Written Answers Nos. 1054-1073
1054. Deputy Paul Kehoe asked the Minister for Education her plans for the installation of CO2 monitoring in schools; the expected timeframe for the full completion of the project; the expected benefit of the monitoring scheme; and if she will make a statement on the matter. [40890/21]
View answerManaging ventilation is just one of a suite of public health measures in place to keep our schools safe.
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 this regard, the Department is procuring a number of portable monitors which will be distributed to all 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. This will ensure that a CO2 monitor will be available for use in every classroom in Ireland.
1055. Deputy Paul Kehoe asked the Minister for Education if there is a fully open, transparent and advertised tender scheme for the provision of CO2 monitoring equipment in schools; and if she will make a statement on the matter. [40891/21]
View answerOn 14 June 2020 the Department of Education and Skills published a Request for Information (RFI) to identify PPE, Consumables and Equipment Suppliers to support the education sector. This procurement was managed as a negotiated procedure under Article 32 for the 2016 Procurement Regulations in order to secure supplies in time to reopen the sector’s schools and institutions.
The process identified a number of suppliers that are capable of providing the suite of products required by the Government’s Roadmap for the Full Return to School and this is considered the most favourable solution to meet the aggregated needs of the number and geographic spread of educational institutions – including schools – right across the State. That procurement process concluded in July 2020 with supply agreements signed and the award notice published.
CO2 monitors for distribution across schools in advance of (and during) the forthcoming academic year, including output performance specifications, quantities and delivery requirements, have been procured by the Department following a competitive process under the PPE, Consumables and Equipment Supplier Framework.
1056. Deputy Paul Kehoe asked the Minister for Education if the proposed CO2 monitoring equipment in schools will allow for the full recording, storage and assessment of all the collected data; and if she will make a statement on the matter. [40892/21]
View answerA 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. This will ensure that a CO2 monitor will be available for use in every classroom in Ireland.
Data logging is a feature of the CO2 monitors being provided. The CO2 monitor will log a reading every 15mins. 30 days of historical data will be available to the school authority which can be downloaded using a free computer application.
1057. Deputy Paul Kehoe asked the Minister for Education if the provision of mechanical ventilation and air filtration in schools will be considered by her Department; if the opening of school windows will remain the only ventilation option for most schools; and if she will make a statement on the matter. [40898/21]
View answerManaging ventilation is just one of a suite of public health measures in place to keep our schools safe.
The provision of ventilation is an integral component of the Departments’ technical guidelines, specifically TGD 020 which can be accessed on the Department’s website:
www.education.ie/en/School-Design/Technical-Guidance-Documents/Current-Technical-Guidance/pbu_tgd_020_rev2_nov2017.pdf.
Furthermore 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 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. This will ensure that a CO2 monitor will be available for use in every classroom in Ireland.
It is also worth noting that CO2 monitors are already provided for in new school building projects completed from 2019 onwards as mandated in TGD -033 which can be accessed on the Department’s website:
www.education.ie/en/School-Design/Technical-Guidance-Documents/Current-Technical-Guidance/bu_tgd_033.pdf.
1058. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of children with special educational needs with no school place for September 2021. [40914/21]
View answerThe National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. The NCSE, through its local network of SENOs (Special Educational Needs Organisers), is available to provide advice and support to parents on the possible placement options available to their child.
For the 2021/22 school year, 2,132 special classes will be established in 1,121 mainstream primary and post primary schools providing places for approximately 12,700 pupils with additional needs. This is the largest number of special classes that we have ever had, and compares to 548 classes available in 2011.
The Deputy will be aware of the recent announcement whereby Minister Foley and I have secured a significant expansion of special school provision through the establishment of two new special schools for the 2021/2022 school year. Bringing a total of 126 special schools in operation providing specialist education for almost 8,000 pupils annually.
I should also clarify that the NCSE does not maintain waiting lists for schools. Boards of management of individual schools are responsible for such enrolment matters.
I would like to assure the Deputy that my Department and the NCSE continue to work very closely in planning for the delivery of new places required to meet forecasted demand. It is difficult to predict with accuracy the exact level of demand for new places as parental choice comes into play and parents may not always follow a recommendation in an assessment. For example, a parent may get a diagnosis with a recommendation for either a special class or special school placement but may decide that the child is currently settled in his/her mainstream class and leave it at that. In addition, the current work of the HSE to clear the backlog of Assessments of Need is adding to the demand for places.
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.
Details of the locations of the special classes are available on the NCSE website at www.ncse.ie .
1059. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the total number of middle management posts in primary and secondary schools in each of the years 2008 to 2021, in tabular form. [40916/21]
View answerThe information requested by the Deputy is not readily available. The information will be compiled and forwarded directly to the Deputy as soon as it is available.
1060. Deputy Violet-Anne Wynne asked the Minister for Education the progress on the paused model that has been introduced in advance of the introduction of a front-loaded model for the next school year, that is, 2022-2023; the number of schools that are awaiting exceptional reviews by county, in tabular form; and if she will make a statement on the matter. [41015/21]
View answerIn 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 was deferred for a further year to the beginning of the 2022/23 school year.
The disruption prevented the delivery of the necessary training and information workshops to support the roll out of the new allocation model which had been planned for earlier this year.
The frontloading of SNAs for mainstream classes is a key part of the School Inclusion Model. The Department and NCSE are committed to its introduction as part of the development of that Model.
The training and workshops are designed to help school leaders and teachers in their in-school planning for the new model and their engagement with parents. These sessions will now be rescheduled to take place during the 2021/22 school year. Further information will be issued by the NCSE in due course.
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 were announced:
- 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 was 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 were prioritised with determinations 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 published SNA allocations on their website www.ncse.ie.
SNA allocations for special classes and special schools are not affected by this arrangement.
Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
Provisions set out in Circular 0030/2020 has been extended for the 2021/22 school year.
Circular 0029/2021 and Circular 0030/2020 are available on the Departments website.
The NCSE have confirmed that 1,488 SNA Exceptional Review applications were received, and outcomes notified to schools. Of these, 778 schools received an increase amounting to 543.55 additional posts allocated. The number of appeals received was 145. In relation to the number of schools awaiting exceptional review by county, your question will be forwarded to the NCSE for direct reply.
1061. Deputy Violet-Anne Wynne asked the Minister for Education the schools that are awaiting exceptional reviews in the knowledge that their student populations presenting with additional needs is changing and that need additional SNA allocation; and the point at which they will be provided in the upcoming school year. [41016/21]
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 question has been forwarded to the NCSE for direct reply.
The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited. The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.
In processing applications for an exceptional review of SNA support, the NCSE considers each application on the basis of the information provided by the school. Schools are required to use their existing allocation and deploy SNAs in support of the care needs as they are currently presenting in the school. The NCSE examines the application to identify whether there has been a significant change in the profile of care needs in the school. In some cases an additional allocation is required and is subsequently made available to the school. As advised in the Guidelines on the SNA Exceptional Review process published on the NCSE website, priority is given to schools with no or limited SNA resources and to rapidly developing schools.
For the 2020/21 Exceptional Review process, given the particular public health requirements and the fact that school buildings were closed for some of the year, wherever possible the opportunity was taken to conclude a review as an office based exercise. In most cases this resulted with the review being brought to a conclusion without a school visit. However, in some cases it was also necessary to visit the school in order to complete the process and 332 such school visits took place. The school visit provides an opportunity to engage with teachers, SNAs and school management on the effective deployment of SNAs in the school and the NCSE is thankful to schools for facilitating their taking place.
The NCSE have confirmed that 1,488 SNA Exceptional Review applications were received, and outcomes notified to schools. Of these, 778 schools received an increase amounting to 543.55 additional posts allocated. The number of appeals received was 145.
1062. Deputy Violet-Anne Wynne asked the Minister for Education if she will address the situation in a school (details supplied) in County Clare; and if she will expedite the special needs assessment review for 2021-2022. [41017/21]
View answerThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. My Department does not have a role in making determinations in individual cases and accordingly your question wlll be forwarded to the NCSE for direct response.
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 www.ncse.ie.
SNA allocations for special classes and special schools are not affected by this arrangement.
Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
Provisions set out in Circular 0030/2020 has been extended for the 2021/22 school year.
Circulars 29/2021 and 30/2020 are available on the Departments website.
1063. Deputy Ruairí Ó Murchú asked the Minister for Education if she will conduct an audit of primary and secondary education schools in County Louth given the demographic and socioeconomic changes; and if she will make a statement on the matter. [41021/21]
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, 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.
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.
As the Deputy may be aware, since April 2018 the Government has announced 47 new schools to be established over a four year period (2019 - 2022) including one new post primary school (1,000) to serve the Laytown and Drogheda school planning areas (Regional Solution). This school was established in 2019 under the patronage of Educate Together.
Agreement in principle has been reached to acquire a site for the permanent location of the school referred to. This agreement is subject to contract, conveyancing and satisfactory grant of full planning permission. The location of the permanent site (circa 11 acres in size) will incorporate the current temporary site at Mill Road, Drogheda at which the school is located.
The school building project will be delivered under my Department's Design and Build programme. The project will proceed into early architectural planning which involves site surveys, school design stages and the preparation of statutory applications. A pre planning meeting will be arranged with the local authority in advance of preparing a Planning Application. Once statutory approvals have been secured, the project will proceed to tender and construction stages.
In addition, the following projects are included on my Department’s School Building Programme:
1. Scoil Ui Mhuiri Dunleer, this project has been recently completed and will increase capacity to accommodate 750 pupils.
2. Bush Post-Primary School, this project to increase capacity to accommodate 700/750 pupils is currently at tender stage.
Details of projects ongoing or recently completed are update regularly on the Department’s website.
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
1064. Deputy Ruairí Ó Murchú asked the Minister for Education if the school transport scheme will be made available to students who live in Northern Ireland who wish to attend secondary school here; the way this can be facilitated; and if she will make a statement on the matter. [41022/21]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the 2020/2021 school year over 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.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of the Department's Post Primary School Transport Scheme, a pupil is eligible for transport they reside 4.8 kilometres or more from and are attending their nearest post primary school/education centre having regard to ethos and language.
Traditionally a small number of pupils travelling from Northern Ireland have been facilitated primarily with concessionary school transport to schools in this jurisdiction. This transport is dependent on the availability of spare seats, is subject to the appropriate charge and the pupils must make their own way to a pick up point in this jurisdiction.
Bus Éireann operate the school transport scheme on behalf of my Department. In this regard families concerned should liaise with the relevant Bus Éireann local office to establish the position with regard to the availability of transport.
1065. Deputy Ruairí Ó Murchú asked the Minister for Education the resources her Department plans to offer a school (details supplied) to facilitate the provision of Irish language education in County Louth; and if she will make a statement on the matter. [41023/21]
View answerThe school referenced by the Deputy is a unit within a post-primary school. While there are a small number of students enrolled in the unit, to facilitate continuity of provision for those students, the Department will continue to provide support up to the levels previously approved for the unit, in accordance with need.
1066. Deputy Ruairí Ó Murchú asked the Minister for Education her plans in terms of Irish language provision from primary to third-level education in County Louth; and if she will make a statement on the matter. [41024/21]
View answerAs part of the 20 Year Strategy for the Irish Language 2010-2030, my Department has committed to creating opportunities for expanding Irish-medium education outside the Gaeltacht in the context of the April 2018 announcement on the establishment of 42 new schools from 2019 to 2022, which will afford particular consideration to the establishment of Gaelscoileanna, Gaelcholáistí, and Aonaid Lán-Ghaeilge as part of the new patronage process. Since the April 2018 announcement the number of new schools to be established over the period 2019 to 2022 to meet a demographic demand has increased to 47 schools.
The requirement for additional school places is kept under on-going review and work on an updated exercise to assess needs for the coming years, including those which may arise in County Louth, is underway.
Should a new school be required in the area my Department will operate a patronage process, which provides objective information and allows parents to express their preferences in relation to the patronage and language of instruction, i.e. Irish or English, of these new schools (with the exception of those schools which have been designated as Irish-medium gaelscoileanna in advance of the patronage process opening for parents). Parental preferences, as well as other considerations such as the extent of diversity of provision in an area (including Irish-medium provision), are key to the decision-making process.
As the Deputy may be aware, I recently approved a proposal for a new satellite model of Irish-medium post-primary provision to be piloted in Dundalk. The model involves a satellite /Dundalk-based campus of An Foras Pátrúnachta’s Balbriggan Gaelcholáiste – Coláiste Ghlór na Mara.
Piloting the Irish-medium satellite model provides an opportunity to explore a model which could have strategic benefits and applicability elsewhere in the country where the establishment of a stand-alone gaelcholáiste is not currently feasible but where there may be a level of unmet demand for Irish-medium post-primary education.
Details of schools that provide education through the medium of Irish are available on my Department's website www.education.ie.
The Deputy might also wish to note that my Department is working on an ongoing basis on the initial planning work required for the development of an Irish-medium policy as part of the overall framework of the 20-year Strategy for the Irish language 2010-2030. The development of the policy will be informed by a consultation process and I look forward to working with relevant stakeholders in progressing this important work and building on the positive outcomes achieved already in the implementation of the Policy on Gaeltacht Education to strengthen Irish-medium education provision.
1067. Deputy Holly Cairns asked the Minister for Education her views on recommendation 13 in a report by an organisation (details supplied) that adoptees want the history of forced and coerced adoption within the wider societal context to be taught at second-level education in Ireland. [41091/21]
View answerThe new Framework for Junior Cycle focusses on active and collaborative learning. It gives greater flexibility and autonomy to schools in terms of subject selection, and new short courses, to tailor a student’s learning to achieve better outcomes for that student. Students are able to study up to 10 subjects for certification through the new Junior Cycle Profile of Achievement.
The study of history at Junior Cycle aims to enable students to develop the necessary conceptual understanding, disciplinary skills and subject knowledge to come a deeper understanding of the past. Students also come to see the world, and their place in it, from an historical perspective; and understand how the people and events of the past have shaped the contemporary world. There are opportunities to explore aspects of history such as examining how the experience of women in Irish society changed during the twentieth century and a number of learning outcomes relate to the history of Ireland, Europe and the wider world.
The Learning Outcomes based approach used at Junior Cycle is designed to allow flexibility for teachers and students to choose contexts that suit them. This means that, while the issue of forced and coerced adoption is not explicitly mentioned in the Junior Cycle curriculum, there are various opportunities for teachers and students to explore its significance.
In Classroom Based Assessment (CBA) 1, - The Past in my Place, allows for students to present their findings on a study of an aspect of their home place or locality that they consider of interest or historical significance. This theme may relate to various aspects of the history of forced and coerced adoptions, and could incorporate the testimony of survivors/victims, or their family members.
In CBA 2 - A Life in Time, students present their findings on a person of historical interest to them. The project is designed to allow them to follow their personal interest in a person from the past. This person may be a well-known figure or someone from the student’s home place or family, but whose story can be shown to be of historical significance or interest.
Students who are not born in Ireland but who may themselves have migrated to the country from other parts of the world are free to examine aspects of their countries of origin when exploring the CBAs.
Since September 2020, all post-primary schools have been required to offer History as a Junior Cycle subject and all students entering first year are required to study History as part of the curriculum.
Students will follow the existing Junior Cycle History specification, which is of a minimum of 200 hours’ duration and will be assessed at a common level. Further details in this regard are set out in Circular Letter 16/2020.
With regards to Leaving Certificate History, the study of history in itself is an opportunity for students to engage with diverse aspects of human experience in a variety of cultural contexts. The syllabus facilitates students to learn how human history is created by the interaction of different individuals, groups and institutions in a variety of contexts that will invariably invite a multitude of perspectives and understanding. Students are provided with opportunities for reflective and critical work on historical evidence where bias and stereotypes are challenged.
You may also be interested to know that the National Council for Curriculum and Assessment (NCCA) have recently completed a review of senior cycle. The National Council for Curriculum and Assessment (NCCA) undertook an extensive review of senior cycle programmes and vocational pathways, including Transition Year, Leaving Certificate Applied, Leaving Certificate Vocational Programme and the Leaving Certificate Established. The review has involved research, extensive consultation and communications with stakeholders. It also benefitted from ESRI expertise in the area of qualitative research in educational settings, and the experience of the OECD in reviewing education systems and supporting implementation in other jurisdictions.
Elements of the review are examining how senior cycle can be inclusive to students from all backgrounds.
The NCCA recently submitted the Senior Cycle Review: Advisory Report. The Advisory Report is being considered at the moment and will be published in due course.
1068. Deputy Holly Cairns asked the Minister for Education the funding she has put in place to allow primary and post-primary schools to improve ventilation; and if she will make a statement on the matter. [41092/21]
View answerThe importance of good ventilation is an increasing and important aspect of public health advice on managing Covid-19 risks and this led to the establishment of an Expert Group by the Department of Health.
A sub-group of the main Expert Group focussed exclusively on the issue of improving and monitoring ventilation in schools.
The Expert Group noted the strength of the ventilation guidance.
This report formed the based for the most recent updating of the ventilation guidance for schools and included recommendations in relation to strengthening the message about the importance of good ventilation, the use of CO2 monitors and, where considered necessary, air cleaners.
A link to the published guidance and the associated background information is available at:
www.gov.ie/en/publication/ad236-guidance-on-ventilation-in-schools/.
www.gov.ie/ga/foilsiuchan/aerala-i-scoileanna/.
The use of CO2 monitors can provide a useful general indication that areas/rooms within a building require more ventilation and can enable occupants to become familiar with the impact that activities, outdoor weather and window openings have on levels of good ventilation within a room. This information can be used to inform strategies for improving ventilation and in that regard the Department of Education has funded the provision of a number of portable CO2 monitors for all schools at an estimated overall cost of circa €4 million. The portable units can facilitate measurements in a wide range of locations in schools.
The provision of C02 monitors follows on from minor works grant funding at primary level and the Covid-19 related minor works grant at post-primary level provided in 2020 to help schools to manage and operate in a Covid environment and further facilitates schools in areas such as enhancing ventilation in classrooms e.g. enabling permanent ventilation openings through vent in a wall or in window frame(s) where not currently in available in a classroom.
Minor Works Grant funding of €29m issued to all primary schools in August 2020. Additionally in 2020, due to the exceptional circumstances arising from COVID-19, funding of €130m under the Minor Works Grants was allocated in order to provide operational supports to primary and post primary schools to fully and safely reopen in a sustainable way while minimising risks associated with COVID-19. This included €75m under the July Stimulus package allocated through minor works grants in order to provide operational supports to primary and post primary schools to fully and safely reopen in a sustainable way while minimising risks associated with COVID-19.
Furthermore €55 million in minor works grants for primary and post-primary schools was issued in early December, 2020. The €55 million payments involved an additional €25m funding for Covid-19 related Minor Works at post-primary level and the bringing forward from 2021 the standard €30m minor works grant at primary level.
1069. Deputy Holly Cairns asked the Minister for Education if it will be ensured that the revised ex-gratia scheme established to implement the European Court of Human Rights judgement relating to childhood sexual abuse in day schools that has now been reopened for applications includes persons who have established through criminal court cases their claim of sexual assault and violation in an Irish school setting. [41093/21]
View answerAs the Deputy is aware, a revised ex gratia scheme to implement the European Court of Human Rights judgement (ECtHR) relating to childhood sexual abuse in day schools is now open for applications. The Scheme, which was developed in consultation with the Office of the Attorney General, provides for ex gratia payments to be made to those who qualify to apply for the Scheme and who satisfy the criteria as set out in the Terms of Scheme.
Ireland is committed to fulfilling its obligations in implementing the ECtHR ruling. This means that the scheme is designed first and foremost to provide a remedy to those who had issued and discontinued their proceedings prior to the ECtHR ruling in O'Keeffe vs Ireland . The revised scheme goes beyond that core group in that all others who issued civil proceedings against the state in the past, whether they are still in being, were discontinued at any point or who had settled with the state may also apply for an award.
The ex gratia scheme was originally established in 2015 and was put in place to provide those, who had instituted legal proceedings against the State in respect of day school sexual abuse and subsequently discontinued those proceedings following rulings in the domestic courts, with an opportunity to apply for an ex gratia payment. The Scheme was paused in 2019 following a report from retired High Court Judge Iarfhlaith O’Neill who, as Independent Assessor, reviewed a number of unsuccessful applications to the Scheme and was of the view that the criteria to qualify for a payment were too restrictive for this group of applicants.
This cohort are now eligible to apply under the revised Scheme if they have not already received a payment under the 2015 Scheme. However, the revised Scheme also allows those who issued legal proceedings against the State at a later date and up to 1 July 2021 to apply for a payment under the Scheme.
As well as broadening the scope of the Scheme, the type and nature of evidence that will be considered by the State Claims Agency in respect of individual applications (and as set out in the Terms of Scheme) will make it considerably easier for an applicant to demonstrate that they fall within the terms of the ECtHR judgment.
Full details of the terms of the Scheme are available on www.gov.ie/en/service/90a42-revised-ex-gratia-scheme/. Contact details for my Department for those wishing to apply to the scheme who require any clarification or information are provided.
1070. Deputy Holly Cairns asked the Minister for Education the way the EU-NRRP funding of €63.5 million for school broadband and digital infrastructure for schools will be allocated; the criteria and prioritisation system on which it will be based; and the classification of disadvantage being applied. [41094/21]
View answerThe EU-NRRP funding provided is in respect of two projects in the Digital area - one for high speed broadband connectivity for primary schools (Project A), the other for funding to provide interventions to address the digital divide, particularly access to digital devices and relevant ICT infrastructure (Project B).
Project A will provide €13.5m in funding. This will support the intervention project whereby those primary schools outside of the National Broadband Plan Intervention area, and in areas where commercial provision is insufficient, will be provided with high speed connectivity of 100 Mbp/s or greater. Through this project, the National Broadband Plan Intervention Area implementation, and commercial provision, it is intended to provide high speed connectivity to all primary schools by the end of 2022. This will all operate within the Schools Broadband Programme, with implementation underway, led by a Steering Group including representatives from the Department of Environment, Climate and Communications, HEAnet, and the PDST as well as relevant internal areas.
Work is underway on this project, with a first bundle of schools gone to tender for services.
Project B will provide €50m in funding. This will issue through a one-off scheme to schools, targeting those learners most at risk of educational disadvantage. Issuing funding to all recognised primary and post-primary schools in the free education scheme will be considered, as available data shows that while there are schools in areas of concentrated disadvantage, most schools will have learners at risk of educational disadvantage among their cohort. Schools are best placed to identify and address inequalities to ensure those learners most at risk are supported and have access to the appropriate digital technologies required to give them every opportunity to fulfil their potential. My Department has committed to establishing terms of the scheme and issuing the funding to schools in Q4 2021. A working group will be established shortly to establish the terms of the scheme.
1071. Deputy Richard Boyd Barrett asked the Minister for Education the estimated full year cost of reducing the pupil teacher ratio to 18:1 by paying all staff on the pre-2011 pay scale. [41224/21]
View answer1072. Deputy Richard Boyd Barrett asked the Minister for Education the estimated cost of reducing the pupil teacher ratio from 1:27 to 1:22 by paying all staff on the pre-2011 pay scale. [41225/21]
View answer1073. Deputy Richard Boyd Barrett asked the Minister for Education the estimated cost of reducing the pupil teacher ratio from 1:27 to 1:15. [41226/21]
View answerI propose to take Questions Nos. 1071, 1072 and 1073 together.
Teacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
At primary level, each one point reduction in the pupil teacher ratio would result in approximately 300 additional teaching posts. In 2021, the average cost of a primary teacher is €66,780. In 2011, the average cost was approximately €60,000.
At post primary level, each one point reduction in the pupil teacher ratio would result in approximately 1150 additional teaching posts. In 2021, the average cost of a post primary teacher is €67,600. In 2011, the average cost was approximately €64,000.
