Written Answers Nos. 469-489
470. 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 cleaners. [25662/21]
View answerFórsa trade union have tabled a claim seeking public service status for secretaries and caretakers who are currently employed directly by schools and paid for by grant funding, but which did not include any other staff similarly employed by schools. Officials from my Department, the Department of Public Expenditure and Reform and School Management Bodies have been engaging with Fórsa on the claim. On the 27th of October 2020, under the auspices of the Workplace Relations Commission, an understanding was agreed on a pathway to progress the issues with several key strands being identified and I support meaningful engagement by all parties.
471. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if the ongoing discussions between her Department and relevant bodies to discuss issues of pay, conditions and pension entitlements of school staff include school cleaners; and if not, the reason. [25665/21]
View answerFórsa trade union have tabled a claim seeking public service status for secretaries and caretakers who are currently employed directly by schools and paid for by grant funding, but which did not include any other staff similarly employed by schools. Officials from my Department, the Department of Public Expenditure and Reform and School Management Bodies have been engaging with Fórsa on the claim. On the 27th of October 2020, under the auspices of the Workplace Relations Commission, an understanding was agreed on a pathway to progress the issues with several key strands being identified and I support meaningful engagement by all parties.
472. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the status of the delivery of a permanent site and building for a school (details supplied). [25670/21]
View answerThe site acquisition process for the school referred to by the Deputy is complete and the school building project is being delivered under my Department’s Design & Build programme.
The new school building project is in architectural planning stage. A preplanning 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.
473. Deputy David Cullinane asked the Minister for Education if an additional teaching post will be given to a school (details supplied) for the coming academic year given that the naíonáin mhóra cohort will otherwise be taught in classes with a pupil-teacher ratio of 31:1 in excess of the maximum target of 25:1 in 2021; if not, the reason; and if she will make a statement on the matter. [25726/21]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
For the 2021/22 school year, an improvement of one point in the appointment threshold in primary schools has been introduced and schools will be provided with class teachers on the basis of 1 teacher for every 25 pupils which is a historical low ratio. In addition, a three point reduction in the retention scale has also been introduced for September 2021. These measures will help to ensure that less pupils are required to recruit or retain a teacher.
The configuration of classes and the deployment of classroom teachers are done at local school level. The Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.).
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The school referred to by the Deputy submitted a staffing appeal which was deemed ineligible by the Appeals Board as the grounds of the appeal did not meet the published appeals criteria. The school has been notified of this decision. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
474. Deputy Holly Cairns asked the Minister for Education the progress made to include reference in all new statements of strategy to all sustainable development goal targets for which her Department has lead responsibility as outlined in the Sustainable Development Goals National Implementation Plan 2018-2020; and if she will make a statement on the matter. [25745/21]
View answerThe UN 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs) is a significant and ambitious policy agenda that concerns all Government Departments.
The first National Implementation Plan (2018-2020), published in 2018, set out Ireland’s strategy to achieve the SDGs both domestically and internationally. The Goals are mainstreamed in domestic policy and the governance structure reflects a whole-of-government approach and ensures coordination and coherence, in particular where goals cover areas of shared responsibility.
19 Actions were included in the first National Implementation Plan. Action 4 of the plan set out a commitment to include reference in all new Statements of Strategy to all SDG targets for which a Department has lead responsibility.
The development of the next SDG Implementation Plan has commenced, with the intention of publication later this year. A National Progress report will be incorporated into the Plan and will assess the progress on the 19 Actions, including the commitment set out under Action 4.
I can advise the Deputy that the Department of Education’s commitment to contributing to the national effort to implement the United Nations’ 17 Sustainable Development Goals will be referenced in our new Statement of Strategy. Over the lifetime of the new Statement of Strategy, the Department will continue to contribute to the achievement of the SDGs and in particular to SDG 4 – Quality Education “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” as outlined in the SDG National Implementation Plan. The Department is represented on the SDG National Implementation Plan Senior Officials Group and Interdepartmental Working Group.
Education for Sustainable Development (ESD) – SDG4 target 4.7 is both a target in itself and is also a key enabler to achieving all 17 SDGs. On Earth Day (22ndApril), the Minister for Further and Higher Education, Research, Innovation and Science Simon Harris and I launched a public consultation for a new joint National Strategy on ESD to 2030. ESD to 2030 will build on the work already done in this area under the National Strategy for ESD 2014 – 2020 such as the integration of sustainable development themes and principles across the curriculum from Early Years to Higher Education, into the school inspection and state examinations processes and into Initial Teacher Education and Teacher CPD.
ESD to 2030 will be aligned to UNESCOs Framework for ESD for 2030 which sets out the five priority areas as
- Advancing Policy and Policy Coherence,
- Education and Training: Transforming Learning Environments,
- Capacity Building for Educators and Trainers,
- Empowering and mobilising Youth and
- Accelerating sustainable solutions at local level and engaging with the wider community.
The public consultation will remain open until the 30th June and both Departments will continue to engage with key stakeholders including the school community into the early autumn with a view to publishing a new strategy for ESD to 2030 in early 2022.
475. Deputy Holly Cairns asked the Minister for Education the specific sustainable development goal targets her Department is responsible for implementing; the progress made in implementing those targets since 26 April 2018; and if she will make a statement on the matter. [25763/21]
View answerUnder the Sustainable Development Goals National Implementation Plan, a number of Education strategies and plans have been identified as key to implementing SDG 4 – Quality Education which spans ensuring
- students/adults enjoy free/affordable, equitable and quality education, (4.1 and 4.3)
- increasing youth and adults who have skills for employment and entrepreneurship (4.4)
- gender disparities are eliminated and equal access to all levels of education (4.5)
- all youth and substantial proportion of adults achieve literacy and numeracy (4.6)
- all learners acquire skills, knowledge to promote sustainable development (4.7)
1. National Strategy on Education for Sustainable Development (ESD) (SDG 4.7)
The National Strategy on Education for Sustainable Development (ESD) 2014-2020 has now expired but significant progress was made over the period and a report is being compiled in this respect. Key achievements include:-
- the integration of sustainable development themes and principles into the curriculum at early years, primary and post primary levels
- the publication of an audit of the ESD opportunities and linkages in the curriculum in 2018
- the integration of sustainable development criteria in initial teacher training programmes
- the integration of sustainable development themes into the assessment (state examinations) process
- the development of an ESD resources portal on scoilnet: http//www.scoilnet.ie/go-to-post-primary/science/organisations/esd/
- the increased engagement of schools with a range of sustainable development related programmes including Green Schools, World Wise Global Schools and ECO-UNESCO.
Building on the success of the existing strategy, the Department, together with the Department of Further and Higher Education, Research, Innovation and Science will jointly develop a new strategy for ESD to 2030, aligned to the UNESCO Framework for ESD for 2030 and Sustainable Development Goal (SDG) Target 4.7. ESD to 2030 will be informed by a process of stakeholder engagement and public consultation and will aim to extend ESD to the informal and non-formal education sectors, raise awareness, increase youth participation and links with communities. Development will be overseen by the ESD Advisory Group. The public consultation was launched on Earth Day (22nd April 2021) and will remain open until the end of June 2021. Both Departments will continue to engage with key stakeholders including the school community into the early autumn with a view to publishing a new strategy for ESD to 2030 in early 2022.
As well as being a target in itself, ESD is also considered a key enabler for achieving all 17 SDGs.
2. Delivering Equality of Opportunity in Schools Plan (DEIS) (SDG 4.1, 4.5, 4.6)
DEIS – Delivering Equality of Opportunity in Schools is the main policy initiative of the Department of Education to address educational disadvantage at school level. The renewed DEIS Plan published in 2017 sets out the vision for future interventions in the critical area of educational disadvantage policy and builds on what has already been achieved by schools who have benefitted from the additional supports available under the initial DEIS programme introduced in 2005. DEIS Plan includes 5 key goals:
- the implementation of a more robust and responsive assessment framework for the identification of schools and effective resource allocation;
- to improve learning experiences and outcomes for pupils in DEIS Schools;
- to improve the capacity of schools leaders and teachers to engage, plan and deploy resources to their best advantage;
- to support and foster best practice through inter-agency collaboration;
- to support the work of schools by providing research, information, evaluation and feedback.
In the 2020/21 academic year there are 887 schools in the DEIS Programme serving over 185,000 pupils - 689 Primary and 198 Post Primary. The total Department spend on DEIS in 2021 is in the region of €149million, which includes €24.686 million for the School Completion Programme. In addition budget 2021 provided for an additional allocation of €2m in 2021 and €5m in 2022, to address educational disadvantage. Additional funding is provided from Department of Social Protection for the School Meals Programme.
The Department’s investment in 2021 includes providing for;
- 419 Home School Community Liaison Coordinators serving 539 schools, catering for approximately 156,000 pupils.
- Additional posts for DEIS Band 1 primary schools to allow for a reduced pupil teacher ratio.
- Curriculum supports
- Priority access to continuing professional development
- School Excellence Fund - DEIS
- DEIS grants and enhanced book grants.
3. National Traveller and Roma Inclusion Strategy 2016-2020 (SDG 4.5)
The National Traveller and Roma Inclusion Strategy (NTRIS) which is under the remit of the Department of Children, Disability, Equality, Integration and Youth provides the framework and strategic direction for interventions across Government Departments to support the additional needs of the Traveller and Roma communities in Ireland. The Department of Education participate in the NTRIS Steering Group and the Education sub-group which oversees the implementation of the education actions of NTRIS.
Actions under way include work by the National Council for Curriculum and Assessment following on from their audit of traveller culture and history in the curriculum, research on the effectiveness of the Department’s anti-bullying strategy for Traveller pupils, and a NTRIS pilot project in 4 areas aimed at improving Traveller and ROMA attendance, participation and engagement in schools. It is intended that the outcomes of this pilot project will help to inform future policy.
4. Literacy and Numeracy and Digital Literacy Strategy (SDG 4.6)
The National Strategy: Literacy & Numeracy for Learning and life 2011-2020 and Interim Review 2017 identified actions across six Pillars of the education system
- Pillar 1: Enabling parents and communities to support children’s literacy and numeracy development
- Pillar 2: Improving teachers’ and Early Childhood Care and Education (ECCE ) practitioners' professional practice
- Pillar 3: Building the capacity of school leadership
- Pillar 4: Improving the curriculum and the learning experience
- Pillar 5: Helping students with additional learning needs to achieve their potential
- Pillar 6: Improving assessment and evaluation to support better learning in literacy and numeracy.
The Strategy and Interim report sets a central policy context for connecting children, young people and adults in literacy and numeracy discussions. They address the need to target, coordinate and strengthen links between home and education settings, and to develop and promote models of good practice to support literacy and numeracy acquisition. They recognise the need for a cohesive and coordinated national approach.
The priorities under the Strategy are linked to actions for related policy developments including the Further Education and Training Strategy 2014 – 2019.
New targets were set in the Interim Review 2017 including a set of discrete targets identified for DEIS schools after findings from studies such as the National Assessments of Mathematics and English Reading (NAMER) 2014 and the Programme for International Student Assessment (PISA) 2015 highlighted the progress made in reading and mathematics with many of the targets set in the Strategy in 2011, having been met in just over half of the Strategy’s lifetime.
Actions identified relate to reforms in initial teacher education, dedicated support for school leaders’ and teachers’ professional learning and curriculum reform. Work outside the school sector by agencies like SOLAS, by ETBs, libraries and by organisations such as Aontas and NALA, is enabling adults to gain the competence to enhance their own literacy and numeracy skills and thereby to assist them to confidently work with their children and grandchildren.
Development of a new Literacy and Numeracy and Digital Literacy Strategy, as set out in the Programme for Government, is underway. The strategy will be informed by robust research to include consideration of national and international practice, by stakeholder engagement and public consultation.
5. STEM Education Policy Statement 2017-2026 (SDG 4.5)
The STEM Education Policy Statement 2017-2026 acknowledges that there is a need to increase the uptake of STEM subjects and to enhance STEM learning for learners of all backgrounds, abilities and gender, with a particular focus on uptake by females. Building on this, a Gender Balance in STEM Advisory group was established to guide national actions that will ensure STEM education in Ireland is world class in improving gender balance and inclusion effectively for our young people. The Gender Balance in STEM Advisory group commissioned a Literature Review on Gender Balance in STEM, which was published in November 2020, entitled A Review of Literature to Identify a Set of Effective Interventions for Addressing Gender Balance in STEM in Early Years, Primary and Post-Primary Education Settings.
The report sets out what is known about critical barriers to girls’ participation in STEM education and STEM learning, while also highlighting effective interventions to increase participation of girls in STEM. The evidence set out in this literature review will inform actions under the second phase of the STEM Education Implementation Plan, 2021-2023, with a view to addressing gender balance and increased overall participation in STEM.
6. Department of Education - Statement of Strategy 2021-2023
The SDG Implementation Plan calls for a reference in Statements of Strategy where Departments have lead responsibility to implement SDG goals. The Departments new Statement of Strategy will contain reference to same.
7. Climate Action Plan (SDG 13)
Building on actions already undertaken, the Department has contributed to the Climate Action Plan 2021 in relation to schools buildings, school transport, school curriculum/ESD and the exemplar role of schools. A review of school transport includes options to reduce car journeys and assess how the school transport scheme can work with the Safe Routes to Schools Programme. The Department of Education is represented on the Interdepartmental Working Group on Climate Action.
Sustainable Development Goals – Data Collection and Reporting
The Central Statistics Office (CSO), Ordnance Survey Ireland (OSi) and Environment Systems Research Institute (Esri-Ireland) established a project team in April 2017 to engage with a combined
UN Statistics Division (UNSD)/Esri research exercise with a goal to develop and deploy a new approach for monitoring the UN Sustainable Development Goals (SDGs) Indicators using geographic information systems. The result of this exercise is a new website (Ireland's SDGs Data Hub), hosted on OSi's Geohive platform, which is Ireland’s Central Portal for all SDGs and contains indicators data on the 17 UN SDGs for Ireland. All the indicators in this publication will be loaded onto the Geohive. This work has been formalised through the creation of Ireland’s Institute for SDGs (IIS) - an initiative between the CSO, OSi and Department of Environment, Climate and Communications (DECC). The membership of the IIS is expected to expand with ongoing monitoring and reporting of Ireland's progress towards meeting UN SDGs.
As part of this work, the CSO are publishing reports on each of the 17 SDGs and their targets. The report on SDG 4 - Quality Education was published in 2020. The Department of Education is represented on the CSO’s SDG Data Governance Board.
476. Deputy Holly Cairns asked the Minister for Education if she has engaged a third-party company to date in 2021 to conduct online and or social media monitoring and or provide reports on social media coverage of her Department; if so, the cost of same; and the name of the social media platforms being monitored. [25781/21]
View answerThe Department of Education has not engaged an outside company to conduct online or social media monitoring.
477. Deputy Holly Cairns asked the Minister for Education if officials in her Department are tasked with conducting online and social media monitoring and completing reports on social media coverage of her Department and her ministerial activities; if so, the number of staff involved; the respective grades of each; the estimated working hours committed to same; and if she will make a statement on the matter. [25799/21]
View answerAs part of its communications programme the Department listens to views from all stakeholders. One way these are considered is by having regard to social media commentary on matters within the remit of the Department.
The Department's communications unit regularly reviews commentary related to the Department's Twitter account and matters arising from the Department's work, with a view to informing where more or better communication can be provided by the Department. This is done by a clerical officer in the Department as a small portion of their daily work, amounting to approximately 20 hours per month.
478. Deputy Catherine Murphy asked the Minister for Education if she and bodies under her aegis have engaged private investigation companies or persons in the past three years to date; and if so, the cost, duration and purpose of these engagements of this type of contractor. [25821/21]
View answerMy Department did not engage private investigation companies during the period in question.
The information in respect of state bodies, within the scope of the Deputy’s question, is not held by my Department. Contact details for these bodies are set out in the attached document, should the Deputy wish to contact the aegis bodies directly with her query.
479. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will provide projections for secondary school demand and capacity for the Galway and Oranmore catchment areas; the status of permanent accommodation for the Galway ETSS; the expected timeline for the project; and the contingency plans that will be put in place for the 2021-2022 and 2022-2023 school years to meet the accommodation needs of the school in the continued absence of a permanent solution. [25848/21]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
The most recent such analysis indicates projected growth in post primary requirements in the Galway City and Oranmore school planning areas. However current and planned projects, including at Galway ETSS, are expected to meet that estimated demand. The requirements for school places nationally, including those in Galway City and Oranmore, will continue to be kept under review.
The school has sufficient accommodation to cater for its enrolment intake for September 2021 in the current interim location. My Department will be considering the school's accommodation needs for the 2022/2023 school year.
With regard to the school's permanent accommodation, officials in my Department are working closely with officials from Galway County and City Councils under the Memorandum of Understanding in relation to the identification and acquisition of a suitable permanent location for the school. The potential requirement for the permanent site to accommodate a temporary school while construction of the permanent building is ongoing, is being taken into consideration. A number of site options have been identified and are under active consideration. This included a zoned site and discussions are ongoing with relevant stakeholders in relation to the provision of access and services to this site. Due to commercial sensitivities it is not possible to provide further information on these options at this time.
480. Deputy Robert Troy asked the Minister for Education the reason a school (details supplied) has been refused a special needs assistant given the school currently does not have special needs assistance access on site. [25850/21]
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 Special Needs Assistant (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 light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for SNAs 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 frontloading of SNAs for mainstream classes is a key part of the School Inclusion Model. The Department and NCSE are committed to its introduction as part of the development of that Model.
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.
In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations, the Minister for Special Education and Inclusion and the Minister of State for Education have agreed on the following arrangements for the allocation of Special Needs Assistants for mainstream classes for the 2021/22 school year:
- Existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically roll over into the 2021/22 school year.
- No school will therefore receive an allocation less than that which they had on 30 April 2021.
- SNAs currently in mainstream settings can continue in post for the next school year in the normal way.
- Priority consideration will now be given by the NCSE to applications for increased support for the 2021/22 school year, in particular, applications from schools with no SNAs and developing schools will be prioritised. Determinations will be made before 30 June. Other applications will be processed in order of date received.
- As in previous years, where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website https://ncse.ie/for-schools
The NCSE will publish SNA allocations on their website www.ncse.ie by the end of May 2021.
SNA allocations for special classes and special schools are not affected by this arrangement.
Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
Provisions set out in Circular 0030/2020 has been extended for the 2021/22 school year.
Circular 0029/2021 and Circular 0030/2020 are available on the Departments website.
My Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE for direct reply.
481. Deputy Michael Healy-Rae asked the Minister for Education if she will address a matter regarding the case of a person (details supplied); and if she will make a statement on the matter. [25852/21]
View answerThe staffing arrangements at primary level include an application process for teachers eligible for CID (Contract of Indefinite Duration) under the terms of Circular 0023/2015.
My Department has received such an application from the school on behalf of the teacher referred to by the Deputy. This application is being processed and the school will be notified of the decision in due course.
482. Deputy Emer Higgins asked the Minister for Education the status of the current timeline for the installation of temporary school buildings for a school (details supplied); the way the school will be accommodated if these buildings are not provided by the beginning of the 2021-2022 school year; and if she will make a statement on the matter. [25866/21]
View answer525. Deputy John Lahart asked the Minister for Education the status of a school (details supplied) with regard to securing temporary accommodation for September 2021; and if she will make a statement on the matter. [26673/21]
View answerI propose to take Questions Nos. 482 and 525 together.
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 preplanning 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.
483. Deputy Bernard J. Durkan asked the Minister for Education if it is her policy to provide gender neutral toilets in schools; and if she will make a statement on the matter. [25872/21]
View answerI wish to inform the Deputy that it is not the policy of my Department to provide Gender Neutral Toilets in schools.
Design Guidance Document SDG-02-06 clearly outlines that the designation of each sanitary facility within a school as gender specific or neutral is a matter for the School authority and should be based on consultation with the School community. As such, the design guidance clarifies that early discussion in the design process between the Design Team and the School Authority in relation to the arrangement and layout of all sanitary facilities is required.
Technical Guidance document, SDG-02-06, provides design guidance specifically in relation to Sanitary Facilities and sets out the required standards of performance to be used in the design of primary and post primary school toilets with an emphasis on achieving build quality; value for money; safety in design, construction and use; effective management and operation of the school building.
The design guidance is written to ensure that the school environment is designed to be flexible and responsive to each school’s individual requirements.
The design guidance contained in SDG-02-06 offers the choice to each school authority as to which path they choose to follow in providing flexible and inclusive environments for pupils.
484. Deputy Bríd Smith asked the Minister for Education if she will acknowledge the significant impact that the Covid-19 pandemic and public health restrictions have had on young persons' mental health; if she will respond favourably to secondary school students' requests for the provision of a counsellor to schools to help address the mental health and emotional issues during and post public health emergency; and if she will make a statement on the matter. [25874/21]
View answerCovid-19 has had a major impact on our daily lives and we have all had to adjust and adapt in the face of significant challenges. It is important to note that experiencing short term anxiety related to COVID 19 is seen as a normal reaction to abnormal events. My Department recognises that we are likely to see a variety of responses amongst students ranging from excitement and happiness to worry and anxiety, which are normal responses to unprecedented events. Normalising feelings by communicating that we have all struggled with aspects of the latest school closure and school reopening, will help to create a safe environment for students. The National Educational Psychological Service (NEPS) of my Department is very mindful not to pathologise worry and anxiety related to Covid 19. Some students may experience short-term anxiety related to COVID 19 and some students may have longer term mental health issues which may be impacted by school closure and Covid 19. The response to support the well-being of all within school communities during the pandemic required a structured, psychosocial response which is compassionate and largely preventative and proactive. This requires a whole-school team approach to planning in order to ensure that staff, students and parents feel safe and secure. This response is aligned with the HSE guidance on such responses, and based on the five key principles of promoting a sense of safety, calm, connectedness, self- and community-efficacy and hope. NEPS has issued guidance to schools to assist those who might be anxious and materials are available on the gov.ie website site. NEPS continues to deliver a psychological service to schools within the context of public health advice.
There are a number of ways in which students well-being is supported in schools. 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.
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.
Those with longer term mental health issues which may be impacted by school closure and Covid 19 will require ongoing specialist clinical support/ intervention. 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. My 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. Work will continue to collectively explore ways of improving supports for children and young people.
485. Deputy Cormac Devlin asked the Minister for Education if field trips are permitted for senior cycle students; the advice she has circulated to schools on the issue; and if she will make a statement on the matter. [25907/21]
View answerThe Department has published guidance for schools that provide various teaching and learning approaches, including bringing students outdoors and to local amenities to enhance learning, promote physical activity and help positive well-being.
Decisions in relation to educational trips are a matter for each individual school authority and it is the responsibility of each school authority to ensure that appropriate safeguards are in place while students are participating in school trips and that all such activities are in line with public health guidelines. However, schools are encouraged to minimise the use of buses for school tours this year, to keep it local and avoid long trips.
There are a number of subjects that traditionally involve field work such as Geography, which contains an element of geographical Investigation which allows students to experience the practical application of the core geographical skills that are central to all units of the syllabus including physical, regional, human and economic geography.
This may involve undertaking a field study or an investigation which may also be a desk based research. This year’s investigation topics include a study of changing land-use, impact of migration, a local environmental issue, geology in a local area, impact of economic activity and impact of erosion on the landscape. The collection and gathering of information for each of topics may involve gathering data outside the school setting vis-à-vis a field study, surveys, questionnaires etc. Alternatively, data may be collected using primary and secondary data available from journals, databases, government departments, published reports etc. The extended completion date for 2021 Leaving Certificate Geography course work was 23 April 2021.
For other year groups that may involve school trips, particularly for those students in TY, the Department has advised of the importance of the opportunity for strengthening peer relationships and connections. Bonding activities are an important part of the TY programme, provided they adhere to health and social distancing guidelines. In this context, outdoor activities merit consideration, within the public health guidelines.
486. Deputy Róisín Shortall asked the Minister for Education when a school (details supplied) in Dublin 11 will be provided with the promised Covid-19 resources; the reason for the delay; and if she will make a statement on the matter. [25910/21]
View answerThe Government published the Roadmap for the Full Return to School, along with details of a financial package of over €375 million to support the implementation of the measures in the roadmap, following approval by Government.
The range of supports being made available to all schools in the free education scheme include additional financial supports to provide for cleaning and hand hygiene costs under the COVID-19 response plans.
The first and second instalments of the PPE and enhanced cleaning grant issued to all schools, including the school referred to by the Deputy, in August 2020 and January 2021 respectively.
My Department is currently finalising the arrangements to pay the third and final instalment for the 2020-2021 school year with a view to issuing same to schools shortly.
Also included in this financial package was additional funding of €130m paid out as enhanced Minor Works Grants in order to provide operational supports to primary and post primary schools to allow them to fully and safely reopen in a sustainable way while minimising risks associated with COVID-19. These grants issued in August and December 2020 and the school referred to by the Deputy received their grants in full.
487. Deputy Michael Healy-Rae asked the Minister for Education the reason Bus Éireann is withdrawing a service (details supplied) from Listowel County Kerry; if the matter will be examined; and if she will make a statement on the matter. [25925/21]
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 3.2 km at primary and 4.8 km 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. 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.
I can confirm that there has been no instruction from my Department to Bus Éireann to remove the service in question. The closing date for applications for school transport was Friday, 30th April. In line with normal practice, routes for the 2021/2022 school year will be planned and organised over the coming months.
488. Deputy Michael Healy-Rae asked the Minister for Education if she will address a matter regarding deputy principals in two-teacher schools (details supplied); and if she will make a statement on the matter. [25927/21]
View answerUnder the provisions of Circular 0063/2017, the post of Assistant Principal was re-designated as Assistant Principal I (AP I) and the post of Special Duties Teacher was re-designated as Assistant Principal II (AP II).
Currently in accordance with Chapter 3 of Circular 44/2019 for schools with 9 or less mainstream posts, open competition does not apply for the post of Deputy Principal unless there are no internal candidates (as set out in 6.4 of chapter 4).
Section 14.1 of Chapter 3 of Circular 44/2019 provides for the payment of the Assistant Principal II allowance to the second teacher in a two teacher school: “A mainstream class teacher in a two teacher school who carries out the specified roles and responsibilities as determined by the Board of Management/ETB of the school, may be paid an Assistant Principal II allowance subject to the conditions at (a) and (b) below…”
Where a two teacher school subsequently becomes a three teacher, as per section 14.4 “In the event that the staffing of the school has increased to a level which meets the threshold for a Deputy Principal, as set out in Table 2.1.1, it will be the teacher in receipt of the allowance that will be appointed to the post. Note: An open competition shall be held to fill a Deputy Principal post where such a vacancy will exist from 2022/2023 school year onwards”.
This circular was agreed following consultation with the Education Partners.
489. Deputy Robert Troy asked the Minister for Education the status of the issuance of July provision forms given pupils are due to finish for the term in the coming weeks and no paperwork has been issued to date. [25928/21]
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.
Further details on the schemes and how schools can apply will be available this week at gov.ie/summerprovision.
