Written Answers Nos. 140-150
140. Deputy Michael Moynihan asked the Minister for Education the status and details of the supports provided to the school transport system particularly for schools with high levels of educational disadvantage; and if she will make a statement on the matter. [25073/21]
View answerSchool 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 complete the application and payment process on time will be accommodated on school transport services for the 2021/22 school year where such services are in operation. A child who is eligible for school transport but for whom no transport service is available may, following an application for transport within the prescribed time limits, receive a Remote Area Grant towards the cost of private transport arrangements.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will 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.
141. Deputy Marian Harkin asked the Minister for Education the steps school principals should take in cases in which there are no substitute teachers available through a school’s own panel of regular substitutes or sub seeker facility given many schools cannot avail of the substitute teacher supply panel due to the fact they are not included on the panel and in cases in which no non-mainstream teachers are available to cover absences. [24285/21]
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.
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 .
Where there is no substitute available from these options, Circular 45/2020 sets out the sequence of substitution for covering teacher absences in primary schools.
142. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais an bhfuil sé i gceist aici beartas don oideachas trí Ghaeilge, taobh amuigh den Ghaeltacht, a fhoilsiú; agus an ndéanfaidh sí ráiteas ina thaobh. [24965/21]
View answerTá obair leanúnach ar siúl ag mo Roinn le réamhphleanáil ar na céimeanna atá ag teastáil chun polasaí don oideachas lán-Ghaeilge a fhorbairt mar chuid de chreat foriomlán na Straitéise 20 Bliain don Ghaeilge 2010-2030 . Mar bhonn eolais d’fhorbairt an pholasaí, foilsíodh le déanaí dhá réamhthuarascáil Chigireachta a thugann léargas ar cháilíocht an tsoláthair oideachais i mbunscoileanna agus in iar-bhunscoileanna lán-Ghaeilge lasmuigh den Ghaeltacht thar thréimhse ceithre bliana.
Táim ag súil leis an obair thábhachtach seo a thabhairt chun cinn chun tógáil ar na torthaí dearfacha atá á mbaint amach i gcur i bhfeidhm an Pholasaí don Oideachas Gaeltachta chun an t-oideachas lán-Ghaeilge a láidriú. Táim ag súil freisin le bheith ag obair leis na páirtithe leasmhara ábhartha chun na céimeanna éagsúla d’fhorbairt an pholasaí a chur chun cinn.
Question: To ask the Minister for Education if she intends to publish a Policy on Irish-medium Education outside of the Gaeltacht and if she will make a statement on the matter.
My Department is working continually on the initial planning for the steps required for the development of an Irish-medium policy as part of the overall framework of the 20-Year Strategy for the Irish Language 2010-2030. Two preliminary composite reports to inform the development of the Policy were published recently which give an overview, over a period of four years, of the quality of education in Irish-medium primary and post-primary schools outside of the Gaeltacht.
I look forward to progressing this important work and building on the positive outcomes achieved in the implementation of the Policy on Gaeltacht Education to strengthen Irish-medium education provision. I also look forward to working with the relevant stakeholders to progress the steps required in the development of the Policy.
143. Deputy Patrick Costello asked the Minister for Education the status of measures her Department has undertaken to date to fulfil the programme for Government commitment that the Government will develop inclusive and age appropriate curricula for relationships and sexuality education and social, personal and health education across primary and post-primary schools, including an inclusive programme on LGBTI+ relationships. [25097/21]
View answerThe NCCA has established two development groups, one for primary and one for post-primary, to oversee the work in this area and support the development of guidance material for schools. Both the primary and post primary SPHE/RSE Development Groups have been meeting virtually on a monthly basis since the groups were convened in October 2020.
The immediate focus of the work is on creating support materials for teachers for publication online as part of the Interim Guidance Toolkit. The toolkit's purpose is to support effective teaching and learning of SPHE/RSE linked to the current curriculum. This work is progressing well and sections of the toolkit (a portal repository of teaching and learning resources linked to the Primary SPHE Curriculum, the SPHE Junior Cycle Short Course and Senior Cycle SPHE Framework) have been published.
In tandem, preparation for the broader redeveloping and updating of the SPHE curriculum as recommended in the NCCA Report has begun, with an initial focus on Junior Cycle. The review of the current Junior Cycle SPHE course has been completed and will be considered by the NCCA Council in June. This review contains a brief which will inform the work of the subject development groups in formulating an updated Junior Cycle SPHE specification, which will begin in September. A draft of the updated specification will be available for public consultation in Q1 of 2022.
My Department continues to work closely with the NCCA to determine the approach to best give effect to the commitment in the Programme for Government.
144. Deputy Paul Murphy asked the Minister for Education her views on schools which need additional special education teacher hours which will not be allocated to them given the decision not to re-profile allocations until September 2022. [24894/21]
View answerA 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
145. Deputy Richard Boyd Barrett asked the Minister for Education if she will ensure that a school (details supplied) can stay on its current site now that the lease has been renewed for one more year while the permanent site is being developed; and if she will make a statement on the matter. [25087/21]
View answerIn relation to the school to which the Deputy refers, renewal of the lease has never been a factor in relation to the school remaining in its current accommodation.
The school is currently located in interim accommodation at Kill Lane, Deansgrange, Co. Dublin, which can accommodate 2 mainstream classrooms plus ancillary space. It should be noted that the school authorities were informed before occupying Kill Lane that it would only be for a two year period; they were aware that a move to alternative interim accommodation would be required for the 2021 academic year to cater for the schools growing enrolments. As a result, officials in my Department have put the necessary arrangements in place to relocate the school to a premises at Eblana Avenue in Dún Laoghaire, which is under the ownership of Dublin Dún Laoghaire Education Training Board (DDLETB). This alternative interim accommodation will suitably accommodate the schools growing enrolments for the academic years 2021 and 2022.
My Department issued both verbal and written communication on Wednesday 28 April 2021, informing the Patron of these arrangements and my officials understand that the school was in turn informed of this communication the same day.
146. Deputy Denis Naughten asked the Minister for Education the protocol for the management of Covid-19 outbreaks during the written leaving certificate examination; and if she will make a statement on the matter. [23967/21]
View answerThe 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.
147. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if her attention has been drawn to the issues facing schools, particularly new and developing schools, in securing appropriate SET allocation; and the steps she will take to reform the current allocation model to make it fairer for all schools. [25047/21]
View answerA 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
148. Deputy Ruairí Ó Murchú asked the Minister for Education the details of the plans in relation to the guidance for the 2021 summer provision programme; and if she will make a statement on the matter. [25083/21]
View answerThe Government has approved the provision of significantly expanded summer education programmes for pupils with complex special educational needs and those at greatest risk of educational disadvantage, as a Covid-19 pandemic response measure, for summer 2021.
This is an incredibly important Government decision, which ensures that for first time all primary and post primary schools have the opportunity to provide summer programmes for students with complex needs and those at risk of educational disadvantage.
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 programmes for mainstream students in primary and post-primary schools are new programmes for 2021, building upon previous summer programmes for pupils with complex special educational needs and those in provided in DEIS schools last year.
Enhanced measures have been put in place to encourage schools to offer the programme, including measures to reduce the administrative burden, provision of funding to schools towards preparation and overseeing of the programmes, earlier payment of school staff and provision to recruit newly qualified teachers graduating this summer to work on the programme.
The programme’s aims are to support students 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.
A home-based summer programme will continue to be available for students with complex needs where their schools are not providing a school based programme.
The programmes were developed following extensive engagement with education and disability stakeholders. My Department is now working to ensure the necessary supports, guidance and information is made available to both schools and families.
I encourage the school communities to take full advantage of this opportunity and offer this valuable programme to their students.
Full details on the programmes, including guidance and how schools can apply will be made available over the coming period at gov.ie/summerprovision.
149. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if clarity will be provided on the allocation of SNAs for the 2021-2022 academic year. [25048/21]
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.
150. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 96 of 6 May 2021, the estimated number of prospective students still on waiting lists for places in these schools; the available options being considered to address the issue; and if she will make a statement on the matter. [24992/21]
View answerI wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in a number of school planning areas including Midleton and Carrigtwohill.
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 in the area in question, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action. My Department is engaging with all school authorities in East Cork in relation to post-primary school places for September 2021 and all available options are being considered.
To assist in the process of providing additional second level places in Midleton and Carrigtwohill for 2021 the following measures have been taken to date:.
- Additional temporary accommodation has been approved for Carrigtwohill Community College for 2021/22 pending provision of their new permanent school.
- Approved an extension to St. Aloysius College, Carrigtwohill to expand the school to cater for 1,000 pupils.
