Mattie McGrath
Question:350. Deputy Mattie McGrath asked the Minister for Education if the certificate in inclusive school support, the national training programme for SNAs by UCD, will be accredited. [32921/21]
View answerSpecial Educational Needs
Questions (350)
Written answers
Special Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life. This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018.
The Review made a number of recommendations regarding SNAs and the need for a more broadly based set of supports including therapeutic supports for pupils with complex needs. The Review also referenced the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the specific complex needs of some students being cared for by SNAs would also be provided.
The policy advice has been considered by the Department. It was decided that priority should be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.
A public procurement competition was held for the development and delivery of a new national training programme for SNAs. A detailed specification of need and learning outcomes was developed and published for the competition. Formal accreditation to the National Qualifications Framework was not a requirement for the programme. Following evaluation of the tenders received, the contract was awarded to University College Dublin (UCD) School of Education, in conjunction with UCD School of Nursing, Midwifery and Health Systems.
UCD has a strong reputation in the world of education and training. It brings with it a wealth of experience and research knowledge in the training and has very strong quality assurance arrangements for its programmes. Feedback from programme participants is a key feature of this quality assurance process.
This new programme aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life.
The programme consists of five modules, delivered online over a 10-month period. Flexibility is a key part of the approach to the delivery of the programme and participation is voluntary.
The programme is fully funded by the Department and delivered at no cost to the SNA.
Completion of the programme may serve as a stepping stone to further education opportunities in the area.
Each participant who completes the programme successfully will receive a certificate from UCD School of Education which may be of assistance in pursuing further education.
€2.45m will be allocated to this programme over the next 4 year period based on a full uptake of 3,500 SNAs. The first cohort of 500 SNAs enrolled in January and this phase was oversubscribed.
This is the first national training programme for SNAs employed in our schools and is tailored to their needs. The programme will be evaluated and the outcome will inform the approach to the training of SNAs in the future. There is no cost to serving SNAs working in schools. This course is fully funded by the Department of Education.
The Department recognises that a more strategic approach is required for the training of SNAs. This would deal with a number of matters including the identification of need and the provision of appropriate training programmes. The issue of programme accreditation will be considered further in this context.
Special Educational Needs
Questions (351)
Emer Higgins
Question:351. Deputy Emer Higgins asked the Minister for Education if the ratio of SEN pupils to staff for the summer programme can be the same for SEN pupils enrolled in mainstream schools as it is for the SEN children enrolled in special classes, that is six pupils with one teacher and two SNAs; and if she will make a statement on the matter. [32928/21]
View answerWritten answers
My Department 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 important 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 provided in DEIS schools last year.
The following are the programmes which can be provided by schools in summer 2021:
- Summer Programme for pupils with Complex Educational Needs and pupils at risk of Educational Disadvantage
- Special Class and Special School Programme
- Literacy Numeracy Summer Camp/Campai Samhraidh
All children and young people enrolled in special schools or special classes in primary school are eligible to participate in the summer programme, where the school decides to offer the programme. This programme will run for between 2, 3, 4 or 5 weeks (min 2 weeks) during July and August during the summer break. Where a school decides not to operate the programme, these children and young people may avail of the home-based programme.
The staffing (teacher and SNAs) ratios for children with complex needs in special schools and special classes are the same as during the school year.
In relation to the programme for students enrolled in mainstream classes, the normal staffing/pupil ratio is 1 teacher and 1 SNA for a group of 12 students. However, it is open to schools to apply to this department for additional teaching and SNAs support where there are more than 6 children with complex special educational needs in the group.
School Transport
Questions (352)
Noel Grealish
Question:352. Deputy Noel Grealish asked the Minister for Education when school bus capacity will revert to 100% in view of current public health measures in relation to school bus transportation; the expected future demand in services based on available data; and if she will make a statement on the matter. [32929/21]
View answerWritten answers
School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
The purpose of the scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. All children who are eligible and who complete the application and payment process on time will be accommodated on school transport in the 2021/22 school year where such services are in operation. Children who are not eligible for school transport may apply for transport on a concessionary basis and may be accommodated where seats are available after all eligible applicants have been accommodated.
My Department has engaged intensively with Bus Éireann in regard to the logistics for the safe operation of School Transport Scheme services for the 2020/2021 school year. Based on public health advice my Department provided for School Transport Scheme services for the 2020/2021 school year to fully operate, but with additional measures and hygiene requirements in place and with the rolling implementation of measures on post-primary services as required to provide physical distancing using 50% of passenger capacity.
The requirement to implement additional measures or capacity limits on school transport services in the 2021/22 school year will be dependent on the prevailing public health advice at that time.
School Transport
Questions (353)
Aodhán Ó Ríordáin
Question:353. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her attention has been drawn to the case of a pupil (details supplied); and if she will make a statement on the matter. [32945/21]
View answerWritten answers
School Transport is a significant operation managed by Bus Éireann on behalf of the Department.
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 the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kms from and are attending their nearest post primary 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 are accommodated on school transport services where such services are in operation.
My Department does not appear to have an application for transport for the pupil referred to by the Deputy and I would advise that the family in question contact School Transport Section of my Department directly in this regard.
Schools Building Projects
Questions (354)
Seán Haughey
Question:354. Deputy Seán Haughey asked the Minister for Education the reason plans for a new post-primary school in the Donaghmede, Howth, Dublin 13, Baldoyle and Stapolin school planning area have been deferred from 2021; when the patronage of this proposed new school will now be sought; and if she will make a statement on the matter. [32952/21]
View answerWritten answers
My Department conducted an exercise on the necessity for the establishment of a new post-primary school in the Donaghmede/Howth/Dublin13/Baldoyle/Stapolin school planning area in 2022, taking into account a number of factors, including the pace of delivery of the expected additional residential development in this school planning area, associated enrolments and the capacity in existing schools in the area. This exercise indicated that the position which pertained when the decision was taken to defer the 2021 school has not changed by a significant extent and accordingly, the decision was taken to postpone the establishment of this school for a further period. My Department is satisfied that demand in 2022 can be accommodated by the existing schools in this area.
My Department will keep the pace of delivery of additional residential development in the school planning area, along with updated enrolment data and demographic data under review. This will inform the timing of future decisions on school establishment in this area and timing of the relevant patronage process.
School Staff
Questions (355)
Mairéad Farrell
Question:355. Deputy Mairéad Farrell asked the Minister for Education if a school (details supplied) will be granted small school status; and if she will make a statement on the matter. [32969/21]
View answerWritten answers
The criteria used for the allocation of teachers to schools is published annually on the Department's website.
The school to which the Deputy refers is an Education and Training Board (ETB) school.
The Department provides a staffing allocation to each ETB and the distribution of this staffing allocation including Small School posts is a matter for the Chief Executive of the ETB scheme in question.
Special Educational Needs
Questions (356)
Michael Creed
Question:356. Deputy Michael Creed asked the Minister for Education the current situation regarding an application for additional special needs assistant support by a school (details supplied); if she will support the application for additional SNA support in view of the serious behavioural issues being experienced by the school; and when the NCSE will make a final decision on this case. [32980/21]
View answerWritten answers
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
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.
In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations 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 rollover 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 have published the SNA allocations on their website www.ncse.ie.
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.
Circulars 29/2021 and 30/2020 are available on the Department's 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.
Child Abuse
Questions (357)
Niall Collins
Question:357. Deputy Niall Collins asked the Minister for Education the status of the cases of the abuse survivors of a school (details supplied); and if she will make a statement on the matter. [32982/21]
View answerWritten answers
I am not in a position to comment on individual cases or schools. However, I can say that the ex gratia scheme was established on foot of the specific circumstances arising from and in response to the judgment of the European Court of Human Rights (ECtHR) relating to Louise O'Keeffe.
The Department undertook a review of the scheme in response to a determination by the Independent Assessor, Mr. Justice Iarfhlaith O’Neill that one of the criteria for eligibility is incompatible with the ECtHR judgment.
The issues involved are highly sensitive and complex and require very careful deliberation before proposals can be finalised and brought to Government. It is important to have a complete awareness of the extent of the problem, the number of people who could potentially be involved, the legal implications of any course of action and an accurate estimate of likely costs before introducing any modifications to the scheme.
Officials from my Department are closely engaged with officials from the Attorney General’s office to work through these complex matters. This work has now been significantly advanced, following some unavoidable delays due to the Covid-19 pandemic. A proposal for a revised scheme is being developed in consultation with officials in the Attorney General’s office and, following this, the proposal will be considered by Government.
Site Acquisitions
Questions (358)
Richard Bruton
Question:358. Deputy Richard Bruton asked the Minister for Education the status of a permanent site for school (details supplied); and if she will make a statement on the matter. [33018/21]
View answerWritten answers
I can confirm that a permanent site option for the new Killester/Raheny/Clontarf ETNS has been identified and it is in the school planning area. Due to the sensitive nature of site acquisitions in general, it is not possible to give further details at this time.
It is difficult to indicate a timeframe for any site acquisition as each process is unique and in some instances complex issues can arise which can cause delays.
Nevertheless, the Department is committed to delivering a permanent site for Killester/Raheny/Clontarf ETNS and are treating this as a priority.
School Staff
Questions (359)
Brendan Griffin
Question:359. Deputy Brendan Griffin asked the Minister for Education if clarification will be provided on an appeal by a school (details supplied); and if she will make a statement on the matter. [33033/21]
View answerWritten answers
The 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 of 1 teacher for every 25 pupils. 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 school referred to by the Deputy has been informed of the decision in respect of its appeal.
Schools Building Projects
Questions (360)
Richard Boyd Barrett
Question:360. Deputy Richard Boyd Barrett asked the Minister for Education if statistical information (details supplied) will be provided in tabular form; and if she will make a statement on the matter. [33057/21]
View answerWritten answers
I wish to advise the Deputy that my Department does not hold details of school building projects by electoral area. My Department operates on the basis of school planning areas.
My Department has a large pipeline of projects for delivery under the school building programme to cater for current and future educational demands, including schools in the geographic school planning area to which the Deputy refers.
The school building programme operates on a multi-annual basis and there are comprehensive and detailed Design Team procedures to manage the progression of projects through each of the various stages of capital appraisal, project brief, initial design, advanced design, tender and construction. Progress on projects is managed to a large extent at individual school level with professional support provided by multi-disciplinary Design Teams. Design Teams are required to provide monthly progress reports to school authorities to keep them updated on progress and programme timelines.
The pipeline of projects is kept under continual review to ensure alignment with Project Ireland 2040 objectives and the funding provided under the National Development Plan during the period 2018 to 2027 for the schools sector is key enabler for their successful delivery. The main elements of this pipeline currently involve over 377 projects on the Department’s Large Scale Capital Programme and circa. 800 projects for delivery under the Department’s Additional Accommodation Scheme. Good progress continues to be made with the rollout of projects, and the current status of projects being delivered is listed in tabular format, on a county by county basis, on the Department’s website at www.education.ie and updated on a monthly basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
School Equipment
Questions (361)
Alan Farrell
Question:361. Deputy Alan Farrell asked the Minister for Education the supports being considered to ease the financial burden on parents with regard to digital devices in primary and secondary schools, respectively; and if she will make a statement on the matter. [33064/21]
View answerWritten answers
My Department provided €100m in grant funding to recognised primary, special and post-primary schools to address their ICT needs during 2020, the final issue of funding under the €210m investment programme underpinning the implementation of the Digital Strategy for Schools. This included €50m in respect of the 2020-2021 school year brought forward and issued in December 2020. Schools were advised that they can use this funding to support the continuity of teaching and learning should a period of partial or full school closure occur arising from Public Health advice owing to Covid-19 restrictions. The funding is intended to enable schools to implement their Digital Learning Plan through provision of appropriate infrastructure. This includes Desktop PCs, laptops, tablets or hybrid devices, projectors/flat screens, cloud-based tools and software applications, and learning platforms.
Decisions regarding the use and deployment of digital technology in schools is a matter for the Board of Management of each school, as schools are best placed to determine the most appropriate solution to adopt in terms of supporting the learning needs of their students based on school's own context and circumstances, and in accordance with their Digital Learning Plan.
Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices. The cost and other implications must be fully considered by the Boards of Managements before a decision is made. It is important for schools, in conjunction with parents, to retain local autonomy for decisions on the use of digital technology, including tablet devices, laptops, and learning platforms, and how best to manage their integration into classroom practice reflective of their own context and requirements.
The Professional Development Service for Teachers Technology in Education (PDST-TIE) offers advice and supports to schools on digital learning. Advice sheets are available on digital technology in education, including on the adoption of laptops and tablets in schools.
The development of a new Digital Strategy is underway and an extensive consultation process has commenced with an open call for submissions. Further strands of the consultation will include questionnaires to key stakeholder and engagement through focus groups. A Consultative Advisory Group has been established comprising key stakeholders representing parents, teachers, students and industry. Future funding measures to support schools in embedding the use of digital technologies in teaching, learning and assessment will be considered as part of that process.
Education Policy
Questions (362)
Alan Farrell
Question:362. Deputy Alan Farrell asked the Minister for Education the considerations being given to closing the digital divide in Irish schools; and if she will make a statement on the matter. [33065/21]
View answerWritten answers
My Department provided €100m in grant funding to recognised primary, special and post-primary schools to address their ICT needs during 2020, the final issue of funding under the €210m investment programme underpinning the implementation of the Digital Strategy for Schools. This included €50m in respect of the 2020-2021 school year brought forward and issued in December 2020. Schools were advised that they can use this funding to support the continuity of teaching and learning should a period of partial or full school closure occur arising from Public Health advice owing to Covid-19 restrictions. The funding is intended to enable schools to implement their Digital Learning Plan through provision of appropriate infrastructure. This includes Desktop PCs, laptops, tablets or hybrid devices, projectors/flat screens, cloud-based tools and software applications, and learning platforms.
Decisions regarding the use and deployment of digital technology in schools is a matter for the Board of Management of each school, as schools are best placed to determine the most appropriate solution to adopt in terms of supporting the learning needs of their students based on school's own context and circumstances, and in accordance with their Digital Learning Plan.
Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices. The cost and other implications must be fully considered by the Boards of Managements before a decision is made. It is important for schools, in conjunction with parents, to retain local autonomy for decisions on the use of digital technology in the context of their own context and requirements.
The Professional Development Service for Teachers Technology in Education (PDST-TIE) offers advice and supports to schools on digital learning. Advice sheets are available on digital technology in education, including on the adoption of laptops and tablets in schools.
My Department spends just over €150 million annually to provide a suite of supports to schools in the DEIS programme, of which €16.2 million, in the form of a DEIS grant was allocated to schools ahead of schedule for the 2020/21 school year. This is an annual grant to support learning in the context of DEIS for the academic year. In recognition of the difficulties faced by some students to engage with remote learning, at the time the grant issued last year all DEIS schools were informed by letter that they could consider using some of their DEIS funding to support pupils’ learning, for example to arrange access to additional materials of supports for students during the move to remote teaching and learning caused by Covid-19. It is a matter for each individual school to determine how best to use this funding, but it is intended to support the objectives of the DEIS programme.
Schools are asked to be conscious of students who may not have access to online facilities or technology and to adapt approaches to ensure that these pupils’ ability to participate in learning is not compromised. Schools in the DEIS programme are asked to use all available supports, both in-school and community-based, to promote a positive solution-oriented approach that will support all pupils to achieve, to learn and to progress in their education and to help minimise any further educational inequality among those at risk of educational disadvantage.
Under the Schools Broadband Access Scheme my Department will continue to fund the provision of broadband services to schools and upgrade services to existing schools as the opportunity arises. Currently some 98% of schools are provided with broadband connectivity through the Scheme. All post primary schools and some special schools have speeds of 200Mb/s or greater through the High Speed Programme for Post Primary Schools., while some 1,000 primary schools are on high speed connectivity of 100 Mbp/s or greater.
A project in collaboration with the Department of Environment, Climate and Communications is also underway under the Schools Broadband Programme to provide improved broadband services to those primary schools not in the National Broadband Plan intervention area, or in areas where commercial provision will not provide high speed connectivity. This project will comprise up to 1,100 primary schools, while some 679 primary schools are in the National Broadband Plan Intervention Area (NBP IA), with the balance of schools in areas where commercial provision will provide the infrastructure for high speed connectivity. Planning is already underway with a view to having all primary schools on high speed connectivity by the end 2022 through this project, the NBP, and commercial provision.
Home broadband is the responsibility of the Department of Environment, Climate and Communications.
The development of a new Digital Strategy is underway and an extensive consultation process has commenced with an open call for submissions. Further strands of the consultation will include questionnaires to key stakeholder and engagement through focus groups. A Consultative Advisory Group has been established comprising key stakeholders representing parents, teachers, students and industry. Future funding measures to support schools in embedding the use of digital technologies in teaching, learning and assessment will be considered as part of that process.
School Staff
Questions (363)
Brendan Griffin
Question:363. Deputy Brendan Griffin asked the Minister for Education if a person (details supplied) will be eligible for the supplementary panel; and if she will make a statement on the matter. [33078/21]
View answerWritten answers
The core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent teachers to other schools that have vacancies. Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers.
The criteria, reviewed annually with the Education Partners, are published on the Department website. Circular 78/2020 sets out the arrangements for the Supplementary Panel for the 2021/22 school year.
The criteria for the Supplementary Panel must be applied equally to all applicants. The teacher referred to by the Deputy did not meet the eligibility criteria for the Supplementary Panel and so cannot be placed on the panel this year.
Special Educational Needs
Questions (364)
Gerald Nash
Question:364. Deputy Ged Nash asked the Minister for Education if it will be ensured that a freeze on the loss of teachers and SNA allocations is introduced for special schools to bring them into line with the policy applied to mainstream schools in the context of the Covid-19 pandemic; her views on whether the case for such a move is strong given the lengthy waiting times involved in children receiving face to face assessments through the National Educational Psychological Service; and if she will make a statement on the matter. [33079/21]
View answerWritten answers
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.
In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations, the following are the arrangements for the allocation of Special Needs Assistants for mainstream classes for the 2021/22 school year. The arrangements include the following provisions:
- Existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically rollover 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.
SNA allocations for special classes and special schools are not included in this model of allocation and will continue to be allocated by the National Council for Special Education (NCSE) in the normal way.
Under this allocation model, the SNA allocation to a school can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time. There is a prescribed special class to SNA ratio.
Circumstances may arise where this level of support is not sufficient to meet the care needs of the cohort of students enrolled. In such circumstances, the school may apply to the NCSE for access to additional care supports, clearly outlining the reason why the additional support is necessary.
The NCSE has published SNA allocations for the 2021/22 school year on their website at https://ncse.ie/statistics.
The Department does not have a role in making individual school determinations.
The National Council for Special Education (NCSE) is responsible for determining the appropriate staffing levels in relation to the support of pupils with special educational needs in special schools, in accordance with the policies of my Department.
Special school staffing allocations are reviewed and updated each year by the NCSE and special schools are staffed on the basis of each year’s current school enrolments. Staffing arrangements for special schools are in line with policy advice provided by the NCSE in 2013, which did not recommend alteration to staffing ratios established under the Special Education Review Committee (SERC) Report in 1993.
Enhanced pupil teacher and SNA ratios are provided to special schools to support them in dealing with pupils' educational and care needs. These schools are staffed on the basis of individual pupil profile and the disability categorisations of those pupils, as opposed to being based primarily on school designation, in accordance with my Department's Circular 0032/2019 - Appointment of Administrative Deputy Principal and Staffing in Special Schools.
The deputy refers to lengthy waiting times for assessments through NEPS. It is important to note that In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service and this model does not operate on a waiting lists basis.
The NEPS Model of Service is one where there is a balance between consultation and casework about individual children, and support and development work with school personnel. This model of service allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
Departmental Communications
Questions (365)
Alan Kelly
Question:365. Deputy Alan Kelly asked the Minister for Education if she has formally spoken to her EU counterparts since her appointment as Minister in tabular form. [33097/21]
View answerWritten answers
Due to restrictions on travel arising from the Covid-19 pandemic, it has not been possible for me to travel to meet my EU counterparts since my appointment.
The following table sets out the meetings that I have had with my EU Counterparts since my appointment.
|
Date |
Formal Meetings |
|
Feb 2021 |
Informal video conference of Education Ministers. |
|
Oct 2020 |
Virtual meeting with the Swedish Minister for Education, Ms. Anna Ekström. |
Special Educational Needs
Questions (366)
Aodhán Ó Ríordáin
Question:366. Deputy Aodhán Ó Ríordáin asked the Minister for Education the progress that has been made on the case of a child (details supplied) with complex needs who is having difficulties accessing a place in a special school; and if she will make a statement on the matter. [33098/21]
View answerWritten answers
In relation to the particular case raised by the Deputy, I understand that the relevant support services and agencies, including NEPS and the National Council for Special Education (NCSE) are aware of the case and are working towards ensuring that the student can be reintegrated into a school placement.
The Deputy will also be aware that the NCSE has responsibility for coordinating and advising on the education provision for children nationwide. NCSE continues to be available to provide support to this family.
School Enrolments
Questions (367)
Cian O'Callaghan
Question:367. Deputy Cian O'Callaghan asked the Minister for Education the reason a school (details supplied) is only accepting junior infants and not senior infants for September 2021; and if she will make a statement on the matter. [33115/21]
View answerWritten answers
In 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, utilising data from a range of sources including information on planned and current residential development, to identify where the pressure for school places across the country will arise. Donaghmede-Howth-D13 is one of the school planning areas. Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each local authority to obtain the up-to-date data on significant new residential development in each area.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
Since 2018, 47 new schools to cater for demographic demand have been announced to be established over the period 2019-2022 and included in that number are two new primary schools in Donaghmede-Howth-D13. Stapolin Educate Together NS opened in September 2019 and Gaelscoil Ghrainne Mhaol will be established in September 2021.
New schools are established by my Department on the basis of identified demographic demand in an area, and, as outlined above, only after consideration of the capacity of existing schools to absorb the expected school place demand. Furthermore, such new schools are required to build their enrolments incrementally, with an intake of Junior Infants or First Years each year. This is designed to allow the new school’s enrolment capacity to increase in tandem with emerging demographic demand and in order to mitigate any impact on the enrolments at other schools in the area.
On this basis, Gaelscoil Ghrainne Mhaol will be established with a Junior Infant intake only in 2021.
Teaching Council of Ireland
Questions (368)
Bernard Durkan
Question:368. Deputy Bernard J. Durkan asked the Minister for Education the options available to a person (details supplied); and if she will make a statement on the matter. [33135/21]
View answerWritten answers
Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers in line with the requirements set out in the Teaching Council Act 2001-2015 and the Teaching Council (Registration) Regulations 2016.
As set out in the Schedule of the Regulations, the Teaching Council registers teachers under four routes of registration: Primary, Post-primary, Further Education and Other. To be entered on the Register of Teachers under the Post-primary route, registrants are required to hold an accredited post-primary initial teacher education qualification in addition to holding a relevant qualification that meets the requirements for at least one post-primary curricular subject.
These registration requirements were previously set out in the Registration Regulations 2009 and applied in September 2014 when the teacher in question originally submitted an application for registration.
The Teaching Council inform me that where an applicant for registration does not hold an accredited post-primary initial teacher education qualification, Further Education is the only route of registration that can be offered. In order to be eligible for registration as a post-primary teacher, applicants need to complete an accredited initial teacher education qualification suitable for post-primary teaching and hold a qualification that meets the post-primary curricular subject requirements.
For the purposes of registration under the Post-primary route, it is not possible to take the teachers length of unqualified teaching experience into account in lieu of the required accredited initial teacher education qualification.
The person referred to by the Deputy should continue to liaise directly with the Teaching Council and follow their guidance regarding their registration.
School Staff
Questions (369, 370, 371, 372, 373, 374)
Donnchadh Ó Laoghaire
Question:369. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the estimated cost of achieving pay equality for school secretaries. [33160/21]
View answerDonnchadh Ó Laoghaire
Question:370. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the estimated cost of achieving equality in terms of pension contributions and entitlements for school secretaries. [33161/21]
View answerDonnchadh Ó Laoghaire
Question:371. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the estimated cost of her Department employing school cleaners who are paid through the auxiliary grant and paying them at the same level as equivalent staff in other parts of the public sector. [33162/21]
View answerDonnchadh Ó Laoghaire
Question:372. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the estimated cost of her Department employing all workers currently paid under the auxiliary grant with the exception of secretaries and paying them at the same level as equivalent staff in other parts of the public sector. [33163/21]
View answerDonnchadh Ó Laoghaire
Question:373. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the estimated cost of achieving pay equality for school cleaners. [33164/21]
View answerDonnchadh Ó Laoghaire
Question:374. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the estimated cost of achieving pay equality for school caretakers. [33165/21]
View answerWritten answers
I propose to take Questions Nos. 369 to 374, inclusive, together.
I am keenly aware of the vital contribution of support staff within school communities and I recognise the very important work done by these 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 replacement support staff (including a secretary, caretaker, cleaner or bus escort) in the event that support 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.
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. As a result my Department does not hold data on the estimated 15,000 staff concerned and is not in a position to provide costings. In terms of the current claim for secretaries and caretakers, my Department has recently completed a data gathering exercise in respect of school secretaries and caretakers paid by grant-funding which will inform costings of this claim.
An arbitration agreement was implemented for secretaries and caretakers over 2015-2019 which 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 that agreement seeking public sector status, including a pay scale and access to pension schemes, for secretaries and caretakers. Officials from my Department, the Department of Public Expenditure and Reform and School Management Bodies have been engaging with Fórsa on the claim which does not include any other similarly employed school staff such as cleaners.
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 raised in the Fórsa claim. 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.