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Thursday, 13 May 2021

Written Answers Nos. 118-139

Schools Building Projects

Questions (118)

Matt Carthy

Question:

118. Deputy Matt Carthy asked the Minister for Education the expected completion date with regard to the new building for a school (details supplied) in County Monaghan. [25120/21]

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Written answers

The project to which the Deputy refers has been devolved for delivery to Cavan & Monaghan Education and Training Board (CMETB).

The ETB is currently in the process of procuring a design team for the project, to design the buildings, obtain the necessary statutory planning permissions, and move the project onward to tender and construction in due course.

While at this early stage it is not possible to provide a timeline for completion of the project, CMETB will be engaging directly with the school authority to keep it informed of progress.

State Examinations

Questions (119)

Gary Gannon

Question:

119. Deputy Gary Gannon asked the Minister for Education the number of leaving certificate students who have completed the registration process and confirmed their choices for the leaving certificate 2021; the number of students who did not complete the process; and the avenue of recourse for these students. [25133/21]

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Written answers

The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.

In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.

Site Acquisitions

Questions (120)

Aindrias Moynihan

Question:

120. Deputy Aindrias Moynihan asked the Minister for Education the measures being taken to ensure progress on securing a permanent site and associated works for the new secondary school for Ballincollig, County Cork; and if she will make a statement on the matter. [25114/21]

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Written answers

The building projects for Le Chéile Secondary School is included in my Department's capital programme. Officials in my Department continue to liaise with officials in Cork City Council in relation to the identification and acquisition of a suitable site for the school.

A number of site options have been proposed and assessed. Two potential site options have been identified. Negotiations with the landowner of one site is under way and it is expected that negotiations with the other landowner will commence shortly. The Deputy will appreciate that negotiations in respect of site acquisitions are, by their nature, sensitive and for that reason I am not in a position to provide further information at this time. However, I assure him that all parties are working to bring matters to a conclusion at the earliest possible date and Department officials will continue to keep the relevant school authorities appraised of progress.

Educational Disadvantage

Questions (121)

Brendan Smith

Question:

121. Deputy Brendan Smith asked the Minister for Education the timeline for the completion of the consultation process in relation to the DEIS programme; and if she will make a statement on the matter. [25109/21]

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Written answers

A key part of the DEIS Plan was the introduction of a new DEIS identification process based on an objective, statistics based model to determine which schools merit inclusion in the programme. An extensive body of work has been undertaken in terms of the refinement of this model. This work has been carried out by the DEIS Technical Group. This group contains representatives of my Department’s Statistics and Social Inclusion Units, the Inspectorate and the Educational Research Centre. As part of the refinement of the model, my Department has commenced consultation process with education stakeholder representatives on the technical aspects and implementation of the model.

As part of the process of the rollout of any changed or new model, my Department will engage with the education partners to ensure that there is a clear understanding across the system and that the process is clear, open, transparent and easily understood.

It is envisaged that the refined DEIS identification model will provide the basis for development of an evidence informed DEIS resource allocation system which will match resources to identified need.

Until this work is complete, it is not intended to extend the DEIS programme to any further schools.

School Facilities

Questions (122)

Réada Cronin

Question:

122. Deputy Réada Cronin asked the Minister for Education if her Department can or will provide financial and or other assistance to a green schools committee initiative in a school (details supplied) to install solar panels; if her Department is currently engaged in or will in the future engage in a trial involving green and sustainable energy in schools, in terms of energy generated, saved and stored; and if she will make a statement on the matter. [25012/21]

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Written answers

My Department is at the forefront of design with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in Design and Specification.

Schools that are designed and built in accordance with the Departments Schools technical guidance documents must achieve an A3 Building Energy Rating A3 and have typically up to 20% higher performance than required by the current Building Regulations, along with 10% of primary energy provided via photovoltaics (PV) and infrastructure provision for electric vehicle charging.

All new technologies and approaches are tested to ensure compatibility with school design and operational requirements. Successful and repeatable results are then incorporated into all new school designs and refurbishments.

My Department’s Technical Guidance Documents set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency and they are based on solid energy research projects. The Departments policy is supported by a strong research programme with fifty three research projects at various stages including its joint SEAI partnership energy website project.

Solar hot water panels are not supported in schools as their operation is not compatible with school annual operating characteristic, further details on this can be found on my Departments website.

Solar PV is currently funded for schools that are having their old electrical installations upgraded and replaced as well as in new schools.

My Department and the Sustainable Energy Authority of Ireland are involved in an energy efficient retrofit pathfinder scheme for schools since 2017. The longer-term outcome of the pathfinder will be to create an accurate and scalable model for energy efficient retrofits of schools across Ireland. A deep energy retrofit programme for schools built prior to 2008 is due to be rolled out from 2023 onwards as included for in the NDP, the role of solar PV with energy storage is being evaluated as part of this pathfinder.

Oideachas trí Ghaeilge

Questions (123)

Éamon Ó Cuív

Question:

123. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais cén dearcadh atá aici faoin moladh go mbeidh dhá chúrsa Gaeilge ann don Ard-Teist, T1 agus T2, agus go mbeidh T1 níos iomláine agus níos dúshlánaí ná T2 ach nach mbeidh aon mharcanna bónais as T1 a dhéanamh ná aon bhuntáiste; agus an ndéanfaidh sí ráiteas ina thaobh. [24964/21]

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Written answers

Tá mo Roinn tiomanta d’fheabhas a chur ar thaithí agus torthaí foghlama scoláirí sa Ghaeilge ag ach leibhéal san earnáil scoile. Rinneadh forbairtí suntasacha sa soláthar curaclaim don Ghaeilge le blianta beaga anuas lena n-áirítear Curaclam Teanga na Bunscoile (2019) agus sonraíochtaí T1 agus T2 do Ghaeilge na Sraithe Sóisearaí in 2017 tar éis comhairliúcháin fhairsing leis na páirtithe leasmhara. Tógann an dréachtú ar shonraíochtaí curaclaim difreáilte do Ghaeilge na hArdteistiméireachta bhunaithe ar an tsamhail soláthair seo. Tá dréachtshonraíochtaí foilsithe ag CNCM le haghaidh comhairliúcháin phoiblí agus tá sé tábhachtach go mbeidh na páirtithe leasmhara uile rannpháirteach sa phróiseas agus go ndéanfar a ndearcthaí agus dtaithí a thaifeadadh.

Mar atá leagtha amach sa Pholasaí don Oideachas Gaeltachta, tá raon beartas á chur san áireamh ag oifigigh na Roinne le rannpháirtíocht i sonraíocht T1 a spreagadh i scoileanna Gaeltachta agus i scoileanna lán-Ghaeilge. San áireamh anseo tá scéim sparánachta tríú leibhéal agus 10% d’áiteanna a chur in áirithe i ngach clár oideachas tosaigh múinteoirí (OTM) do scoláirí a n-éiríonn leo tairseach gráid shonraithe a bhaint amach nó a n-éiríonn leo grád níos airde ná an tairseach gráid shonraithe a bhaint amach i sonraíocht curaclaim T1. É sin ráite, ní mór a mheabhrú gur dréachtdoiciméid iad na doiciméid sonraíochta atá foilsithe faoi láthair le haghaidh comhairliúcháin agus dá bhrí sin go bhféadfadh go ndéanfaí iad a leasú i bhfianaise thorthaí an phróisis chomhairliúcháin. Nuair a bheidh an comhairliúchán críochnaithe, tosóidh CNCM ag déanamh anailíse ar an aiseolas a taifeadadh agus úsáidfear é seo mar bhonn eolais d’aon athbhreithniú ar na dréachtdoiciméid sonraíochta agus d’aon chomhairle ón CNCM a chuirfear faoi mo bhráid lena breithniú.

Special Educational Needs

Questions (124)

Réada Cronin

Question:

124. Deputy Réada Cronin asked the Minister for Education if she will liaise with the Minister of State for Special Education and Inclusion on the findings of a group (details supplied) that 84.4% of schools surveyed saw an increase in AEN pupils in the past four years with 72.2% reporting that their current SET allocation is insufficient for the AEN needs of their schools; and if she will make a statement on the matter. [25013/21]

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Written answers

A new model for allocating Special Education Teachers to mainstream schools was introduced from September 2017, based on the profiled needs of schools.

The allocations were updated for schools with effect from September 2019, with limited readjustments being applied for at that time.

The allocations have remained in place for the 2019/20 and 2020/21 school years, with some adjustments made over the course of the model for schools which achieved developing status, or successfully appealed on the grounds of exceptional circumstances arising in their schools. Allocations are also provided for new schools which open each year.

DES Circulars 007 and 008 2019, stated that the allocations being made for 2019 would initially remain in place for a minimum of two years, following which, revised profiled allocations would be considered for schools from September 2021.

The NCSE Policy advice ‘A Proposed new Model for Allocating Teaching Resources for Students with Special Educational Needs (2014)’ on which the SET allocation model is based, recommended that ‘the additional teaching supports be left in place initially for a two-year period. As the new model becomes embedded in the system, this may be extended to three years.’

In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations, the Minister for Education and the Minister for Special Education and Inclusion have agreed to maintain the existing Special Education Teacher Allocations for schools for the 2021/22 school year, with re profiled allocations now due to be made from September 2022.

Additional allocations will continue to be made for new schools, schools which achieve developing status, or for exceptional circumstances arising in schools, in the interim.

The criteria for qualification for mainstream school developing school posts are set out in the Primary and Post Primary School Staffing Schedule for the 2021/22 school year.

Schools who qualify for additional mainstream developing school posts in accordance with these criteria also qualify for additional Special Education Teaching Allocations to take account of this developing status.

It is also acknowledged that there are some circumstances, which may arise in schools, which fall outside the allocations for developing school status.

These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.

A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.

If a school wishes to make an exceptional needs review, they may do so at the following link: https://ncse.ie/wp-content/uploads/2021/02/Primary-Schools-Review-Application-2020.doc

My Department is aware that the National Principals’ Forum has published a report on its Critical Analysis of Supports for Pupils with Additional Educational Needs and their School Leaders in Irish Primary Schools.

My Department will review the report in order to take account of its findings and to consider the recommendations made in this report.

In the meantime, it should be noted, however, that the number of special education teachers which have been allocated to mainstream schools has increased very significantly in recent years.

There are now over 13,600 Special Education Teachers allocated to mainstream primary and post primary schools.

This represents an increase of 40% in the total number of special education teachers allocated to schools since 2011, at which time 9740 teachers were allocated.

The number of special education teachers has increased by almost 9% since 2017 when the new allocation model was introduced.

Under the model for allocating special education teachers to schools, assessment, or diagnosis of a particular condition is no longer necessary for pupils to access educational teaching resources in schools, nor is there now a requirement for schools to submit assessments annually in order to apply for additional teaching resources.

Schools have flexibility to allocate additional teaching support to pupils where they have identified learning needs, using school based assessment of need.

In addition, Budget 2021 provided for an additional 990 additional Special Needs Assistants (SNAs) for allocation to schools, including mainstream and special schools, bringing the total numbers to 18,000 by the end of December 2021.

This allocation represents an increase of increase of 70% in the number of SNAs provided since 2011 at which point 10,575 SNAs were available.

My Department also recognises the extent of planning and co-ordination work which is carried out by schools and by school Principals.

It seeks to support this by providing for distributive leadership as set out in recent circulars, which incorporates a flexible structure in schools and allows for effective delegation of leadership roles across senior and middle leaders. The circulars allow for greater flexibility in the assignment and re-assignment of roles and responsibilities to Assistant Principals. This will afford school management greater flexibility to respond to the individual needs and priorities of their school.

Electoral Process

Questions (125)

Thomas Pringle

Question:

125. Deputy Thomas Pringle asked the Minister for Education if her Department will undertake a feasibility study into secondary schools registering 16 and 17 year olds to vote in preparation for the franchise being extended to those aged 16 years; and if she will make a statement on the matter. [24878/21]

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Written answers

The Department of Housing, Local Government and Heritage is the relevant Department responsible for the legislation dealing with the registration of electors and the conduct of elections and referendums. My Department does not have a role in such matters.

School Transport

Questions (126)

Violet-Anne Wynne

Question:

126. Deputy Violet-Anne Wynne asked the Minister for Education the current status of the steering group tasked with the resolution of issues regarding the primary school transport scheme (details supplied). [25011/21]

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Written 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.

In October 2019, my predecessor announced a review of the school transport scheme with a view to taking a fresh look at the service and its broader effectiveness and sustainability. Given the evolving situation with Covid-19 the work of the Steering Group had been delayed. However, an initial meeting of the Steering Group was recently held in order to recommence the process which will continue over the coming period. The review is being conducted to ensure that the school transport is fit for purpose and that it serves students and their families adequately.

This review will build on the proposals in the Programme for Government as they relate to school transport, including examining the options to reduce car journeys and assessing how the School Transport Scheme can work in liaison with the Safe Routes to Schools Programme; examining the options for providing a better value and a better service for students, including and examining issues such as the nearest or next-nearest school.

It is planned that the Steering Group will report to me on an interim basis as the review progresses, with a view to presenting a final report later this year with recommendations on the future operation of the Department’s School Transport Scheme.

The Steering Group will report to me initially on preliminary findings regarding eligibility, before moving to consider and report on broader issues such as the objectives of the scheme and the alignment of the scheme with other initiatives and wider Government policy. The Steering Group is due to report to me shortly with this preliminary report.

Special Educational Needs

Questions (127)

Colm Burke

Question:

127. Deputy Colm Burke asked the Minister for Education the number of additional special educational needs teachers in 2021 in Cork city and county; the number of additional special educational needs class places in Cork city and county; and if she will make a statement on the matter. [25085/21]

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Written 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.

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, through its local network of SENOs (Special Educational Needs Organisers), is available to provide advice and support to parents on the possible placement options available to their child.

There are currently 224 special classes at primary level in Cork and 87 special classes at post primary level. NCSE is planning to open a further 40 special classes in Cork for the 2021/22 school-year.

The Deputy will also be aware of the recent announcement whereby Minister Foley and I have secured a significant expansion of special school provision in Cork through the establishment of a new special school and increased capacity in an existing special school to meet the needs of children in the Cork area.

Priority will now be given to those children who currently do not have an offer of a school place for next September.

The provision of these 60 additional special school placements is to cater for the immediate requirements. I can assure the Deputy that my Department and the NCSE continue to work towards the development of additional placements in the Cork area to meet ongoing and future demand.

Educational Reform

Questions (128)

Richard Bruton

Question:

128. Deputy Richard Bruton asked the Minister for Education the steps she will take to accelerate the reform of the leaving certificate. [24037/21]

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Written answers

The National Council for Curriculum and Assessment (NCCA) has carried out an extensive review of senior cycle programmes and vocational pathways, including Transition Year, Leaving Certificate Applied, Leaving Certificate Vocational Programme and the Leaving Certificate Established.

A key theme of the Senior Cycle Review was the future form and redevelopment of the existing senior cycle programmes.

The review encompassed, among other themes:

- the question of the overall identity and purposes of senior cycle education

- how to establish continuity and progression with the new Junior Cycle

- the range of learning programmes and learning pathways available to students at senior cycle

- how to improve flexibility and choice for students

- the alignment of key skills with the needs of students, and

- the appropriate arrangements for assessment, reporting and certification in senior cycle.

I understand that, the NCCA are now working to finalise an Advisory Report, which is due to be submitted to my Department in the near future.

The report will look at priority areas, longer-term goals and a proposed timeline and advice on the pace and scale of developments in senior cycle, and will form the basis of further significant discussion and ultimately decision making on senior cycle over the coming years.

I look forward to receiving the report and I look forward to the opportunities for further engagement with all stakeholders on this important area of work.

Schools Building Projects

Questions (129)

Louise O'Reilly

Question:

129. Deputy Louise O'Reilly asked the Minister for Education her plans to tackle the lack of primary and secondary school places across north County Dublin. [25118/21]

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Written answers

I wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional primary and post-primary school places in a number of school planning areas including school planning areas in north County Dublin.

Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:

- Duplication of applications – pupils have applied for a place to a number of schools in the area

- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area

- Some towns/areas have single sex schools and while places are available in the school there are not available to all pupils

- External draw – pupils coming from outside the local area

Until these issues are discussed with the relevant school authorities the true extent of any capacity issue will only become known.

Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons in north County Dublin, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.

Oideachas trí Ghaeilge

Questions (130)

Aengus Ó Snodaigh

Question:

130. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais an bhfuil sí ar an eolas faoi thorthaí suirbhé atá déanta ag an nGréasán ar bhreis is 400 múinteoir, ina ndúirt 95% acu go bhfuil siad ag iarraidh go ndéanfadh sí an comhairliúchán ar dhréachtsonraíochtaí Gaeilge na Sraithe Sóisearaí a chur siar, go ndúirt 89% mar an gcéanna faoin gcúrsa Ardteiste, agus go ndúirt duine as gach cúigear gur chóir cúiteamh a thabhairt do dhaltaí a thugann faoin gcúrsa T1 atá molta; an gcuirfidh sí siar an comhairliúchán ar an mbunús sin; agus ráiteas a dhéanamh faoin moladh cúiteamh a thabhairt do dhaltaí chun cúrsa Gaeilge níos dúshlánaí a dhéanamh. [25098/21]

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Written answers

Tá an Rialtas seo tiomanta do mhúineadh na Gaeilge agus d’fhoghlaim na Gaeilge a neartú ag gach leibhéal san earnáil scoile, an tsraith shinsearach san áireamh, agus is mór agam staidéar na Gaeilge mar ghné thábhachtach i gcuraclam leathan cothrom do gach scoláire.

Táim ar an eolas maidir le torthaí an tsuirbhé a rinne An Gréasán, a cuireadh faoi bhráid mo Roinne le déanaí. Tuigim gur chuir oifigigh i mo Roinn an suirbhé ar aghaidh chun na Comhairle Náisiúnta Curaclaim agus Measúnachta (CNCM), a chuimseoidh torthaí an tsuirbhé mar aighneacht sa phróiseas comhairliúcháin atá ar bun ar na dréachtsonraíochtaí don Ghaeilge. Tá an comhairliúchán le leanúint ar aghaidh go dtí deireadh Lúnasa, agus an fhéidearthacht ann an amlíne a shíneadh. Tá sé tábhachtach a thabhairt faoi deara, áfach, gur dréachtcháipéisí iad na cáipéisí sonraíochta atá foilsithe faoi láthair chun críocha comhairliúcháin. Nuair a dhúnfar an comhairliúchán, cuirfidh an CNCM tús le hanailís ar an aiseolas a taifeadadh agus úsáidfear é seo mar bhonn eolais d’athbhreithniú ar na dréachtcháipéisí sonraíochta agus d’aon chomhairle ón CNCM a chuirfear faoi mo bhráid lena breithniú.

Mar atá leagtha amach sa Pholasaí don Oideachas Gaeltachta, tá breithniú á dhéanamh ag oifigigh na Roinne ar raon beartas chun rannpháirtíocht sa tsonraíocht T1 i scoileanna na Gaeltachta agus i scoileanna a fheidhmíonn trí mheán na Gaeilge a spreagadh. Áirítear leo seo scéim sparánachta tríú leibhéal a thabhairt isteach agus 10% d'áiteanna sna cláir Oideachais Tosaigh do Mhúinteoirí go léir a chur in áirithe do scoláirí a shroicheann nó a sháraíonn tairseach ghráid a shonraítear sa tsonraíocht churaclaim T1.

Educational Disadvantage

Questions (131)

Brendan Smith

Question:

131. Deputy Brendan Smith asked the Minister for Education when additional schools will be included in the DEIS programme; and if she will make a statement on the matter. [25108/21]

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Written answers

A detailed analysis of school enrolment data and the latest data available from Census 2016, using the HP Deprivation Index, has been carried out by members of the DEIS Technical Group. This group contains representatives of the Department’s Statistics and Social Inclusion Units, the Inspectorate and the Educational Research Centre. My Department has 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.

School Staff

Questions (132)

Donnchadh Ó Laoghaire

Question:

132. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if she will address the significant inequalities in pay, conditions and pension and other entitlements facing many school secretaries. [25044/21]

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Written answers

I am keenly aware of the vital contribution of secretaries and caretakers within school communities and I recognise the very important work done by these staff, and the other support staff in the running of our schools.

In recognition of their role, I have put special arrangements in place for this school year whereby schools will be funded to employ a replacement secretary or caretaker in the event that staff who are at very high risk of contracting serious illness from COVID-19 cannot work on the school premises. I have also extended the Employee Assistance Service to all school staff including secretaries and caretakers.

The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.

On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department implemented the 2015 recommendations of an independent arbitrator. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 and that a minimum hourly pay rate of €13 be phased in over that period. This arbitration agreement covered the period up to 31 December 2019 and has been fully implemented and increased funding was provided by my Department.

The arbitration agreement was designed to be of greatest benefit to lower-paid secretaries and caretakers. For example, a secretary or caretaker who was paid the then minimum wage of €8.65 per hour in 2015 prior to the arbitration has from 1 January 2019 been paid €13 per hour which is a 50% increase in that individual’s hourly pay.

Fórsa trade union has tabled a follow-on claim from the 2015 agreement. Officials from my Department, the Department of Public Expenditure and Reform and School Management Bodies have been engaging with Fórsa on the claim. On the 27th of October 2020, under the auspices of the Workplace Relations Commission (WRC), an understanding was agreed on a pathway to progress the issues. Several key strands have been identified, and a phased approach is being taken to the development of proposals. The parties continue to engage under the auspices of the WRC and I support meaningful engagement on this issue by all parties.

Departmental Reviews

Questions (133)

Maurice Quinlivan

Question:

133. Deputy Maurice Quinlivan asked the Minister for Education the progress of the review of the report on the ex-gratia scheme for survivors of sexual abuse in day schools; and if she will make a statement on the matter. [25010/21]

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Written answers

As you are aware, the ex gratia scheme was established on foot of the specific circumstances arising from and in response to the judgment of the European Court of Human Rights (ECtHR) relating to Louise O'Keeffe.

The Department undertook a review of the scheme in response to a determination by the Independent Assessor, Mr Justice Iarfhlaith O’Neill that one of the criteria for eligibility is incompatible with the ECtHR judgement.

The issues involved are highly sensitive and complex and require very careful deliberation before proposals can be finalised and brought to Government. It is important to have a more complete awareness of the extent of the problem, the number of people who could potentially be involved the legal implications of any course of action, and an accurate estimate of likely costs before introducing any modifications to the scheme.

Officials from my Department are closely engaged with officials from the Attorney General’s office to work through these complex matters. This work has now been significantly advanced, following some unavoidable delays due to the Covid-19 pandemic. A proposal for a revised scheme is now being finalised for legal advice in consultation with officials in the Attorney General’s office and following this, the proposal will be considered by Government.

Schools Building Projects

Questions (134)

Bernard Durkan

Question:

134. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she expects the school building programme at primary and second level to achieve its building targets notwithstanding the interruption of Covid-19; and if she will make a statement on the matter. [24966/21]

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Written answers

The current NDP, as part of Project Ireland 2040 framework, provides for €8.8bn investment in schools during the period 2018 to 2027.

Very good progress is being made on delivering on NDP priorities. During the NDP period 2018-2020, there were 526 completed building projects under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 48,000 school places, including permanent accommodation for 229 special classes; and additional capacity for 67 classrooms in 14 special schools throughout the country.Delivery was also aided with the continuation of construction work on school building projects during the most recent Level 5 restrictions.

The Department has a significant existing pipeline of projects being delivered as part of NDP under the Large Scale Capital Programme and the Additional School Accommodation Scheme. This involves in excess of 1,200 school building projects across the various stages of planning, design, tender and construction. The current status of these projects being delivered is listed on a county by county basis on the Department of Education and Skill’s website at www.education.ie and updated on a monthly basis. There are currently in excess of 200 projects at construction activity stage, of which a significant proportion will be completed in 2021. The School Building Programme capital budget was fully utilised in 2020 and it is anticipated that the 2021 capital budget will be fully expended.

It should be noted that at individual project level, Design teams are required to provide a delivery programme to school authorities and to keep them updated on progress of their projects including through the provision of monthly progress reports.

Special Educational Needs

Questions (135)

Denis Naughten

Question:

135. Deputy Denis Naughten asked the Minister for Education the steps she plans to take to cater for the increasing numbers of special needs pupils at primary level; if she has assessed the impact of the curtailment of supports for such children as a result of Covid-19; and if she will make a statement on the matter. [23963/21]

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Written answers

I am conscious of the fact that closing schools has hugely adverse consequences at individual, family and societal level and that the effect on children with special educational needs can be even greater. This week my Department announced that expanded summer education programme for pupils with complex special educational needs and those at greatest risk of educational disadvantage will take place, as a COVID-19 pandemic response measure.

The total funding available to provide the programme is up to €40 million, a one hundred per cent increase on the allocation for summer provision in 2020. The programme’s aims are to support pupils to re-engage with education, to build their confidence and increase their motivation, promote well-being and for some who are at key transition stages, help to ensure they can move on to their planned educational placement next September along with their peers

Further details on the programmes will be published shortly on www.gov.ie/summerprovision.

In terms of staffing resources, a new model for allocating Special Education Teachers to mainstream schools was introduced from September 2017, based on the profiled needs of schools. The allocations have remained in place for the 2019/20 and 2020/21 school years, with adjustments made over the course of the model for schools which achieved developing status, or successfully appealed on the grounds of exceptional circumstances arising in their schools. Allocations are also provided for new schools which open each year.

DES Circulars 007 and 008 2019, stated that the allocations for 2019 would remain in place for a minimum of two years, following which, revised profiled allocations would be considered for schools from September 2021. The NCSE Policy advice on which the SET allocation model is based, recommended that ‘the additional teaching supports be left in place for a two-year period. As the new model becomes embedded in the system, this may be extended to three years.’

In order to minimise disruption for schools, in the current circumstances, the Minister for Education and the Minister for Special Education and Inclusion have agreed to maintain the existing Special Education Teacher Allocations for schools for the 2021/22 school year, with re-profiled allocations due to be made from September 2022.

Additional allocations will continue to be made for new schools, schools which achieve developing status, or for exceptional circumstances arising in schools, in the interim.

If a school wishes to make an exceptional needs review, they may do so at the following link: https://ncse.ie/wp-content/uploads/2021/02/Primary-Schools-Review-Application-2020.doc

My Department also confirmed this week that there will be no change to the model of allocation for SNAs for the 2021/22 school year. With the onset of Covid-19 and the closure of school buildings from March 2020 and the resulting disruption to schools and the system as a whole, it was decided to defer the full introduction of the Model by one year i.e. to the commencement of the 2022/23 school year.

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 and there will be scope for additionality under an exceptional review process to be delivered by the National Council for Special Education.

Schools Building Projects

Questions (136)

Donnchadh Ó Laoghaire

Question:

136. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the status of the delivery of a new building for a school (details supplied). [25045/21]

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Written answers

The school referred to by the Deputy is currently accommodated in a former primary school building. Another former primary school building adjoins the school and the school in question has secured the use of some additional space in this property. Both school buildings are owned by the Diocese of Cork and Ross.

This property has the potential to offer the school valuable extra space to meet its accommodation needs. Remedial work is required to the property to facilitate its use by the school in question. The Department has been liaising with the school regarding its accommodation needs and an architect and engineer from the Department’s Building Unit recently visited the school. It is intended that the visit will assist in identifying proposed works that could be undertaken in the building taking account of the specific needs of the school. The Department is also engaging with the Diocese of Cork and Ross as owner of the building in this regard.

School Transport

Questions (137)

Darren O'Rourke

Question:

137. Deputy Darren O'Rourke asked the Minister for Education the preparations in place to expand school bus transport for the 2021/2022 school year; and if she will make a statement on the matter. [24980/21]

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Written 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 the scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. All children who are eligible and who complete the application and payment process on time will be accommodated on school transport in the 2021/22 school year where such services are in operation. Children who are not eligible for school transport may apply for transport on a concessionary basis, where seats are available after all

My Department is currently conducting a review of the School Transport Scheme. The review is being conducted to ensure that the school transport scheme is fit for purpose and that it serves students and their families adequately. It is planned that the Steering Group will report to me on an interim basis as the review progresses, with a view to presenting a final report later this year with recommendations on the future operation of the Department’s School Transport Scheme.

The Steering Group will report to me initially on preliminary findings regarding eligibility, before moving to consider and report on broader issues such as the objectives of the scheme and the alignment of the scheme with other initiatives and wider government policy. This initial report of the Steering Group is due to be completed shortly.

Schools Building Projects

Questions (138)

Seán Crowe

Question:

138. Deputy Seán Crowe asked the Minister for Education the status of a new building project for a school (details supplied); the latest construction timetable of the project; the reason for the delays in the planning process for the project including that of the temporary structure that was to be in place by August 2021; and if her commitment that the school will remain on the present site for the coming academic year is still the case. [24877/21]

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Written answers

The 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.

The school referred to by the Deputy will not remain at its current location for the 2021/22 school year as the space is not available and the agreement with the Gaelscoil was that the arrangement would be for the 2020/21 school year only. 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 shortly.

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 in the area and would hope to be in a position to fully brief the school and the Patron on these in the very near future.

Question No. 139 answered with Question No. 104.
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