Wednesday, 15 Sep 2021

School Funding

Questions (416)

Catherine Murphy

Question:

416. Deputy Catherine Murphy asked the Minister for Education the amount her Department spent on a school (details supplied) in each of the past four years and to date in 2021, in tabular form. [43384/21]

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Written answers

Minister for Education

My Department is collating this information and I will respond to the Deputy shortly with the details requested in her Parliamentary Question.

Schools Building Projects

Questions (417)

Alan Farrell

Question:

417. Deputy Alan Farrell asked the Minister for Education the status of the new school building project at a school (details supplied); and if she will make a statement on the matter. [43439/21]

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Written answers

Minister for Education

The Major Building Project referred to by the Deputy is currently at Stage 1 of Architectural Planning, which includes site assessment and location suitability, and initial sketch scheme.

Following the recent submission and review of the Stage 1 Report, and the End of Stage 1 Stakeholders meeting, my Department are in the process of carrying out a full review of the project including assessing all options with a view to futureproofing the viability of the project.

The school's design team have been requested to complete a feasibility study for further consideration by my Department.

Upon receipt and review of the feasibility study, my Department will update the school in relation to the project.

School Attendance

Questions (418)

Seán Sherlock

Question:

418. Deputy Sean Sherlock asked the Minister for Education if legal obligations exist to ensure that there are reporting procedures to statutory authorities to ensure attendance at school in circumstances in which a child is of school-going age and does not attend school. [43471/21]

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Written answers

Minister for Education

The Education (Welfare) Act 2000 sets out provisions to ensure that children who have not yet reached the age of 16 years receive a certain minimum education.

Section 2 of the Education (Welfare) Act 2000 defines a child as ‘a person resident in the State who has reached the age of 6 years and who – (a) has not yet reached the age of 16 years or (b) has not yet completed 3 years of post-primary education, whichever occurs later, but shall not include a person who has reached the age of 18 years’.

Under Section 21(4) of the Education (Welfare) Act, 2000 a Principal of a recognised school is obliged to inform an Educational Welfare Officer of a child’s absence from a recognised school for the following 4 reasons;

(a) a student is suspended from a recognised school for a period of not less than 6 days,

(b) the aggregate number of school days on which a student is absent from a recognised school during a school year is not less than 20,

(c) a student's name is, for whatever reason, removed from the register referred to in section 20 by the principal of the school concerned, or

(d) a student is, in the opinion of the principal of the recognised school at which he or she is registered, not attending school regularly.

Per Section 21 (1) of the Education (Welfare) Act, 2000, the principal of a recognised school shall cause to be maintained in respect of each school year a record of the attendance or non-attendance on each school day of each student registered at that school.

The statutory Educational Welfare Service (EWS) (formerly School Attendance Service) provides support to students across all recognised schools. The work of the statutory EWS service is targeted at those students experiencing attendance difficulties and is primarily preventative, with recourse to prosecution where this is deemed necessary to enable students to attend school.

Under section 22 of the Education (Welfare) Act 2000, each school is required to have a Statement of Strategy for School Attendance to support the engagement in learning of students attending that school which is to be submitted to Tusla. The Tusla Developing the Statement of Strategy for School Attendance - Guidelines for Schools (Tusla - The Child and family Agency, 2015)supports schools in preparing this statement and in improving attendance and retention rates.

The Education (Welfare) Act also provides that where a parent chooses to educate, or have educated, his or her child in a place other than a recognised school he or she shall apply to Tusla to have the child concerned registered on the register maintained by Tusla in accordance with the provisions of section 14 of the Education (Welfare) Act.

School Staff

Questions (419)

Joe Carey

Question:

419. Deputy Joe Carey asked the Minister for Education if she will ensure that there is immediate re-engagement around the issue of school secretaries and caretakers' terms and conditions with a view to paving the way for a dramatic improvement on the original offer made by her Department in order to bring this long-standing matter to a successful conclusion; and if she will make a statement on the matter. [43497/21]

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Written answers

Minister for Education

The Department is aware of the vitally important role played by school secretaries and caretakers in the running of our schools.

In recognition of this role, special COVID-19 working arrangements were put in place and the Employee Assistance Service was extended to grant funded staff. The Department also previously fully implemented and funded the 2015 recommendations of an independent arbitrator for 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.

Fórsa trade union has tabled a follow-on claim and officials from the Department and school management bodies have been engaging with Fórsa on the issues. On the 27th of October 2020, under the auspices of the 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.

As part of this process, an offer on pay was outlined to Fórsa at an engagement at the WRC on 30th July but was rejected. Fórsa subsequently announced a day of industrial action on 15th September.

Following intensive discussions at the WRC on 13th September, there has been significant progress in this dispute. The Department welcomes the deferral of the action scheduled for Wednesday 15th September to allow for intensive talks to resume aimed at resolving the claim and agreeing a final package.

Subject to agreement on all elements of the claim, the Department has offered to move School Secretaries’ pay rates to a scale which is aligned with the Clerical Officer Grade III pay scale within education and training boards on a pro rata basis with an effective date of implementation for these new pay arrangements of 1st September 2021. Pay rates will be pro rata according to a secretary’s current working pattern.

The assimilation of School Secretaries to the CO Grade III pay scale will require further dialogue between the parties and an intensive engagement will take place over the next two/three weeks to allow this to be finalised.

The Department has offered to improve the conditions for School Secretaries with regard to sick leave, annual leave and maternity provisions for this cohort of staff. This will take place via direct engagement with the unions in the coming weeks in addition to engagement on other elements of the claim and subject to all elements being agreed.

While there is agreement in principle to take the same approach to the consideration of appropriate pay and conditions of grant funded caretakers there remains a deficit of data on working terms and conditions of such staff. When the final package for secretaries has been agreed and an implementation plan in place for schools and DE, that intensive engagement will begin on regularising the pay and conditions of grant funded caretakers.

School Transport

Questions (420)

Denis Naughten

Question:

420. Deputy Denis Naughten asked the Minister for Education her plans to extend the cut-off point for applying for school transport and remote area grant to facilitate those forced to move house or change schools after the April closing date; if exceptions can be applied in these circumstances;; and if she will make a statement on the matter. [43499/21]

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Written answers

Minister for Education

The 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.

All children who are eligible for school transport and who complete the application and payment process on time for the 2021/22 school year will be accommodated on school transport services where such services are in operation. In addition all post-primary pupils who are otherwise eligible for school transport but are attending their second nearest school and who have applied and paid on time will be accommodated on school transport services where such services are in operation. This arrangement is in place for current school year pending completion of the full review of the School Transport Scheme.

Children who are not eligible for school transport may apply for transport on a concessionary basis only and are offered seats where capacity exists after all eligible children have been catered for.

A child who is eligible for school transport but for whom no transport service is available may, following an application for transport within the prescribed time limits, receive a Remote Area Grant towards the cost of private transport arrangements.

If a family has a specific query arising from changed circumstances they are advised to contact School Transport Section of my Department.

School Transport

Questions (421)

Michael McNamara

Question:

421. Deputy Michael McNamara asked the Minister for Education when persons (details supplied) will be facilitated; and if she will make a statement on the matter. [43508/21]

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Written answers

Minister for Education

The 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.

All children who are eligible for school transport and who complete the application and payment process on time for the 2021/22 school year will be accommodated on school transport services where such services are in operation.

Children who are not eligible for school transport may apply for transport on a concessionary basis only and are offered seats where capacity exists after all eligible children have been catered for.

Bus Éireann advises that the pupils referred to by the Deputy are not eligible for transport under the terms of the scheme. However, Bus Éireann has further confirmed that concessionary tickets have been been issued to these families.

School Accommodation

Questions (422)

Seán Canney

Question:

422. Deputy Seán Canney asked the Minister for Education the progress that has been made with the application by a school (details supplied) for additional accommodation; and if she will make a statement on the matter. [43512/21]

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Written answers

Minister for Education

I am pleased to advise the Deputy that my Department has recently approved funding for the provision of permanent additional accommodation at the school in question. The school authority has been contacted directly with the decision.

School Transport

Questions (423)

Thomas Gould

Question:

423. Deputy Thomas Gould asked the Minister for Education if her attention has been drawn to the case of a child (details supplied) and the consequential effects for their family; and if a provision could be made to get the child transport for an initial period. [43529/21]

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Written answers

Minister for Education

The 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.

I understand that the child referred to by the Deputy was availing of a school transport service until the end of June 2021 and that the child is no longer attending the school to which he was availing of transport to.

School Transport Section of my Department has no record of receipt of a new application to date for this pupil. The family is advised to contact School Transport Section who would be happy to assist if they wish to discuss.

Teaching Council of Ireland

Questions (424)

Aodhán Ó Ríordáin

Question:

424. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her attention has been drawn to the difficulties experienced by individuals such as a person (details supplied) who is having difficulties in re-registering with the Teaching Council; and if she will contact the Teaching Council to request if it can help resolve the issue for this and other similar applicants. [43553/21]

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Written answers

Minister for Education

Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.

The Teaching Council registers teachers in line with the requirements set out in the Teaching Council Act 2001-2015 and the Teaching Council (Registration) Regulations 2016.

The Teaching Council is responsible for the maintenance of the Register of Teachers in Ireland as set out in the Teaching Council Acts 2001-2015 in line with the Teaching Council (Registration) Regulations (SI 444). The Schedule in the Regulations sets out the qualifications required for registration under four routes of registration; Primary, Post-primary, Further Education and Route 4 Other. All registrants under Route 2 Post-primary are required to hold an accredited teacher education qualifications (TEQ) appropriate to their route of registration in addition to appropriate qualification for a post-primary curricular subject. The criteria for post-primary curricular subject requirements (valid until December 2022) are available on the Council’s website.

Post-primary teachers who were registered in 2006 on establishment day under Section 31(2) &(3) of the Teaching Council Acts were initially entered onto the register without post-primary subjects. Following a verification exercise, each teacher provided the information necessary to add subjects to their registrations. In a small number of instances teachers did not provide the requested information but remained registered under without subjects.

Where a teacher who was previously registered lapses from the register and subsequently re-applies for registration under post-primary they must be registered under Section 31(5) of the Teaching Council Acts and the Registration Regulations 2016. This requires the teacher to submit a full application form including evidence of having attained the appropriate teacher education qualification and qualifications in a post-primary curricular subject. In addition to the qualification evidence, the applicant must also submit a completed vetting invitation form and where appropriate submit police clearances.

Applications for registration can only be finalised where all the necessary processes have been completed e.g. full application form, qualification evidence provided and the full vetting process completed (which may include the provision of overseas police clearances).

The Teaching Council have informed me that they have been in contact with the applicant referred to by the Deputy regarding their case and will make further contact.

The person referred to by the Deputy should continue to liaise directly with the Teaching Council and follow their guidance in order to meet the criteria to obtain full registration.

School Accommodation

Questions (425)

Bernard Durkan

Question:

425. Deputy Bernard J. Durkan asked the Minister for Education the progress made in recent months towards permanent accommodation for a school (details supplied); and if she will make a statement on the matter. [43564/21]

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Written answers

Minister for Education

As the Deputy may be aware, my Department has given approval to the Patron of the school in question to appoint a consultant to undertake an Options Study of the proposed property to meet the school's permanent accommodation needs. This Study, when available, will be used as a basis for determining the necessary refurbishment works required to the property.

In the interim, my Department has approved funding to the patron to undertake refurbishment works in the property to facilitate the school's access to additional specialist accommodation. The project has been devolved to the patron for delivery.

Government Communications

Questions (426)

Réada Cronin

Question:

426. Deputy Réada Cronin asked the Minister for Education if she liaised with her colleague the Minister for Further and Higher Education, Research, Innovation and Science to advise on adding extra capacity to high points courses, given the particular conditions of the 2021 leaving certificate with expected higher grades and increase in points with attendant squeeze on places; and if she will make a statement on the matter. [43569/21]

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Written answers

Minister for Education

Departmental responsibility for issues in relation to entry to further and higher education lies with the Department of Further and Higher Education, Research, Innovation and Science.

My Department’s planning for the 2021 Leaving Certificate was informed by the advice of an Advisory Group on Planning for State Examinations. The group includes representatives from the Department of Further and Higher Education, Research, Innovation and Science as well as representatives of parents, students, school leadership and management bodies.

My Department has also engaged with the Department of Further and Higher Education, Research, Innovation and Science in relation to the Leaving Certificate results, in view of that Department’s role regarding entry to further and higher education. There have been a number of engagements at ministerial and official level, for example, through the cabinet subcommittee on education. This includes engagement in a Transitions Group which met to consider issues regarding the impact of Covid-19 on entry to Further and Higher Education. Membership of this group also includes representatives from the further and higher education authorities and institutions.

Special Educational Needs

Questions (427)

Ivana Bacik

Question:

427. Deputy Ivana Bacik asked the Minister for Education if she will consider introducing a mechanism to enable the retention of the same special needs assistants for children as they transition from primary education to second level; and if she will make a statement on the matter. [43690/21]

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Written answers

Minister of State at the Department of Education

The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations.

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 so that their care needs diminish over time.

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.

As the duties assigned to individual SNA’s are a matter for the school as the employer and as the SNA’s are a school based resource and not typically not assigned to a particular pupil, there are no plans to introduce a scheme for SNA’s to transition with pupils to post primary schools.

Where schools have concerns regarding their allocation of SNAs, this matter should be discussed with its SENO.

Legislative Process

Questions (428)

Ivana Bacik

Question:

428. Deputy Ivana Bacik asked the Minister for Education the number of Bills prepared by her Department since 27 June 2020; the number and title of those Bills that included a Regulatory Impact Assessments; the title of the Regulatory Impact Assessments that have been published by her Department; and if she will make a statement on the matter. [43703/21]

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Written answers

Minister for Education

The Education (Leaving Certificate 2021) (Accredited Grades) Bill 2021, published on 21 April 2021, is the only Bill published by my Department since 27 June 2020.

A Regulatory Impact Assessment was not conducted in relation to this Bill prior to its publication given the urgency associated with implementing an accredited grades system for Leaving Certificate 2021. There was engagement in the form of briefings and discussions with the relevant Joint Oireachtas Committee and with stakeholders, including students, through the Advisory Group on State Examinations. The Bill was enacted on 25 May 2021.

School Attendance

Questions (429)

Darren O'Rourke

Question:

429. Deputy Darren O'Rourke asked the Minister for Education the number of educational welfare officer positions nationwide that need to be filled. [43888/21]

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Written answers

Minister for Education

There are currently five vacant Educational Welfare Officer (EWO) posts with Tusla Education Support Service (TESS). Tusla are currently in the process of recruiting staff for these posts.

Schools Refurbishment

Questions (430)

Darren O'Rourke

Question:

430. Deputy Darren O'Rourke asked the Minister for Education the number of applications from primary and post primary schools in County Meath that her Department received for works to be carried out under the 2021 summer works scheme. [43889/21]

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Written answers

Minister for Education

I wish to advise the Deputy that 9 primary schools were approved for funding under the Summer Works Scheme 2021 in respect of applications submitted for Roof Works (Category 2) and Toilet Facilities (Category 6) in County Meath.

School Staff

Questions (431)

Fergus O'Dowd

Question:

431. Deputy Fergus O'Dowd asked the Minister for Education the status of negotiations in respect of the need to regularise the employment status of school secretaries in primary schools throughout the country; and if she will make a statement on the matter. [43915/21]

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Written answers

Minister for Education

The Department is aware of the vitally important role played by school secretaries and caretakers in the running of our schools.

In recognition of this role, special COVID-19 working arrangements were put in place and the Employee Assistance Service was extended to grant funded staff. The Department also previously fully implemented and funded the 2015 recommendations of an independent arbitrator for 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.

Fórsa trade union has tabled a follow-on claim and officials from the Department and school management bodies have been engaging with Fórsa on the issues. On the 27th of October 2020, under the auspices of the 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.

As part of this process, an offer on pay was outlined to Fórsa at an engagement at the WRC on 30th July but was rejected. Fórsa subsequently announced a day of industrial action on 15th September.

Following intensive discussions at the WRC on 13th September, there has been significant progress in this dispute. The Department welcomes the deferral of the action scheduled for Wednesday 15th September to allow for intensive talks to resume aimed at resolving the claim and agreeing a final package.

Subject to agreement on all elements of the claim, the Department has offered to move School Secretaries’ pay rates to a scale which is aligned with the Clerical Officer Grade III pay scale within education and training boards on a pro rata basis with an effective date of implementation for these new pay arrangements of 1st September 2021. Pay rates will be pro rata according to a secretary’s current working pattern.

The assimilation of School Secretaries to the CO Grade III pay scale will require further dialogue between the parties and an intensive engagement will take place of over the next two/three weeks to allow this to be finalised.

The Department has offered to improve the conditions for School Secretaries with regard to sick leave, annual leave and maternity provisions for this cohort of staff. This will take place via direct engagement with the unions in the coming weeks in addition to engagement on other elements of the claim and subject to all elements being agreed.

School Funding

Questions (432)

David Stanton

Question:

432. Deputy David Stanton asked the Minister for Education the details of the catch-up fund for primary and post-primary schools; the funding amount that will be made available; the conditions under which the funding will be distributed and used; and if she will make a statement on the matter. [43916/21]

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Written answers

Minister of State at the Department of Education

I wish to advise the Deputy that a COVID Learning and Support Scheme (CLASS) has been put in place to help schools mitigate the adverse impacts of Covid-19 on pupil/student learning loss and well-being arising from the periods of school closures in 2020 and 2021.

Under the programme, a block of additional teaching hours is being provided to each recognised school, from which schools can provide additional teaching support for the pupils/students who have experienced difficulties in settling back into school and engaging with learning.

The extra teaching hours which are being provided are additional to 13,600 special education teachers who support the additional learning needs of pupils in mainstream primary and post primary schools.

They are also additional to:

- A supplementary education programme which provided additional teaching hours for pupils/students with SEN during the period of school closures in 2021 in which over 14,000 pupils/students participated

- The roll-out of a significantly enhanced Summer Programme for summer 2020 and 2021.

- The early provision of Information Communication Technology (ICT) funding to schools, to support the provision of devices to students and families, where needed.

Under the Covid Learning and Support programme, provision is being made for up to €52 Million in extra teaching hours for schools.

This is in addition to the €40 Million already allocated for this year’s enhanced summer education programme. €10 Million has also been spent this year on the Supplementary Education scheme, which provided extra teaching support for pupils with complex special educational needs.

When combined with the additional provision now being made for the COVID Learning and Support Scheme (CLASS), this will bring the total package of support for enhanced educational programmes this year to €102.6 Million.

The allocations which are being made for schools under CLASS are additional allocations of teaching hours, for each school, which are provided on a graduated and proportionate basis, based on school size, using the 2020/21 school enrolments data, as published on the Primary and Post Primary Online Databases (PPOD)

Enhanced allocations are also being provided for special schools and schools which are in the disadvantaged (DEIS) scheme.

Under the scheme, every school will receive an allocation of additional teaching hours, which they may use in accordance with the needs of their students. This will enable schools to identify students most at risk of learning loss arising from the recent disrupted school experience and put in place specific targeted teaching supports to meet these students’ needs.

The additional hours can be utilized by schools from October of this year, to the end of the 2021/22 school year.

Full detail of the programme is set out in my Departments circular 045/2021 which is available at www.gov.ie/en/circular/aec0a-covid-learning-and-support-scheme/.

Guidance has also been provided for schools in relation to how the additional teaching hours should be best used as well as details of appropriate control and oversight measures required in schools.

This guidance is available at www.gov.ie/en/publication/0b4a7-covid-19-learning-and-support-scheme-class-guidance-for-primary-and-special-schools/.

www.gov.ie/en/publication/31e9f-covid-19-learning-and-support-scheme-class-guidance-for-post-primary-schools/ .

The CLASS programme will also provide for shared learning opportunities between schools to ensure that good practice in meeting students’ needs and mitigating learning loss is shared and replicated.

The Department will also ensure that research is undertaken both into the impacts of the disruption to learning and the student experience of Covid-19 across a range of areas, and on the impact of the mitigation measures undertaken under this programme.

Schools Building Projects

Questions (433)

Seán Haughey

Question:

433. Deputy Seán Haughey asked the Minister for Education if a new school building will be provided in respect of a school (details supplied); and if she will make a statement on the matter. [43918/21]

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Written answers

Minister for Education

The major building project for the school referred to by the Deputy is at an advanced stage of Architectural Planning, Stage 2(b) - Detailed Design.

The Stage 2(b) report has been reviewed by my Department and comments issued to Dublin Dun Laoghaire Education and Training Board (DDLETB) who will request its Design Team to carry out a final review of all of its tender documentation to ensure compliance with Department requirements and to submit written confirmation from each Design Team member when this work has been completed.

In October 2020, in order to expedite the progression of this major building project my Department authorised DDLETB and its Design Team to commence a pre-qualification process to select a shortlist of contractors in parallel with my Department’s review of the stage 2(b) submission for this project. The pre-qualification process is currently on-going.

Upon receipt of Design Team confirmations and completion of the pre-qualification process and subject to no issues arising, my Department will be in contact with DDLETB and its Design Team with regard to the further progression of this project to the next stage of architectural planning, Stage 3 (Tender Stage).

School Curriculum

Questions (434)

David Stanton

Question:

434. Deputy David Stanton asked the Minister for Education the research and programmes in place or planned to update the teaching of mathematics in primary and second-level schools; the funding available to support any such modernisation of the teaching of mathematics; and if she will make a statement on the matter. [43919/21]

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Written answers

Minister for Education

The National Council for Curriculum and Assessment (NCCA) advises the Minister for Education on curriculum and assessment for early childhood education, primary and post-primary schools.

The NCCA is in the process of consulting on a draft Primary Curriculum Framework (NCCA, 2020) which will set forth the vision, principles, competencies, curriculum areas and associated time allocations in a redeveloped Primary School Curriculum. Following consultation on the draft framework, the NCCA plans to publish the draft curriculum for mathematics (junior infants to sixth class) for consultation. The findings from this consultation together with the consultation on the draft framework will help to clarify the relationship and connections between the draft Primary Mathematics Curriculum (PMC) and the full redeveloped primary curriculum.

In relation to the PMC from junior infants to second class a systematic review of the literature was conducted, concentrating on teaching and learning for children aged three to eight years. This comprised an international audit of mathematics curriculum policy (Burke, 2014); Research Report 17 (Dunphy et al., 2014) which focused on definitions, theories, development and progression in primary mathematics; and Research Report 18 (Dooley et al., 2014) which looked at pedagogy and learning more specifically. Drawing on this research base, a background paper and brief for development of the draft PMC (NCCA, 2016) was produced. As part of this phase of the research and development of the draft PMC, the draft curriculum specification for junior infants to second class was published on the NCCA website in November 2017 for consultation. This consultation took place between October 2017 and March 2018. The report from this consultation (NCCA, 2018) added significantly to the research base.

Following a decision that the draft PMC should be a single specification from junior infants to sixth class, the second phase of research reports served to complement the existing research base by focusing on the senior classes of primary school. A research addendum to Research Reports 17 and 18 was compiled (Dooley, 2019) which looked at broad teaching and learning considerations for children in the upper years of primary school. This was further supplemented with five short research papers which examined core mathematical concepts, skills and processes with which children engage across the five mathematical domains (Delaney, 2020; Leavy, 2020; Nic Mhuirí, 2020a, 2020b; Twohill, 2020).

At post primary level, the new Junior Cycle Mathematics higher and ordinary level specifications were introduced for first years in September 2018, and were due to be examined for the first time in the Junior Cycle examinations 2021. However, due to the exceptional circumstances brought on due to the COVID-19 pandemic these examinations were cancelled. Each of the new Junior Cycle subject specifications will be subject to an early enactment review by the NCCA. In relation to Senior Cycle it is anticipated that consideration of the NCCA’s Senior Cycle Review Advisory Report will give rise to further research in relation to curriculum and assessment.

The development of any new curricula is funded through the budget provided by the Department to the NCCA annually as part of the Estimates process.

The Professional Development Service for Teachers (PDST) and Junior Cycle for Teachers (JCT) as Department of Education funded support services have responsibility for delivering professional development supports to teachers and school leaders in all areas of curriculum and policy for schools. Both services provide Maths CPD to schools and teachers which takes cognisance of Department of Education policy, NCCA curriculum guidance and highly effective national and international practice related to pedagogy in Mathematics Education.

Land Issues

Questions (435)

Richard Boyd Barrett

Question:

435. Deputy Richard Boyd Barrett asked the Minister for Education if she will intervene, if necessary, using compulsory purchase powers in relation to the situation at a school (details supplied); and if she will make a statement on the matter. [43929/21]

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Written answers

Minister for Education

My Department understands that the lands in question are the subject of a legally binding contract.

My Department further understands that an application under the Strategic Housing Development (SHD) process for the development of the site referred to by the Deputy has commenced. As part of the pre-application consultative process my Department, as a prescribed body, recently received a request, on instructions from An Bord Pleanála, for its submission and/or observations on the proposed application. In considering such matters my Department has regard to current and future school requirements in the area in which the site is located. This will form the basis for my Department’s response to An Bord Pleanála. Due to these ongoing deliberations by my Department and noting the statutory role of An Bord Pleanála in planning matters my Department does not consider it would be appropriate to seek an intervention in this matter in the manner suggested by the Deputy.

School Staff

Questions (436)

Brendan Smith

Question:

436. Deputy Brendan Smith asked the Minister for Education when it is expected to finalise appropriate pay and conditions for school secretaries; and if she will make a statement on the matter. [43942/21]