Written Answers Nos. 153-171
153. Deputy Thomas Gould asked the Minister for Education her views on whether it is acceptable that there could be no all-girls school in a large area of Cork city particularly given the vulnerability of certain young girls and the need for same to attend a same-sex school. [24752/21]
View answerAs the Deputy may be aware, there are ten non-fee paying all-girls post primary schools in Cork City. The decision-making authority in respect of the status of existing schools, including whether they are single or mixed gender, belongs to the Patron, subject to the agreement of my Department.
New schools are established by my Department to meet demographic need and, generally, such new school provision (primary and post-primary) is mixed gender in nature. Co-educational schools provide greater flexibility than single sex schools in terms of meeting demographic and school accommodation requirements in an area. Single-gender provision may, however, be made if there is an identified imbalance between the capacities of single-gender schools in the area.
All schools are required to have procedures in place to ensure the safety of all students, irrespective of gender, ethnicity and sexual orientation. These requirements include the provision of Social, Personal and Health Education (including Relationships and Sexuality Education) at primary level, and at post-primary level, the provision of Social, Personal and Health Education ; Civic, Social and Political Education; and Relationships and Sexuality Education. In addition, schools are required to comply with the provisions of the Child Protection Procedures for Primary and Post-Primary Schools 2017 , a fundamental principle of which is that all schools must keep pupils/students safe from harm while attending the school or while participating in school activities. My Department has also put in place a range of oversight measures to help ensure that all schools comply with these procedures.
154. Deputy Sean Sherlock asked the Minister for Education when the 2021-2022 SNA allocations will be announced. [24766/21]
View answerIn light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for Special Needs Assistants for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.
The disruption prevented the delivery of the necessary training and information workshops to support the roll out of the new allocation model which had been planned for earlier this year.
The training and workshops are designed to help school leaders and teachers in their in-school planning for the new model and their engagement with parents. These sessions will now be rescheduled to take place during the 2021/22 school year. Further information will be issued by the NCSE in due course.
SNA allocations for 2021/22 school year will be based on the actual number of SNAs employed by a school on 30 April 2021 and the allocation on that date will be rolled over into 2021/22. No school will receive a reduced allocation.
As in previous years, there will be provision for schools to apply to the NCSE for additionality where exceptional circumstances give rise to new care needs that cannot be catered for within existing allocations. These posts will be met from within the existing Budget 2021 allocation.
SNA allocations for 2021/22 will be published later this month as in previous years.
SNA allocations for special classes and special schools are not affected by this arrangement.
My Department will also be publishing a circular this month to advise schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
155. Deputy Seán Crowe asked the Minister for Education the current status of construction of the permanent accommodation for a school (details supplied); the cause of delay in installing temporary accommodation on the site; and if a commitment will be given to provide temporary accommodation on site for the coming academic year. [24808/21]
View answerThe school building project for the school referred to by the Deputy is being delivered under my Department’s Design & Build programme.
The new school building project is in architectural planning stage. A pre-planning meeting with the local authority has taken place and developed design work is ongoing. Until such time as planning permission has been secured, it will not be possible to provide a timeline for the progression of the project to tender and construction stages.
My Department is preparing a planning application for interim accommodation for the school on its permanent site for this September. There has been some delay involved in obtaining a necessary legal consent from an adjacent landowner but this is now being finalised and the planning application will be lodged as soon as possible thereafter.
In the interim, instructions have issued to the Project Manager overseeing the delivery of the interim accommodation to proceed with the procurement arrangements under my Department’s new Modular Buildings Framework.
My Department is also considering contingency arrangements and would hope to be in a position to fully brief the school and the Patron on these in the coming weeks.
156. Deputy Sorca Clarke asked the Minister for Education the reason there is currently no procedure at present to apply for SNA support for new pupils; and when the new circular from her Department will be issued to address the ongoing and deep concern this situation has created for parents, pupils and principals. [24817/21]
View answerIn light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for Special Needs Assistants for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.
The disruption prevented the delivery of the necessary training and information workshops to support the roll out of the new allocation model which had been planned for earlier this year.
The training and workshops are designed to help school leaders and teachers in their in-school planning for the new model and their engagement with parents. These sessions will now be rescheduled to take place during the 2021/22 school year. Further information will be issued by the NCSE in due course.
SNA allocations for 2021/22 school year will be based on the actual number of SNAs employed by a school on 30 April 2021 and the allocation on that date will be rolled over into 2021/22. No school will receive a reduced allocation.
As in previous years, there will be provision for schools to apply to the NCSE for additionality where exceptional circumstances give rise to new care needs that cannot be catered for within existing allocations. These posts will be met from within the existing Budget 2021 allocation.
SNA allocations for 2021/22 will be published later this month as in previous years.
SNA allocations for special classes and special schools are not affected by this arrangement.
My Department will also be publishing a circular this month to advise schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
157. Deputy Marian Harkin asked the Minister for Education the schools in counties Sligo, Leitrim, Roscommon and Donegal that can access substitute teachers specifically through one of the 115 substitute teacher supply panels; the percentage of schools that cannot access the substitute teacher supply panels; and if she will make a statement on the matter. [24829/21]
View answerAmong the COVID-19 supports provided for the 2020/21 school year was the extension of the Substitute Teacher Supply Panel. Currently, there are 115 Substitute Teacher Supply Panels nationwide, with almost 330 newly appointed Supply Panel teachers employed, providing substitute cover to almost 2,300 schools across the country. The proficiencies of the Substitute Teacher Supply Panels is being monitored throughout the school year and will be reviewed by my Department at the end of the current academic year.
Of the 370 primary schools in Counties Sligo, Leitrim, Roscommon and Donegal, 264 are involved in Supply Panels.
These substitute Supply Panels are not the sole means whereby schools source substitutes but are set up to work alongside the existing methods of sourcing substitute teachers in accordance with Department Circular 45/2020, such as through a school’s own panel of regular substitutes or the national substitution portal service "Sub Seeker", operated by IPPN. Sub Seeker has over 6,000 teachers currently registered. It is anticipated that this number will increase in the coming weeks through additional PME student teachers registering with the Teaching Council under Route 3, following a recent awareness raising campaign by the Teaching Council with HEIS and students, and subsequently registering their availability on Sub Seeker.
158. Deputy Peter Burke asked the Minister for Education if an application for a special needs assistant will be reviewed for a school (details supplied); and if she will make a statement on the matter. [24837/21]
View answerIn December 2019, Government approved the national roll out of a new frontloading model for the allocation of SNAs support to primary and post-primary schools for students in mainstream classes, as part of the phased roll out of the School Inclusion Model (SIM).
In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for Special Needs Assistants for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.
The disruption prevented the delivery of the necessary training and information workshops to support the roll out of the new allocation model which had been planned for earlier this year.
The training and workshops are designed to help school leaders and teachers in their in-school planning for the new model and their engagement with parents. These sessions will now be rescheduled to take place during the 2021/22 school year. Further information will be issued by the NCSE in due course.
SNA allocations for 2021/22 school year will be based on the actual number of SNAs employed by a school on 30 April 2021 and the allocation on that date will be rolled over into 2021/22. No school will receive a reduced allocation.
SNA allocations for 2021/22 will be published later this month as in previous years.
My Department will also be publishing a circular this month to advise schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014. SNA allocations for special classes and special schools are not affected by this arrangement.
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. My Department does not have a role in making individual school determinations.
As in previous years, where schools consider their SNA allocation to be inadequate to meet its needs for the 2020/21 school year, the school can seek a review by making an application to the NCSE which is available to schools throughout the current school year.
Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, are dealt with by way of the exceptional review process.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
A school can appeal the outcome of an exceptional review and details of how to do this are here https://ncse.ie/wp-content/uploads/2020/04/GuidanceSchoolAppealing-Exceptional-Review-outcome.docx.
159. Deputy Seán Haughey asked the Minister for Education if a permanent site will be sourced for a school (details supplied) within the assigned catchment area; and if she will make a statement on the matter. [24863/21]
View answerI can confirm that a permanent site option for the new Killester/Raheny/Clontarf ETNS has been identified and it is in the school planning area. Due to the sensitive nature of site acquisitions in general, it is not possible to give further details at this time.
It is difficult to indicate a timeframe for any site acquisition as each process is unique and in some instances complex issues can arise which can cause delays.
Nevertheless, the Department is committed to delivering a permanent site for Killester/Raheny/Clontarf ETNS and are treating this as a priority.
160. Deputy Denis Naughten asked the Minister for Education the steps she is taking to ensure that there is a leaving certificate examination in 2021; and if she will make a statement on the matter. [1472/21]
View answerOn 17 February, I confirmed that Leaving Certificate 2021 examinations will proceed and students will also have the alternative option of applying for grades accredited by the State Examinations Commission (SEC), to be known as SEC-Accredited Grades. This decision was taken to provide choice and clarity for students.
Putting in place both the examinations and a corresponding measure of SEC-Accredited Grades is essential to ensuring a fair system, having regard to the extraordinary circumstances of the pandemic and the loss of learning that has occurred for this group of students due to the interruption of in-person teaching and learning during the periods of school closure.
This decision followed intensive engagement with education stakeholders bilaterally and through the Advisory Group on Planning for State Examinations 2021 and ensures for every student a method to assess their learning and attainment at the end of their post-primary education and to progress to higher and further education, and the world of work.
Students have registered for the traditional examinations and/or to receive SEC-Accredited Grades on a subject-by-subject basis on the Candidate Self-Service Portal. In any subject where a student sits the examination and opts to receive Accredited Grades, they will be automatically credited with the better of the two results.
Those opting for the traditional examinations have completed orals and music practical examinations over Easter and the LCVP Link Module examination last weekend. Proficiency Assessments for candidates seeking an Accredited Grade in respect of non-curricular languages were also held last weekend. Leaving Certificate Applied oral examinations started on 3 May.
My Department and the State Examinations Commission has published a series of guides for both students and schools regarding the processes for the 2021 Leaving Certificate. This includes A Guide to State Examinations and Accredited Grades for Leaving Certificate 2021 as well as detailed guides on the Accredited Grades processes for schools. These guides, and further information, are available on www.gov.ie/leavingcertificate.
On 25 March, I announced details of the additional supports that are being provided to schools to support the running of the Leaving Certificate and Leaving Certificate Applied Examinations and the Accredited Grades process.
Schools can appoint a Leaving Certificate Aide to support school management in the planning, preparations for and running of the examinations, and the work involved in the Accredited Grades process including work related to providing estimated marks for out of school learners and students studying subjects outside of school.
The measures are designed to support schools and ensure that essential work for Leaving Certificate 2021 can take place. The arrangements recognise that certain work is required to be carried out outside the normal time in which such work is undertaken.
Schools are able to appoint an Aide from within the school, to conduct the planning and organisation work associated with the oral examinations and to assist with the administration of the June examinations and the Accredited Grades process. The number of days available ranges from 50 to 60 days depending on the number of candidates in the school and the range of activities that are required to meet the needs of candidates in that school.
Full details of these arrangements have been advised to schools by the State Examinations Commission Circular 15/2021.
My Department is also supporting school leaders, teachers and other school personnel, tutors, parents and students through a dedicated phone-line and e-mail service for queries on the Accredited Grades process.
In the coming days, the SEC will be issuing further guidance for the conduct of the written examinations to schools that is in line with public health advice and which will ensure that the examinations can proceed safely.
The most current information on all matters relating to Leaving Certificate examinations and the Accredited Grades process will be available on an ongoing basis on gov.ie/LeavingCertificate.
161. Deputy Denis Naughten asked the Minister for Education the steps she is taking to support teachers in delivering the required syllabus through remote learning due to Covid-19 restrictions; and if she will make a statement on the matter. [1473/21]
View answerSince the start of the Covid-19 pandemic my Department has issued extensive guidance material to assist schools and teachers with the continuity of learning. This guidance was developed in consultation with all relevant stakeholders including teachers, parents and learners. The guidance included provision to support the continuity of teaching and learning in response to the Covid-19 restrictions for those learners unable to engage with online learning. This guidance is available at gov.ie.
As part of the €210m investment programme underpinning the implementation of the Digital Strategy for Schools, my Department provided €100m in grant funding to schools to address their ICT needs during 2020. In the context of the current public health crisis this funding can be focussed on assisting schools to address ICT needs including devices, software and other ICT solutions to support the provision of remote learning. This can include the purchase of ICT devices, such as laptops that can be shared through loan arrangements with students and teachers who do not have access to devices, essential learning platforms and other ICT infrastructure to support the provision of remote learning.
Information Note TC 0013/2021 which was recently published, sets out the working arrangements for the ‘Very High Risk’ and also pregnant teachers/SNAs for the remainder of the current school year and the 2021/22 school year. For the remainder of the 2020/21 school year, a teacher or SNA who has been categorised by the Occupational Health Service (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 by my Department to continue to work remotely i.e. work from home, for the remainder of the 2020/21 school year.
Extensive support and advice for teachers and schools to provide remote learning has been, and continues to be made available through my Department’s support service, the Professional Development Service for Teachers (PDST) and its Technology in Education team at www.pdsttechnologyineducation.ie The information on this website includes a link to a dedicated PDST portal https://www.pdst.ie/DistanceLearning aimed at supporting teachers and schools in the remote learning environment. This resource includes information on popular communication and learning platforms, digital tools and resources, video conferencing, webinars to support and inspire teachers to identify good practice and a dedicated online course for teachers for remote learning. The Department funded referral and repository www.scoilnet.ie also contains a wealth of curriculum tagged resources that can be used by teachers, students and parents to support the continuity of learning in the remote environment.
Schools can also apply to www.pdst.ie/schoolsupport for the assistance of a PDST advisor for tailored school support in all subject areas at Primary and Post-Primary levels including those pertaining to the use of Digital Technologies to support remote teaching, learning and assessment practices. The PDST Leadership team will also be available to support school leaders in leading remote teaching and learning process through school support, national programmes and localised networks
162. Deputy Carol Nolan asked the Minister for Education the amount expended by her Department on advertising and awareness raising initiatives related to Covid-19 from March 2020 to date in 2021; the print, online and broadcasting media organisations contracted to provide this service; the amount provided to each in the timeframe concerned; and if she will make a statement on the matter. [24925/21]
View answerThe Department's spending on advertising and awareness raising in relation to Covid-19 for the period 1 March 2020 to date in 2021 is outlined in the attached spreadsheet.
|
Supplier Name |
Total Amount |
Details of service |
Classification 1 |
Classification 2 |
|
Beacon Studios |
€1,937.25 |
Voiceover work for Back to school advertising |
Advertising |
Covid |
|
Phd Media |
€185,857.70 |
Radio, Press, Broadcast and Internet advertisement for school reopening |
Advertising |
Covid |
|
TBWA |
€9,138.90 |
Schools Reopening radio communications |
Advertising |
Covid |
|
The Lisa Richards Agency |
€2,355.45 |
Back To School Advertising |
Advertising |
Covid |
|
Zero-G |
€3,444.00 |
Covid-19 Communication Advertising |
Advertising |
Covid |
|
The Smart Group |
€18,605.50 |
Schools Reopening Campaign Design Work |
Design |
Covid |
163. Deputy Éamon Ó Cuív asked the Minister for Education when a decision will be made on an application made by a school under the summer works programme 2016 for improved and safer outdoor playground areas at a school (details supplied); the reason for the delay with the decision; and if she will make a statement on the matter. [24957/21]
View answerI would like to inform the Deputy that the school in question applied for funding under the Summer Works Scheme in 2016, Category 10 (External Environment) for the provision of improved access to the school and additional off road parking with particular reference to the school bus. No application has been submitted by the school authority in relation to improved playground facilities.
The school subsequently applied for funding in 2019, under the Summer Works Scheme 2020 for Category 1 (Life Safety Systems) for which they were approved.
As per Circular 0027/2019, only 1 Summer Works Scheme application is permissible at a time therefore the most recent application made in 2019 supersedes the application made in 2016. If the school authority wish to have an application considered for improved playground facilities, then they may do so by reapplying under the Summer Works Scheme when it next reopens for applications.
164. Deputy Patrick O'Donovan asked the Minister for Education further to Parliamentary Question No. 578 of 28 April 2021, if the schools (details supplied) are eligible for consideration for DEIS status; and if she will make a statement on the matter. [25030/21]
View answerA key part of the DEIS Plan was the introduction of a new DEIS identification process based on an objective, statistics based model. In terms of the further extension of the DEIS Programme to more schools, an extensive body of work is being undertaken in terms of the refinement of this model, including data analysis and consultation with education partners. All schools will be considered under this new refined model, including those referred to by the Deputy.
Until this work is complete, it is not intended to extend the DEIS programme to any further schools.
165. Deputy Jennifer Whitmore asked the Minister for Education the process for the allocation of SNAs for 2021-2022; when the guidance circular is due to be issued; and if she will make a statement on the matter. [25040/21]
View answerIn light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for Special Needs Assistants for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.
The disruption prevented the delivery of the necessary training and information workshops to support the roll out of the new allocation model which had been planned for earlier this year.
The training and workshops are designed to help school leaders and teachers in their in-school planning for the new model and their engagement with parents. These sessions will now be rescheduled to take place during the 2021/22 school year. Further information will be issued by the NCSE in due course.
SNA allocations for 2021/22 school year will be based on the actual number of SNAs employed by a school on 30 April 2021 and the allocation on that date will be rolled over into 2021/22. No school will receive a reduced allocation.
As in previous years, there will be provision for schools to apply to the NCSE for additionality where exceptional circumstances give rise to new care needs that cannot be catered for within existing allocations. These posts will be met from within the existing Budget 2021 allocation.
SNA allocations for 2021/22 will be published later this month as in previous years.
SNA allocations for special classes and special schools are not affected by this arrangement.
My Department will also be publishing a circular this month to advise schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
166. Deputy Jennifer Whitmore asked the Minister for Education the supports available to a student (details supplied) who is not in receipt of guidance for SNA support; and if she will make a statement on the matter. [25041/21]
View answerThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. My Department does not have a role in making individual school determinations.
The SNA scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
In December 2019, Government approved the national roll out of a new frontloading model for the allocation of SNAs support to primary and post-primary schools for students in mainstream classes, as part of the phased roll out of the School Inclusion Model (SIM).
In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for Special Needs Assistants for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.
The disruption prevented the delivery of the necessary training and information workshops to support the roll out of the new allocation model which had been planned for earlier this year.
The training and workshops are designed to help school leaders and teachers in their in-school planning for the new model and their engagement with parents. These sessions will now be rescheduled to take place during the 2021/22 school year. Further information will be issued by the NCSE in due course.
SNA allocations for 2021/22 school year will be based on the actual number of SNAs employed by a school on 30 April 2021 and the allocation on that date will be rolled over into 2021/22. No school will receive a reduced allocation.
SNA allocations for 2021/22 will be published later this month as in previous years.
My Department will also be publishing a circular this month to advise schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
SNA allocations for special classes and special schools are not affected by this arrangement.
As in previous years, where schools consider their SNA allocation to be inadequate to meet its needs for the 2021/22 school year, the school can seek a review by making an application to the NCSE which is available to schools throughout the current school year.
Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, are dealt with by way of the exceptional review process.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
A school can appeal the outcome of an exceptional review and details of how to do this are here https://ncse.ie/wp-content/uploads/2020/04/GuidanceSchoolAppealing-Exceptional-Review-outcome.docx.
167. Deputy Catherine Connolly asked the Minister for Education further to Parliamentary Question No. 173 of 18 February 2021, her plans to carry out a review of the Education for Persons with Special Educational Needs Act 2004; the timeline for the review; the person or body that will carry out the review; the terms of reference for the review; and if she will make a statement on the matter. [25104/21]
View answerA number of sections of the Education for Persons with Special Needs (EPSEN) Act 2004 have been commenced. The commenced provisions include those establishing the NCSE and those providing for an inclusive approach to the education of children with SEN.
The remaining sections of the Act have yet to be commenced. The Sections of the EPSEN Act which have not been implemented are those which would have conferred a statutory entitlement to –
- an educational assessment for all children with special educational needs.
- consequent development of a statutory individual educational plan (IEP).
- the delivery of detailed educational services on foot of this plan.
- an independent appeals process.
Since EPSEN was enacted, the Department’s policy on supporting children with special educational needs has changed and evolved on foot of evidence based policy advice from the NCSE which takes account of international perspectives.
Significantly, the focus of special needs education provision has changed from a model that is diagnosis led to one which is driven by the needs of the child. This is a substantially different view to the one underlying the EPSEN Act. The levels of investment by Government in special education has increased to facilitate the underlying reforms required to implement and embed the needs based approach.
It is therefore appropriate that a review of the EPSN Act should now take place.
As Minister for Special Education and Inclusion, I have indicated that one of my priorities is:
Updating our Laws: Reviewing and updating the Education for Persons with Special Educational Needs (EPSEN) Act
The review of the Act will take into account the extent of additional investment which has been made in special educational services since 2004, with some €2bn per year now being spent of special educational supports.
It will also take into account the range of reforms which have taken place in recent years including the development of new allocation models which are not based primarily on a response to assessment as policy advice has indicated that requirement of diagnosis can create a risk of children being diagnosed as having a special educational need for resource allocation purposes, rather than for health reasons. Also, that as there is a spectrum of ability and disability within every special education disability category, account must be taken of need, as well as diagnosis.
The terms of reference for this review are currently being established, following which, the group or body which will carry out the review, and the timeline for the review, will also be agreed.
168. Deputy Brendan Smith asked the Minister for Education if further consideration will be given to the provision of new supports for students at primary and second-level (details supplied); and if she will make a statement on the matter. [25126/21]
View answerThe Department’s approach to supporting wellbeing is set out in its Wellbeing Policy Statement and Framework for Practice first published in 2018 and refreshed in 2019. The approach proposed is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to build core social and emotional skills and competencies, experience supportive relationships within the school setting, be part of a school environment and culture that feels both physically and psychologically safe, in which they feel a sense of belonging and connectedness, that their voice is heard, and they feel supported. Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs. This approach to supporting wellbeing has been found internationally to produce a wide range of educational and social benefits for individual children and young people, including increased inclusion, greater social cohesion, increased social capital and improvements in mental health. Embedded in the whole-school approach is the recognition that members of the school community may have different needs at different times and that a continuum of support in relation to wellbeing should be made available. A broad range of supports, resources and professional learning opportunities are being provided to support schools to promote and support wellbeing and resilience. The services support schools to provide strong universal support at the level of whole school and classroom, more targeted support for some children and young people who may be at risk, and more individualised support for those with greatest need. Support is provided to primary and post-primary school staff through the following services and supports:
- The National Educational Psychological Service (NEPS) Guidance Counselling service/provision
- National Council for Special Education (NCSE)
- Professional Development Service for Teachers (PDST) Wellbeing Team
- Junior Cycle for Teachers (JCT) Support Service
- Education Support Centres Ireland (ESCI)
At post primary level, a Student Support Team is a student-focused mechanism put in place by a school in order to co-ordinate the support available for students in the school and to facilitate links to the community and other non-school support services. NEPS provides support to post primary schools in the setting up or review of Student Support Teams. Also at post primary level, counselling is a key part of the role of the Guidance Counsellor, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis but also at key transition points. Guidance allocations for all schools were increased in the 2020/21 school year. The Guidance Counsellor also identifies and supports the referral of students to external counselling agencies and professionals, as required. Each post primary school currently receives an allocation in respect of guidance provision, calculated by reference to the approved enrolment. The total number of guidance counsellor posts in the school year 2020/21 is 852.
Separately, the Department of Health has responsibility for the provision of counselling services in Ireland, and through HSE Primary Care Psychology and Child and Adolescent Mental Health Services (CAMHS) provides clinical support to children and young people with mental health needs. In addition, the HSE and its funded providers, provide e-mental health services that offer online text and telephone supports to people seeking mental health information and advice. These include services provided by the Samaritans, Pieta House, MyMind, Turn2Me, Aware, Crisis Text Ireland, Shine, BeLongTo, LGBT Ireland, Jigsaw, spunout, Bodywhys and Childline.
My Department – through NEPS, Student Support Teams, Guidance Counsellors and other services - will continue to signpost schools and students to the HSE/HSE-funded e-mental health services. The Department has built strong links with the Department of Health and both Departments are exploring ways to improve supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services. We will continue to collectively explore ways of improving supports for children and young people.
169. Deputy Johnny Mythen asked the Minister for Social Protection her plans for local development companies that unlike private entities provide a complete wrap-around service for their communities and work on an non for profit basis (details supplied); and if she will make a statement on the matter. [24716/21]
View answerAs part of the July jobs stimulus, the Government committed to increase resources dedicated to the delivery of employment services and to expand the coverage of the local employment type services to areas not currently covered by existing providers. My Department now intends to issue a Request for Tender (RFT) to expand local employment type services into some geographical areas where a Local Employment Service does not currently exist.
The forthcoming RFT will have no impact on the contracts of existing local employment service providers in other areas, including the Wexford Local Employment Service, and it is expected that the tender will prove attractive to local community-based organisations, including the Local Development Companies. My Department has obtained legal advice that employment assistance and advice services must be procured though open competitive procurement processes in line with EU and national procurement rules.
Separately, the current contracts for all contracted Public Employment Service (PES) provision, including the Wexford Local Employment Service, expire at the end of 2021 and my Department is therefore developing RFTs to ensure that sufficient high-quality employment services are procured in a manner that is compatible with EU and national procurement rules.
Organisations, including the Local Development Companies, with strong experience in the delivery of similar services at a community and local level, will be in a strong position to respond to the RFTs when they issue.
170. Deputy Noel Grealish asked the Minister for Social Protection if full-time employees over the age of 66 that were working full-time and were required to self-isolate due to testing positive or being a close contact of a person with Covid-19 are eligible for enhanced illness benefit; if not, the reason they being treated differently to a full-time employee under 66 years of age; and if she will make a statement on the matter. [24735/21]
View answerIllness Benefit is paid only to people below State pension age, which is currently 66. This is set out in the legislative provisions of the Social Welfare Consolidation Act 2005 governing entitlement to the benefit. Amongst other conditions, Section 40 (1 )states that a person is only entitled to illness benefit where "(a) the person is under pensionable age on the day for which the benefit is claimed”.
The rules governing eligibility for the enhanced Illness Benefit payment for people diagnosed with Covid-19 are the same as for standard Illness Benefit payment in respect of age, and employees over the age of 66 are therefore not entitled to Illness Benefit or the enhanced Illness Benefit.
A person who is not eligible for Illness Benefit and who is unable to work may be eligible for other payments depending on their circumstances. Supplementary Welfare Allowance is available to people who are ill, who do not qualify for other payments and who have insufficient means to meet their needs. A person over 66 may qualify for or be in receipt of a State pension contributory or non-contributory.
The Department may also make an exceptional needs payment (ENP) to help meet essential, once-off expenditure which a person could not reasonably be expected to meet from their weekly income. This is administered by this Department’s Community Welfare Service and can be accessed by customers through their local Intreo office.
I trust this clarifies the matter.
171. Deputy Sean Sherlock asked the Minister for Social Protection if an underpayment to a person (details supplied) will be examined and the matter clarified. [24768/21]
View answerThe person concerned is in receipt of a mixed insurance pro rata State pension (contributory). Payment of the outstanding amount referred to will issue with their weekly pension on 14 May 2021.
I hope this clarifies the position for the Deputy.
