Written Answers Nos. 405-424
405. Deputy Holly Cairns asked the Minister for Education the details of the social impact assessments carried out by her Department and public bodies and agencies under her remit since 1 January 2016; and if she will make a statement on the matter. [37290/21]
View answerA Social Impact Assessment is an analytical framework that is designed to examine the demographic profile of public services users, and how they are impacted by budgetary policy decisions.
The framework complements existing budgetary impact assessment exercises conducted by various Government Departments and externally by the Economic and Social Research Institute (ESRI) as well as the annual Spending Review programme on which my Department leads and collaborates with Department of Public Expenditure and Reform for areas relating to the primary and post primary schools sector. Details of the spending review programme are available online at https://www.gov.ie/en/policy-information/7dc2b1-spending-review/.
A list of the Social Impact Assessments carried out across Government Department is available atwww.gov.ie/en/policy-information/615fe5-social-impact-assessment-framework/ also on the gov.ie website.
406. Deputy Michael Creed asked the Minister for Education the status of an SNA application and appeal by a school (details supplied); and if she will make a statement on the matter. [37305/21]
View answerThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
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 Departments website.
The NCSE has confirmed that a decision letter issued to the school on the 28/05/2021 advising of no change to the current allocation of 2 SNAs and recommending the school make an application for Advisory support through the NCSE online portal. This was followed up on by the school and support from an NCSE Behaviour Advisor was provided.
It is open to the school to appeal the outcome of the SNA Exceptional Review and information on this in available on the NCSE website at: www.ncse.ie
Alternatively, if the school has new information not included in the application already submitted, a new application in respect of the 2021/22 school year can be made through the NCSE online portal and guidelines on the process can also be found on the NCSE website at https://ncse.ie/for-schools.
407. Deputy Bríd Smith asked the Minister for Education the number of applications for an exceptional review in relation to SNA allocations in 2021; the number of such applications that were rejected; and if she will make a statement on the matter. [37370/21]
View answerThe NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited. The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.
In processing applications for an exceptional review of SNA support, the NCSE considers each application on the basis of the information provided by the school. Schools are required to use their existing allocation and deploy SNAs in support of the care needs as they are currently presenting in the school. The NCSE examines the application to identify whether there has been a significant change in the profile of care needs in the school. In some cases an additional allocation is required and is subsequently made available to the school. As advised in the Guidelines on the SNA Exceptional Review process published on the NCSE website, priority is given to schools with no or limited SNA resources and to rapidly developing schools.
For the 2020/21 Exceptional Review process, given the particular public health requirements and the fact that school buildings were closed for some of the year, wherever possible the opportunity was taken to conclude a review as an office based exercise. In most cases this resulted with the review being brought to a conclusion without a school visit. However, in some cases it was also necessary to visit the school in order to complete the process and 320 such school visits took place. The school visit provides an opportunity to engage with teachers, SNAs and school management on the effective deployment of SNAs in the school and the NCSE is thankful to schools for facilitating their taking place.
The NCSE have confirmed that 1,488 SNA Exceptional Review applications were received, and outcomes notified to schools. Of these, 772 schools received an increase amounting to 539.39 additional posts allocated. The number of appeals received was 137.
408. Deputy Paul Donnelly asked the Minister for Education the status of and timeline for the commencement of building work on a school (details supplied). [37399/21]
View answerThe Letter of Acceptance for the school building project to which the Deputy refers issued on 14 June 2021 and the appointed contractor (Rhatigan ABM Limited) is currently on site.
409. Deputy Holly Cairns asked the Minister for Education the supports and information made available to schools to deal with suspected and confirmed cases of domestic abuse; and if she will make a statement on the matter. [37414/21]
View answerThe Department of Education’s Child Protection Procedures for Primary and Post-Primary Schools 2017 are intended to give clear direction and guidance to school authorities and to school personnel in relation to meeting the statutory obligations under the Children First Act, 2015 and in the continued implementation within the school setting of the best practice guidance set out in the updated Children First: National Guidance for the Protection and Welfare of Children 2017.
The Department of Education’s Inspectorate monitors compliance with aspects of the Child Protection Procedures for Primary and Post Primary Schools 2017 during all inspections.
The procedures apply to all recognised primary and post-primary schools and to all members of school personnel.
These procedures set out the responsibility on all school staff, including registered teachers as mandated persons within the meaning of the Children First Act 2015, to report allegations of or suspicions that a child has been, is being or is at risk of being neglected or abused.
The Child and Family Agency, Tusla have responsibility for all child protection concerns and the Children First National Guidance 2017 requires that Tusla should always be informed where a person has reasonable grounds for concern that a child may have been, is being, or is at risk of being abused or neglected.
In addition my Department has a representative on the Domestic Sexual and Gender Based Violence monitoring committee and the Thomas O’Malley implementation group.
Similarly my Department leads on a number of Actions for the Second National Strategy on Domestic Sexual and Gender Based Violence (SNDSGBV).
There are also number of programmes available to schools that address crimes related to sexual violence.
At primary level, the Stay Safe Programme is a mandatory part of the Social Personal and Health Education (SPHE) programme. The Stay Safe programme is a personal safety skills programme for use with primary school children from Junior Infants through to 6th class. The programme seeks to enhance children’s self-protective skills by participation in lessons on safe and unsafe situations, bullying, inappropriate touch, secrets, telling and stranger danger. The programme aims to give children the skills necessary to enable them to recognise and resist abuse/victimisation and teaches them that they should always tell (an adult that can help) about any situation which they find unsafe, upsetting, threatening, dangerous or abusive.
At post primary level, two programmes are in place which come under the heading of Personal Safety. One of these programmes is for junior cycle which addresses personal safety in relationships and explores topics such as healthy and unhealthy relationships, consent and domestic gender-based and sexual violence. The other programme, which is for senior cycle, addresses topics such as domestic violence, sexual harassment, dating violence and rape. Both of these programmes were designed by the Professional Development Support Service (PDST) and are intended to be taught as part of the wider Social Personal and Health Education /Relationships and Sexuality Education curriculum. Professional development support is available to teachers, directly linked to these resources.
410. Deputy Holly Cairns asked the Minister for Education the number of schools which participated in the summer provision annually since 2015; and if she will make a statement on the matter. [37415/21]
View answerIn May 2021 the Government announced an expanded summer programme to allow primary and post-primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage.
The total funding available to provide summer programmes this year is up to €40 million, a one hundred per cent increase on the allocation for summer programmes in 2020.
The programme was developed following extensive engagement with education stakeholders, parent and disability advocacy groups.
The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote wellbeing and for those who are at key transition stages, helping to ensure they continue their education journey in September either in school or in further/higher education or training.
The programmes on offer this summer include a new 2-3 week summer programme available to all primary schools and an expansion of the existing programmes in special schools and classes and in DEIS schools.
Existing programmes:
- Numeracy and literacy camps in DEIS primary schools
- School based summer programme in primary special classes and special schools
- Home based provision for students with complex needs where no school-based programme is available.
New programmes:
- All primary schools have the opportunity to provide a 2-3 week summer programme for mainstream pupils with complex needs and those at greatest risk of educational disadvantage.
- All Post-Primary Schools have the opportunity to provide a 2 week summer programme for students with complex needs and those at greatest risk of educational disadvantage
Between 2015 and 2020, the number of schools which participated in the school-based programme for Special Schools and Special Classes is broken down as follows:
|
Year |
2015 |
2016 |
2017 |
2018 |
2019 |
2020 |
|
Year |
2015 |
2016 |
2017 |
2018 |
2019 |
2020 |
|
Special Schools/Schools with Special Classes |
191 |
208 |
219 |
241 |
232 |
255 |
For the expanded summer programme 2021, some schools will have the opportunity to run up to three schemes. The information currently available represents indicative figures based on registration data:
Post primary (no of schemes being run)
|
Inclusion programme |
*Special Classes |
|
Inclusion programme |
*Special Classes |
|
120 |
4 |
*Note: only 4 schools take part at Post primary as part of an historical pilot.
Primary (number of schemes being 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* |
*Note (230 schools have registered, 352 schemes are being run as 122 schools are running the camp twice).
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 |
*Note: 844 primary schools have been registered for schemes some have registered for more than one scheme.
The figures noted above for 2021 are based on the number of schools which have advised that they intend to run summer programmes. The Actual numbers of schools participating in the Summer Programme 2021 will not be known until all the claim forms have been submitted and returned to the Department, which is expected to be in September.
411. Deputy Paul Murphy asked the Minister for Education further to Parliamentary Question No. 334 of 29 June 2021, her views on the setting up of an official channel by her Department with trained persons employed by her Department who systematically visit schools in order to provide young persons with essential lifesaving skills (details supplied); and if she will make a statement on the matter. [37459/21]
View answerAs you are aware, there are no plans at present to introduce First Aid into the curriculum.
Choices regarding educational materials, textbooks and other educational products and services are made by individual schools and their boards of management, not by my Department. Schools are free to choose whatever resources they feel supports the delivery of the curriculum in their school.
My Department provides clear guidance to schools on the engagement of outside speakers and on the use of external resources to assist in delivering the curriculum. These guidelines are most recently outlined in updated circular 0042/2018 for primary schools and 0043/2018 for post primary schools.
These can be found at the following Links:
0042/2018 Primary Circular
0043/2018 Post Primary Circular
Where an outside speaker is engaged by a school, he or she should be engaged in the context of delivering a planned and comprehensive programme in the school. He or she should not be brought in to replace the school programme but to enhance it.
412. Deputy Seán Canney asked the Minister for Education her views on the new agricultural science syllabus now in place in secondary schools for the leaving certificate programme; if she considers it relevant, practical and of benefit to the learning outcomes of students; and if she will make a statement on the matter. [37463/21]
View answerAgricultural Science is a crucial element of the science curriculum at Leaving Cert level. The NCCA Subject Development group included IASTA. Integral to the specification development was the retention of the practical component, which is viewed as core to the subject.
The core strand underpinning the specification is “Scientific Practices”, and the completion of the Individual Investigative Study is supported by this strand. The importance of this strand is demonstrated through the current award weighting of 25% of the total mark to the candidates for their Individual Investigative Study. The remaining 75% is awarded for their terminal written examination.
The other 3 strands are broken into areas which are familiar to teachers: Soils, Crops and Animals, all of which were contained in the old curriculum. The format of the new agricultural science specification is based on learning outcomes rather than a list of content. Teachers are being supported in engaging with a specification in this format through the Support Services CPD programme. Aligning relevant content from the old curriculum to that of the new specification will aid some teachers in their understanding of the learning outcomes and in turn will enable them to identify where the various cross cutting themes would be applicable.
As such, I consider the new agricultural science syllabus in place in secondary schools for the leaving certificate programme to be relevant, practical and of benefit to the learning outcomes of students.
413. Deputy Paul Murphy asked the Minister for Education if her Department can guarantee that schools will be provided with a CO2 monitor in each classroom given the need for safe ventilation; if the HEPA filters which are also required will be provided before schools reopen at the end of August 2021; and if her attention has been drawn to the fact that these measures are needed to ensure the safety of students and staff (details supplied). [37501/21]
View answerThe Department has updated its guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools.
This was done at the end of May and followed on from work done centrally by an Expert Group that was looking at the role of ventilation in managing Covid-19.
A copy of the guidance is published at www.gov.ie/en/publication/ad236-guidance-on-ventilation-in-schools/.
The over-arching approach in the guidance is for schools to have windows open as fully as possible when classrooms are not in use (e.g. during break-times or lunch-times and also at the end of each school day) and partially open when classrooms are in use.
The guidance outlines the role that Carbon Dioxide (CO2) monitors can play a part in providing a useful general indication that areas/rooms may not be adequately ventilated and can enable occupants to become familiar with the impact of activities, outdoor weather and window openings on levels of good ventilation.
In this regard, the Department is procuring a number of portable monitors which will be distributed to schools in August and September – between 2 and 20 at primary level and between 20 and 35 at post-primary level depending on school size.
The updated guidance also references a role for Air Purifiers in certain more limited circumstances where for example a room is not well ventilated and works are awaited to address same. The air purifier can assist in such cases in improving air quality albeit it does not reduce Covid-19.
Managing ventilation is just one of a suite of public health measures in place to keep our schools safe.
414. Deputy Cathal Crowe asked the Minister for Education the status of the site selection process relating to the proposed development of a new school building for a school (details supplied); and if she will make a statement on the matter. [37572/21]
View answerWork is ongoing within my Department with a view to acquiring a site suitable for the permanent needs of Ennis Educate Together NS. Department officials are continuing to liaise with Clare Co Co on the matter and are making every effort to prioritise same. To this end, a site has been identified, deemed suitable and at an advanced stage of negotiation.
On foot of a recent meeting with representatives from the school, it was agreed to carry out an assessment of a suggested alternative site option. This assessment is nearing completion and it is intended to make further announcements on the subject in the near future.
Due to sensitivities relating to land acquisitions in general, I am unable make any further comments at this time. The school authority will be kept appraised of developments as it becomes possible to do so.
415. Deputy Ged Nash asked the Minister for Education the average delivery timescale for a new school building under the design and build system from stage one of the process to completion and handover between 2016 and 2021; and if she will make a statement on the matter. [37616/21]
View answerMy Department’s Design & Build (D&B) delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
The information sought by the Deputy in relation to the years 2016 to 2018 is not readily available in the format requested. A recent analysis of project durations on the Design and Build Programme for 18 D&B projects completed between 2018 and 2021 indicates an average project duration of some 49 months from Stage 1 to Practical Completion.
However, this average timeframe is indicative only and can be expected to vary significantly from project to project depending on individual circumstances, including planning appeals, design issues, site issues and issues which can arise at tender and construction stages.
416. Deputy Thomas Gould asked the Minister for Education if there is funding available for early start classes in DEIS Gaelscoileanna. [37649/21]
View answerThe Early Start Programme is a one-year preventative intervention pre-school scheme offered in 40 primary schools in designated disadvantaged areas. The scheme has been in operation since 1994 and can facilitate up to 1,620 children. The scheme is closed to applications from new schools. Of the 40 primary schools none are operated within Gaelscoileanna.
The Department of Children, Equality, Disability, Integration and Youth and my colleague, Minister Roderic O’Gorman have responsibility over the Early Childhood Care and Education Scheme (ECCE) and Naíonraí provisions and may be able to provide further information in this regard.
417. Deputy Éamon Ó Cuív asked the Minister for Education if she plans to have calculated grades in 2022 as well as an examination in view of the enormous disruption to students school life in the senior cycle and in view of the two year nature of the leaving certificate course; and if she will make a statement on the matter. [37697/21]
View answerMy Department is very aware of the disruption caused to students as a result of school closures arising from the COVID-19 pandemic. From 11 January 2021, all students, including students who were 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.
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 in relation to online and remote learning.
I am 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.
Both the Calculated Grades and Accredited Grades processes were provided as exceptional measures in 2020 and 2021 respectively, recognising the sudden and very challenging position at that time and the impossibility of running examinations in their traditional form safely. It is expected that there will not be the same disruption to learning in the coming school year and it is planned that the Leaving Certificate examinations will be held as normal next year.
418. Deputy Thomas Gould asked the Minister for Education the number of children eligible for July provision in Cork; the number of applications received by her Department to date for children who have a tutor and the number of tutors registered with her Department for the programme. [37766/21]
View answerIn May 2021 the Government announced 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.
Under this expansion of the summer 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. 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.
For the first time ever, all schools (primary and-post primary) are encouraged to provide summer programmes and the eligibility criteria have been extended to include post-primary children with complex needs and children at risk of educational disadvantage. Prior to this expansion summer programmes were only available to special schools and pupils in special classes in primary schools and in DEIS schools.
Based on the figures provided in these indications, a total of over 34,000 students could benefit from school-based programmes in 2021 nationally. This would be an increase of 161 per cent on actual take up in 2020.
Details of this breakdown are in the table below:
|
Provision Type |
Number of Schools |
Number of students to benefit in 2021 |
% increase on 2020 |
|
DEIS Literacy and Numeracy Camps: |
230 (352 schemes but 122 schools are running more than once in summer 2021) |
11,000 |
57% |
|
Special Schools and Special classes |
408 |
6,482 |
66.5% |
|
Post Primary Inclusion Programme |
120 |
7,854 |
250% |
|
Inclusion Programme primary |
466 |
8,952 |
First time these students will be able to avail of a school based programme |
|
Total School-based provision |
968 schools (1,346 schemes, some schools running more than one type). |
34,288 |
161% |
However, figures on actual participation for the school-based programme, including for pupils in Cork, will only become known when claim forms are received and processed over the summer period.
Similarly it will not be possible to provide figures for the number of applications for the home based summer scheme until the completed forms from the parents to confirm the programme has happened have been received and processed. As the home based programme can run throughout the summer the final forms may not be received until the closing date of 03 September 2021. The Department will have details on the numbers who participate in the home based scheme in late October/early November. The Department has received and is processing 13,800 applications for the supplementary programme which was put in place in February, and expects there will be continued demand for the home-based summer 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 in a private arrangement. Schools have been requested to assist parents in trying to source a teacher/SNA who meets the scheme criteria. This can be a member of the school staff or another teacher or SNA known to the school.
Where this is not possible, parents must source a teacher/SNA from outside of their school.
The Teaching Council and Irish Primary Principals Network (IPPN) have been promoting the summer programme with this year’s graduate teachers and Professional Masters of Education (PME) students to increase the supply of available teachers this summer. The NCSE has also published information to assist parents in sourcing a teacher/SNA.
419. Deputy Peadar Tóibín asked the Minister for Education the number of legal cases brought against her Department in each of the past five years and to date in 2021; and if he will provide details on the nature of these cases. [37807/21]
View answerThe information requested by the Deputy is being collated by officials in my Department. A response will be fowarded to the Deputy as soon as it is available.
420. Deputy Réada Cronin asked the Minister for Education the cost per annum to the Exchequer of keeping a child in the primary school system and the secondary system and if she will make a statement on the matter. [37842/21]
View answerThe latest year for which the data is available is 2018 and is presented in the table below.
|
- |
Primary level |
Post-primary level |
|
Total expenditure |
€ 3,784,796,714 |
€ 3,490,341,316 |
|
Annualized full-time equivalent* enrolment |
562,331 |
416,410 |
|
Expenditure per student |
€ 6,731 |
€ 8,382 |
Note that data on total government expenditure for each level of education is compiled according to the rules and methodology laid out by the OECD.
*The full-time equivalent includes full and part time enrolments and is derived as following: full time + 0.5 part time enrolments.
421. Deputy Darren O'Rourke asked the Minister for Education the number of school buses owned by Bus Éireann that are used on the school transport scheme by the age of the vehicle in tabular form; and if she will make a statement on the matter. [37858/21]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
The table below outlines the number of school buses owned by Bus Éireann that are used on the school transport scheme by the age of the vehicle as requested by the Deputy.
|
Year |
No. of School Buses (As at 21/06/2021) |
|
2001 |
57 |
|
2002 |
28 |
|
2003 |
27 |
|
2004 |
67 |
|
2005 |
28 |
|
2006 |
70 |
|
2007 |
32 |
|
2009 |
2 |
|
2016 |
20 |
|
Grand Total |
331 |
422. Deputy Sean Sherlock asked the Minister for Education the position regarding recent decisions not to allocate SNA support in 46 out of 47 applications made by schools in an area (details supplied). [37873/21]
View answerThe provision of education for children with special needs is an ongoing priority for Government. The numbers of special classes, special education teachers and Special Needs Assistants are at unprecedented levels.
My Department will spend approximately €2 Billion, or over 20% of its total educational budget on making additional provision for children with special educational needs in 2021. This represents an increase of over 50% in total expenditure since 2011, at which point €1.247 Billion per annum was provided. Following Budget 2021, it is expected that a total of 18,000 Special Needs Assistant (SNA) posts will have been allocated to primary, post primary and special schools by the end of this year. This will represent an increase of increase of 70% in the number of SNAs provided since 2011 at which point 10,575 SNAs were available.
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations. Accordingly your question has been forwarded to the NCSE for direct reply.
The NCSE publish statistics on SNA allocations to primary, post primary and special schools in tabular form, by county, for each school year, this information is available on their website, www.ncse.ie. The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited. The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.
The NCSE have advised that a significant number of schools were notified of incomplete applications due to the omission of required information on the online application form. In order to assist schools with this, the NCSE are currently developing a webinar to support schools who may be considering submitting an application.
Schools now considering appeal, or re-application where there is new information, are advised to contact their local SENO should they need assistance with the application process. Contact details can be found on the NCSE website at ncse.ie/regional-services-contact-list.
423. Deputy Aindrias Moynihan asked the Minister for Education the consideration she has for mainstream schools with special classes managed by teaching principals (details supplied); and if she will make a statement on the matter. [37886/21]
View answerSpecial class provision in mainstream primary and post primary schools is a central element of the continuum of education provision in place to support children with special educational needs. This continuum extends from full time placement in mainstream classes and special classes through to full time enrolment in special schools with a number of options in between.
My Department supports this continuum through a range of dedicated supports in line with the needs of the child. These supports include the provision of teachers, special needs assistants and psychological support from the National Psychological Service. In addition, there are specialist supports provided by the National Council for Special Education (NCSE) including extensive professional development programmes for principals and teachers and advice for schools, parents and families.
The overall aim of the continuum is to ensure that every child is supported in the journey of realising their potential through education in an inclusive and caring school environment.
I am keenly aware of the huge contribution made by all Principals, including teaching Principals, in supporting this continuum.
The criteria for the allocation of an administrative principal is set out in Appendix B of the staffing schedule. For the 2021/22 school year, the enrolment required for the appointment of an administrative principal is 175, 142 and 115 in ordinary schools, DEIS Band 2 schools and DEIS Band 1 schools respectively. Where schools are operating 2 or more Autism Special Classes, the required enrolment for the allocation of an administrative principal is reduced to 112 for ordinary and DEIS Band 2 schools and 80 in DEIS Band 1 schools.
There are no plans to change these arrangements at this time.
As part of the additional funding to schools this year, €10.2m has been allocated specifically to support Principals and Deputy Principals who undertake teaching duties in primary schools. This funding provides each teaching principal with a minimum of one release day per week, and release days for Deputy Principals in those schools that have an existing administrative principal for this school year. More than 1,700 primary schools with teaching principals have benefitted from the increase in release days.
Teaching Principals in schools with special classes are allocated a further 4 release days, in addition to the 37 allocated to each school with a teaching principal.
There are arrangements in place for schools to cluster their principal release days into a full-time post which will assist teaching principals to more effectively plan their release days for the benefit of the school.
424. Deputy Mary Butler asked the Minister for Education if she will address the concerns raised in correspondence by a person (details supplied) regarding July provision; and if she will make a statement on the matter. [37893/21]
View answerIn May 2021 the Government announced a package of supports to allow primary and post primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage, as a COVID-19 pandemic response measure for summer 2021.
The total funding available to provide summer programmes this year is up to €40 million, a one hundred per cent increase on the allocation for summer programmes in 2020.
This range of programmes on offer builds on the success of the expanded programmes that ran last year and incorporates feedback from education stakeholders as to how to better support the programme for all involved in summer 2021.
Enhanced measures have been put in place to encourage participation of schools in this process, including reducing the administrative process, provision of funding to schools towards preparation and overseeing of the programmes, earlier payment of school staff and provision to recruit final year student teachers graduating this summer. In particular, the Department has put in place procedures to issue prompt payments for staff undertaking summer provision and as claims are received they will be processed and paid as quickly as possible. A dedicated helpline and email address has been available to schools since the launch of the summer programme.
Schools are permitted to employ teachers and/or SNAs from outside of their school if the staff normally employed by the school are not available for any/all of the summer programme
The Teaching Council and Irish Primary Principals Network (IPPN) are promoting the summer programmes with this year’s graduate teachers and Professional Masters of Education (PME) students to increase the supply of available teachers this summer. To help teachers and SNAs identify summer programme vacancies in schools, the IPPN has created a Summer Provision Noticeboard at www.educationposts.ie
Graduate teachers and PME students who have commenced their registration process with the Teaching Council are permitted to work on the summer programme where they have commenced
their registration process, have been vetted and will be in receipt of their Teaching Council number by 08 October 2021. Graduate teachers and PME students are also permitted to participate on the home-based summer programme, subject to the same conditions.
Department officials have met with advocacy groups and parents, school managerial authorities and staff representatives who have welcomed the additional resources and supports. The Department will continue to work with stakeholders to support parents in accessing summer provision and with schools to ensure that they have the resources and supports necessary to successfully run these programmes
In line with policy advice received from the NCSE, a review of the July Provision programme was commenced in 2019. This review process was paused due to the impact of COVID, during which the summer education programme was significantly enhanced and expanded to take account of the effect of school closures. The review of the programme will recommence at the earliest possible stage.
