Written Answers Nos. 369-393
369. Deputy Bernard J. Durkan asked the Minister for Education if financial assistance towards special transportation can be facilitated in the case of a person (details supplied); and if she will make a statement on the matter. [44695/21]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2020/21 school year over 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
Under the terms of my Department’s School Transport Scheme for Children with Special Educational Needs, children are eligible for school transport where they have special educational needs arising from a diagnosed disability and are attending the nearest recognised school/class that is resourced to meet their special educational needs. Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers.
School Transport Section of my Department has no record of receipt of an application to date for this pupil. A parent/guardian should contact the school principal of the school that their child is attending who will assist in making an application for school transport to the SENO that is affiliated with their school.
The family may also contact School Transport Section who would be happy to assist if they wish to discuss.
370. Deputy Bernard J. Durkan asked the Minister for Education when a school place can be facilitated in the case of a child (details supplied); and if she will make a statement on the matter. [44704/21]
View answerIt is the responsibility of my Department to ensure that schools in an area can, between them, cater for all pupils seeking school places in an area. Parents can choose which school to apply to and where the school has places available the pupil should be admitted.
It is the responsibility of the managerial authorities of all schools to draft, publish and implement a school admission policy in accordance with the Education (Admission to Schools) Act 2018. In schools where there are more applicants than places available a selection process may be necessary. This may result in some pupils not obtaining a place in their school of first choice.
The admission policy, including the selection criterion to be used where the school is oversubscribed, must comply with the Education Acts 1998 to 2018, be non-discriminatory and be applied fairly in respect of all applicants.
Where a board of management receive an application for admission and they make a decision to refuse admission, a parent/guardian can appeal that decision under section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal. My Department has no authority to compel a school to admit a student, except in circumstances where an appeal under section 29 of the Education Act, 1998 has been allowed and the appeals committee directs that the school admit the child concerned.
Where a parent has been refused admission to a school and wishes to appeal that decision under section 29 of the Education Act, 1998 the appeal must be made no later than 63 calendar days from the date of the school’s decision to refuse admission.
It is important to note that if admission has been refused due to the school being oversubscribed, and a parent wishes to appeal this decision she or he must firstly make a written request to the school seeking a review of the board of management’s decision. This request for a review to the board of management is time bound and must be made within 21 calendar days from the date of the decision by the school to refuse admission.
If the parent has been refused admission for a reason other than the school being oversubscribed, she or he may, but is not required to, request a review by the board of management within 21 calendar days from the date of the decision by the school to refuse admission. Where admission has been refused for a reason other than the school being oversubscribed and the parent does not wish to seek a review by the board of management she or he may make an appeal to an independent appeals committee no later than 63 calendar days from the date of the school’s decision to refuse admission.
Full details on the section 29 appeals processes are available on my Department’s website at the link below:
www.gov.ie/en/publication/8248c-appeals-in-relation-to-refusal-to-admit-a-student-due-to-a-school-being-oversubscribed/
www.gov.ie/en/publication/31c4f-appeals-in-relation-to-refusal-to-admit-a-student-for-a-reason-other-than-the-school-being-oversubscribed/
In addition, Tusla Education Support Services (TESS), the Educational Welfare Service of the Child and Family Agency, is the legal body which can assist parents who are experiencing difficulty in securing a school placement for their child. Contact details for TESS are available at the following link www.tusla.ie/tess/get-in-touch/ or by email at tessinfo@tusla.ie. I would advise the parents of the child for whom the deputy has provided details, to make contact with Tusla Education Support Services to seek their support in securing a school place.
371. Deputy Noel Grealish asked the Minister for Education if a breakdown will be provided of the funding given to schools (details supplied) over the past 12 months; if they are DEIS schools; and if she will make a statement on the matter. [44708/21]
View answerThe information requested by the Deputy is set out in the table. The table sets out grant payments recorded on my Department's Financial Management System as payments to the schools in question.
|
School Name |
Roll Number |
DEIS |
Amount |
|
Scoil Chroí Íosa, Galway |
01013N |
Yes |
€84,945.74 |
|
Mercy Primary School, Galway |
04515G |
Yes |
€151,581.00 |
|
Claddagh Primary School, Galway |
16943U |
Yes |
€586,682.18 |
|
Castlegar Primary School, Galway |
17221K |
Yes |
€85,091.26 |
|
Scoil Bhríde, Shantalla, Galway |
17782E |
Yes |
€226,864.16 |
|
Coláiste Éinde, Galway |
18929N |
No |
€72,768.86 |
|
Scoil Caitríona Junior and Senior Primary, Renmore, Galway |
19468I |
Yes |
€442,344.13 |
|
Tirellan Primary School, Galway |
19795A |
Yes |
€269,249.82 |
|
Radharc Na Mara Primary School, Mervue, Galway |
20554I |
Yes |
€254,061.14 |
|
Our Lady's College, Galway |
68285C |
No |
€219,379.16 |
|
Galway Community College |
68285C |
Yes |
€27,560.55 |
372. Deputy Marian Harkin asked the Minister for Education when Budget 2022 is being framed, if she will ensure adequate funding is allocated to primary schools in order to be able to fund a reduction in class sizes, allow teaching principals adequate time to carry out management duties and increase school running costs; and if she will make a statement on the matter. [44715/21]
View answer376. Deputy Marian Harkin asked the Minister for Education if she will ensure that adequate funding is allocated to primary schools in order to fund a reduction in class sizes, allow teaching principals adequate time to carry out management duties and increase school running costs when Budget 2022 is being framed; and if she will make a statement on the matter. [44889/21]
View answerI propose to take Questions Nos. 372 and 376 together.
Under the Programme for Government there is a commitment to make further progress in reducing the pupil teacher ratios in primary schools and supporting small schools.
As part of the Budget 2021 measures, the Government have sought to deliver on this commitment by the announcement of a 1 point change to the primary staffing schedule and the introduction of a three point reduction in the number of pupils needed to retain a teacher. For the 2021/22 school year the staffing schedule is on the basis of 1 teacher for every 25 pupils.
The latest figures in relation to pupil teacher ratio shows an improved ratio of teachers to pupils from 16:1 to 14.5:1 at primary level when comparing the 2015/16 school year to the 2020/21 school year. Average class sizes improved from 24.9 to 23.3 in the same period. The most recent budget announcement will continue the positive trend of improving class sizes.
The staffing schedule which now stands at a new historical low will also help to ensure better teacher retention in primary schools while also ensuring that less pupils are required to retain or recruit a teacher.
As part of the COVID-19 supports provided to schools, specific funding was provided to support Principals and who undertake teaching duties in primary schools. This funding provided each teaching principal with a minimum of one release day per week. Schools have been advised that this measure will remain in place for the 2021/22 school year.
Budget 2020 provided for a further 2.5% increase in standard capitation funding for primary and post primary schools that applied from the start of the 2020/21 school year. This builds on the 5% increase in capitation announced in Budget 2019. The combined increases given in 2019 and 2020 mean that circa 40% restoration will be achieved. It is my intention to seek funding for further capitation increases in future budgets.
The COVID-19 capitation grant will also continue to be the mechanism through which further additional funding will be provided to cater for school costs related to hand hygiene measures, PPE requirements and enhanced cleaning supports. All schools will have received this funding before the end of the week.
373. Deputy Carol Nolan asked the Minister for Education if she will increase the primary school capitation in view of a survey undertaken by an association (details supplied) which found that parents pay €46 million to support basic school funding each year and that the current grant of €183 per pupil, a euro per day in the primary school year represents a 9% decrease on the 2010 figure; and if she will make a statement on the matter. [44828/21]
View answerI am aware of the report referred to by the Deputy.
I understand the need for improved capitation funding and I am pleased that budget 2020 has been able to provide for a further 2.5% increase in standard capitation funding for primary schools that applied from the start of the 2020/21 school year. This builds on the 5% increase in capitation announced in budget 2019.
The combined increases given in 2019 and 2020 mean that circa 40% restoration will be achieved.
All schools have received the benefit of the capitation increases awarded to date. It is my intention to seek funding for further capitation increases in future budgets. However I must be prudent in the context of ongoing budgetary pressures given the current economic circumstances.
374. Deputy Carol Nolan asked the Minister for Education the efforts being taken to create smaller classes that allow for more individual attention and meets the ambition of Government to establish the best education system in Europe; and if she will make a statement on the matter. [44829/21]
View answer375. Deputy Carol Nolan asked the Minister for Education the steps she is taking to support primary school principals in the carrying out of their administrative duties; if she will support a full restoration of middle management posts at primary school level; and if she will make a statement on the matter. [44830/21]
View answerI propose to take Questions Nos. 374 and 375 together.
The COVID-19 supports provided under The Roadmap for the Full Return to School in 2020, included specific funding to support Principals who undertake teaching duties in primary schools. This funding provided each teaching principal with a minimum of one release day per week. Schools have been advised that, in the context of COVID-19, the additional allocation of Principal Release Days will remain in place for the 2021/22 school year and each school with a teaching principal will have 37 Principal Release Days.
In total 1700 additional leadership posts have been invested in our primary schools since the lifting of the moratorium on posts of responsibility in 2017, which has led to 1 in 3 teachers now holding promoted positions. The Department has committed to annually revising the allocation of Posts of Responsibility to take into account retirements during the school year which ensures that the current level of Posts of Responsibility are maintained in the school system. The most recent update for the current school year is available on the Department's website (Circular 0025/2021). This recognises the key role school leadership has in promoting a school environment which is welcoming, inclusive and accountable.
377. Deputy Holly Cairns asked the Minister for Education if she will work towards introducing regulations that all public schools will be required to have generic uniforms with the possibility of school crest patches that can be sown on. [44898/21]
View answerUnder the Education Act 1998, all recognised schools are managed by the school board of management on behalf of the schools’ patrons or trustees or the relevant Education and Training Board (known as the management authority).
Individual school authorities are responsible for the drawing up of a school policy in relation to the wearing of uniforms.
My Department issued Circular 32/2017 which sets out Principles of cost-effective practice to be adopted by schools to reduce the cost of school uniforms and other costs .
These include that all elements of a school uniform should be purchasable from various stores, only “iron on” or “sew on” crests should be used, that wherever possible generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc) and the provision to parents of a list of all required items indicating the likely costs of these required items at best value stores.
It also sets out that schools should consult with parents on their views and suggestions on cost reduction initiatives in relation to school uniforms.
378. Deputy Holly Cairns asked the Minister for Education if she will ensure that any remuneration agreement with school caretakers allows for outside school hours working time to enable school facilities such as gymnasiums and pitches to be available to community groups. [44899/21]
View answerSchool secretaries and caretakers are valued members of our school communities and my Department is fully aware of the vitally important role played by them in the running of our schools.
Following intensive discussions at the WRC on 13th September, there has been significant progress in the Forsa claim for improved terms and conditions of school secretaries. 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.
As part of that process the issues raised by the Deputy can be taken into consideration.
Regarding the use of school facilities the position is that decisions on the use of school facilities lies with the relevant school authority in consultation with the property owner and priority has to be given to the interests of the school, teachers and pupils.
My Department's policy is to encourage the use of school facilities, where possible, for community, training and education related activities such as homework clubs. My Department would encourage schools to facilitate the opening of after-school facilities wherever possible but on the basis that it would not impede the school's capacity to provide for education during the COVID-19 pandemic.
To assist schools in considering applications for use of their facilities my Department, in consultation with representatives of schools, has drafted general guidelines on the use of school property outside of school hours which is available on my Department's website at: www.education.ie/en/Publications/Policy-Reports/guidelines-on-the-use-of-school-buildings-outside-of-school-hours.pdf .
In addition to the general guidelines above, during the period of the COVID-19 pandemic, the school in considering applications should carry out a risk assessment to ensure that any organisation using the school’s facilities can guarantee the school that all public health requirements will be adhered to.
379. Deputy Holly Cairns asked the Minister for Education the locations of all offices and buildings either owned or used by her Department or by public bodies and agencies that operate under her remit which are usually open to the public to access services. [44909/21]
View answerIn regard to offices being used by my Department, I can confirm that the reception areas of my Department’s three main buildings in Athlone, Dublin and Tullamore are usually open to the public. However, the reception areas in these offices are closed to the public at present, due to the restrictions arising from the Covid-19 pandemic.
Contact details for the State Bodies under the aegis of my Department are set out in the attached document should the Deputy wish to contact them directly with her query.
|
Contact E-Mail Addresses for State Bodies under the Remit of the Department of Education as at 11 May 2021 |
||
|
Name of Body |
Dedicated Email address for the Members of the Oireachtas |
Designated Official Responsible for assisting Oireachtas Members |
|
An Chomhairle um Oideachais Gaeltachta agus Gaelscolaíochta Note 1 |
oireachtas@cogg.ie |
muireann@cogg.ie |
|
Educational Research Centre |
oireachtas.queries@erc.ie |
jude.cosgrove@erc.ie |
|
National Centre for Guidance in Education |
oireachtas@ncge.ie |
Jennifer.mckenzie@ncge.ie |
|
National Council for Curriculum and Assessment Note 2 |
oireactasqueries@ncca.ie |
Aine.ArmstrongFarrell@ncca.ie |
|
State Examinations Commission |
Oireachtas@examinations.ie |
Paddy.Quinn@examinations.ie |
|
The Teaching Council |
pqrep@teachingcouncil.ie |
Tomás Ó Ruairc |
|
National Council for Special Education |
oireachtasqueries@ncse.ie |
patrick.martin@ncse.ie and cindyjane.oconnell@ncse.ie |
|
Residential Institutions Statutory Fund – Caranua Note3 |
Hugh_Geoghegan@education.gov.ie |
Hugh_Geoghegan@education.gov.ie |
Note 1 – The designated officer responsible within An Chomhairle um Oideachais Gaeltachta is Muireann Ní Mhóráin
Note 2 - The spelling of the NCCA e-mail address to which Oireachtas queries may be addressed has been verified with the NCCA as being accurate
Note 3 –The Executive Office of Caranua (Residential Institutions Statutory Fund) has completed its work, work is now underway to address the winding up of Caranua. In the interim queries in regard to Caranua are being addressed by the Department of Education, pending the passing of legislation to address the windup. Contact details for a Departmental official is provided above.
380. Deputy Gino Kenny asked the Minister for Education the estimated full year cost of reducing the pupil teacher ratio to 18:1 in all primary schools. [44937/21]
View answerUnder the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.
For the 2021/22 school year, an improvement of one point in the appointment threshold in primary schools has been introduced and schools have been provided with class teachers on the basis of of 1 teacher for every 25 pupils which is a historical low ratio. Lower thresholds are in place for DEIS Urban Band 1 schools. In addition, a three point reduction in the retention scale has also been introduced. These measures will help to ensure that less pupils are required to recruit or retain a teacher
Each one point adjustment to the primary staffing schedule would require approximately 300 teachers at an approximate annual cost of €14.5m.
381. Deputy Gino Kenny asked the Minister for Education the estimated full year cost of reducing the pupil teacher ratio to 18:1 in all post-primary schools. [44938/21]
View answerTeacher 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. Teachers are currently allocated to post primary schools at a ratio of 19:1 in the free education system and 23:1 to schools in the fee charging sector. Each 1 point adjustment to the pupil teacher ratio at post primary level would result in an additional 1150 teaching posts at an estimated cost of approximately €56.5m per annum.
382. Deputy Gino Kenny asked the Minister for Education the estimated additional cost in 2022 of increasing special education provision by 15% above the 2021 level. [44939/21]
View answerSupport for special needs education is one of the most important areas of my Department's operations and an allocation of over €2 Billion has been provided for 2021, representing some 22% of its projected gross voted expenditure for the year. This funding is primarily allocated to meet the salary costs of teachers and special needs assistants but also includes school transport and various other supports. An increase of 15% in this allocation would amount to over €300m.
Over recent budgets, additional resources have been made available to the area of special needs education, including through the delivery of extra teaching and Special Needs Assistant posts and capital investment.
In looking at the competing demands for Budget 2022, including in relation to special needs education, I will have regard to the level of resources which will be available to my Department, in the context of the continuing need for the Government to manage the economy and the public finances particularly in the context of the challenges posed by COVID-19. I will formulate specific budgetary priorities, having regard to the views of the education partners and all concerned stakeholders.
383. Deputy Gino Kenny asked the Minister for Education the estimated full year cost of abolishing voluntary contributions in primary and post-primary schools and replacing them with a grant equivalent. [44942/21]
View answerI understand the need for improved capitation funding and I am pleased that budget 2020 has been able to provide for a further 2.5% increase in standard capitation funding for primary and post-primary schools that applied from the start of the 2020/21 school year. This builds on the 5% increase in capitation announced in budget 2019.
The combined increases given in 2019 and 2020 mean that circa 40% restoration has been achieved.
All schools have received the benefit of the capitation increases awarded to date. It is my intention to seek funding for further capitation increases in future budgets.
There is no information available to my Department that may be used to assess the full year cost of funding schools in order to allow them to abolish the voluntary contribution. It should be noted that schools individually determine voluntary contributions and that it is not permissible for schools to require families to make such contributions.
However, in addition to the increases above the estimated cost of increasing the standard capitation for all schools by 1%, 5% and 10% is set out in the table below.
|
% increase |
€m |
|
1% |
2.21 |
|
5% |
10.15 |
|
10% |
20.03 |
384. Deputy Michael Healy-Rae asked the Minister for Education if she will address a matter (details supplied) regarding funding for primary schools; and if she will make a statement on the matter. [45015/21]
View answerI can assure the Deputy that this Government is fully committed to supporting the primary school sector.
In the context of Budget 2022 we will continue to aim to deliver on the commitments set out in the Programme for Government, to meet demographic and other pressures in the school sector and to support and sustain our schools, their staff and our students in the face of the ongoing significant challenges posed by COVID-19. This commitment applies equally to primary schools and post primary schools.
Over recent budgets, additional resources have been made available to our schools, including through the delivery of thousands of extra teaching and Special Needs Assistant posts, increased capitation in schools, enhanced supports for school leadership and an improved staffing schedule in primary schools. This is in addition to the significant COVID-19 financial resources provided to allow schools to operate in accordance with the latest public health guidance.
Specifically in regard to primary schools and as part of continuing measures to sustain and strengthen primary schools and in accordance with a commitment in the Programme for Government to make further progress in reducing pupil teacher ratios, Budget 2021, provided for changes in the primary school staffing schedule from September 2021, which have had the effect of allowing primary schools to reduce the general average class size to historically low levels.
385. Deputy Carol Nolan asked the Minister for Education if she has deleted text messages or email correspondence related to Government or official communications at any point since January 2020 to date; and if she will make a statement on the matter. [45033/21]
View answerI am satisfied that my records relating to government or departmental business are retained in line with the requirements of my Department's Record Management Good Practice Guidelines.
386. Deputy Niamh Smyth asked the Minister for Education the reason a person (details supplied) is waiting on a Teaching Council number; and if she will make a statement on the matter. [45113/21]
View answerUnder 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.
All applicants for registration must submit a completed application form, supporting documentation and complete the Garda vetting process. Applicants are advised that during peak processing periods registration may take 6-10 weeks, and processing timeframes are published on their website.
The teacher in question submitted an application for registration on the 25 August 2021 and was registered three weeks later on the 16 September 2021, weil within the published timeframes.
Should the individual have any queries regarding their registration they are advised to liaise directly with the Teaching Council.
387. Deputy Denise Mitchell asked the Minister for Education the status of approved building works for a school (details supplied). [45124/21]
View answerThe major building project for the school referred to by the Deputy is at an advanced stage of architectural planning, Stage 2(b) - Detailed Design.
In October 2020, in order to expedite the progression of this major building project the Department authorised DDLETB and its Design Team to commence a pre-qualification process to select a shortlist of contractors, in parallel with the Department’s review of the stage 2(b) submission for this project.
The Stage 2(b) report has been reviewed and my Department recently received Design Team confirmations from each member of the Design Team that they have carried out a final review of all of its tender documentation to ensure compliance with Department requirements.
My Department has this week authorised the ETB and its design team to complete the pre-qualification process to shortlist building contractors and then proceed to Tender Stage.
388. Deputy Pádraig Mac Lochlainn asked the Minister for Education when the decision on the appeal for SNA allocation for a school (details supplied) will be forthcoming; and if she will make a statement on the matter. [45148/21]
View answerThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for SNAs for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.
In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations the following arrangements for the allocation of Special Needs Assistants for mainstream classes for the 2021/22 school year:
- Existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically rollover into the 2021/22 school year.
- No school will therefore receive an allocation less than that which they had on 30 April 2021.
- SNAs currently in mainstream settings can continue in post for the next school year in the normal way.
- Priority consideration will now be given by the NCSE to applications for increased support for the 2021/22 school year, in particular, applications from schools with no SNAs and developing schools will be prioritised. Determinations will be made before 30 June. Other applications will be processed in order of date received.
- As in previous years, where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website, 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.
My Department does not have a role in making individual school determinations.
The NCSE have confirmed that the school made and exceptional review application for the school year 21/22. The review outcome was an increase of .5 of an SNA post, bringing to 3.33 the total mainstream allocation of SNAs to the school for the 2021/22 school year. This was communicated to the school by letter dated 29/06/2021.
The school appealed the decision which resulted in a new review, and a school visit that took place on 10/09/2021. The NCSE state that the outcome of the latest review was communicated to the school on 17/09/2021 advising that the total mainstream SNA allocation to the school now stands at 3.83, following a further increase of .5 of an SNA.
389. Deputy Richard Bruton asked the Minister for Education the requirements to sit the Mandarin leaving certificate exam; and if it is possible to fulfil the tuition hours at this point to complete the course in 2022. [45151/21]
View answerThe assessment requirements and components for Leaving Certificate subjects are set out in the subject specifications developed and published by the National Council for Curriculum and Assessment (NCCA). The specification for Leaving Certificate Mandarin Chinese specification is designed for a minimum of 180 hours of class contact time and can be found at the following link: www.curriculumonline.ie/Senior-cycle/Senior-Cycle-Subjects/Mandarin-Chinese/.
The Rules and Programme for Secondary Schools require that in order to be eligible for admission to the established Leaving Certificate Examination a pupil must have followed an approved established Leaving Certificate course as a recognised senior pupil for not less than two years.
I am conscious that students who are due to take their Leaving Certificate examinations in 2022 have experienced a degree of disruption to their learning.
On 30 June, the Advisory Group on Planning for State Examinations received an update in relation to the 2022 Leaving Certificate and Junior Cycle examinations. Following this I announced that adjustments would be made to the 2022 examinations which are similar to those published in December 2020 in respect of Leaving Certificate 2021.
The adjustments document indicates the adjustments for Mandarin Chinese in the oral and written examination and can be found at the following link: www.gov.ie/en/publication/9c82d-leaving-certificate-2022/#assessment-arrangements-for-junior-and-leaving-certificate-2022 These adjustments will leave intact the familiar overall structure of the examinations, while incorporating additional choice for students in the examinations.
390. Deputy Violet-Anne Wynne asked the Minister for Education if a site has been secured for a school (details supplied). [45198/21]
View answerWork is ongoing within my Department with a view to acquiring a site suitable for the permanent needs of Ennis Educate Together NS. Department officials are continuing to liaise with Clare Co Co on the matter and are making every effort to prioritise same. To this end, a site has been identified, deemed suitable and at an advanced stage of negotiation.
On foot of a recent meeting with representatives from the school, it was agreed to carry out an assessment of a suggested alternative site option. This assessment is nearing completion and it is intended to make further announcements on the subject in the near future.
Due to sensitivities relating to land acquisitions in general, I am unable make any further comments at this time. The school authority will be kept appraised of developments as it becomes possible to do so.
391. Deputy Duncan Smith asked the Minister for Education his views on the condition of a school (details supplied) which is in a deplorable condition and is unsafe for pupils attending the school; and if she will make a statement on the matter. [45229/21]
View answerAs the Deputy may be aware, a major building project for the school in question is at an advanced stage of architectural planning, Stage 2(b) - Detailed Design. All statutory approvals have been secured.
In October 2020, in order to expedite the progression of this major building project, my Department authorised the school patron and its Design Team to commence a pre-qualification process to select a shortlist of contractors, in parallel with the Department’s review of the stage 2(b) submission for this project.
The pre-qualification process is at an advanced stage and upon its completion (and subject to no issues arising), my Department will be in contact with the patron and its Design Team with regard to the further progression of this project to the next stage of architectural planning, Stage 3 (Tender Stage).
I wish to advise the Deputy that my Department is aware of concerns expressed relating to some of the school's temporary accommodation. My Department has made contact with the patron who is examining the matter. The patron has been advised that it is open to it to submit an applicaiton for funding to address any required works and I understand that the patron expects to be in contact with my Department in the coming days.
392. Deputy Michael McNamara asked the Minister for Education further to Parliamentary Question No. 923 of 27 July 2021, 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. [45230/21]
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.
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.
The NCSE have confirmed that the school applied in May 2021 for an exceptional review of their allocation of SNA support. As part of the review a school visit is scheduled for this coming Wednesday 22 September 2021. The NCSE’s Team Manager has been in recent contact with the parent of the child in question and has updated her on the position.
393. Deputy Neale Richmond asked the Minister for Education if a school has an obligation to find a suitable place for a child in an appropriate alternative school in cases in which the school believes the child requires to be educated in another school due to their educational needs as in the case of a child (details supplied); and if she will make a statement on the matter. [45231/21]
View answerIt is my Department’s belief that children with special educational needs should receive their education in placements which are appropriate to their needs alongside their peers wherever possible unless such an approach would be inconsistent with the best interests of the individual child or other children in the school. This approach is consistent with the provisions of the Education for Persons with Special Educational Needs (EPSEN) Act 2004.
This Department's policy is therefore to provide for the inclusive education of children with special educational needs in mainstream schools. The majority of children with special needs attend mainstream education with additional supports
This policy is supported by significant investment by this Government. The Department of Education will spend approximately €2 Billion or just under 25% of its total educational budget in 2021 on making additional provision for children with special educational needs this year.
Only where it has been assessed that the child is unable to be supported in mainstream education, are special class placements or special school placements recommended and provided for. It is therefore not the case that special educational placements are required to support all children with special educational needs, nor is it intended that this should be the case.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
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.
Through ongoing consultation at local level, the NCSE is also aware of those parents whose children are seeking placement for the 2021/22 academic year, including mainstream placement with appropriate support, special class placement, Early Intervention and special school placement. The NCSE continues to work to identify any and all relevant suitable placements.
The NCSE is working with schools to encourage and support the opening of new special classes at all levels and has specific plans in place to increase the number of places available.
The local Special Educational Needs Organisers (SENOs) continue to be available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list .
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie
I also understand from my enquiries that this pupil’s needs have not been brought to the attention of the National Educational Psychological Service (NEPS) of my Department. NEPS is available to support the school with this matter at the request of the school principal and I would advise that the parent/guardian speaks to the Principal of the school with a view to their concerns being raised with NEPS.
