
The school to which the Deputy refers was approved funding under the Additional Accommodation Scheme to facilitate construction of three classrooms, one resource room, two standard WC and one WC for assisted users.
A Stage 1 submission was received in my Department which indicated that there are site restrictions applicable to the project, which had cost implications for its delivery. A site visit was carried out by officials from the Department's Professional & Technical Team in October 2020 with a view to progressing this project. A revised scope of works has been co-ordinated with the school to build a two-storey extension for four classrooms, four resource rooms, one meeting room, toilets and social space, along with the refurbishment of an existing room to a new science lab with prep area.
My Department is currently awaiting a revised Stage 1 report to include an updated cost plan for this new scope of works.
School Accommodation
Questions (457)
Paul Kehoe
Question:457. Deputy Paul Kehoe asked the Minister for Education the status of an application for temporary accommodation for a school (details supplied); if it will be in place by September 2021; and if she will make a statement on the matter. [23903/21]
View answerWritten answers
My Department has approved, in principle, interim accommodation for the school referred to by the Deputy. This accommodation will be delivered by the patron of the school.
My Department is liaising with the patron in relation to the delivery of this interim accommodation and understands that the tender competition is complete and the outcome is currently being analysed by the patron's project consultant. My Department expects to receive further information from the patron when this process has been completed.
School Staff
Questions (458)
Thomas Pringle
Question:458. Deputy Thomas Pringle asked the Minister for Education if school cleaners will be included in the plan to regularise the pay, conditions and pension rights of school staff; and if she will make a statement on the matter. [23968/21]
View answerWritten answers
Fórsa trade union have tabled a claim seeking public service status for secretaries and caretakers who are currently employed directly by schools but which did not include any other school sector staff. Officials from my Department, the Department of Public Expenditure and Reform and School Management Bodies have been engaging with Fórsa on the claim. On the 27th of October 2020, under the auspices of the Workplace Relations Commission, an understanding was agreed on a pathway to progress the issues with several key strands being identified and I support meaningful engagement by all parties.
Irish Sign Language
Questions (459)
Gerald Nash
Question:459. Deputy Ged Nash asked the Minister for Education her plans to include Irish Sign Language as a school curriculum subject to ensure equality and inclusivity for the considerable proportion of Ireland's population who are deaf, hard of hearing or non-verbal; and if she will make a statement on the matter. [24006/21]
View answerWritten answers
The Irish Sign Language Act 2017 provides inter alia that the Minister will establish a scheme for the provision of Irish Sign Language (ISL) classes for the family of deaf children and education and support for children whose primary language is ISL attending recognised schools; and training for teachers of children who are deaf or hard of hearing. Many pupils who are Deaf or hard of hearing are integrated into mainstream classes at primary and post-primary level, while other children may attend special schools or classes.
I wish to advise that, in line with the Act, my Department provides for an extensive range of supports to assist pupils and young persons with special educational needs, including children who are Deaf or hard of hearing, to ensure that children can have access to an education appropriate to their needs.
The NCSE’s Visiting Teacher Service for children who are Hearing Impaired, work in partnership with parents to advise and offer guidance in matters pertaining to the child’s education and overall development. The NCSE also provides funding for individual teachers and whole school staff in mainstream schools, special schools, and special classes to undertake courses in Irish Sign Language. The Department provides funding to schools for assistive technology, special transport arrangements and enhanced levels of capitation in special schools and in special classes. The Department also provides funding for a weekly home tuition service to provide training in ISL for deaf and hard of hearing children, their siblings and parents
As regards the curriculum, the National Council for Curriculum and Assessment (the NCCA) is currently reviewing and redeveloping the Primary Curriculum Framework. The NCCA have had continued engagement with members of the deaf community in recent years and will continue this work in the context of the review and redevelopment of the Primary School Curriculum.’ Inclusive education and diversity is one of the eight principles of teaching and learning proposed. One of the competencies proposed is 'Communicating and using language' which means being able to understand, interpret and use different forms of communication including gesture, expression, spoken language (English, Irish and other languages), printed text, broadcast media, and digital media. Phase one of the consultation on the draft Framework is complete. Phase two will take place in Q4 2021 during which the NCCA will be working with children, teachers, school leaders and parents, so there will opportunity for the NCCA to have continued engagement with children and teachers who use ISL in schools and to learn from their experiences. It is expected that the finalised Framework will be published by end Q2 2022 and the specifications for individual curricula will be developed in the following years.
As regards the curriculum at post primary school level, The Post-Primary Languages Ireland (PPLI) has developed a specification for a short course in Irish Sign Language (ISL) which is available as part of the new Junior Cycle. The emphasis is on developing communication skills in ISL at level A1 (Common European Framework of Reference for Languages). This course develops students' ability to understand ISL in live, and in recorded situations, to produce the language and to interact with other signers on familiar topics. A link to the course is available at http://languagesinitiative.ie/images/ISL/MFL_Gen_Spec_ISL_28_May__Short_Course.pdf.
Currently, there are four modules on Sign Language available as part of the Leaving Certificate Applied Programme. This course introduces students to Irish Sign Language and aims to develop their expressive and receptive communication skills. The course also develops awareness and appreciation of the Irish deaf community and its culture. There are four modules in this course. Deaf students may take all four modules instead of the Gaeilge and Modern Language courses. The first two modules of this course may be taken as elective modules by all students.
There is also an opportunity for students to learn sign language in the course of Transition Year. Each school designs its own Transition Year programme, within set guidelines, to suit the needs and interests of its students. In establishing its own distinctive programme content, the school takes into account the possibilities offered by local community interests.
Working along with other Government Departments and agencies, my Department is fully committed to the full implementation of the United Nations Convention on the Rights of Persons with Disabilities and is contributing to completion of Ireland’s Initial State Report, which will be submitted to the UN later this year. The policy of my Department is to ensure that all children with special education needs are provided with an education appropriate to their needs and where possible within mainstream placements with additional supports provided.
School Staff
Questions (460)
Sorca Clarke
Question:460. Deputy Sorca Clarke asked the Minister for Education the arrangements in place regarding leave for pregnant teachers, SNAs and early years educators during the Covid-19 pandemic. [24026/21]
View answerWritten answers
The general principles to apply to the management of COVID-19 includes the safety and welfare of school staff and the minimisation of the impact of COVID-19 on teaching and learning. The current COVID-19 arrangements in place for teachers and Special Needs Assistants (SNAs) are outlined in my Department’s Circular Letter 0021/2021. The Circular caters for special leave with pay arrangements where a teacher/SNA has been advised to self-isolate and cannot attend the workplace. It also caters for the working arrangements where a teacher/SNA has been advised by the HSE to restrict their movements or where the teacher/SNA has been categorised by the Occupational Health Service (OHS) as at a very high risk of serious illness from contracting COVID-19. In both these cases, the teacher/SNA remains available for work and must be facilitated by the employer to work remotely i.e. work from home. Upon the reopening of schools in March 2021, a pregnant teacher/SNA was advised by my Department to work remotely, pending further clarification from the HSE on their recently published guidance for pregnant employees in the education sector. Further details on the alternative working arrangements for a teacher/SNA working from home, is available at paragraph 4.1 of Circular 0021/2021.
My Department’s Information Note TC 0013/2021 published on 5th May sets out the working arrangements for the ‘Very High Risk’ and also the pregnant teachers/SNAs for the remainder of the current school year and the 2021/22 school year. In relation to working arrangements for the current school year, paragraph 2.1 and 2.2 of Information Note TC 0013/2021 states:-
‘For the remainder of the 2020/21 school year, a teacher or SNA who has been categorised by the OHS as in the ‘Very High Risk’ group (including those who have been fully vaccinated), should continue to work remotely i.e. work from home.
Similarly, a pregnant teacher or SNA is advised to continue to work remotely i.e. work from home, for the remainder of the 2020/21 school year. A pregnant teacher or SNA is not required to be categorised by the OHS to work from home.’
It is expected that a pregnant teacher or SNA who is medically fit to do so, subject to new and updated guidelines from the HSE, will return to the workplace in the 2021/2022 school year.
Early learning and care services do not fall within my Department’s remit, and questions relating to that sector are a matter for my colleague the Minister for Children, Disability, Equality, Integration and Youth.