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Thursday, 23 Sep 2021

Written Answers Nos. 156-170

Covid-19 Pandemic

Questions (156)

Donnchadh Ó Laoghaire

Question:

156. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the steps she is taking to provide CO2 monitors to every classroom to ensure adequate ventilation. [45692/21]

View answer

Written answers

Managing ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19.

A copy of the guidance is published on the Gov.ie website.

The over-arching approach in the guidance is for schools to have windows open as fully as possible when classrooms are not in use and partially open when classrooms are in use.

The guidance outlines that Carbon Dioxide (CO2) monitors can play a part in providing a useful general indication that areas/rooms may not be adequately ventilated. They can enable occupants to become familiar with the impacts of activities, outdoor weather and window openings on levels of good ventilation.

My Department procured portable monitors that are currently being distributed to schools – between 2 and 20 at primary school level and between 20 and 35 at post-primary school level depending on school size, at an estimated overall cost of €4 million. The monitors are portable, simple to use, and will give a digital reading.

Deliveries of CO2 monitors to schools commenced in the third week of August. In total, it involves over 35,000 CO2 monitors being distributed to, primary and post-primary schools. 25,000 CO2 monitors have been distributed to schools which has facilitated monitors being provided to each school.

96% of primary schools (including all special schools) having received their full allocation of CO2. Ten CO2 monitors have been provided to schools at post-primary level with the balance of their allocation expected to be distributed in October.

Mental Health Services

Questions (157)

John Lahart

Question:

157. Deputy John Lahart asked the Minister for Education the current and planned mental health supports in place for primary and secondary students; and if she will make a statement on the matter. [45665/21]

View answer

Written answers

My Department’s approach to supporting wellbeing and mental health is set out in its Wellbeing Policy Statement and Framework for Practice first published in 2018 and refreshed in 2019. The approach proposed is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to:

- build core social and emotional skills and competencies

- experience supportive relationships within the school setting

- be part of a school environment and culture that feels both physically and psychologically safe, in which they feel a sense of belonging and connectedness, that their voice is heard, and they feel supported

Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs.

Embedded in the whole-school approach is the recognition that members of the school community may have different needs at different times and that a continuum of support in relation to wellbeing should be made available.

A broad range of supports, resources and professional learning opportunities are being provided to support schools to promote and support wellbeing and resilience by the Department’s support services. The services support schools to provide strong universal support at the level of whole school and classroom, more targeted support for some children and young people who may be at risk, and more individualised support for those with greatest need. Support is provided to primary and post-primary school staff through the following services and supports:

- The National Educational Psychological Service (NEPS)

- Guidance Counselling service/provision

- National Council for Special Education (NCSE)

- Professional Development Service for Teachers (PDST) Wellbeing Team

- Junior Cycle for Teachers (JCT) Support Service

- Education Support Centres Ireland (ESCI)

My Department’s National Educational Psychological Service (NEPS) provides a school-based, consultative, psychological service through the provision of an individual casework service for students and a support and development service for school staff.

The NEPS casework service involves the provision of a psychological service for a student, with the psychologist working with the student, teachers and parents, and other professionals if appropriate, to identify need and plan for intervention and review to support the student in school. This service can take place over an extended period of time with NEPS psychologists. This model does not operate on a waiting list basis, and extends to approximately 8000 students per annum.

The NEPS Support and Development service, reaching an estimated 25,000 teachers annually, is an applied psychological service for school staff to help build their capability to respond to the wellbeing, academic, social and emotional needs of all students, and particularly those who are experiencing barriers to their wellbeing, learning, inclusion and participation. Professional learning activities to support children/young people with social/emotional/mental health difficulties and to promote positive wellbeing in school include:

- FRIENDS: Training teachers in the delivery of the FRIENDS programmes (‘Fun Friends’, ‘Friends for Life’ and ‘My Friends Youth’), which are evidence-based anxiety prevention and resilience building programmes, which foster self-concept and a sense of school belonging using Cognitive Behavioural Therapeutically-informed approaches. Friends programmes help students to develop resilience by teaching them effective strategies to cope with, problem solve and manage all kinds of emotional distress, including worry, stress, change and anxiety. Since Covid-19 the training has been adapted to Webinar format which increases accessibility for teachers. The webinar delivery will be scaled up next year to deliver the programmes nationally to interested schools.

- INCREDIBLE YEARS: The Incredible Years Teacher Classroom Management programme is a six-day, evidence-based programme that equips teachers to manage their classrooms effectively to prevent and reduce behavioural problems while promoting children’s wellbeing and emotional and social competence.

- NEPS is currently developing a range of workshops on the promotion of wellbeing and resilience in schools which include upskilling school staff on the use and implementation of therapeutically-informed approaches in schools. These include trauma-informed approaches, approaches based on the principles of cognitive behaviour therapy, and attachment-aware approaches. The approaches outlined in the workshops are based on research findings, on the experience of experts in their fields and on the experience of practising psychologists working in schools. The workshops will be available to build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs. Following a pilot of the workshops undertaken in the summer term (2021) with a mixture of DEIS, non-DEIS and urban and rural schools, the national roll-out of these workshops and webinars is planned for the next academic year.

At post primary level, a Student Support Team is a student-focused mechanism put in place by a school in order to co-ordinate the support available for students in the school and to facilitate links to the community and other non-school support services. NEPS provides support to post primary schools in the setting up or review of Student Support Teams.

Also at post primary level, counselling is a key part of the role of the Guidance Counsellor, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis but also at key transition points. Guidance allocations for all schools were increased in the 2020/21 school year. The Guidance Counsellor also identifies and supports the referral of students to external counselling agencies and professionals, as required. Each post primary school currently receives an allocation in respect of guidance provision, calculated by reference to the approved enrolment. The total number of guidance counsellor posts in the school year 2020/21 is 852.

Separately, the Department of Health has responsibility for the provision of counselling services in Ireland, and through HSE Primary Care Psychology and Child and Adolescent Mental Health Services (CAMHS) provides clinical support to children and young people with mental health needs.

In addition, the HSE and its funded providers, provide e-mental health services that offer online text and telephone supports to people seeking mental health information and advice.

These include services provided by the Samaritans, Pieta House, MyMind, Turn2Me, Aware, Crisis Text Ireland, Shine, BeLongTo, LGBT Ireland, Jigsaw, spunout, Bodywhys and Childline.

My Department – through NEPS, Student Support Teams, Guidance Counsellors and other services - will continue to signpost schools and students to the HSE/HSE-funded e-mental health services.

My Department has built strong links with the Department of Health and both Departments are exploring ways to improve supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services. We will continue to collectively explore ways of improving supports for children and young people.

Question No. 158 answered with Question No. 127.

Capitation Grants

Questions (159)

Dara Calleary

Question:

159. Deputy Dara Calleary asked the Minister for Education her plans to increase capitation grants in order that each school has the staff and resources they need to deliver for all of their students; and if she will make a statement on the matter. [45666/21]

View answer

Written answers

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 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.

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.

Question No. 160 answered with Question No. 113.

Public Sector Pay

Questions (161)

Mairéad Farrell

Question:

161. Deputy Mairéad Farrell asked the Minister for Education if she has considered the reintroduction of an allowance for teachers on offshore islands; and if she will make a statement on the matter. [45648/21]

View answer

Written answers

In 2012 a public service-wide review of all allowances was carried out by the Department of Public Expenditure and Reform and as a result certain allowances were abolished with effect from 1st February 2012. My Department issued Circular 0008/2013 which outlines the effect of this review on teachers. In common with a number of job-role based allowances, sanction for payment to new beneficiaries of the Gaeltacht allowance was withdrawn from 1st February 2012 under the terms of the Circular. Furthermore, if a teacher was eligible for receipt of the allowance prior to 1st February 2012 and subsequently left that job role on or after 1st February 2012 on a voluntary basis, their entitlement to the allowance ceases from the date of the move and they cannot re-gain entitlement.

Covid-19 Pandemic

Questions (162)

Paul Murphy

Question:

162. Deputy Paul Murphy asked the Minister for Education the consideration given and the action she has taken to provide high-efficiency particulate absorbing filters for each classroom, learning room and staffroom. [45678/21]

View answer

Written answers

Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19.

A copy of the guidance is published on the Gov.ie website.

The over-arching approach in the Department’s ventilation guidance for schools is to have windows open as fully as possible when classrooms are not in use and partially open when classrooms are in use. The practical steps and stepwise approach set out in the guidance are sufficient to ensure good ventilation practices in school while at the same time ensuring an appropriate balance between ventilation and comfort.

As part of following through on the updated guidance, the Department has procured CO2 monitors from a central framework and a supply of these are being distributed directly to schools which will assist them in managing their ventilation strategy. 25,000 monitors have been delivered to date with 96% of primary schools (including all special schools) having received their full allocation of CO2. Ten CO2 monitors have been provided to schools at post-primary level with the balance of their allocation expected to be distributed in October.

The Departments guidance also sets out the role Air cleaners can play in our schools but it is important to note that they do not remove CO2 and are not a substitute for good ventilation.

The requirement for air cleaners in schools will depend on advices provided to schools by their Architect/Engineer. However, as part of contingency planning, the Department has put arrangements in place for a small reserve of air cleaners to facilitate quick deployment to any primary or post-primary school which has an immediate need and has been unsuccessful in sourcing locally.

Schools Building Projects

Questions (163)

Alan Dillon

Question:

163. Deputy Alan Dillon asked the Minister for Education the status of the delivery of large-scale building projects in County Mayo; the applications that are currently being considered under the school building programme in the county; and if she will make a statement on the matter. [45642/21]

View answer

Written answers

The current NDP, as part of Project Ireland 2040 framework, provides for €8.8bn investment in schools during the period 2018 to 2027.

During the NDP period 2018-2020, there were 526 completed building projects under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 48,000 school places, including permanent accommodation for 229 special classes; and additional capacity for 67 classrooms in 14 special schools throughout the country.

Of the 526 school building projects completed in 2018-2020, 19 of these projects delivered were in County Mayo.

From 2018 to date, there has been almost €60m in capital funding (including Minor Works Grants) issued from my Department in respect of school capital grants and school building projects in Co. Mayo. €14.7m during 2021 to date and a further €45.3m across 2018, 2019 and 2020.

The Department has a significant existing pipeline of projects to be delivered over the coming years to meet capacity needs managed under the Large Scale Capital Programme and the Additional School Accommodation Scheme. Overall there are 63 projects that are in County Mayo at various stages of planning, design and in construction. 6 of these projects are on the Large Scale Capital Programme and a further 57 projects on the Additional School Accommodation Scheme.

There are also 5 applications currently being assessed by officials under the Additional School Accommodation Scheme and a decision will be conveyed directly to the school when this process has been completed.

The current status of these projects being delivered is listed on a county by county basis on the www.gov.ie and is updated on a monthly basis to reflect their progress through the various stages.

State Examinations

Questions (164)

Pauline Tully

Question:

164. Deputy Pauline Tully asked the Minister for Education the criteria used by the State Examination Board when marking down accredited grades which students were allocated by their teachers in leaving certificate 2021; and if she will make a statement on the matter. [45505/21]

View answer

Written answers

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

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

Site Acquisitions

Questions (165)

Fergus O'Dowd

Question:

165. Deputy Fergus O'Dowd asked the Minister for Education the status of a project (details supplied); if further progress has been made on the site acquisition; if her attention has been drawn to obstacles to progressing the project within normal Departmental timeframes; and if she will make a statement on the matter. [45529/21]

View answer

Written answers

As the Deputy is aware, agreement in principle has been reached to acquire a site for the permanent location of the school in question. The location of the permanent site will incorporate the current temporary site at Mill Road, Drogheda at which the school is currently located. Officials in my Department are working together to manage the site acquisition, interim accommodation and the development of the permanent school building in consultation with the landowner and Council officials to develop the required school facilities as expeditiously as possible.

I can confirm that the school building project has moved to the delivery stage and a pre planning meeting has taken place with the Local Authority in relation to the planned development of the school site for both the interim and permanent accommodation. Once statutory approvals have been secured, the project will proceed to tender and construction stages.

The site acquisition process is complex and subject to completion of successful negotiation and conveyancing processes. Therefore, given the complexities involved it is not possible to give a definitive timeframe for the completion of the acquisition but my officials will endeavour to bring the process to a conclusion as soon as possible.

Covid-19 Pandemic

Questions (166)

Paul Murphy

Question:

166. Deputy Paul Murphy asked the Minister for Education the consideration given and action she has taken to protect and improve air quality in classrooms and school staffrooms. [45681/21]

View answer

Written answers

Managing ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19.

A copy of the guidance is published on the Gov.ie website.

The over-arching approach in the guidance is for schools to have windows open as fully as possible when classrooms are not in use and partially open when classrooms are in use.

The guidance outlines that Carbon Dioxide (CO2) monitors can play a part in providing a useful general indication that areas/rooms may not be adequately ventilated. They can enable occupants to become familiar with the impacts of activities, outdoor weather and window openings on levels of good ventilation.

My Department procured portable monitors that are currently being distributed to schools – between 2 and 20 at primary school level and between 20 and 35 at post-primary school level depending on school size, at an estimated overall cost of €4 million. The monitors are portable, simple to use, and will give a digital reading.

Deliveries of CO2 monitors to schools commenced in the third week of August. In total, it involves over 35,000 CO2 monitors being distributed to, primary and post-primary schools. 25,000 CO2 monitors have been distributed to schools which has facilitated monitors being provided to each school.

96% of primary schools (including all special schools) having received their full allocation of CO2. Ten CO2 monitors have been provided to schools at post-primary level with the balance of their allocation expected to be distributed in October.

School Accommodation

Questions (167)

Cathal Crowe

Question:

167. Deputy Cathal Crowe asked the Minister for Education the way her Department plans to upgrade classroom accommodation including addressing defective walls in a school (details supplied). [45578/21]

View answer

Written answers

I can confirm to the Deputy that the school referred to has been approved for a project under my Department's Additional Accommodation Scheme 2021. This project will provide for a two classroom SEN base and has been devolved for delivery to the school authority.

This project was approved in March 2021 and is in the early design stage.

I can advise the Deputy that the school has also been approved funding under my Department's Emergency Works Scheme to address the issues with the fabric of the building in question.

School Staff

Questions (168)

Donnchadh Ó Laoghaire

Question:

168. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the steps she has taken to achieve pay equality and pension entitlements for school caretakers. [45690/21]

View answer

Written answers

School 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.

The Department 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.

Following intensive discussions at the WRC on 13th September, there has been significant progress in this dispute. 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.

My Department has also 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.

I welcome 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 and I look forward to further progress being advanced.

Question No. 169 answered with Question No. 142.

Budget 2022

Questions (170)

Richard Bruton

Question:

170. Deputy Richard Bruton asked the Minister for Education the value to date of requests for expenditure increases in her Department’s budget allocation for 2022 in pre-budget submissions; the main areas for which allocations have been sought; and if she will make a statement on the matter. [44809/21]

View answer

Written answers

My Department has, in advance of the Budget, received pre-budget submissions from a number stakeholders in the education sector and from organisations involved in other areas of public policy. As in previous years, relevant submissions continue to be reviewed and they will inform the specific budgetary priorities that I will be seeking to achieve in Budget 2022.

These pre-budget submissions generally address specific policy matters relevant to the organisation concerned and while they may include some costings it is not the practice of my Department to attempt to cost or validate the entirety of the proposals contained in all such submissions.

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