Written Answers Nos. 333-346
333. Deputy Claire Kerrane asked the Minister for Education the status of work to move school secretaries from being paid through the board of management ancillary grant to under her Department; and if she will make a statement on the matter. [27516/21]
View answerI 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.
334. Deputy Mick Barry asked the Minister for Education if she will clarify the discrepancy between the symptoms being used to advise Covid-19 self-isolation in schools among pupils and the advice being offered to the general public (details supplied); and if she will make a statement on the matter. [27528/21]
View answerSchool COVID-19 Response Plans have been revised in line with the ‘Work Safely Protocol’ which reflects the Government’s Resilience and Recovery 2021-2021: Plan for Living with COVID-19, in addition to public health advice to prevent the introduction and spread of COVID-19 in the school environment.
One of the key messages to manage the risks of COVID-19 in school is to do everything practical to avoid the introduction of COVID-19 into the school. If infection is not introduced it cannot be spread. In this regard significant emphasis has been placed consistently on the message to staff, students and the whole school community to ‘stay at home if you are not well’.
The COVID-19 response plan identifies four commonly known symptoms of COVID-19, namely ‘high temperature’, ‘cough’, ‘shortness of breath or breathing difficulties’ and ‘loss of small, of taste or distortion of taste’. The plan advises readers to refer to the HSE website for the complete list of symptoms of COVID-19.
Readers are also advised that infection with the virus that causes COVID-19 can cause illness, ranging from mild to severe, and the symptoms can be similar to those of cold and flu.
335. Deputy David Stanton asked the Minister for Education further to Parliamentary Question No. 150 of 13 May 2021, when her Department last engaged with school authorities in the Midleton Carrigtwohill school planning area with regard to post-primary school places for September 2021; the number of students still on waiting lists for a secondary school place in the area at the time of that engagement; and if she will make a statement on the matter. [27538/21]
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 they 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. I wish to confirm that my Department has been 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 the 2021 school year, 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.
Officials from my Department have also recently been in direct contact with the Patron of Midleton CBS in relation to providing additional accommodation at the school. The Patron has confirmed that the school will enrol an additional class for September 2021.
336. Deputy Bríd Smith asked the Minister for Education her views on the absence of SNAs as staff representatives from school boards of management nationwide; if there are particular reasons for SNAs not being represented on boards of management; her plans to actively include SNAs on boards of management; if her Department compile information on the composition of boards; if so, the number of SNAs and school secretaries on such boards; and if she will make a statement on the matter. [27572/21]
View answerIn accordance with section 14 of the Education Act, 1998 it is the duty of a school patron, to appoint where practicable a board of management the composition of which is agreed between patrons of schools, national associations of parents, recognised school management organisations, recognised trade unions and staff associations representing teachers and the Minister.
Under the existing agreed arrangements, there are no provisions for the appointment of non-teaching staff representatives on boards of management.
Any changes to the existing composition of Boards would require the agreement of all parties referred to in section 14 of the Education Act, 1998.
337. Deputy Mairéad Farrell asked the Minister for Education if the plans will be released for July programme 2021; and if a commitment will be given that children attending special schools and classes for whom the programme was originally devised will receive compulsory in-school provision that is not dependent on the buy in of staff. [27575/21]
View answer356. Deputy Sean Sherlock asked the Minister for Education the status and timeline on the provision of details from her Department to schools to enable them to plan for July provision in 2021. [28153/21]
View answer362. Deputy Joe Flaherty asked the Minister for Education when the details of the July provision will issue to schools (details supplied). [28235/21]
View answerI propose to take Questions Nos. 337, 356 and 362 together.
The 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. The existing Special Class and Special School Programme has been expanded from 4 to 5 weeks.
While participation in the programmes is voluntary, 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. Information issued to all schools last week regarding the school-based programme, including the link to an online portal where schools can register their interest in participating. All the documentation has also been published on www.gov.ie/summerprovision. Information on the home-based programme, including application forms, will be provided to schools in the coming days.
I encourage the school communities to take full advantage of this opportunity and offer this valuable programme to their students.
338. Deputy Claire Kerrane asked the Minister for Education the outcome of the STAR pilot project undertaken in Tuam, County Galway, as developed from the National Traveller and Roma Inclusion Strategy 2017-2021; the findings of the pilot project; if consideration has been given to further roll-out; if a new strategy will be developed post-2021; and if she will make a statement on the matter. [27577/21]
View answerMy Department is in the process of planning for an independent assessment of the STAR pilot project, which was established as an education action in response to the National Traveller and ROMA Strategy (2017 – 2021).
This research will focus on evaluating outcomes in each of the 4 pilot areas in which the pilot has been established. The findings of the research will inform future policy initiatives to support children and young people from the Travelling and Roma communities in their education.
As the National Traveller and Roma Inclusion Strategy (NTRIS) is led by the Department of Children, Equality, Disability, Integration & Youth, the question regarding a new strategy post 2021 should be directed to that Department.
339. Deputy Gino Kenny asked the Minister for Education the provisions in place for students sitting the junior certificate in 2022 given that they lost 12 weeks from school in 2020 and only returned to school after Easter 2021; her views on whether these students have not been part of the conversation given that priority was given to leaving certificate students; the steps she will take to reassure students and their families following the significant disruption by clearly outlining supports for this cohort; and if she will make a statement on the matter. [27651/21]
View answerMy Department is acutely aware of the disruption caused to students as a result of school closures resulting from the COVID-19 pandemic. From 11 January 2021, all students, including students currently in second year and who are due to sit the Junior Cycle state examinations in 2022, engaged in a programme of remote learning with their schools. All students have now returned to school.
The public health restrictions which resulted in the closure of schools in March 2020 highlighted the absolute necessity for schools to be agile in providing for continuity of schooling in the future. As a contingency measure against the possibility of partial or full school closures, my Department provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a COVID-19 context.
The nature of distance learning, which was necessitated during the unprecedented closure of schools last year and early this year, required educators to take on a range of approaches to support their pupils’ continuity of learning during that period. Assisted by Department-funded resources and supports, schools and teachers demonstrated great innovation in adapting to the unprecedented situation including the use of digital technologies and online learning platforms for teaching and learning.
My Department put a series of measures in place to assist schools in mitigating the impact of the school closures. During the period of school closure, schools were required to implement a plan of action to enable continuity of learning for all pupils. This involved teachers, including special education teachers, providing remote teaching and learning to all pupils in their class or on their caseload.
These measures also included enhanced ICT grants, updated guidance for teaching and learning in a remote context and an expanded supplementary programme of learning to take place in students’ homes or in schools over the summer of 2020. Guidance was also provided to teachers to ensure that when schools reopened one of the priorities is to provide rich and progressive teaching and learning experiences for all pupils and, in so doing, to ensure that those learners most impacted by the school closure period are enabled to reconnect with and progress in their learning. Teachers were encouraged to focus on enabling pupils to learn, on developing their learning readiness, and on promoting pupil confidence in and motivation for learning in this context.
With schools now fully reopen, my Department will continue to monitor and assess the impact of the school closures on pupils/students. My Department is planning for an enhanced Summer Programme of learning for students at most risk of educational disadvantage or those with complex special educational needs. The aim of the 2021 Summer Programme is to mitigate, to the extent possible, the effects of prolonged school closures in 2021. My Department’s Inspectorate will engage with a sample of the schools providing the programme to evaluate the extent to which schools have been successful in meeting the aims of the programme.
In addition to the above provisions, my Department announced an In-Person Supplementary Programme to support the education or care needs of primary and post primary pupils with complex needs. This programme of in-person support was intended to supplement the teaching and learning provided by the student’s school and alleviate the impact of this period of school closure through the provision of 5 hours per week in-person teaching or care support to be delivered in homes. Further information is available here: www.gov.ie/en/service/865df-in-person-supplementary-programme/
In April of 2021, the National Council for Curriculum and Assessment (NCCA) published revised arrangements for the completion of Classroom Based Assessments for students in 2nd year in 2020/2021 (cohort of students 2019 – 2022). These arrangements are designed to take account of the disrupted learning experienced by students during the 2019/20 and 2020/21 school year. As the loss of learning through school closures will have affected students’ engagement with their course of study in different ways, the adjustments put in place will play to students’ strengths by leaving intact the familiar overall structure of the examinations, while incorporating additional choice in and reducing the number of Classroom-Based Assessments. The revised arrangements also remove the requirement for an Assessment Task to be completed. The adjustments were arrived at through consultation between my Department and the National Council for Curriculum and Assessment and key stakeholders. These revised arrangements are available here: www.ncca.ie/en/resources/revised-arrangements-for-the-completion-of-classroom-based-assessments-cbas-for-students-in-second-year-in-20202021-1/
Junior cycle papers are structured to reflect the learning outcomes based approach to the design of the subject specifications. This means that the elements are used to integrate the strands of the specifications resulting in assessments that require students to apply knowledge and skills acquired rather than examinations that depend on knowledge recall only. Candidates are required to answer all questions and no choice is provided. Questions are not of equal length or marks. Making any changes to the format of the papers would undermine the approach taken by teachers in developing units of learning that mediate the curriculum specifications.
These changes to the national assessment arrangements were made with due regard for the principles of equity, fairness and integrity, as these principles apply to assessment and examinations and refer to student-to-student, subject-to-subject, and year-to-year comparisons over time. The changes provide reassurance to students, their parents/guardians, teachers and schools.
340. Deputy Cormac Devlin asked the Minister for Education the basis for the new school design guide for sanitary facilities (details supplied); the steps that have been taken to consult with stakeholders including schools, students, parents and NGOs in relation to the new policy; and if she will make a statement on the matter. [27668/21]
View answerSince the introduction of TGD-021-2 and TGD 021-3 in April 2014, the Department has undertaken a significant review exercise. During this consultation period, a number of stakeholders requested guidance regarding gender neutral sanitary facilities.
The Inspectorate Division of the Department of Education reviewed the proposals contained within SDG-02-06, offering experienced views and comments on the guidance document throughout its development. The Inspectorate reviewed the proposal subsequent to the workshops and presentations undertaken at Professional & Technical working group level, and Department of Education management level.
The proposals were based on a detailed study of international best practice and codes of practice. It should also be noted 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 relevant stakeholders including the School community.
341. Deputy Cathal Crowe asked the Minister for Education if the staffing appeal for the 2021-2022 academic year for a school (details supplied) will be considered on the basis that a loss of a staff member would result in the overcrowding of 12 pupils in a 25.08 metre sq. classroom making social distancing very challenging to implement; and if she will make a statement on the matter. [27678/21]
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.
My Department has published a suite of helpful guidance for the safe and sustainable operation of schools including illustrative Primary Classroom Layouts to facilitate physical distancing requirements for primary schools. Each school should use their COVID-19 Response Plan for the safe operation through the prevention, early detection and control of COVID-19 in line with the public health advice. This guidance is focused on the practical steps school must take to minimise the risk of transmission of infection.
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.
342. Deputy Cathal Crowe asked the Minister for Education if the staffing appeal for the 2021-2022 academic year for a school (details supplied) will be considered on the basis that a loss of a staff member would result in the overcrowding of 20 pupils in a 63 metre sq. classroom and 19 pupils into a classroom of similar size, both scenarios making social distancing very challenging to implement; and if she will make a statement on the matter. [27679/21]
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.
My Department has published a suite of helpful guidance for the safe and sustainable operation of schools including illustrative Primary Classroom Layouts to facilitate physical distancing requirements for primary schools. Each school should use their COVID-19 Response Plan for the safe operation through the prevention, early detection and control of COVID-19 in line with the public health advice. This guidance is focused on the practical steps school must take to minimise the risk of transmission of infection.
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 refused by the Appeals Board. The school has been notified of this decision. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
343. Deputy Joe McHugh asked the Minister for Education when leaving certificate computer science as a subject will be fully implemented; and if she will make a statement on the matter. [27714/21]
View answerThe introduction of Computer Science as a Leaving Certificate subject is part of the Government’s overall commitment to embed digital technology in teaching and learning. It is also about encouraging and inspiring more of our young people, particularly more females, to specialise in Science, Technology, Engineering and Mathematics during their education and training so as to open the doors to exciting and fulfilling jobs, careers and life opportunities.
Leaving Certificate Computer Science (LCCS) was introduced on a phased basis to 40 schools in September 2018. From September 2020, LCCS was available nationally as a full (optional) subject. The numbers of schools offering the subject is growing. There are now approximately 100 schools across the country offering this subject to their students. The approach to the provision of the subject by schools has been informed by the valuable learning gathered from the phased introduction of LCCS since September 2018. For schools who are considering the introduction of LCCS onto their curriculum an “Expression of Interest” is currently being carried out by the Professional Development Service for Teachers (PDST) to ascertain teachers’ professional learning needs so as to support the effective delivery of the new subject in schools.
In November 2020, Minister for Education Norma Foley TD announced details of a new industry framework to support the implementation of the new subject Leaving Certificate Computer Science. The framework has been developed by an industry and Department of Education partnership, including representatives of the Computers in Education Society of Ireland (CESI), Professional Development Service for Teachers (PDST), Irish University Association (IUA), Higher Education Institutions and IBEC and also includes representatives from SOLAS and Education and Training Boards Ireland. The Framework is being introduced in line with the STEM Education Policy Statement 2017 – 2026.
The framework puts in place key actions to promote a broad take-up of the subject at both ordinary and higher level. There is a focus on actions to support greater female participation and greater participation amongst students that would not have traditionally considered subjects like Computer Science for the Leaving Certificate.
344. Deputy Emer Higgins asked the Minister for Education the status of the provision of a new building for a school (details supplied); the timeline for submission of a planning application to South Dublin County Council for a purpose built school on the school site; and if she will make a statement on the matter. [27736/21]
View answerThe permanent school building project for the school referred to by the Deputy has been assigned to my Department’s Design & Build delivery programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
The design stage is nearing completion and the Project Manager for the Design & Build programme is working towards submission of the planning application to the local authority in Quarter 2 2021. An on-line meeting to share the plans with the school representatives has been held.
Until such time as planning permission has been secured, it will not be possible to provide a timeline for progression of the project to tender and construction stages.
345. Deputy Cathal Crowe asked the Minister for Education if the staffing appeal for the 2021-2022 academic year for a school (details supplied) will be considered on the basis that a loss of a staff member would result in the overcrowding of 26 pupils in a 45 metre sq. classroom making social distancing very challenging to implement; and if she will make a statement on the matter. [27754/21]
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.
My Department has published a suite of helpful guidance for the safe and sustainable operation of schools including illustrative Primary Classroom Layouts to facilitate physical distancing requirements for primary schools. Each school should use their COVID-19 Response Plan for the safe operation through the prevention, early detection and control of COVID-19 in line with the public health advice. This guidance is focused on the practical steps school must take to minimise the risk of transmission of infection.
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.
346. Deputy Pádraig O'Sullivan asked the Minister for Education if she will address the significant inequalities in pay, conditions and pension and other entitlements facing many school secretaries. [27812/21]
View answerI 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.
