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Wednesday, 14 Jul 2021

Written Answers Nos. 199-223

National Educational Psychological Service

Questions (199)

Darren O'Rourke

Question:

199. Deputy Darren O'Rourke asked the Minister for Education the number of NEPS referrals made in the 2018-2019, 2019-2020 and 2020-2021 school years for an area (details supplied); and if she will make a statement on the matter. [38234/21]

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Written answers

I can inform the Deputy that my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).

NEPS does not maintain waiting lists but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.

This system 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.

In relation to the Deputy’s request for information regarding the number of requests for NEPS involvement made by schools in the East Meath area in the 2018-2019, 2019-2020 and 2020-2021 school years, this information is set out in the table attached. In addition to the casework service outlined in the attached, NEPS was also available to these schools for Critical Incident Support, the provision of a Regional Support and Development service and a response to queries, on request.

EAST MEATH NEPS CASEWORK 2018-2021

School Year

Requests for NEPS involvement from schools in East Meath

18/19

62

19/20

47

20/21

45

Departmental Correspondence

Questions (200)

Thomas Pringle

Question:

200. Deputy Thomas Pringle asked the Minister for Education if there are guidelines, written procedures or protocols or key performance indicators for acknowledgement of correspondence received and response to correspondence received, respectively by category of correspondence (details supplied) in tabular form; and if she will make a statement on the matter. [38239/21]

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Written answers

My Department aims to provide its customers with a professional, efficient and courteous service and does not distinguish between unsolicited and solicited correspondence.

A full statement of commitments contained within my Department’s Customer Charter can be found on gov.ie at the following link: www.gov.ie/en/publication/045e7-customer-charter/

The Customer Charter underpins quality customer service and the commitments contained within this Charter set out acknowledgement and response timelines for correspondence received in the Department.

Schools Establishment

Questions (201)

Paul McAuliffe

Question:

201. Deputy Paul McAuliffe asked the Minister for Education her progress to date in establishing and determining the need of a primary and second level school in Meakstown, Dublin 11; and if she will make a statement on the matter. [38353/21]

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Written answers

As the Deputy may be aware, in order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level. Meakstown, Dublin 11 is located in the FinglasEast_BallymunD11 school planning area.

Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:

- Utilising existing unused capacity within a school or schools,

- Extending the capacity of a school or schools,

- Provision of a new school or schools.

The most recent projections for FinglasEast_BallymunD11 school planning area do not indicate a requirement for the establishment of a new primary or post primary school. My Department will continue to work to ensure that there is sufficient capacity in the area to meet school place demand and will keep the requirements in FinglasEast_BallymunD11, as with all other school planning areas, under review.

State Examinations

Questions (202)

Paul McAuliffe

Question:

202. Deputy Paul McAuliffe asked the Minister for Education the number of students that took the leaving certificate in Dublin 9 and 11 in 2019, 2020 and 2021. [38354/21]

View answer

Written answers

The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.

In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.

Education Schemes

Questions (203)

Róisín Shortall

Question:

203. Deputy Róisín Shortall asked the Minister for Education if she can provide exact clarity in relation to the running of summer camps for children, both indoors and outdoors and summer classes for children, both indoors and outdoors (details supplied); if they are allowed to be run; the State body providing advice on this for parents and guardians and those running the classes and camps; the State body that is assigned to monitor compliance; and if she will make a statement on the matter. [38358/21]

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Written answers

Non-formal educational and outdoor activities resources and opportunities for the summer months including summer camps are not provided by my Department. These activities are normally provided for by organisations that charge a fee for their product/service and my Department does not endorse any one product or service.

My Department has a general policy of encouraging the use of school facilities by community and other groups where this is possible and following consultation with the relevant school authorities, published Guidelines on the use of School Buildings outside of school hours. These guidelines can be viewed on my Department's website at this link:

www.education.ie/en/Publications/Policy-Reports/guidelines-on-the-use-of-school-buildings-outside-of-school-hours

It is recognised that schools play an important role in their wider communities and many schools make their facilities available outside of school hours for a variety of different uses and users. The core objective of any decision in this regard, is that any activity is operated in a safe manner and must be consistent with public health advice.

State Examinations

Questions (204)

Bríd Smith

Question:

204. Deputy Bríd Smith asked the Minister for Education if her Department will facilitate traditional Chinese leaving certificate papers in the future; if it will ensure that the correcting system can accept an answer written in traditional Chinese; and if she will make a statement on the matter. [38362/21]

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Written answers

I have already advised the Deputy on the current position regarding the Leaving Certificate Mandarin Chinese specification which was designed as an ab initio course, in the sense that the targeted learners are Irish or international students with no previous knowledge of the language. While heritage speakers are certainly allowed to study the course and sit the exam, the specification is not designed for them. As a result of this design intent, traditional characters are not covered by the specification and, in line with this, candidates must respond to the questions on the examination paper using the simplified characters. The inclusion of traditional characters is not suitable for a specification pitched at ab initio level. Introduced as a Leaving Certificate subject in the 2020/21 school year, teaching and learning of Mandarin Chinese is at a very early stage and needs time to embed. As such, I have no plans at this time to revise or develop a new specification for Chinese or to change the correcting system.

The Deputy may wish to note that the National Council for Curriculum and Assessment (NCCA) recently submitted the Senior Cycle Review: Advisory Report to my Department and I for consideration. The Advisory Report, which will be published in the coming months, looks at priority areas, longer-term goals and a proposed timeline on the pace and scale of developments in senior cycle. It sets out a shared vision articulated as the basis, which will guide further work on specific areas for developments, such as, senior cycle programmes and pathways, curriculum specifications and assessment.

Covid-19 Pandemic

Questions (205)

Steven Matthews

Question:

205. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to the Departmental advice to schools with respect to CO2 monitoring; the basis for 1400 to 1500 ppm being considered poor ventilation given that other Government bodies including the HSE put the figure closer to 800 ppm; and if she will make a statement on the matter. [38416/21]

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Written answers

The 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 the context of SARS-CoV-2 transmission, CO2 measurements are not a reliable proxy of risk to airborne exposure to the virus but can assist in identifying poor ventilation.

Both the Air infiltration and Ventilation Centre and Chartered Institute of Building Services Engineers advise that CO2 concentrations above 1400 – 1500 ppm are likely to be indicative of poor ventilation.

A consistent CO2 value < 800ppm (absolute value) is likely to indicate that a space is well ventilated but does not mean that an environment is risk free of COVID-19 risks whereas sustained high CO2 values (>1500ppm) are likely to indicate poor ventilation and mitigating actions are likely to be required.

Covid-19 Pandemic

Questions (206)

Steven Matthews

Question:

206. Deputy Steven Matthews asked the Minister for Education the number of CO2 monitors her Department has purchased for the coming school year; the projected date for their delivery to schools; if she proposes to have one in every classroom; and if she will make a statement on the matter. [38417/21]

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Written answers

The 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. It should be noted that the Expert Group found the Department of Education guidance to be very strong.

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.

Managing ventilation is just one of a suite of public health measures in place to keep our schools safe.

Special Educational Needs

Questions (207)

Gerald Nash

Question:

207. Deputy Ged Nash asked the Minister for Education the reason for the disparity in the allocation of special education teacher hours in a school (details supplied); if her Department will review the allocation in order for the school to meet the low and high incidence needs of its pupils; and if she will make a statement on the matter. [38425/21]

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Written answers

The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.

Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.

The provision of a profiled allocation is designed to give a fair allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the level of need in each school.

Schools are frontloaded with resources, based on each school’s profile. The allocations to schools include provision to support all pupils in the schools, including where a child receives a diagnosis after the allocation is received by a school, or where there are newly enrolling pupils to the school.

There are now over 13,600 Special Education Teachers allocated to mainstream primary and post primary schools.

This represents an increase of 40% in the total number of special education teachers allocated to schools since 2011, at which time 9740 teachers were allocated.

The allocations are based on the profiled needs of schools, and are designed to be updated, based on new school profile data, every 2-3 years.

For the coming school year, in order to minimise disruption and upheaval for schools as much as possible in light of Covid-19, and to provide for continuity of allocations, the existing Special Education Teacher Allocations for schools will be maintained for the 2021/22 school year, with re-profiled allocations now due to be made from September 2022.

This means that schools will not have to engage in an extensive redeployment of posts, or re-clustering, this year.

It also means that schools will have greater levels of certainty as to the staff that they will have in place for September.

It is therefore important to note that no school will see a cut, or reduction, to their special education teaching support next year.

Both the Department and the National Council for Special Education (NCSE) are committed to ensuring that all schools are treated equally and fairly in the manner in which their school profiles have been calculated.

Accordingly, a number of review processes have been put in place to support schools.

A process is in place to address circumstances where the school profile significantly changed following the allocation process e.g. a developing school where the net enrolment numbers significantly increased.

The criteria for qualification for mainstream school developing school posts are set out in the Primary and Post Primary School Staffing Schedule for the 2021/22 school year.

Schools who qualify for additional mainstream developing school posts in accordance with these criteria also qualify for additional Special Education Teaching Allocations to take account of this developing status.

It is also acknowledged that there are some circumstances, which may arise in schools, which fall outside the allocations for developing school status.

These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.

A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.

If the school wishes to make an exceptional needs review appeal, they may do so at the following link: ncse.ie/wp-content/uploads/2021/02/Primary-Schools-Review-Application-2020.doc

School Textbooks

Questions (208)

Darren O'Rourke

Question:

208. Deputy Darren O'Rourke asked the Minister for Education if she plans to carry out an audit on all school textbooks to ensure inclusivity and visibility of breastfeeding families from preschool onwards; and if she will make a statement on the matter. [38448/21]

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Written answers

Some curriculum specifications and the various syllabuses have specific curriculum content related to this topic. In subjects or modules where it is not specifically mentioned the topic of breastfeeding may occur during class conversation and through interactions with students.

For example, from a nutritional aspect the subject of breastfeeding may come up in Post Primary Home Economics when discussing healthy lifestyles and nutritional requirements across all ages. In the Leaving Certificate Applied Childcare/Community care module on the care of babies and young children, Unit 1 addresses breast and bottle feeding.

From a social aspect, Junior Cycle Home Economics includes Strand Two on exploring the roles and responsibilities of the family while Leaving Certificate Home Economics includes Topic 3.1.6: Family As A Caring Unit. In Leaving Certificate Applied Social Education,the module on Social and Health Education, Unit 2: Relationships – the topic may be covered while discussing parenting and the needs that children have at various stages of their development.

Further relevant subjects would be within the SPHE curriculum. Junior Cycle SPHE Strand Two: Minding Myself and Others contains learning outcomes 2.3: describe what promotes a sense of belonging in school, at home and in the wider community and their own role in creating an inclusive environment and 2.4: distinguish between appropriate care giving and receiving. At Leaving Certificate level, SPHE aims to develop health literacy, both for the individual student and for groups. Health literacy is the capacity of individuals to obtain discerningly, interpret and understand health information; this includes the confidence to access health services and the competence to use such information and services in ways that enhance health. Once students’ health literacy skills are developed, they will be able to seek out relevant knowledge and information using a variety of sources including digital sources.

Additionally, the Department of Health has produced a Breastfeeding Information Pack for Junior Cycle students in Irish Secondary Schools.

The Information Pack was commissioned jointly by the Department of Health and the HSE Population Health Directorate, and developed by researchers from Health Promotion, Training & Support Services and Elm Training under the direction of a multidisciplinary, multisectoral expert advisory committee with representation from the relevant statutory and voluntary health services, SPHE coordinators and teachers from the relevant education sectors. The views and opinions of Junior Cycle students from a diversity of urban and rural schools were also pivotal in the development of the Information Pack.

The rationale for the initiative is contained in Action 42 of ‘Breastfeeding in Ireland: A Five Year Strategic Action Plan’ (Department of Health and Children, Oct. 2005), which recommended introducing breastfeeding information and promotion to schoolchildren at all levels of education within the context of the SPHE curriculum.

In general, my Department does not have a role in approving, commissioning, sponsoring or endorsing any content in any educational textbook. The current policy within my Department is not to endorse any particular product or publication, including textbooks. There are a small number of exceptions where my Department has procured textbooks or resources in order to fill a need – for example with Leaving certificate Japanese and Italian. However, as with all textbooks there is no obligation for a school to use these in their delivery of the curriculum. Apart from a small number of prescribed texts at post-primary, determined by the National Council for Curriculum and Assessment (NCCA), the decisions on which textbooks to use in primary and post-primary schools are taken at school level.

The majority of textbooks are commissioned and published by educational publishers, and schools select their books from those available from a number of publishers. The Irish Educational Publishers Association (IEPA) meets with the NCCA in order to discuss the curriculum and to be made aware of any requirements in the curriculum. However the content of any individual textbook is determined by the publisher themselves, and therefore any queries regarding specific content in any particular textbook should be directed to the publisher.

The role of the school is to provide an appropriate education for all its pupils. A stable, secure learning environment is an essential requirement to achieve this goal. Schools have autonomy in choosing the resources and programmes that best support the work within their own classrooms

Departmental Strategies

Questions (209)

Holly Cairns

Question:

209. Deputy Holly Cairns asked the Minister for Education the way her Department and public bodies and agencies under her remit are implementing Action 16 of the National Disability and Inclusion Strategy 2017-2021 (details supplied). [38477/21]

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Written answers

My department is committed to making the information on its website accessible to all, regardless of ability. To this end, the Department's website is designed to follow guidelines set out by the W3C (the World Wide Web Consortium). The department aims to comply with Level Double-A of the W3C Web Content Accessibility Guidelines 1.0. In addition, a number of Triple-A checkpoints are incorporated to enhance the accessibility of the website. An accessibility statement is published on the website and is linked in the page footer on all web pages.

My department has commenced captioning of videos and use of Irish Sign Language on appropriate video material. In the development of content for its new website, to be hosted on gov.ie, my department has taken a plain language approach as part of the overall Government initiative to make information more accessible to all citizens.

My department has not developed or deployed any mobile applications.

The information in respect of state bodies, within the scope of the Deputy’s question, is not held by my department. Contact details for these bodies are set out in the attached document, should the Deputy wish to contact the aegis bodies directly with her query.

Contact E-Mail Addresses for State Bodies under the Remit of the Department of Education as at 11 May 2021

Name of Body

Dedicated Email address for the Members of the Oireachtas

Designated Official Responsible for assisting Oireachtas Members

An Chomhairle um Oideachais Gaeltachta

agus Gaelscolaíochta Note 1

oireachtas@cogg.ie

muireann@cogg.ie

Educational Research Centre

oireachtas.queries@erc.ie

jude.cosgrove@erc.ie

National Centre for Guidance in Education

oireachtas@ncge.ie

Jennifer.mckenzie@ncge.ie

National Council for Curriculum and Assessment Note 2

oireactasqueries@ncca.ie

Aine.ArmstrongFarrell@ncca.ie

State Examinations Commission

Oireachtas@examinations.ie

Paddy.Quinn@examinations.ie

The Teaching Council

pqrep@teachingcouncil.ie

Tomás Ó Ruairc

National Council for Special Education

oireachtasqueries@ncse.ie

patrick.martin@ncse.ie and

cindyjane.oconnell@ncse.ie

Residential Institutions Statutory Fund – Caranua Note3

Hugh_Geoghegan@education.gov.ie

Hugh_Geoghegan@education.gov.ie

Note 1 – The designated officer responsible within An Chomhairle um Oideachais Gaeltachta is Muireann Ní Mhóráin

Note 2 – The spelling of the NCCA e-mail address to which Oireachtas queries may be addressed has been verified with the NCCA as being accurate

Note 3 –The Executive Office of Caranua (Residential Institutions Statutory Fund) has completed its work, work is now underway to address the winding up of Caranua. In the interim queries in regard to Caranua are being addressed by the Department of Education, pending the passing of legislation to address the windup. Contact details for a Departmental official are provided above.

Departmental Strategies

Questions (210)

Holly Cairns

Question:

210. Deputy Holly Cairns asked the Minister for Education the way her Department and public bodies and agencies under her remit are implementing Action 32 of the National Disability and Inclusion Strategy 2017-2021 (details supplied). [38506/21]

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Written answers

Under the National Disability Inclusion Strategy (2017-2021) each government department is required to have a consultative committee to oversee and monitor implementation of the National Disability Inclusion Strategy (NDIS).

Membership is drawn from members of the Disability Stakeholders Group (DSG) who are appointed by the Minister for Disability, key agencies of each Department, as well as departmental representatives. My Department’s consultative committee includes representation from the DSG, the National Disability Authority, the National Council for Special Education, the National Educational Psychological Service, the Inspectorate and representatives from across the wider Department.

The Committee which is chaired by my Department, adapts a collaborative approach with its stakeholder members, agreeing meeting content and topics for discussion in advance of each meeting. More recently, it has agreed to include a thematic approach to a number of meetings, providing a forum whereby officials from particular areas are invited to attend the meeting and to discuss particular actions and provision as set out in the NDIS. So far this year, my Department’s Committee has met three times. The next meeting of the Committee is scheduled for 1 September.

I can also advise that Section 22 of the Education for Persons with Special Educational Needs (EPSEN) Act 2004 provides for the National Council for Special Education (NCSE) to establish a consultative forum, for the purposes of consulting in relation to matters concerning the education for persons with special educational needs.

The consultative forum includes representatives from the National Disability Authority, parental representatives, and voluntary bodies whose objects relate to the promotion of the interests of, or the provision of support services to, persons with disabilities.

In establishing the forum, the NCSE also has regard to the desirability of there being members of the consultative forum persons who themselves have special educational needs, their parents and representatives.

Officials from my Department, and myself as Minister for Special Education and Inclusion, also meet regularly with disability representative organisations, and parental representative bodies, to discuss issues in relation to the provision of education for children with special educational needs.

School Facilities

Questions (211)

Aindrias Moynihan

Question:

211. Deputy Aindrias Moynihan asked the Minister for Education if she is satisfied that schools infrastructure planning is keeping pace with demographic changes; and if she will make a statement on the matter. [38559/21]

View answer

Written answers

As the Deputy may be aware, my Department’s 2020 Statistical Report “Projections of full-time enrolment, Primary and Second Level, 2020-2038” sets out projected future enrolments at a national level. Overall, primary enrolments are projected to have peaked in 2018 and are currently on a downward trend. Post-primary enrolments are projected to peak in 2024.

However, school place demand at a more local level can be at variance from national trends. Therefore, in order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.

Recent analysis undertaken by my Department projects that some 79% of the 314 school planning areas have stable or decreasing projected enrolments at primary level for the period to 2025, whereas some 88% of the school planning areas are anticipated to have increased enrolments at post-primary level for the period to 2028.

The level of demand volume across school planning areas with an increasing net requirement ranges from small to medium increases that are likely to be accommodated by existing schools through to significant projected growth that may require additional provision.

Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:

- Utilising existing unused capacity within a school or schools,

- Extending the capacity of a school or schools,

- Provision of a new school or schools.

Under Project Ireland 2040, the National Development Plan 2018-2027 provides a capital envelope of €8.4m to facilitate strong rollout of projects under the Schools Building Programme.

My Department has a large pipeline of projects for delivery under the school building programme to cater for current and future educational demands. The pipeline of projects is kept under continual review to ensure alignment with Project Ireland 2040 objectives and the funding provided under the National Development Plan during the period 2018 to 2027 for the schools sector is key enabler for their successful delivery.

During the NDP period 2018 to 2020, 526 school building projects were completed under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 48,000 school places, which included permanent accommodation for 229 special classes and additional capacity for 67 classrooms in 14 special schools throughout the country. My Department has a significant existing pipeline of projects to be delivered over the coming years to meet capacity needs managed under the Large-Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). This includes circa 1,200 school building projects across the various stages of planning, design, tender and construction

Good progress continues to be made with the rollout of projects, and the current status of projects being delivered is listed on a county by county basis on the Department’s website at www.education.ie and updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.

Teacher Training

Questions (212)

Aindrias Moynihan

Question:

212. Deputy Aindrias Moynihan asked the Minister for Education her plans to end the unequal remuneration of new entrants in the teaching profession as a key step in addressing shortages of teaching staff; her further plans to end the teaching shortage; if all such measures have been agreed with the teaching unions concerned; and if she will make a statement on the matter. [38560/21]

View answer

Written answers

The matter of new entrant pay is a cross sectoral issue, not just an issue for the education sector alone. The Government supports the gradual, negotiated repeal of the FEMPI legislation, having due regard to the priority to improve public services and in recognition of the essential role played by public servants. The total year one cost of equalising the pay of new entrant teachers to the pre-2011 arrangements is estimated to be in the region of €59 million per annum in year one (€45 million for full resolution of pay scales and €14 million for re-instatement of the H.Dip allowance). The costs would rise in subsequent years as more new entrants join the system.

In recent years, National Pay Agreements have seen improvements in relation to teacher pay. In September 2018, an agreement was reached between the Government and the public services committee of ICTU in respect of new entrant pay. This agreement is benefitting 18,000 teachers and nearly 5,000 SNAs within the education sector. The deal provides for a series of incremental jumps for new entrants. More recently in February 2021 the new public service pay agreement, Building Momentum, was agreed following formal discussions between the Department of Public Expenditure and Reform and the Public Services Committee of ICTU, with consultation and input from the sectors including my Department. There is a specific provision in relation to new entrant teacher pay which allows for the skipping of Point 12 of the pay scale which is a further improvement in pay for new entrant teachers. This measure will build on a previous provision which allowed for the skipping of points 4 and 8 on the post-2011 pay scale and will resolve in full the remaining salary scale issues pertaining to new entrant teachers.

This builds on the series of restorative measures for new entrants have been achieved through the various pay agreements. It shows the benefits that continued engagement and collective bargaining between the Government and the public service unions can bring.

With regard to the issue of Teacher Supply more generally, management bodies and schools have, in recent years, reported difficulties in recruiting teachers. At primary level this relates mainly to the recruitment of substitute teachers and at post-primary to the recruitment of teachers of particular subjects (e.g. STEM, modern foreign languages, Irish, Home Economics) as well as substitute teachers.

In March 2018, my Department established the Steering Group on Teacher Supply. This Group is leading on the identification of the issues, the development of a programme of actions on teacher supply and the oversight of its implementation. Following this, the Teacher Supply Action Plan was published in November 2018 containing a range of actions in four policy areas identified through the work of the Steering Group and engagement with stakeholders. Actions in the Teacher Supply Action Plan included:

- The development by the Department of a data-based model to project teacher demand and supply for both primary and post-primary sectors. The latest updated report ‘Developing a Teacher Demand and Supply Model for Ireland 2021-2038 – A Technical Report’, resulting from this work is available at developing-a-teacher-demand-and-supply-model-for-ireland-2021-2038-a-technical-report.pdf (education.ie)

- Engagement with the HEA, resulting in a number of HEIs commenced new post-primary ITE undergraduate 4-year programmes in 2019 and 2020 in priority subject areas, including mathematics, modern foreign languages and Irish. More new undergraduate post-primary ITE programmes are also planned to commence in 2021.

- Collaboration between the HEA, on behalf of the Department, and ITE providers on programmes to upskill registered teachers in targeted post-primary subjects (Spanish, mathematics and physics), to be delivered over two years on a part-time, flexible basis. The Department has agreed to fund two intakes to the programmes, in January 2021 and January 2022. Approximately 160 places will be provided for in each intake across the three programmes.

- A promotional campaign, Teaching Transforms, has been ongoing since late 2018 to promote the teaching profession and encourage post-primary and third-level students to apply for programmes of initial teacher education. The various phases of the campaign have used a range of channels, including digital (online video and social media), radio (traditional and digital) and print (national papers and college press) and are aligned to key dates in the educational calendar.

For the 2020/21 school year, a number of measures have been put in place, including a restriction on the number of days that teachers on career break may be employed as substitute teachers has been suspended and a restriction on job sharing teachers undertaking additional substitution hours has been suspended.

Additional funding of €1m has also been made available for the Student Assistance Fund for Professional Master of Education (PME) students for 2020/2021. I intend to publish an updated Action Plan in the coming months with new and continuing actions across the four policy areas. Following the success of the upskilling programme Minister Harris and I announced, earlier this year, the intention to expand the numbers on the existing programmes and to also issue a call for a new upskilling programme in the subject of Irish, to commence in the 2021/22 school year.

From the outset, consultation with educational partners and stakeholders has been a central feature of the teacher supply process. In this regard, a number of national consultative forums, involving all relevant stakeholders, and regional focus groups for teachers, principals and parents have been held. Regular consultation also takes place with the teacher unions.

State Examinations

Questions (213)

Aindrias Moynihan

Question:

213. Deputy Aindrias Moynihan asked the Minister for Education the measures in place to ensure that the calculated grades process will be error-free for the leaving certificate results in 2021 following the close to 6,500 affected students in 2020; if her Department has learned from previous errors; if such errors will be avoided for the current sixth year students; and if she will make a statement on the matter. [38596/21]

View answer

Written answers

The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations and the system of SEC-Accredited Grades for Leaving Certificate 2021.

In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.

School Staff

Questions (214)

Brendan Smith

Question:

214. Deputy Brendan Smith asked the Minister for Education the progress to date in finalising the pay and conditions for school secretaries and caretakers; the timeline for the finalisation of these issues; and if she will make a statement on the matter. [38607/21]

View answer

Written answers

As someone who comes from the school sector, I am keenly aware of the vitally important role played by school secretaries and caretakers in the running of our schools.

In recognition of this role, I have put special arrangements in place for this school year whereby schools will be funded to employ a replacement secretary or caretaker in the event that staff who are at very high risk of contracting serious illness from COVID-19 cannot work on the school premises. I have also extended the Employee Assistance Service to all school staff including secretaries and caretakers.

The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.

On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department implemented the 2015 recommendations of an independent arbitrator. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 and that a minimum hourly pay rate of €13 be phased in over that period. This arbitration agreement covered the period up to 31 December 2019 and has been fully implemented and increased funding was provided by my Department.

The arbitration agreement was designed to be of greatest benefit to lower-paid secretaries and caretakers. For example, a secretary or caretaker who was paid the then minimum wage of €8.65 per hour in 2015 prior to the arbitration has from 1 January 2019 been paid €13 per hour which is a 50% increase in that individual’s hourly pay.

Fórsa trade union has tabled a follow-on claim from the 2015 agreement. Officials from my Department, the Department of Public Expenditure and Reform and School Management Bodies have been engaging with Fórsa on the claim. On the 27th of October 2020, under the auspices of the Workplace Relations Commission (WRC), an understanding was agreed on a pathway to progress the issues. Several key strands have been identified, and a phased approach is being taken to the development of proposals. The parties continue to engage under the auspices of the WRC with the next meeting scheduled for 30 July and I support meaningful engagement on this issue by all parties.

School Transport

Questions (215)

Pearse Doherty

Question:

215. Deputy Pearse Doherty asked the Minister for Education when refunds will issue to those who paid for school transport for the term from Christmas to Easter 2021; the way they will be issued; and if she will make a statement on the matter. [38612/21]

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Written answers

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.

The purpose of 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 decision taken by the Government not to re-open schools on the 6th January 2021, followed by the subsequent phased re-opening, was taken in the interest of protecting our pupils, their families, teachers and those members of the wider community and is one of the many measures taken to support efforts to contain the spread of Covid-19.

Given that school transport services were not available for part of the 2020/21 school year, it was decided that at the end of the school year a refund for that period of closure will be issued to parents/guardians.

Bus Éireann who operate the School Transport Scheme on behalf of the Department, will shortly commence issuing refunds to families who are due to receive a refund for the unused portion of their ticket for the period of school closures arising from public health measures/Covid-19 restrictions in the 2020/2021 school year. Families will be contacted directly by Bus Éireann when their refund is being released.

Full information is available at www.buseireann.ie/SchoolRefunds.

School Transport

Questions (216)

Pearse Doherty

Question:

216. Deputy Pearse Doherty asked the Minister for Education if her attention has been drawn to the fact that medical card holders are unable to have their cards verified on the school transport portal; the effect this may have on their access to school transport in the coming school year; and if she will make a statement on the matter. [38613/21]

View answer

Written answers

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the 2020/21 school year more than 114,100 children, including over 14,700 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.

Due to the HSE ransomware attack, the medical card validation process on the Bus Éireann Family portal is not available at present. Bus Éireann is working with the HSE find a solution to this issue.

Bus Éireann has contacted family account holders who used their child’s medical card for payment in the 2020/21 school year directly advising them of this issue. Advice and regular updates are also being provided on www.buseireann.ie/schooltransport

National Educational Psychological Service

Questions (217)

Pauline Tully

Question:

217. Deputy Pauline Tully asked the Minister for Education the number of children in each county that are awaiting an appointment with a NEPS psychologist; the number that are waiting less than six, six to 12 and more than 12 months in tabular form; and if she will make a statement on the matter. [38646/21]

View answer

Written answers

I can inform the Deputy that my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).

NEPS does not maintain waiting lists but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.

This system 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 Deputy may be aware that in 2017 my Department introduced a new model to support pupils with special educational needs. This means schools are now front-loaded with additional teachers to enable them to respond to pupil needs, rather than requiring an assessment to allow them to apply for such additional resource. This reduces the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require additional teaching support. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.

Furthermore I can inform the Deputy that starting from a level of 173 whole-time equivalents in 2016 and following increases allowed in successive Budgets the sanctioned number for NEPS psychologist currently stands at 221 w.t.e. psychologists.

I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.

Education Schemes

Questions (218)

Pauline Tully

Question:

218. Deputy Pauline Tully asked the Minister for Education the number of schools that have registered for the enhanced summer July provision programme 2021; the number of special schools in each county that have registered for the enhanced summer July provision programme 2021; the number of mainstream schools with special classes that have registered for the enhanced summer July provision programme 2021; the number of schools in each county that have registered to participate in literacy and numeracy camps; and if she will make a statement on the matter. [38647/21]

View answer

Written answers

In May 2021 the Government has announced a package of supports to allow primary and post primary 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.

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, help to ensure that 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:

- Literacy and numeracy camps in DEIS primary schools

- A 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 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

Similar to last year children with complex needs entering primary school next September are also eligible to participate in summer programmes.

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.

The Department has addressed concerns previously raised by stakeholders by introducing measures to support schools to encourage schools to offer the programme, funding for a Programme Overseer, preparation time, faster payments of staff, ease of administrative burden on schools and greater guidance materials on programme content.

In addition the programmes can be run at any time over the summer providing schools with autonomy to split the programme weeks to best meet the needs of pupils and staff participating in the programme. Schools were also given the opportunity to appeal any element of the resource allocation for the programme.

A home-based summer programme is available for students with complex special educational needs where a place on a school-based programme is not available to them. Under the home-based strand 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 of eligible children may arrange their programme over the school summer holidays to best suit their needs. An additional 10 hours has also been made available to pupils who were eligible for the Supplementary Programme earlier in the year but were unable to avail of any hours under that programme.

Further details on the different strands including available supports are available at gov.ie/summerprovision. This includes promotional materials such as posters for parents, and information videos for schools. A dedicated helpline and email address has also been available to schools since the launch of the programme.

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

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.

The final list of schools which participate in the 2021 summer education programme will not be available until it is known how many schools which have registered their interest, proceed to participate in the project. At that stage the full list of schools, including details of the breakdown of participating schools per County, can be made available to the Deputy.

State Examinations

Questions (219)

Johnny Mythen

Question:

219. Deputy Johnny Mythen asked the Minister for Education the number of children in County Wexford who failed to complete the leaving certificate cycle in each of the years 2016 to 2020 and to date in 2021, in tabular form. [30801/21]

View answer

Written answers

The retention rate is calculated based on the first-year entry, tracking the progression through post-primary until the leaving certificate examination. The LC retention rate of Wexford is in line with the national average for the past four years.

Local.Authority

Entry.Year

LC.sit.year

Cohort

ESL

LCexam

LCexam.per

Wexford

2013

2019

2,004

184

1820

90.81836327

Wexford

2012

2018

2,086

167

1919

91.99424736

Wexford

2011

2017

2,095

194

1901

90.7398568

Wexford

2010

2016

2,068

194

1874

90.61895551

Enterprise Support Services

Questions (220)

Pauline Tully

Question:

220. Deputy Pauline Tully asked the Minister for Social Protection the number of applications that have been received for the enterprise support grant from businesses in County Cavan; the number that have been successful; and if she will make a statement on the matter. [38642/21]

View answer

Written answers

The Enterprise Support Grant (ESG) is available to eligible self-employed recipients who close their Pandemic Unemployment Payment (PUP) and re-start their business. A grant of up to €1,000 is available under this measure to assist with the costs associated with reopening a business.

This grant is available to self-employed individuals who satisfy the scheme conditions including, employing fewer than 10 people, having an annual turnover of less than €1 million and not being liable for commercial rates. This grant is available for micro enterprises that are not eligible for other similar COVID business re-start grants from other Government Departments.

I have recently extended the grant to make it available to those who claimed the grant in 2020 but who found themselves back on the PUP in 2021. The opportunity of a second grant, worth up to €1,000 applies to all eligible self-employed recipients who close their PUP on or after 1 June 2021.

Over 9,370 ESG applications have been approved since the introduction of this grant, with in excess of €8.7m paid to small businesses. This information is not maintained on a county basis.

I trust this clarifies the matter for the Deputy.

Social Welfare Appeals

Questions (221)

Bernard Durkan

Question:

221. Deputy Bernard J. Durkan asked the Minister for Social Protection the progress to date in the determination of an appeal for carer’s allowance in the case of a person (details supplied); and if she will make a statement on the matter. [38137/21]

View answer

Written answers

The Social Welfare Appeals Office has advised me that an appeal by the person concerned was registered in that office on 13 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 27 May 2021 and the case was referred on to an Appeals Officer on 15 June 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.

Legislative Measures

Questions (222)

Claire Kerrane

Question:

222. Deputy Claire Kerrane asked the Minister for Social Protection when section 14 of the Social Welfare, Pensions and Civil Registration Act 2018 will commence; and if she will make a statement on the matter. [38184/21]

View answer

Written answers

Section 14 of the Social Welfare, Pensions and Civil Registration Act 2018 sets out that:

"The Minister shall conduct a review and lay a report before the Houses of the Oireachtas on the financial hardship faced by carers who must provide full-time care in order to receive carer’s allowance restricting them from taking up other work to supplement their income, examining their access to pension entitlements as well as the barriers to the labour market they face after a period of caring and that the report shall be presented to the Oireachtas Joint Committee on Employment Affairs and

Social Protection within 6 months of the enactment of this Bill."

Although section 14 of the Social Welfare, Pensions and Civil Registration Act 2018 was not formally commenced, the report referenced therein was prepared by my Department and was laid before the Houses of the Oireachtas at the end of August 2019. It is available at:

opac.oireachtas.ie/AWData/Library3/EASPdoclaid28082019_104436.pdf

I trust that this clarifies the matter for the Deputy.

Social Welfare Payments

Questions (223)

Claire Kerrane

Question:

223. Deputy Claire Kerrane asked the Minister for Social Protection the number and value of illness benefit overpayment recouped in 2019, 2020 and to date in 2021, in tabular form. [38185/21]

View answer

Written answers

Overpayments of social welfare assistance and benefit payments arise as a consequence of decisions made under the relevant sections of the Social Welfare (Consolidation) Act, 2005 (as amended). Where an overpayment is raised, the Department makes every effort to recover the amount overpaid in full in the shortest time period.

Overpayments can take a number of years to be fully recovered and the Department takes into account, as it is obliged to by law, the personal circumstances of the person in determining the amount of money they can repay so as to ensure that their living needs are met.

A breakdown of Illness Benefit overpayments recouped in the years 2019, 2020 and 2021 to 30/06/2021 is set out in the table below.

Year

Recoveries

2019

€3.58m

2020

€3.97m

2021 (to 30/06/2021)

€1.74m

I hope this clarifies the matter for the Deputy.

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