Tuesday, 28 Sep 2021

Written Answers Nos. 472-491

Road Network

Questions (472, 473)

John Brady

Question:

472. Deputy John Brady asked the Minister for Education the person or body responsible for the upkeep and maintenance of a road (details supplied) that is still under the remit of her Department; if her attention has been drawn to the fact that the road is in very poor condition with debris, refuse and large weeds visible as there has been no maintenance carried out on this particular road in recent months; and if she will make a statement on the matter. [46581/21]

John Brady

Question:

473. Deputy John Brady asked the Minister for Education if her Department plans to implement traffic calming along a road (details supplied) that is currently under the remit of her Department; and if she will make a statement on the matter. [46582/21]

Written answers

Minister for Education

I propose to take Questions Nos. 472 and 473 together.

As the Deputy is aware, the road to which he refers forms part of a project delivered under the Schools Bundle 5 Public Private Partnership (PPP) programme. The National Development Finance Agency (NDFA) holds the role of agent for my Department on this PPP project, which consists of the construction and operation of six new schools, two of which are the schools referred to by the Deputy.

As part of the PPP arrangement, responsibility for this road lies with the PPP Company, until such time as it is taken in charge by the relevant local authorities. In the interim, the NDFA is engaging with the PPP Company to prioritise the maintenance issues raised by the Deputy.

I can confirm that my Department, together with the NDFA, continues to engage with the relevant parties with a view to having these roads taken in charge by the relevant local authorities. In that context, at this time it is not a matter for my Department to implement measures, including traffic calming, on this road.

Question No. 473 answered with Question No. 472.

Teaching Council of Ireland

Questions (474)

Bernard Durkan

Question:

474. Deputy Bernard J. Durkan asked the Minister for Education , further to Parliamentary Question No. 368 of 22 June 2021, if a reply in respect of changing status can be furnished by the Teaching Council given that the person is yet to receive confirmation in reply to previous correspondence on the matter and has renewed his or her registration for 2021-2022; and if she will make a statement on the matter. [46584/21]

Written answers

Minister for Education

Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with 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.

As set out in the Schedule of the Regulations, the Teaching Council registers teachers under four routes of registration: Primary, Post-primary, Further Education and Other. To be entered on the Register of Teachers under the Post-primary route, registrants are required to hold an accredited post-primary initial teacher education qualification in addition to holding a relevant qualification that meets the requirements for at least one post-primary curricular subject.

The Teaching Council inform me that they have been in contact with the teacher in question in relation to gaining registration under Route 2 Post-primary with the most recent engagement in June 2021.

As previously advised, the Teaching Council inform me that where an applicant for registration does not hold an accredited post-primary initial teacher education qualification, Further Education is the only route of registration that can be offered. The applicant referred to is correctly registered with the Council in accordance with their qualifications.

In order to be eligible for registration as a post-primary teacher, applicants need to complete an accredited initial teacher education qualification suitable for post-primary teaching and hold a qualification that meets the post-primary curricular subject requirements.

The person referred to by the Deputy should continue to liaise directly with the Teaching Council and follow their guidance regarding their registration.

National Broadband Plan

Questions (475)

Rose Conway-Walsh

Question:

475. Deputy Rose Conway-Walsh asked the Minister for Education if a school (details supplied) will be connected under the national broadband plan given that it is unable to access the school's broadband programme due to location.; and if she will make a statement on the matter. [46592/21]

Written answers

Minister for Education

My Department operates the Schools Broadband Programme at an annual cost of some €13m, providing connectivity to schools through a range of technologies at the best level of connectivity available based on local infrastructure. The school referred to by the Deputy was provided with a DSL connection, which unfortunately is a low speed connection and it is appreciated this is less than optimal. There has been engagement between the school and the Schools Broadband Service Desk, with the school requesting an improved service, however it has not previously been possible to provide anything other than the DSL connection. The school did not avail of this connection, however, if the school is interested in re-joining the programme the school should record their request with the Schools Broadband Service Desk. As required under procurement regulations the school can then be included in the next available tender for broadband services to schools, at which stage the best level of connectivity available will be determined in order to award a contract for services. The Broadband service desk is the Department's dedicated broadband service desk which is managed by the Professional Development Service for Teachers - Technology in Education (PDST-TiE). They can be contacted by phoning 1800334466 or by emailing [e-mail].

The school referred to is in the National Broadband Plan Intervention Area, with implementation underway. My Department is engaging with the Department of Environment, Climate and Communications on this implementation to prioritise school connectivity, with all schools in the NBP to be provided with high speed broadband infrastructure by the end of 2022. When the infrastructure becomes available, the school will be upgraded to that service through the Schools Broadband Programme. My officials have confirmed with colleagues in the Department of Environment. Climate and Communications that this school in question is on the list for NBI infrastructure connectivity by end 2022.

School Admissions

Questions (476)

Bernard Durkan

Question:

476. Deputy Bernard J. Durkan asked the Minister for Education if a new school place will be facilitated for a child (details supplied);; and if she will make a statement on the matter. [46595/21]

Written answers

Minister for Education

It 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 [e-mail]. 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.

School Transport

Questions (477)

Bernard Durkan

Question:

477. Deputy Bernard J. Durkan asked the Minister for Education if a full school transport service is being provided to a person (details supplied); and if she will make a statement on the matter. [46599/21]

Written answers

Minister for Education

School 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.

The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.

Under the terms of the Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by my Department/Bus Éireann, having regard to ethos and language.

All children who are eligible for school transport and who have completed the application process on time for the 2021/2022 school year will be accommodated on school transport services where such services are in operation.

Children who are not eligible, but who apply for school transport, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.

There is a school transport service available to this pupil. An application for transport was first received for this pupil on 30/04/2021 for the 2021/22 school year. Medical card details were submitted for this pupil on 23/07/2021 and a ticket was sent to this pupil on 30/08/2021.

Bus Éireann have advised that this pupil was deemed eligible in error at the time of initial application and a letter in this regard will issue from Bus Éireann to the family in question.

As the pupil in question is not eligible for transport the medical card waiver does not apply and payment is required to secure the pupils ticket for the 2021/22 school year.

Education Policy

Questions (478)

James Lawless

Question:

478. Deputy James Lawless asked the Minister for Education if there are plans to reduce class sizes in primary schools; and if she will make a statement on the matter. [46614/21]

Written answers

Minister for Education

Under the Programme for Government there is a commitment to make further progress in reducing the pupil teacher ratios in primary schools.

As part of the Budget 2021 measures, the Government have delivered 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. This Budget improvement has resulted in the lowest pupil teacher ratio ever at primary school.

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. This compares favourably with the OECD pupil teacher ratio which is 1:15. In the same period the staffing schedule improved from 28:1 to 25:1 for this 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 for this school year, and statistics on this will be published later in the year.

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.

School Staff

Questions (479)

Michael Creed

Question:

479. Deputy Michael Creed asked the Minister for Education if her Department will facilitate additional flexibility with regard to the staffing schedule for schools that are dealing with particular fluctuations in the school-going population outside of the normal variations arising from circumstances (details supplied); and if she will make a statement on the matter. [46621/21]

Written answers

Minister for Education

The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. Primary schools are currently provided with class teachers on the basis of one teacher for every 25 pupils which is at its historically lowest level. In addition, there has been a three point reduction in the retention schedule, which will assist schools that would otherwise be at risk of losing teaching posts.

The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The staffing arrangements at primary level also include a provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts on developing grounds, using projected enrolments for the following September.

At post-primary level, teachers are allocated at a ratio of 19:1 in the Free Education System and 23:1 to schools in the fee-charging sector and the staffing process includes an appeals mechanism for post primary schools to submit a staffing appeal under certain criteria to an independent Post Primary Appeals Board. Additionally, schools that project an increase in enrolment may apply for an additional teacher allocation and provisional approval is sanctioned in May pending official confirmation of enrolments in September.

The Special Education Teaching allocation, as outlined in Circular 0007/2019, (primary schools) and 0008/2019 (post primary schools) provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the Language Support (EAL) allocation that schools were allocated in previous years. Further temporary Language Support is also provided, as necessary, to schools that have high concentrations of pupils that require language (EAL) support.

The staffing arrangements for primary and post primary schools for the 2021/22 school year, as set out in Circular 0019/2021 (primary) and Circulars 0005/2021, 0006/2021 and 0007/2021 (post primary), which are available on the Department website, provides details on the staffing appeal process.

School Facilities

Questions (480)

James Lawless

Question:

480. Deputy James Lawless asked the Minister for Education the status of the provision of a school (details supplied); and if she will make a statement on the matter. [46628/21]

Written answers

Minister for Education

The site to which the Deputy refers is a zoned site to meet a potential future school requirement in the settlement in order to serve newly establishing neighbourhood(s). At this point, given the early stage of development, there is not yet a requirement to establish an additional school in order to meet a demographic need but this site is positioned to meet to meet a future anticipated need. The matter will be kept under review as development proceeds.

School Facilities

Questions (481)

Mary Butler

Question:

481. Deputy Mary Butler asked the Minister for Education her plans to open an Educate Together primary school in Dungarvan, County Waterford; if the location is part of an envisaged reconfiguration process; the potential timescale for same; and if she will make a statement on the matter. [46648/21]

Written answers

Minister for Education

The patronage divesting process arises from the recommendations of the 2012 report of the Advisory Group to the Forum on Patronage and Pluralism in the Primary Sector, following which my Department undertook surveys of parental preferences in 43 areas of stable population in 2012 and 2013 to establish the level of parental demand for a wider choice in the patronage of primary schools within these areas. Analysis of the parental preferences expressed in each area surveyed indicated that there was sufficient parental demand to support changes in school patronage in 28 areas, including in Dungarvan.

Under the patronage divesting process, a school can be opened where a school building became, or was due to become available as a result of an amalgamation/closure of an existing school. In some areas, including in the case of Dungarvan, in responding to demand for diversity where existing patrons were unable make school properties available, my Department also included an examination of properties held in public ownership.

To date, it has not been possible to secure a school property to facilitate a new school under the divesting process being established in Dungarvan. However, my Department is continuing its efforts in relation to identifying a suitable solution under the patronage divesting process.

In parallel with the Divesting process, my Department is continuing to work with stakeholders to progress delivery of the Schools Reconfiguration for Diversity process which

has been developed in order to accelerate the delivery of multi-denominational schools across the country. This Reconfiguration process involves the transfer of existing live schools as opposed to the amalgamation and/or closure model of the patronage divesting process.

The initial identification phase of the process involved each of the 16 Education and Training Boards identifying an initial pilot area within their functional area where they considered there may be unmet oncoming demand for a multi-/non-denominational school and arranging for surveys of parents of pre-school children in these areas. The Department has been engaging with representatives of the Irish Episcopal Conference (Catholic Bishops) with a view to developing an agreed approach to the next Phase of the process. The identification phase work provides useful learning and is informing the development of the process.

The “Early Movers” provision of the Schools Reconfiguration process enables school communities which have already decided to seek a transfer of patronage (independent of the survey process envisaged as part of the Reconfiguration process) to engage with their school patron on the matter. A patron may transfer patronage under section 8 of the Education Act 1998. A number of patronage changes have taken place in recent years in this context, resulting in the provision of an additional 11 multi-denominational Community National Schools. In addition, an Irish-medium gaelscoil has recently changed patronage from its Catholic patron to An Foras Pátrúnachta. From September 2021, this school offers parents of junior infants the choice of undertaking an Ethics and Morality Program and, for parents who so chose, a Catholic programme is provided.

School Accommodation

Questions (482)

Aodhán Ó Ríordáin

Question:

482. Deputy Aodhán Ó Ríordáin asked the Minister for Education the progress regarding a permanent site for a school (details supplied). [46673/21]

Written answers

Minister for Education

My Department is currently in discussions with another public body regarding the acquisition of a permanent site for Killester/Raheny/Clontarf ETNS. This site option for the new school is within the school planning area.

The nature of these negotiations is complex but good progress is being made. However due to the confidential nature of these negotiations it is not possible to provide any further information at this time.

My Department undertakes to keep the patron and school informed of any key developments.

My Department is committed to delivering a permanent site for Killester/Raheny/Clontarf ETNS and is treating this as a priority.

School Funding

Questions (483)

Brendan Griffin

Question:

483. Deputy Brendan Griffin asked the Minister for Education her views on a matter regarding a school (details supplied); and if she will make a statement on the matter. [46675/21]

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 wellbeing 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; and

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.

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.

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.

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.

The allocations which are being made for schools under CLASS are additional allocations of teaching hours, for each school, are provided on a graduated and proportionate basis, based on school size, as set out in DES Circular 45/2021

The additional teaching allocations for schools are based on school enrolment bands, with enhanced allocations being provided for special schools and schools which are in the Department’s Delivering Equality of Opportunity in School (DEIS) scheme.

The Deputy should also be aware that, in addition to the CLASS programme and in the context of the SET allocation to schools, that schools can seek a review of their SET allocation through the National Council for Special Education. It is open to this school to seek such a review if they so wish.

Special Educational Needs

Questions (484)

Jennifer Carroll MacNeill

Question:

484. Deputy Jennifer Carroll MacNeill asked the Minister for Education the number of additional special needs classes introduced in the Dún Laoghaire area in the past 18 months; the number in train to be introduced over the next 18 months; and if she will make a statement on the matter. [46730/21]

Written answers

Minister of State at the Department of Education

Enabling children with special educational needs to receive an education is a priority for this Government.

The level of investment in special education, at almost €2 billion, is at an all-time high.

An additional 269 special classes are being opened this school-year. This will bring the total number of special classes nationally to 2,118. The new classes provide 1,600 additional places, spread right throughout the country.

Two new special schools are also opening this year, one in Dublin and one in Cork.

Despite this unprecedented increase, I am very aware of the need for further specialist education places in a small number of areas, mainly concentrated in Dublin.

Currently, there are forty three special classes for students with autism attached to mainstream primary and post-primary schools in Dún Laoghaire. Eleven of these classes have opened in the past eighteen months, providing placements for 258 students in the area. This also includes three Early Intervention classes.

I acknowledge that any delay in securing a suitable school placement can cause much anguish for parents and families involved.

Delays can happen for a variety of reasons including, for example, assessment reports for children becoming available over the summer period while schools were closed. In other cases, parents may change their preference for a class placement and request that their child move from a mainstream class to a special class.

My Department and the National Council for Special Education (NCSE) have therefore put in place new planning structures and procedures to ensure sufficient places become available to meet local need. As new need emerges, there is a cohesive response available to ensure places become available in a timely and targeted way.

The willingness of school communities to open special classes is central to ensuring that every child can obtain a suitable placement. My Department and the NCSE can provide the necessary funding, teaching and SNA resources, professional supports and training so that the required special class places can be provided as soon as possible.

The NCSE is currently in communication with all schools in the Dún Laoghaire/South Dublin area regarding additional special class provision.

My Department will support their work in any way necessary to ensure the required number of school places become available as quickly as possible.

Education Policy

Questions (485)

Louise O'Reilly

Question:

485. Deputy Louise O'Reilly asked the Minister for Education the provision that is being made for the growing demand for Irish medium education for learners in the Fingal area; if her attention has been drawn to the fact that there is not a sufficient number of places at primary or secondary level to meet demand; the plans she has in place to address the issue; and if she will make a statement on the matter. [46748/21]

Written answers

Minister for Education

A number of new Irish-medium gaelscoileanna and a gaelcholáiste have been established in the Fingal area in the last decade.

As the Deputy may be aware, in order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.

Where data indicates that additional provision is required at primary or post-primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:

Utilising existing unused capacity within a school or schools;

Extending the capacity of a school or schools; and

Provision of a new school or schools.

A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. Parental preferences in relation to patronage and language of instruction (Irish or English) from parents of children who reside in the school planning areas concerned, together with the extent of diversity of provision in these areas (including Irish-medium provision), are key to decisions in relation to the outcome of this process.

In the short-term, the most recent projections for the Fingal area indicate decreasing requirements at primary level and increasing requirements at post-primary level. My Department is currently working to examine the capacity of the schools in the area to meet this projected demand.

Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:

Duplication of applications – pupils have applied for a place to a number of schools in the area;

School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area;

Some towns/areas have single sex schools and while places are available in the school, they are not available to all pupils; and

External draw – pupils coming from outside the local area.

Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons of schools in the Fingal area, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions. The true extent of any capacity issue will only become known following discussion with the relevant school authorities.

School Accommodation

Questions (486)

Gary Gannon

Question:

486. Deputy Gary Gannon asked the Minister for Education the status of the new school building for a school (details supplied) which is yet to break ground; and if she will make a statement on the matter. [46788/21]

Written answers

Minister for Education

The major building project for the school referred to by the Deputy is currently at an advanced stage of architectural planning, Stage 2(b) – Detailed Design, which includes the applications for Planning Permission, Fire Cert and Disability Access Cert and the preparation of tender documents.

Planning permission was secured for this project in May 2020 on the basis of a proposed amended Right of Way in favour of a neighbouring property owner.

Discussions have been ongoing with the neighbouring property owner with a view to finalising an agreement in respect of the amended Right of Way and matters arising from the abuttal of the two buildings.

One matter remains outstanding which relates to the relocation of an air vent on the side of the neighbouring property. A meeting between both technical teams is currently being scheduled with a view to reaching agreement in relation to a workable solution regarding this outstanding matter.

The Design Team is currently working on the completion of the Stage 2(b) report which upon completion will be submitted to my Department for review.

In order to expedite the progression of this project the Department, in January 2021, authorised the Design Team to commence the pre-qualification process to select a shortlist of contractors for this project in parallel with the completion of the Stage 2(b) report. The Pre-qualification process is now complete.

Upon final agreement relating to the outstanding issues and receipt, review and approval of the Stage 2(b) report my Department will be in contact with the Design Team regarding the progression of this project to tender and construction stages.

My Department and the design team will continue to keep the school fully informed regarding the further progression of this project.

Special Educational Needs

Questions (487)

Gary Gannon

Question:

487. Deputy Gary Gannon asked the Minister for Education if autism spectrum disorder, ASD, classrooms are included in the total number of classrooms for primary schools when determining the allocation of CO2 monitors. [46793/21]

Written answers

Minister for Education

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.

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 to date, meaning that CO2 monitors have been delivered to each school in the country. The monitors are portable, simple to use, and will give a digital reading.

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

My Department arranged for the provision of a number of portable CO2 monitors based on the size of each school. The provision of portable CO2 monitors provides schools with the flexibility to focus their use to those rooms where most beneficial to inform strategies for optimising ventilation in the school.

Special Educational Needs

Questions (488)

Sorca Clarke

Question:

488. Deputy Sorca Clarke asked the Minister for Education when her Department will review the current criteria set out for a child with a diagnosis of autism spectrum disorder, ASD, to qualify for an exemption from Irish language studies in school (details supplied). [46827/21]

Written answers

Minister for Education

As provided for in the circulars on exemptions from the study of Irish, the Department is planning to commence an initial review of the operation of the circulars following two years of implementation (September 2019).

The circulars have moved away from a categorical, diagnostic model to a needs based model in line with Department policy. Therefore a report from a psychologist or other medical professional is no longer required.

The circular requires the school to demonstrate evidence of intervention and differentiated support for those students who struggle with literacy, as well as the current level of in-school testing on discrete tests of word reading, reading comprehension or spelling. This includes using evidence of needs over time. As part of this process, the school will administer discrete tests to identify the needs of the student. It is these test results which inform intervention and need for any additional support.

For pupils with significant literacy needs, such as those where there are concerns that literacy attainments remain, despite intervention, at/below the 10th percentile, the school will most likely be providing support through the Special Education Teacher. These teachers undertake assessment and identification of need as part of their problem solving approach and development of Student Support Plans detailed in the Continuum of Support model. The granting of an Irish exemption emerges from this process. Therefore the school will have evidence on an individual’s Student Support file to support the application for an exemption from the study of Irish. The granting of an exemption from the study of Irish should not be a key factor in planning for the provision of special education teaching for a pupil.

The circulars were developed following a review of the previous circulars (Report) and an extensive public consultation process.

School Enrolments

Questions (489)

Gerald Nash

Question:

489. Deputy Ged Nash asked the Minister for Education the number of first-year students a school (details suppled) will be permitted to enrol in the 2022-2023 school year; if her Department will increase the capacity of the school in view of the demand for enrolment; when a decision will be made on enrolment numbers; when it will be communicated to the school management; and if she will make a statement on the matter. [46828/21]

Written answers

Minister for Education

The school to which the Deputy refers is currently in interim accommodation on its proposed permanent site at Colpe, Mill Road, Drogheda pending delivery of its permanent accommodation project.

The planning application required for the additional interim accommodation which the school will require for the 2022/23 academic year needed to take cognisance of the overall Shannon Homes Masterplan for the area. That Masterplan has recently been received by my Department. A planning application for additional interim accommodation is currently being prepared and it is anticipated that it will be submitted to the relevant local authority by mid-October.

Enrolment numbers for the school for the 2022/23 academic year including consideration of increase in first year intake levels are currently being considered and the Patron Body and school management will be advised of this number as soon as possible.

Departmental Data

Questions (490)

Aindrias Moynihan

Question:

490. Deputy Aindrias Moynihan asked the Minister for Social Protection the total social insurance collected for the year ending 31 December 2020; and if she will make a statement on the matter. [46295/21]

Written answers

Minister for Social Protection

€10.6 billion was received in respect of social insurance contributions in 2020.

Social insurance contribution receipts for any given year can include receipts in respect of earlier contribution years as well as the current year.

I trust this clarifies the matter for the Deputy. 

State Pensions

Questions (491)

Claire Kerrane

Question:

491. Deputy Claire Kerrane asked the Minister for Social Protection if consideration has been given to extending the total contributions approach for calculating the State pension (contributory) to those who have not accumulated 520 PRSI contributions (details supplied); and if she will make a statement on the matter. [45942/21]

Written answers

Minister for Social Protection

In April 2012, the number of paid contributions required to qualify for a State Pension (Contributory) increased from 260 to 520. While this change only took effect in 2012, it had been signalled well in advance. In 1993, "Developing the National Pension System - Final Report of the National Pensions Board” was published, which recommended that the number of paid contributions required to qualify for a contributory pension should be increased to 520 contributions, in recognition of the expansion of PRSI coverage over the decades. The necessary legislation to effect this recommendation was contained in Section 12 of the Social Welfare Act 1997, which provided for the implementation of the change in two stages, with the paid contribution requirement being standardised at 260 from 2002 (5 years after its introduction into law), and rising to 520 from April 2012 (15 years after its introduction in law).

The Pensions Commission was established in November 2020 to examine sustainability and eligibility issues with the State Pension and the Social Insurance Fund, in fulfilment of a Programme for Government commitment. Its terms of reference included consideration of how long-term carers could be accommodated in the pension system.

The Commission has now concluded its work and has submitted its final report to me. The report itself is extremely detailed, running to several hundred pages, and covers a range of complex matters in relation to the Pensions system which will require very careful consideration.

It should be noted that if a person does not satisfy the conditionality to qualify for State Pension (Contributory), s/he may qualify for the means-tested State Pension (Non-Contributory), the maximum rate of which is over 95% that of the maximum rate of the State Pension (Contributory). Alternatively, if his/her spouse is a State pensioner and has significant household means, his/her most beneficial payment may be an Increase for a Qualified Adult, based on his/her personal means, and amounting to up to 90% of a full contributory pension.

I hope this clarifies the matter for the Deputy.