Written Answers Nos. 318-342
318. Deputy Chris Andrews asked the Minister for Education if a list will be provided of schools in the south County Dublin area that will be providing July provision classes for students with special needs in 2021. [36360/21]
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 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 following categories of students are considered as students with complex needs for the 2021
Summer programme
- All students in special schools and special classes in primary and post primary schools, including early intervention classes.
- Students in mainstream classes in primary and post primary schools who are accessing the highest level of the continuum of support (Student Support Plus/for a few). This includes students with Autism, Down syndrome, sensory impairments, and other disabilities who were identified for the supplementary programme earlier this year.
Children in the above categories entering primary school in September 2021 are also eligible for the programme.
My Department recognises that not all schools will be in a position to provide a school-based programme.
The programme is reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.
It is a matter for the Board of Management of the school having regard to the resources available whether or not it will participate in the programme.
A home-based summer programme is available for children with complex needs where their schools are not providing a school-based programme.
Under the home-based programme grant funding is made available so that parents/legal guardians can engage the services of a Teacher or an SNA to provide tuition or care support as appropriate in the child’s home. Parents are advised to contact the school for an application form if required.
The Department will approve a group arrangement between parents/legal guardians and private providers subject to compliance with the published terms and conditions for group arrangements and approved in advance by this Department. Such arrangements must be sourced and procured by parents/legal guardians
Further information on group terms and conditions is available at www.gov.ie/en/publication/62b3b-home-based-summer-programme-2021-terms-and-conditions-for-group-arrangements/
The closing date was 25 June. To date, a total 968 schools have registered their interest to provide a total of 1,346 programmes over the summer period. Of these, 175 schools in Dublin have expressed interest in running at least one programme.
It is not yet clear how many of these schools will be in a position to implement the summer programme. However, my Department will be happy to provide a list of participating schools, once this detail has been confirmed.
Based on the overall registered numbers, it is expected that a total of 34,000 students will benefit from school-based programmes in 2021. This would be an increase of 161 per cent on actual take up in 2020.
319. Deputy Violet-Anne Wynne asked the Minister for Education the number of schools that have signed up for the enhanced summer July provision programme for children with additional educational needs between the years 2017 to 2020 and to date in 2021, in tabular form. [36386/21]
View answer320. Deputy Violet-Anne Wynne asked the Minister for Education the reason her Department did not announce the details of the July provision programme until mid-May impacting on the time for schools and parents' ability to resource the programme fully; and if she will make a statement on the matter. [36387/21]
View answer321. Deputy Violet-Anne Wynne asked the Minister for Education the number of children that have accessed and attended July provision over the years 2016 to 2020, in tabular form. [36388/21]
View answerI propose to take Questions Nos. 319 to 321, inclusive, together.
It is acknowledged that the closure of schools for extended periods on two separate occasions, over the past two years, due to COVID restrictions, has meant that this has been a very difficult period for our young people and students.
These difficulties were often even more pronounced for students who have disabilities, or special educational needs, who often found it harder to fully participate with remote education.
It is for this reason that Government, confirmed that special education should be a priority as part of school reopening earlier this year with special schools and special classes being prioritised for the earliest stages of school reopening.
In addition to prioritising pupils with special educational needs to return to school, my Department has also provided for a range of measures to support such pupils while out of school. This included measures to support the provision of teaching support during the school closure period and a supplementary education scheme.
All schools reopened on 12 April. Priority was then given to planning for an expanded summer programme. There was extensive consultation with stakeholders with a particular focus on the barriers to school participation. Steps were taken to address issues identified including the provision of paid planning and preparation time, flexibility on the timing, reduced administrative burden, increased guidance and support and arrangements to pay teachers and SNAs earlier.
The arrangements for an expanded summer programme for 2021 were announced in May some weeks ahead of last year, with a budget of €40m. Under the 2021 programme, students with complex special educational needs and those at greatest risk of educational disadvantage will have access to an enhanced summer programme of education.
Participation by schools, teachers and SNAs is voluntary.
It is a matter for the Board of Management of the school having regard to the resources available whether or not it will participate in the programme
A home based strand is available for children with complex needs as in previous years. Support and information has been provided to help parents in securing a tutor.
July Provision/Summer Provision Statistics 2016-2020
|
2016 |
2017 |
2018 |
2019 |
2020 |
|
|
Total no. of children (Home Based & School Based) |
8705 |
9344 |
10228 |
10563 |
13608 |
|
Total Number of participating Schools |
3418 |
3422 |
3556 |
3405 |
389 |
*For 2020 the scheme became Summer Provision and was extended to a wider number of categories for eligibility as a response to the pandemic. The number of children participating with ASD or a severe/profound general learning difficulty are included in the overall total of eligible children.
# Eligibility for the scheme is based on category of disability and enrolment in a recognised school.
2021 summer scheme
An extended timeline for registration was also provided. Schools had until 25 June 2021 to register.
The registrations as of 25 June are as follows:
Post primary (no of schemes proposed to be run)
|
Inclusion programme |
Special Classes |
|
120 |
4 |
A total of 124 post primary schools have registered
Primary (number of schemes proposed to be run)
|
Special Class programme |
Special School |
Inclusion programme |
DEIS Primary School Literacy and Numeracy Camps |
|
Special Class programme |
Special School |
Inclusion programme |
DEIS Primary School Literacy and Numeracy Camps |
|
356 |
48 |
466 |
352* |
A total of 844 primary schools (including special schools have registered as providing at least one scheme.
Totals
|
Total Post-Primary Schemes |
Total Schemes run by Primary Schools |
Total Schemes |
|
Total Post-Primary Schemes |
Total Schemes run by Primary Schools |
Total Schemes |
|
124 |
1222 |
1346 |
A total of 968 primary and post primary schools have registered.
Claim forms for the home-based strand are submitted at the end of the programme, with a closing date of 03 September 2021, so actual participation numbers will not be available until late October/early November.
Similarly, whereas the number of schools which have registered an intention to provide a summer programme in 2021, is as set out above, the total number of schools which actually provide the programme in 2021 will not be confirmed until later in the year.
322. Deputy Violet-Anne Wynne asked the Minister for Education the status of the proposal of a review of the Education for Persons with Special Educational Needs Act 2004; if this will be a full legislative review; if it will update all of the provisions within the Act to better reflect the contemporary understanding of disability and best practice for inclusive education as outlined in the UNCRPD; and if the review will investigate the roadblocks to full enactment. [36389/21]
View answer323. Deputy Violet-Anne Wynne asked the Minister for Education if she will consider establishing a working roadmap to fully amend and implement the Education for Persons with Special Educational Needs Act 2004 which will include appropriate resourcing and costings; and if she will make a statement on the matter. [36390/21]
View answerI propose to take Questions Nos. 322 and 323 together.
I wish to advise the Deputy that a number of sections of the Education for Persons with Special Needs (EPSEN) Act 2004 have been commenced. The commenced provisions include those establishing the National Council for Special Education (NCSE) and those providing for an inclusive approach to the education of children with special educational needs.
The following sections of the EPSEN Act were commenced in 2005.
Section 1 – Interpretation
Section 2 - providing for the inclusive education of children with Special Educational Needs
Section 14 – placing certain duties on schools
Sections 19 to 37 - placing the Council on a statutory footing.
Section 39 - placing certain duties on Health Boards
Sections 40 to 53 - amending the Education Act
Schedule 1 – providing for meetings and membership of the Council
Schedule 2 providing for the Chief Executive Officer of the Council. The remaining sections of the Act have yet to be commenced. The Sections of the EPSEN Act which have not been implemented are those which would have conferred a statutory entitlement to –
- an educational assessment for all children with special educational needs.
- consequent development of a statutory individual educational plan (IEP).
- the delivery of detailed educational services on foot of this plan.
- an independent appeals process.
The NCSE estimated, in its Plan for the Implementation of the EPSEN Act Report, which was published in 2006, that additional investment over a period of years of up to €235m per annum, across the education and health sectors, would be required to fully implement the EPSEN Act.
The view of my Department, at the time, was that the level of investment required could be significantly greater than that envisaged in the NCSE report. Legal advice also indicated that the EPSEN Act, as it is currently constituted, may not be implemented on a phased, or age cohort, basis.
Revised estimates of the amount of additional expenditure required to fully implement the remaining sections of the EPSEN Act have not recently been conducted. The estimated level of additional expenditure required, to implement the outstanding sections of the Act, would have to take into account annual demographic growth and service developments in the area of special educational needs, pricing adjustments and salary cost differentials on an ongoing basis. Estimates would also have to be made as to the number of pupils who may now currently qualify for the statutory service provisions envisaged by the EPSEN Act.
The Government is committed to helping every child, particularly those with special educational needs, to fulfil their potential.
In 2021 the Department of Education and Skills will invest approximately €2 Billion in the area of special educational needs support.
The Government has committed to consulting with stakeholders on how best to progress aspects of the EPSEN Act on a non-statutory basis.
A range of consultations with Education Partners and Stakeholders took place in relation to the development of a new model for allocating special education teachers over the course of 2017. The new model was introduced for all schools from September 2017.
Further consultations took place with education partners and stakeholders in the context of the undertaking of a comprehensive review of the SNA scheme and will continue in relation to the implementation of recommendations contained in this report.
While awaiting the full implementation of the EPSEN Act, the NCSE has also published a number of policy advice papers which make recommendations aimed at developing a better or more effective alternative to the current resource allocation model, and which aims to move the system towards ultimate implementation of the EPSEN Act.
It should also be noted, however, that since EPSEN was enacted, the Department’s policy on supporting children with special educational needs has changed and evolved on foot of evidence based policy advice from the NCSE which takes account of international perspectives.
Significantly, the focus of special needs education provision has changed from a model that is diagnosis led to one which is driven by the needs of the child. This is a substantially different view to the one underlying the EPSEN Act. The levels of investment by Government in special education has increased to facilitate the underlying reforms required to implement and embed the needs based approach.
This Government will continue to prioritise investment in the area of special education support. Ongoing investment and reform will continue to see improvements made in this area.
I have also indicated that one of my priorities as Minister for Special Education and Inclusion is: “Updating our Laws: Reviewing and updating the Education for Persons with Special Educational Needs (EPSEN) Act.”
Any review of the Act will take into account the extent of additional investment which has been made in special educational services since 2004, with some €2 Billion per year now being spent of special educational supports.
It will also take into account the range of reforms which have taken place in recent years including the development of new allocation models which are not based primarily on a response to assessment as policy advice has indicated that requirement of diagnosis can create a risk of children being diagnosed as having a special educational need for resource allocation purposes, rather than for health reasons. Also, that as there is a spectrum of ability and disability within every special education disability category, account must be taken of need, as well as diagnosis.
325. Deputy Kathleen Funchion asked the Minister for Education the reason the July provision has been withdrawn from a school (details supplied); and if she will make a statement on the matter. [36400/21]
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 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 following categories of students are considered as students with complex needs for the 2021
Summer programme
- All students in special schools and special classes in primary and post primary schools, including early intervention classes.
- Students in mainstream classes in primary and post primary schools who are accessing the highest level of the continuum of support (Student Support Plus/for a few). This includes students with Autism, Down syndrome, sensory impairments, and other disabilities who were identified for the supplementary programme earlier this year.
Children in the above categories entering primary school in September 2021 are also eligible for the programme.
My Department recognises that not all schools will be in a position to provide a school-based programme.
The programme is reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.
It is a matter for the Board of Management of the school having regard to the resources available whether or not it will participate in the programme.
This Department has no record of this school registering for the school based summer scheme.
A home-based summer programme is available for children with complex needs where their schools are not providing a school-based programme.
Under the home-based programme grant funding is made available so that parents/legal guardians can engage the services of a Teacher or an SNA to provide tuition or care support as appropriate in the child’s home. Parents are advised to contact the school for an application form if required.
The Department will approve a group arrangement between parents/legal guardians and private providers subject to compliance with the published terms and conditions for group arrangements and approved in advance by this Department. Such arrangements must be sourced and procured by parents/legal guardians
Further information on group terms and conditions is available at www.gov.ie/en/publication/62b3b-home-based-summer-programme-2021-terms-and-conditions-for-group-arrangements/
326. Deputy Violet-Anne Wynne asked the Minister for Education the position regarding the pre-emptive support plans in place for the next cohort of leaving certificate students in 2022; and if she will make a statement on the matter. [36437/21]
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 fifth year and who are due to sit the Leaving Certificate examinations in 2022, engaged in a programme of remote learning with their schools. Students in fifth year were prioritised for a return to school following the return of sixth year students.
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. These are available at www.gov.ie/backtoschool and any updates to this material will be published there.
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.
Extensive guidance and supports have been and continue to be made available by my Department and its support services to support schools to plan for the transition to online and remote learning. Circular 0074/2020, ‘Communication/Teaching & Learning Platform’, was issued by the Department last year. In accordance with the circular, it became a requirement for all schools to have in place a communication/learning platform (while acknowledging that many schools have already put such platforms in place) that supports them to respond in the event of a partial or full school closure in the future, including the facilitation of some use of live or recorded video lessons where practicable.
The circular includes links to a range of materials and supports developed by the Digital Technologies team of the Professional Development Service for Teachers (PDST), including information and resources for commonly used platforms for teaching, learning and assessment, short video tutorials exploring how digital platforms and tools can be used effectively for remote learning purposes and clarity regarding how chosen platforms can be effectively used for assessment and feedback purposes, links to each of which are shown.
Other documents published by my Department include Guidance for Practical Subjects in Post-Primary Schools and Centres for Education and Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers. These documents provide guidance for teachers and schools that is specific to each practical subject area, so that students can be facilitated to actively engage with their learning. A number of adjustments were made to the assessment arrangements for the 2021 Leaving Certificate examinations to take account of the disruption to learning experienced by the students who were due to take these examinations.
I am anxious conscious that students who are due to take their Leaving Certificate examinations in 2022 have experienced a degree of disruption to their learning.
On 30 June, the Advisory Group on Planning for State Examinations received an update in relation to the 2022 Leaving Certificate and Junior Cycle examinations. Following this meeting, I announced that the level of adjustment to the assessment arrangements for the 2022 Leaving Certificate Examination cohort would be broadly the same as that applied by the Assessment Arrangements for Leaving Certificate Examinations 2021, as set in December 2020. There arrangements were announced before the second period of school closures. Minor changes will be made to that document to reflect syllabus content specific to the 2022 examinations. The revised document will be published later this month.
On the same date I also announced that the State Examinations Commission (SEC) will run an alternative set of Leaving Certificate Examinations in 2022, shortly following the main set of examinations. The SEC will set out the eligibility conditions for these examinations, which will be limited to certain students who are unable to sit the main set of examinations due to close family bereavement, COVID-19 illness during those examinations, and certain other categories of serious illness, to be clearly and strictly delineated. The SEC will issue further details regarding these examinations, with all arrangements guided by prevailing public health advice. There will also be further engagement with stakeholders in this matter.
327. Deputy Violet-Anne Wynne asked the Minister for Education the status of public health supports available to both primary and secondary schools; and if she will make a statement on the matter. [36438/21]
View answerSchools have put significant infection prevention control measures in place to reduce the risk of coronavirus being transmitted to/within the school and significant funding of almost €650 million has been put in place by my Department to fund Covid-19 related measures, including funding for PPE, sanitation and additional cleaning etc. These measures will continue for the coming school year.
The weekly reports from Public Health since schools reopened are very reassuring, showing that the close contact positivity rate in schools is remaining very stable and is still at a low level. Unavoidably there has been some outbreaks and some students have had to return for a short period to remote teaching and learning. However, I am confident that the combined supports from my Department and the HSE schools teams are proving very effective in supporting schools to manage through these events.
There is a dedicated school principal’s help line open seven days a week supported by staff of the Department. This is a dedicated service for school principals. Following the reopening of schools on a phased basis in February/March 2021, the Department increased the percentage assignment of Department inspectors to the HSE to support this dedicated phone line. The Department is coordinating closely with the HSE Public Health Team on a weekly basis – and sometimes more frequently – to manage the support needed by the HSE. The level of support required will be kept under review for the new school year.
328. Deputy Violet-Anne Wynne asked the Minister for Education the mental health supports available to both primary and secondary schools; and if she will make a statement on the matter. [36439/21]
View answerThe Department’s approach to supporting wellbeing and mental health is set out in its Wellbeing Policy Statement and Framework for Practice first published in 2018 and refreshed in 2019. The approach proposed is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to:
- build core social and emotional skills and competencies
experience supportive relationships within the school setting
- be part of a school environment and culture that feels both physically and psychologically safe, in which they feel a sense of belonging and connectedness, where their voice is heard, and they feel supported
Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs.
This approach to supporting wellbeing has been found internationally to produce a wide range of educational and social benefits for individual children and young people, including increased inclusion, greater social cohesion, increased social capital and improvements in mental health.
Embedded in the whole-school approach is the recognition that members of the school community may have different needs at different times and that a continuum of support in relation to wellbeing should be made available.
A broad range of supports, resources and professional learning opportunities are being provided to support schools to promote and support wellbeing and resilience by the Department’s support services. The services support schools to provide strong universal support at the level of whole school and classroom, more targeted support for some children and young people who may be at risk, and more individualised support for those with greatest need. Support is provided to primary and post-primary school staff through the following services and supports:
- The National Educational Psychological Service (NEPS)
- Guidance Counselling service/provision
- National Council for Special Education (NCSE)
- Professional Development Service for Teachers (PDST) Wellbeing Team
- Junior Cycle for Teachers (JCT) Support Service
- Education Support Centres Ireland (ESCI)
My Department’s National Educational Psychological Service (NEPS) provides a school-based, consultative, psychological service in two ways – through the provision of an individual casework service for students and a support and development service for school staff.
The NEPS casework service involves the provision of a psychological service for a student, with the psychologist working with the student, teachers and parents, and other professionals if appropriate, to identify need and plan for intervention and review to support the student in school. This service can take place over an extended period of time with NEPS psychologists. This model does not operate on a waiting list basis, and extends to approximately 8000 students per annum.
The NEPS Support and Development service, reaching an estimated 25,000 teachers annually, is an applied psychological service for school staff to help build their capability to respond to the wellbeing, academic, social and emotional needs of all students, and particularly those who are experiencing barriers to their wellbeing, learning, inclusion and participation.
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.
The capacity of NEPS has increased significantly from its 2016 allocation of 173 whole-time equivalent psychologists. The capacity of NEPS was increased recently as part of a package of measures to support the reopening of our schools when the provision of an additional seventeen psychologist posts to NEPS was announced bringing overall sanctioned numbers to 221 whole-time equivalent psychologist posts. This represents by far the highest number of psychologists sanctioned for NEPS since its inception in 2000. The capacity of NEPS will be kept under review and I hope to be in a position to increase this capacity in future years.
At post primary level, 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.
Also at post primary level, 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.
Separately, 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. These include services provided by the Samaritans, Pieta House, MyMind, Turn2Me, Aware, Crisis Text Ireland, Shine, BeLongTo, LGBT Ireland, Jigsaw, spunout, Bodywhys and Childline.
My Department – through NEPS, Student Support Teams, Guidance Counsellors and other services - will continue to signpost schools and students to the HSE/HSE-funded e-mental health services.
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. We will continue to collectively explore ways of improving supports for children and young people.
329. Deputy Neale Richmond asked the Minister for Education if she has considered implementing a system through which students can loan books to siblings even though they have a once-off e-book code which requires purchasing a new physical book to obtain a new e-book code; and if she will make a statement on the matter. [36447/21]
View answerUnder the provisions of the Education Act, 1998 the Board of Management is the body charged with the direct governance of a school on behalf of the Patron.
The Department published Circular 32/2017 in 2017 which introduced measures to be adopted by schools to reduce the cost of school uniforms and other costs. This includes principles of cost-effective practices to be adopted, including review the cost of items which they require parents to purchase and this information should be made available to the school community.
www.education.ie/en/Schools-Colleges/Information/Costs-to-Parents/Reducing-Costs-to-Parents-School-Uniforms.html.
Decisions regarding school books are a matter for each individual school. While the Department sets out the composition of boards of management and rules of procedure, it is not directly involved in the day to day management of schools. Any suggestions regarding policies in the school should be raised informally with the principal, who can bring the issue to the attention of board of management.
330. Deputy Mary Lou McDonald asked the Minister for Education if she has consulted the Minister for Health following the recent NPHET recommendations; the preparations that are underway within her Department to address any potential impact that an increase in the Delta variant will have in educational settings; the measures that are now being considered to ensure the public health response to Covid- 19 is robust in these settings; and if she will make a statement on the matter. [36457/21]
View answer331. Deputy Mary Lou McDonald asked the Minister for Education if she has engaged with schools further to the recent NPHET recommendations to discuss preparations to address any potential impact that an increase in the Delta variant will have on educational settings; and if she will make a statement on the matter. [36458/21]
View answerI propose to take Questions Nos. 330 and 331 together.
The Government has always been guided by public health advice in relation to what is safe in schools. Public health remain of the view that schools are low risk environments and that the infection prevention and control measures in place in school are effective.
The CMO has also made it very clear in his advices to Government which are published on gov.ie, that schools are low risk environments, with very little evidence of transmission within schools, and that the majority of infections of children and adolescents occurs outside the school setting.
Public Health have stated that the new variants of the disease do not change the infection prevention and control measures required in schools. Schools have been supported by a funding package of almost €650m to put in place and maintain these key infection control measures. Public Health advice is that compliance with these measures ensure that schools remain safe places for children and staff.
Schools have been advised that it is expected that they will continue to operate with the current infection prevention and control measures in place to support their safe operation during Covid-19 when they reopen in for the 2021/2022 school year. Schools will continue to be supported in terms of the additional resources necessary to provide for these measures.
Schools Covid-19 response plans are based on the Government’s Work Safely Protocol which reflects the most up to date public health advice for the workplace. It sets out the range of measures required to prevent the spread of Covid-19. These plans will be updated by the Department during the summer and will be available for schools in advance of reopening. It is not envisaged that there will be any updates that require schools to take action in advance of normal reopening.
The Department will undertake a communications campaign with parents and students/pupils in advance of school reopening to inform and remind them of the arrangements in place in schools operating during Covid-19. This will include specifically targeted information at new pupils entering primary and post-primary schools to ensure they are familiar with the new arrangements.
The Department will continue to work closely with all of the education partners and public health specialists so that schools will continue to be supported when they reopen for the 2021/2022 school year.
332. Deputy Gary Gannon asked the Minister for Education if a site has been purchased by or on behalf of her Department for the purpose of school provision in Trim, County Meath; if so, the plans and details of the proposed usage of any such site; her views on the capacity levels of second-level schools within Trim, particularly in relation to boys; and her views on current plans for a school (details supplied) which continues to operate from temporary accommodation. [36554/21]
View answerThe Department of Education are pleased to confirm the acquisition of approximately 22 acres at Shanlothe, Trim, Co. Meath for the provision of permanent accommodation for Scoil Mhuire Post Primary school. It is intended the 22 acre site will cater for additional educational facilities in the future, if required.
With regard to capacity levels in secondary schools in Trim, there are 2 post primary schools, Boyne Community School (co-educational) and Scoil Mhuire Secondary School (all Girls). Additional temporary accommodation has been approved for Boyne Community School for the 2021/22 school year which will provide further capacity in the school. In addition, a major building project to provide additional permanent accommodation is also being planned for Boyne Community School.
It is also the Department’s intention to provide a new school building for Scoil Mhuire Secondary School and this will provide capacity for 1,000 pupils.
With regard to the school referred to in the details supplied, the Department will continue to liaise with the school patron regarding the school’s long term accommodation needs.
333. Deputy Johnny Mythen asked the Minister for Social Protection if her Department is drafting plans to tackle youth unemployment in County Wexford with specific focus on those not in education, employment or training; and if she will make a statement on the matter. [36404/21]
View answerLatest estimates from the CSO, indicate that the traditional unemployment rate for young persons stood at 19.9 percent for young people in June. However, this estimate excludes those in receipt of the Pandemic Unemployment Payment (PUP). When all those in receipt of the PUP are included, this gives a COVID-19 adjusted unemployment rate estimate of 44.2 percent for young people at the end of June. In Wexford alone as of July 6th, there are over 1,200 people under the age of 25 in receipt of the PUP, accounting for approximately 22 percent of all recipients in the county.
While the employment of young people across the country has been significantly affected by the pandemic, we also know from past recessions that they are also the most resilient, with youth unemployment levels typically falling quite quickly once economic activity resumes. Many have already returned to work, and others will continue to return to their previous employment, as public health restrictions continue to ease. This is reflected in the significant decline in the number of people in receipt of the PUP, including among young persons.
However, others will require assistance and support to return to employment, re-skill and to find new jobs. Therefore, Government is supporting a range of initiatives to assist people back to work; as outlined under the Economic Recovery Plan launched on June 1st. The key delivery mechanism to the Plan’s second pillar on ‘Helping People Back into Work’ will be my Department’s forthcoming national employment services strategy, ‘Pathways to Work 2021-2025’.
This strategy, which will be launched later this month, will seek to support people back into employment and will include a range of measures targeted at young persons; including an expanded JobsPlus recruitment subsidy scheme, an additional 50,000 education and training places, a new Government Youth Employment Charter and a new work placement scheme open to all regardless of age.
I am fully aware however, of the differing regional impacts of the pandemic and the need for targeted, localised employment supports. My Department operates a team of Intreo Case Officers and Job Coaches in Co. Wexford (Wexford town, Enniscorthy and New Ross), who provide a one-to-one career advice service and tailored employment supports to young jobseekers. These Officers engage with agencies such as the Waterford and Wexford Education and Training Board (WWETB) to support customers, many of whom are young people, to avail of training and education opportunities.
I am confident that the implementation of the national and local policy measures and responses outlined above will assist young people who are seeking jobs to find a pathway back to employment.
I trust this clarifies the matter for the Deputy.
334. Deputy Claire Kerrane asked the Minister for Social Protection the number of parents who availed of the original two weeks of parent’s benefit and leave; the number who then availed of the additional three weeks as of April 2021; and if she will make a statement on the matter. [35816/21]
View answerThe number of Parents benefit claims created from 1st April to 27th June 2021 was 15,391
By way of comparison, the total number of Parents benefit claims received for the months of April, May and June 2020 was 2,841.
It should be noted that while a claim may be awarded in one month, the leave and benefit could be availed of at a different time, or over a period of months, as it is available to use one week at a time. Since each week is a continuation of the same Parents Benefit claim a report on the number of individual weeks a parent has taken to date is not available.
I hope this clarifies the matter for the Deputy.
335. Deputy Duncan Smith asked the Minister for Social Protection if a person (details supplied) is entitled to receive treatment without incurring a charge payable to their treating dentist; and if she will make a statement on the matter. [35848/21]
View answerThe person concerned is entitled to dental benefit under the Department's PRSI scheme .
The scheme provides for a free annual dental examination and an annual scale and polish treatment, subject to a maximum co-payment by the customer of €15 for a standard cleaning.
Fillings are not covered under the Department's treatment benefit scheme.
Fillings and other dental treatments can be provided under the corresponding HSE scheme if the customer has an entitlement to a medical card.
I hope this clarifies matters for the Deputy.
336. Deputy Bernard J. Durkan asked the Minister for Social Protection the amount of social protection payments made to a person (details supplied) to date; and if she will make a statement on the matter. [35857/21]
View answerAccording to the records of my Department, the person concerned received the following payments in each of the years since 2014:
|
Year |
Jobseeker’s Allowance |
Basic Supplementary Welfare Allowance |
Exceptional Needs Payment |
One Parent Family Payment |
Child Benefit |
Back to School Clothing & Footwear Allowance |
Total |
|
2014 |
3,600.00 |
1,200.00 |
360.00 |
5,160.00 |
|||
|
2015 |
1,210.60 |
135.00 |
1,345.60 |
||||
|
2016 |
1,680.00 |
1,680.00 |
|||||
|
2017 |
2.60 |
3,531.40 |
1,680.00 |
5,214.00 |
|||
|
2018 |
10,985.40 |
1,680.00 |
12,665.40 |
||||
|
2019 |
9,228.60 |
1,680.00 |
10,908.60 |
||||
|
2020 |
6,870.00 |
1,680.00 |
150.00 |
8,700.00 |
|||
|
Jan- Jun 2021 |
5,775.00 |
840.00 |
6,615.00 |
||||
|
Total |
3,602.60 |
2,410.60 |
360.00 |
36,390.40 |
9,375.00 |
150.00 |
52,288.60 |
The person concerned closed her One Parent Family Payment on 13/11/2019 when she commenced employment and recommenced this payment on 18/06/2020 when her employment terminated.
I trust this clarifies the matter.
337. Deputy Claire Kerrane asked the Minister for Social Protection further to Parliamentary Question No. 423 of 22 June 2021, the number of claims made for the blind pension in 2020 and to date in 2021; the number of successful claims versus unsuccessful claims for each year; and the reason for same in tabular form. [35870/21]
View answerBlind pension is a residency based means tested payment paid to blind and visually impaired people between the age of 18 and 66 who are habitually resident in the State. There were 98 new blind pension claims made in 2020 and 37 new blind pension claims made to the end of June 2021.
The number of successful, pending and unsuccessful blind pension claims for 2020 and to the end of June 2021 is as set out in the table below
|
Year |
Number of Blind Pension claims |
Successful Claims |
Pending Claims |
Unsuccessful Claims |
|
2020 |
98 |
22 |
5 |
71 |
|
To end June 2021 |
37 |
7 |
8 |
22 |
The numbers and reasons the applications were unsuccessful is detailed below:
|
2020 |
To end June 2021 |
Reason |
|
18 |
6 |
Customer failed to reply when further information was requested |
|
18 |
9 |
Not medically suitable to claim Blind Pension |
|
13 |
1 |
Better off on another social welfare payment |
|
13 |
2 |
Means exceeded the statutory limit |
|
5 |
3 |
Withdrawn at the customer’s request |
|
4 |
1 |
Over 66 years of age |
I trust this clarifies the matter for the Deputy.
338. Deputy Niall Collins asked the Minister for Social Protection the status of jobs clubs (details supplied); and if she will make a statement on the matter. [35898/21]
View answerThe contracts for all currently contracted employment services, including Job Clubs, expire at the end of 2021.
The 2018 Indecon Review of Job Clubs recommended that the Department consider integrating LES and Job Clubs into one service thereby reducing administrative duplication and supporting a more effective and efficient overall employment support service.
On this basis, the current ongoing procurement of Intreo Regional Employment Services across seven counties will see the new employment service provide a range of employment services including services similar to those currently provided by Local Employment Services and Job Clubs.
As the new Intreo Regional Employment Service is rolled out throughout the State in phase 2 of this procurement process, there will be an increase in both the range of employment services and the areas where these are available.
It is expected that organisations, such as the Job Club providers, with good experience in the delivery of employment services at a community and local level will be in a strong position to work collaboratively with similar organisations to engage with the procurement process.
339. Deputy Richard Bruton asked the Minister for Social Protection if her attention has been drawn to a delay in issuing PPSNs to new born babies as in a case of a child (details supplied); and if cases will be fast tracked in cases in which there is a need to obtain a passport for essential travel. [35905/21]
View answerI would like to inform the Deputy that a Person Public Service Number was assigned in this case and the family of the person concerned has been informed by regular post.
I hope this addresses the question.
340. Deputy John McGuinness asked the Minister for Social Protection if an appeal for a carer’s allowance will be expedited for a person (details supplied). [35920/21]
View answerThe Social Welfare Appeals Office has advised me that an appeal by the person concerned was registered in that office on 6 May 2021. It is a statutory requirement of the appeals process that the relevant papers and comments by or on behalf of the Deciding Officer on the grounds of appeal be sought from the Department of Social Protection. Those papers were received in the Social Welfare Appeals Office on 20 May 2021 and the case was referred on to an Appeals Officer on 26 May 2021.
The Appeals Officer will make a summary decision on the appeal based on the documentary evidence presented or, if necessary, hold an oral hearing. Hearings are currently being conducted online or by telephone. Due to the current level of Covid-19 restrictions in-person oral appeal hearings have been suspended.
The Social Welfare Appeals Office functions independently of the Minister for Social Protection and of the Department and is responsible for determining appeals against decisions in relation to social welfare entitlements.
I trust this clarifies the matter for the Deputy.
341. Deputy John McGuinness asked the Minister for Social Protection if an appeal for a carer’s allowance will be expedited for a person (details supplied). [35923/21]
View answerThe Social Welfare Appeals Office has advised me that an appeal by the person concerned was registered in that office on 4 June 2021. It is a statutory requirement of the appeals process that the relevant papers and comments by or on behalf of the Deciding Officer on the grounds of appeal be sought from the Department of Social Protection.
These papers were received in the Social Welfare Appeals Office on 22 June 2021. The case will now be referred to an Appeals Officer who will make a summary decision on the appeal based on the documentary evidence presented or, if necessary, hold an oral hearing. Hearings are currently being conducted online or by telephone. Due to the current level of Covid-19 restrictions in-person oral appeal hearings have been suspended.
The Social Welfare Appeals Office functions independently of the Minister for Social Protection and of the Department and is responsible for determining appeals against decisions in relation to social welfare entitlements.
I trust this clarifies the matter for the Deputy.
342. Deputy Noel Grealish asked the Minister for Social Protection the amount of interest her Department has been charged for savings or other funds on deposit in Irish banks since negative interest rates were introduced by year; and if she will make a statement on the matter. [35940/21]
View answerMy Department incurred the amounts of negative interest by calendar year listed below since negative interest rates were introduced.
|
Year |
Amount € |
|
2017 |
1,732,258 |
|
2018 |
1,345,253 |
|
2019 |
1,013,977 |
|
2020 |
4,501,492 |
All interest incurred over the periods listed above were as a result of my Department ensuring banks were adequately funded to facilitate customer payments when due.
