Written Answers Nos. 914-933
915. Deputy Jim O'Callaghan asked the Minister for Defence the strength of the Reserve Defence Force as of 30 June 2021; if he will provide a breakdown of all ranks across the three services; a breakdown by gender of same in tabular form; and if he will make a statement on the matter. [40887/21]
View answerThe Reserve Defence Force (RDF) is comprised of the First Line Reserve (FLR), the Army Reserve (AR) and the Naval Service Reserve (NSR).
The effective strength of the Army Reserve (AR) and Naval Service Reserve (NSR) as of 30 June, 2021, is 1,529 in total, broken down as follows:
|
- |
LT COL |
COMDT |
CAPT |
LT |
TOTAL OFFR |
SM |
BQMS |
CS |
CQMS |
SGT |
CPL |
TOTAL NCO |
PTE |
TOTAL |
|
LT COL |
COMDT |
CAPT |
LT |
TOTAL OFFR |
SM |
BQMS |
CS |
CQMS |
SGT |
CPL |
TOTAL NCO |
PTE |
TOTAL |
|
|
AR |
5 |
44 |
80 |
93 |
222 |
1 |
4 |
33 |
36 |
253 |
213 |
540 |
645 |
1407 |
|
NR |
0 |
3 |
8 |
11 |
22 |
0 |
4 |
4 |
0 |
13 |
13 |
34 |
66 |
122 |
The number of effective female Officers, NCOs and Privates in the Army Reserve and Naval Service Reserve as of 30 June, 2021, is 205 in total, broken down as follows:-
|
- |
LT COL |
COMDT |
CAPT |
LT |
TOTAL OFFR |
SM |
BQMS |
CS |
CQMS |
SGT |
CPL |
TOTAL NCO |
PTE |
TOTAL |
|
LT COL |
COMDT |
CAPT |
LT |
TOTAL OFFR |
SM |
BQMS |
CS |
CQMS |
SGT |
CPL |
TOTAL NCO |
PTE |
TOTAL |
|
|
AR |
0 |
3 |
9 |
17 |
29 |
0 |
0 |
0 |
2 |
24 |
37 |
63 |
92 |
184 |
|
NSR |
0 |
0 |
0 |
2 |
2 |
0 |
0 |
0 |
0 |
1 |
3 |
4 |
15 |
21 |
The substantive strength of the First Line Reserve (FLR) as of 30 June, 2021, is 263, broken down as follows:
|
- |
OFFR |
NCO |
PTE |
TOTAL |
|
Army |
- |
13 |
119 |
132 |
|
Air Corps |
- |
4 |
19 |
23 |
|
Naval Service |
3 |
17 |
88 |
108 |
|
TOTAL |
3 |
34 |
226 |
263 |
*The gender breakdown of the FLR is not available
916. Deputy Jim O'Callaghan asked the Minister for Defence the number of overseas missions in which the Defence Forces are currently involved; the number of personnel involved in each mission; and if he will make a statement on the matter. [40888/21]
View answerAs of 1 July 2021, Ireland is contributing 579 personnel to 10 different missions throughout the world. The main overseas missions in which Defence Forces personnel are currently deployed are the United Nations Interim Force in Lebanon (UNIFIL) with 351 personnel and the United Nations Disengagement Observer Force (UNDOF) in Syria with 137 personnel. Ireland also contributes observers and staff to various United Nations and OSCE missions and personnel to staff appointments at UN, EU, NATO/PfP and OSCE headquarters.
Ireland has always been a strong supporter of the United Nations and UN Peacekeeping. Our commitment and support for the primary role of the United Nations, in the maintenance of international peace and security, is expressed in Ireland's long-standing tradition of participating in UN peacekeeping operations. This commitment is also expressed in our engagement in the EU's Common Security and Defence Policy (CSDP).
Full details of all personnel currently serving in missions overseas are listed in the tabular statement below.
MEMBERS OF THE PERMANENT DEFENCE FORCE SERVING OVERSEAS AS OF 1 July 2021
|
UN MISSIONS |
|
|
UNIFIL (United Nations Interim Force in Lebanon) HQUNIFIL 118th Infantry BattalionUNIFIL Sector West HQ |
93384 |
|
UNTSO (United Nations Truce Supervision Organisation) Israel & Syria |
12 |
|
MINUSMA (United Nations mission in MALI) |
14 |
|
MINURSO (United Nations Mission for the Referendum in Western Sahara) |
2 |
|
MONUSCO (United Nations Stabilisation Mission in the Democratic of the Congo) |
3 |
|
UNDOF (COS Staff/FHQ Staff - Camp Faouar - Bravo side)UNDOF 63rd Infantry Group (Camp Faouar - Bravo side) |
8129 |
|
TOTAL |
519 |
|
UN MANDATED MISSIONS |
|
|
EUFOR (EU-led Operation in Bosnia and Herzegovina) |
5 |
|
EUTM Mali (EU-led Training Mission) |
20 |
|
KFOR (International Security Presence in Kosovo) HQ |
13 |
|
Naval Service EU Mission (Op Irini HQ) |
3 |
|
TOTAL NUMBER OF PERSONNEL SERVING WITH UN MISSIONS |
560 |
|
ORGANISATION FOR SECURITY AND CO-OPERATION IN EUROPE (OSCE) |
|
|
Staff Officer, High Level Planning Group, Vienna |
1 |
|
EU MILITARY STAFF |
|
|
Brussels |
4 |
|
MILITARY REPRESENTATIVES/ADVISERS/STAFF |
|
|
Military Adviser, Permanent Mission to UN, New York |
2 |
|
Military Adviser, Irish Delegation to OSCE, Vienna |
1 |
|
Military Representative in PSC Delegation (Brussels) |
6 |
|
Liaison Office of Ireland, NATO/PfP (Brussels) |
3 |
|
EU OHQ Operation Althea, Mons, Belgium |
1 |
|
Irish Liaison Officer to SHAPE & Military Co-Op Division, Mons, Belgium |
1 |
|
TOTAL NUMBER OF DEFENCE FORCES PERSONNEL SERVING OVERSEAS |
579 |
919. Deputy John Brady asked the Minister for Defence the current rates of pay and allowances for all members of the Defence Forces in tabular form; and if he will make a statement on the matter. [40965/21]
View answerI wish to advise the Deputy that the current rates of pay and allowances for all members of the Defence Forces are publically available through the Department of Defence Website (www.gov.ie/en/organisation-information/e8132-routinely-published-information/#defence-forces-pay-scales).
920. Deputy Michael McNamara asked the Minister for Education if she has risk assessed the impact on health in particular of children of Covid-19- related cleaning, disinfecting, fogging and sanitising procedures in schools; if so, if that risk assessment will be made available; if these procedures will continue once schools reopen in autumn 2021 (details supplied); and if she will make a statement on the matter. [40299/21]
View answer921. Deputy Michael McNamara asked the Minister for Education if schoolchildren will be subjected to invasive procedures such as mask wearing, antigen or other testing or procedures (details supplied); and if she will make a statement on the matter. [40301/21]
View answerI propose to take Questions Nos. 920 and 921 together.
The aim of all of the Covid-19 infection prevention and control measures that have been put in place for schools is to support schools to operate safely and prevent the introduction of Covid-19 and also the onward of transmission of Covid-19 among the school community. There is clear evidence from the operation of schools during the past year that schools are low risk environments in terms of the transmission of COVID-19 and that the infection prevention and control measures in place are highly effective in reducing the risk of contracting COVID-19. These measures protect pupils, their parents and school staff.
The infection prevention and control advice for schools is provided by specialists from the Health Protection Surveillance Centre (HPSC). The advice for the safe operation of schools balances the need for a practical and sensible level of caution with the need to provide a supportive environment for students and where staff feel safe and able to engage with students in a way that supports their learning.
Control measures to reduce the risk of spread of COVID-19 in schools are critically important to sustain the safe operation of schools. The Work Safely Protocol and the HPSC advice for schools sets out the cleaning requirements for general cleaning and the enhanced cleaning in the event of a COVID-19 case. The specific advice in relation to school cleaning is set out in the HPSC advice. That report is available here .
Current public health advice makes it a requirement for face coverings to be worn by teachers, staff in schools and students attending post primary school. It is not a requirement for children attending primary school to wear face-coverings. It is accepted from a public health perspective that there are certain limited circumstances where someone is exempt from wearing face covering. The advice of the Health Protection Surveillance Centre (HPSC) on the use of face coverings in educational settings is available here .
The Department will continue to work with the public health specialists regarding the infection prevention and control measures necessary in schools for the 2021/2022 academic year and implement as appropriate any changes necessary to support the safe operation of schools in line with any changes to public health advice to manage the spread of COVID-19 during the course of the 2021/2022 academic year.
The approach to reopening in the new academic year remains the same in that one of the key messages to manage the risks of COVID-19 in school is to do everything practical to avoid the introduction of COVID-19 into the school. If infection is not introduced it cannot be spread. In this regard significant emphasis has been placed consistently on the message to staff, students and the whole school community to ‘stay at home if you are not well'.
The overriding objective of these plans for the safe operation of schools continues to be to protect the health and wellbeing of staff and students while safeguarding the educational and developmental needs of the nation’s children.
922. Deputy Thomas Gould asked the Minister for Education if her attention has been drawn to the difficulties in the discussions on the funding promised for a centre (details supplied); and if she will make a statement on the matter. [39082/21]
View answer926. Deputy Sean Sherlock asked the Minister for Education the status of talks with an educational facility (details supplied). [39144/21]
View answer944. Deputy Holly Cairns asked the Minister for Education if it will be ensured that the current staff of a centre (details supplied) are retained in their current roles; and if she will make a statement on the matter. [39298/21]
View answerI propose to take Questions Nos. 922, 926 and 944 together.
I am aware of the issues raised by the Centre referred to by the Deputies. My officials have met with representatives of the Centre on a number of occasions and are open to further engagement.
The Centre sought additional funding of a minimum of €50,000 and additional funding for 12 staffing posts. In addition, the centre sought security of tenure for staff.
My Department increased the funding which was previously available to the centre by €100,000 to bring its contribution to €177,500. In response to the request for teaching supports, my Department identified a long term strategic framework to support the centre in this regard, including provision of teaching support in the interim.
To date the Centre has indicated that none of the proposals set out by my Department to support the centre are acceptable and it has indicated on a number of occasions that talks have broken down. My Department has recently written to the centre outlining the terms of a sustainable framework to support the centre in to the future.
Further to this correspondence, my Department has received additional correspondence from the Centre and will be replying directly to the Centre’s Board of Management. My Department will continue to work with the centre as long as it is willing to remain engaged.
923. Deputy Michael McNamara asked the Minister for Education if she will sanction an increase on the current SNA resources at a school (details supplied) in County Clare; and if she will make a statement on the matter. [39085/21]
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 Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE for direct reply.
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 ncse.ie/for-schools.
The NCSE have published the SNA allocations on their website 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 have been extended for the 2021/22 school year.
Circulars 29/2021 and 30/2020 are available on the Departments website.
My Department does not have a role in making individual school determinations. Accordingly your question has been forwarded to the NCSE for direct reply.
924. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the amount currently spent by her Department on educational psychologists; and the average salary of an educational psychologist. [39127/21]
View answerThe total salary costs for psychologists in the National Educational Psychological Service up to the end of June 2021 is €18.6M and the average salary of a psychologist is €70,000.
925. Deputy Richard Bruton asked the Minister for Education if she will consider some special measures for DEIS secondary voluntary schools whose staff and students have to devote substantial hours to fundraising in order to meet funding shortfalls compared to fully funded schools; and if she has considered proposals put forward by a school (details supplied). [39138/21]
View answerI acknowledge the detailed proposal from the school referred to by the Deputy. I am aware there has been extensive engagement over the past few years on this issue with my Department, and that this particular school had made representations previously.
The funding arrangements for post primary schools reflect the sectoral arrangements which exist at post primary level. Voluntary Secondary schools in the free education scheme are funded by way of per capita grants. Funding provided to schools in the Education and Training Board (ETB), Community and Comprehensive sectors is primarily based on budgets determined by my Department. At the core of these arrangements is reliance upon capitation as a key determinant of funding. Enrolments are the main driver in the level of funding provided.
Some equalisation measures have been introduced to rectify historical inconsistencies in the funding arrangements for Voluntary Secondary schools. It is estimated that up to €21m was provided in equalisation funding in the period up to 2009.
As agreed with the Joint Managerial Body (JMB), who are the management body representing schools in the voluntary sector, future improvements in equalisation funding is to be directed in the first instance at the elimination of the School Salary grant deduction from the capitation payable to Voluntary Secondary Schools. This salary grant deduction amounts to €563 per teaching post.
Budget 2020 provided funding to cater for a 20% reduction in the School Salary Grant deduction commencing in the 2020/21 school year. This will bring the deduction down from €563 to €450.40 per whole-time equivalent teaching post.
DEIS - Delivering Equality of Opportunity in Schools is the main policy initiative of my Department to address educational disadvantage at school level. My Department will spend over €150million on supports for schools under the DEIS programme in 2021. DEIS supports are targeted at supporting the educational outcomes of those pupils most at risk of educational disadvantage, and are not intended to cover the day to day costs of the school as is the case with capitation funding. Such supports are applied equitably across all DEIS post-primary schools, irrespective of the patronage or governance model for a given school.
Evidence from the evaluation of the DEIS programme to date demonstrates that it is having a positive effect on tackling educational disadvantage and improvements in educational outcomes have been experienced across each of the post primary sectors.
It is existing policy to equalise the gap in general funding between post-primary schools in the different sectors and some progress has been made in this regard. In any further plans to equalise this gap through the reduction of the School Salary Grant, my Department will give full consideration to the challenges faced by DEIS Voluntary Secondary Schools. However, there are no plans to change the allocation of DEIS resources to address differences in school funding which apply on the basis of the sectoral division in the post primary system on the basis that DEIS resources are already applied in an equitable manner across all DEIS post-primary schools.
927. Deputy Joan Collins asked the Minister for Education the progress that has been made to secure an autism class in a school (details supplied). [39181/21]
View answerEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.
This year, just under 25% of the total Education budget or €2bn will be invested in supporting children with special educational needs (SEN). As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.
For the coming school year there will be over 13,600 Special Education Teachers allocated to mainstream schools, who will support class teachers to address the special educational needs and learning needs of pupils who attend mainstream schools.
This year we are also providing for two new special schools and 269 new special classes. We will have a total of 2,118 special classes in 2021/22, which is the largest number of special classes that we have ever had, and compares to 548 classes available in 2011.
18,000 Special Needs Assistants will be available to support the care needs of pupils with special educational needs in our schools.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing. Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis.
Planning for future needs takes into consideration the current availability of such places and focuses on those locations where additional provision is required. However, the active collaboration of school communities is essential in this regard.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
In establishing new special classes, the NCSE is required to satisfy itself that the class is both sustainable and available to all of the students who may need special class placements in a particular area.
I have requested the NCSE to engage with the schools in question regarding future expansion of SEN provision in their schools.
The local Special Educational Needs Organisers (SENOs) are available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list.
I can assure the Deputy that my Department will continue to prioritise investment in special education.
928. Deputy Joan Collins asked the Minister for Education if she has initiated talks within her Department in relation to a new school for Dublin 12 which will include autism classes given forward planning is needed in view of the fact there will be more than 6,000 new residents over the next two years in the area. [39182/21]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, utilising data from a range of sources including information on planned and current residential development, to identify where the pressure for school places across the country will arise. Dublin 12 is situated in the Dolphins Barn_Dublin12 school planning area. As the Deputy is aware, major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each local authority to obtain the up-to-date data on residential development activity. 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.
My Department's most recent projections do not indicate significant increases in school place requirements at either primary or post primary level in the Dolphin's Barn_D12 school planning area. Planned residential development is included in these projections. Nevertheless, 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 Dublin 12, as with all other school planning areas, under review. In respect of provision for pupils with special educational needs, my Department has approved the following 2 projects were for ASD provision in Dublin 12 in 2021 under the Additional Schools Accommodation (ASA) scheme: St. Damian’s NS, Perrystown, Dublin 12 – a one class Special Education Needs room Our Lady of the Wayside NS, Bluebell, Dublin 12 – three class Special Education Needs rooms. In addition, a new special school will be established for the 2021/2022 school year in the former Scoil Colm, Crumlin. The school will operate under the patronage of the Archbishop of Dublin and will be known as Our Lady of Hope School. Reconfiguration works are currently being undertaken in the building to facilitate the school’s establishment. The school will offer places to students with autism and general learning disabilities with priority given to children with no offer of a placement for September next. Requirements for special education provision will continue to be kept under review.
929. Deputy Joan Collins asked the Minister for Education her views on whether early start needs an overhaul and autistic children need extra support to be able to fulfil their potential; and if there are plans in relation to same. [39183/21]
View answerThe Early Start programme was established in 1994, and is a one-year intervention to meet the needs of children aged between 3 years and 5 years who are at risk of not reaching their potential within the school system. It involves an educational programme to enhance overall development, help prevent school failure and offset the effects of social disadvantage.
Since the inception of Early Start, the early childhood education and care landscape has changed significantly with the introduction of the Early Childhood Care and Education (ECCE) scheme in 2010, and the extension of this scheme to a two year programme in 2018. The ECCE scheme is under the remit of my colleague the Minister for Children, Equality, Disability, Integration and Youth, and officials of my Department and its agencies co-operate closely with that Department, particularly in relation to Síolta and Aistear , the national quality and curriculum frameworks for early years care and education.
While the ECCE scheme is the national universal two-year pre-school scheme available to all children, the Early Start programme continues to run in 40 primary schools in designated areas of urban disadvantage, and has capacity for 1,620 children each year. Early Start units attached to primary schools are staffed by teachers and child care workers, and the role of the child care workers is to meet the care needs of all the children in the unit, including those children with special educational needs. The programme opens each year to new child enrolments.
My Department also plays a key role in the ongoing development of the Access and Inclusion Model (AIM) which was launched in June 2016 by the Department of Children, Equality, Diversity, Integration and Youth (DCEDIY). AIM is a model of supports designed to ensure that children with disabilities can access the ECCE scheme. AIM supports are provided through the ECCE scheme. The main supports are grouped into universal or targeted supports. Where universal supports are not enough to meet the needs of an individual child, targeted supports are available to ensure the child can meaningfully participate in pre-school.
My Department has made provision for Autism Spectrum Disorder (ASD) classes for children of pre-school age for whom places aren’t available from providers of the ECCE scheme. These classes are attached to mainstream schools. There are currently 135 of these ASD classes across the country providing targeted supports for 737 pupils. Moreover, where places in those classes are not currently available to pupils my Department provides Home Tuition grants to enable access to pre-school education for those children. In the last school year there were 522 pre-school children being supported by the Home Tuition scheme.
The National Council for Special Education (NCSE) is available to provide further advice and assistance in respect of the supports available which are delivered locally through their national network of Special Educational Needs Organisers (SENOs) who interact with parents and schools and liaise with the HSE in providing resources to support children with special educational needs.
930. Deputy Pauline Tully asked the Minister for Education the longest period currently spent on the home tuition grant by a child with additional educational needs; the average time spent on a home tuition grant by children with additional educational needs in 2019, 2020 and to date in 2021; and if she will make a statement on the matter. [39187/21]
View answerThe purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school.
Home tuition is not an alternative to a school placement and is provided in very limited and specific circumstances. By its nature, it is intended to be a short term intervention.
The scheme provides a compensatory educational service for
- Children with special educational needs seeking an educational placement in a recognised school
- Students, enrolled in schools, with significant medical conditions which has caused, and is likely to continue to cause, major disruption to their attendance at school
- The scheme also provides Home Tuition for pre-school/early educational intervention for children with autism who meet the schemes eligibility criteria.
Each of the strands of the scheme prescribe the hours available for allocation. For children with Autism aged from 2.5 years to 3 years the number of tuition hours available is 10. From 3 years, for children with Autism for whom school placements are not available, the number of available tuition hours is 20 per week.
For children with special educational needs over 4 years for whom school placements are not available, the number of available tuition hours is 20 per week.
For children with medical conditions the hours granted are reflective of the time the child has been absent from school and these are listed in my Department's Home Tuition circular.
Departments Circular 0038/2021, which sets out the number of hours applicable under each strand of the scheme. The applicable criteria under which children qualify for Home Tuition support are set out in this circular.
Home Tuition statistics in relation to the length of time that individual children have been sanctioned for home tuition support, as requested by the Deputy, are not readily available. The information provided below relates to the number of applications for Home Tuition support sanctioned under the scheme. at any one time, a small number children with significant health conditions will be in receipt of home tuition on an ongoing basis due to the severity of their condition.
It is important to note that Home tuition funding is not an alternative to a school placement, by its nature it is intended to be a short term intervention.
For this reason home tuition will not be available where a suitable school placement has been identified by the NCSE.
Similarly, failure to enrol a child in school will not give rise to eligibility under this scheme.
The local SENO will continue to be available to engage with the family and the school concerned to ensure that the child's needs are addressed.
Details of the number of applications for Home Tuition support which were sanctioned in 2019, 2020 and 2021 school year:
|
- |
Mental Health |
Medical |
ASD Early Intervention |
SEN no placement |
Total |
Cost |
|
2018/2019 |
381 |
303 |
158 |
829 |
1,671 |
€18,741,450 |
|
2019/2020 |
364 |
277 |
120 |
703 |
1,464 |
€15,040,000 |
|
2020/2021 |
346 |
227 |
106 |
752 |
1,335 |
n/a |
931. Deputy Pauline Tully asked the Minister for Education if she plans to hold a review of the operation of the Education (Admission to Schools) Act 2018; if so, the timeframe for the review; and if she will make a statement on the matter. [39188/21]
View answerIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
The Education (Admission to Schools) Act 2018 strives to create a new more parent-friendly, equitable and consistent approach to how school admissions policy operates for the almost 4,000 primary and post-primary schools in this country.
All schools have drafted admissions policies, which have been approved by the Patron, following consultation with staff and parents of children who are attending the school. These policies are effective for admission to school in September 2021 onwards.
There is a statutory requirement to review section 11 of the act, 5 years after the section came into operation. This will be undertaken in 2023.
932. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the amount of capitation per pupil at primary and secondary level in each of the years 2019, 2020 and 2021, in tabular form. [39190/21]
View answerMy Department provides capitation funding to all recognised primary schools and post primary schools within the free education scheme.
My Department provide funding to primary schools by way of per capita grants, subject to a minimum grant equivalent to 60 pupils.The funding arrangements for post primary schools reflect the sectoral division of the second-level system. At the core of these arrangements is reliance upon capitation as a key determinant of funding. Enrolments are the main driver in the level of funding provided.
ETB, Community & Comprehensive sector are primarily based on budgets determined by the Department.
The Voluntary Secondary School Sector are based on per capita grants provided by the Department.
The capitation grant rates are outlined in the following tables:
Capitation Grant Rates
|
Year |
Primary(Rate per pupil) |
Voluntary Secondary(Rate per pupil) |
|
2018 |
€170.00 |
€296.00 |
|
1/9/2019 |
€179.00 |
€309.00 |
|
1/9/2020 |
€183.00 |
€316.00 |
|
2021 |
€183.00 |
€316.00 |
Ancillary/Support Services Funding (SSSF)
|
Year |
Primary(Rate per pupil) |
Voluntary Secondary(Rate per pupil) |
|
2019 |
€169.00 |
€222.00 |
|
2020 |
€171.00 |
€223.50 |
|
2021 |
€173.00 |
€224.50 |
Book Grants
|
Year |
Grant Type |
Primary(Rate per pupil) |
Voluntary Secondary(Rate per pupil) |
|
2019-2021 |
Non DEIS |
€11.00 |
€24.00 |
|
2020-2021 |
DEIS |
€21.00 |
€39.00 |
933. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the amount of capitation funding allocated to schools in 2020. [39192/21]
View answerMy Department provides funding to Primary and Post-Primary schools by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary/School Services Support Fund (SSSF) to cater for the cost of employing ancillary services staff. Schools also receive a range of other grants including Book Grants, Programme grants etc.
In addition, under the COVID-19 response plans, a range of supports are being made available to all recognised schools in the free education scheme which include additional financial supports to provide for Cleaning, PPE and hand hygiene, Enhanced Supervision and the employment of aides.
€476.1m of capitation related grant funding was paid to primary and post-primary schools in 2020 which included €56m for grants to provide for PPE, enhanced cleaning, the employment of aides and €12.6m for grants for enhanced supervision and high risk ancillary substitution.
