Tuesday, 16 Nov 2021

Written Answers Nos. 345-364

Special Educational Needs

Questions (345)

Emer Higgins

Question:

345. Deputy Emer Higgins asked the Minister for Education the number of special schools that currently have a full-time behavioural therapist; and the details of same. [55536/21]

Written answers

Minister of State at the Department of Education

Special schools generally cater for children with the most complex needs. Accordingly, these schools have enhanced staffing levels with greatly reduced pupil:teacher and SNA staffing allocations. The provision of training and support for these schools is prioritised including access to training and post graduate programmes tailored to meeting the needs of children with complex needs.

On an ongoing basis, these schools have access to the NCSE advisory support service which advises on children with the most complex needs including behavioural needs.

The Deputy may also be aware of the School Inclusion Model (SIM) which has been developed in collaboration with the Departments of Health; Children, Equality, Disability, Integration and Youth; the NCSE and the HSE.

The NCSE is currently piloting this new model in 75 schools in the CHO 7 area. As part of this new model NCSE teams have been enhanced to include Occupational Therapists, Speech and Language Therapists and Behaviour Practitioners to support schools build capacity to include children with special educational needs. The evaluation of this pilot will inform to future development of this model of support.

School Accommodation

Questions (346)

Cian O'Callaghan

Question:

346. Deputy Cian O'Callaghan asked the Minister for Education if her attention has been drawn to the current temporary location of a school (details supplied) that is outside its own catchment area and that the school cannot be accommodated at the location from the academic year 2022; her plans for the new location of the school; and if she will make a statement on the matter. [55554/21]

Written answers

Minister for Education

As the Deputy may be aware, the school to which he refers was established in 2019. The school opened in interim accommodation pending the provision of a permanent building.

My Department is considering the school's accommodation needs for the 2022/2023 school year and will be liaising with the school's patron as part of this process.

School Staff

Questions (347)

Violet-Anne Wynne

Question:

347. Deputy Violet-Anne Wynne asked the Minister for Education the status of an 11-hour post in a school (details supplied); and if she will make a statement on the matter. [55565/21]

Written answers

Minister for Education

Teacher allocations to all second level 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. In accordance with these rules, each school management authority is required to organise its subject options within the limit of its approved teacher allocation.

The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance, a matter for the school management authorities.

School Staff

Questions (348, 349)

Violet-Anne Wynne

Question:

348. Deputy Violet-Anne Wynne asked the Minister for Education the number of vacant posts in secondary schools in County Clare; and the length of time each position has been vacant for thee months or fewer, between three and six months, between six and nine months, between nine and twelve months and 12 months or more, in tabular form. [55566/21]

Violet-Anne Wynne

Question:

349. Deputy Violet-Anne Wynne asked the Minister for Education the number of vacant posts in primary schools in County Clare; and the length of time that each position has been vacant for three months or fewer, between three and six months, between six and nine months, between nine and twelve months and 12 months or more, in tabular form. [55567/21]

Written answers

Minister for Education

I propose to take Questions Nos. 348 and 349 together.

The data requested by the Deputy is not readily available. A reply will issue directly to the Deputy.

National Educational Psychological Service

Questions (350)

Peter Burke

Question:

350. Deputy Peter Burke asked the Minister for Education the number of educational psychologists in the County Offaly area; the number of current vacancies for psychologists; if she will provide details of the waiting lists that exist for accessing the current service; and if she will make a statement on the matter. [55570/21]

Written answers

Minister for Education

My Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework where there is need via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).

NEPS, in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will a psychologist become involved with an individual child for intensive intervention or assessment. This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually.

There are currently 9 psychologists providing a NEPS service to schools in Laois/Offaly combined.

There are no vacancies for psychologists currently in Laois/Offaly.

Schools Building Projects

Questions (351)

Noel Grealish

Question:

351. Deputy Noel Grealish asked the Minister for Education the amount that was awarded to a school (details supplied) in the Capital Emergency Works Programme 2021; the breakdown of the works to be completed under this specific grant; and if she will make a statement on the matter. [55579/21]

Written answers

Minister for Education

I would like to inform the Deputy that the school in question has been approved funding under my Departments Emergency Works Scheme for Universal Access Works.

The scope of works shall be:

i. Install a lift in the main building to provide access to the first floor

ii. Provide an accessible WC in the school.

iii. Provide a platform lift to give access to the canteen.

iv. Provide handrails at stepped entrance to German room.

v. Raise the ground externally at existing entrances to remove step.

vi. Provide a designated parking space and set down space with level paths to entrance.

As this is a devolved project it is the responsibility of the school authority to progress the works.

Education and Training Boards

Questions (352)

Carol Nolan

Question:

352. Deputy Carol Nolan asked the Minister for Education the options available to a person working in the education and training board sector who claims they are not being paid according to their correct rate of pay as processed by education shared business services; and if she will make a statement on the matter. [55601/21]

Written answers

Minister for Education

I wish to advise the Deputy that employees of the Education and Training Board (ETB) sector whose salary is processed by Education Shared Business Services (ESBS) should address any payroll related queries to the ESBS Payroll Helpdesk by email to [e-mail].

In addition to this the Helpdesk is also contactable by phone [phone]) on salary pay dates only.

On receipt of such a query, a member of staff from the ESBS Section of my Department will be able to advise the person in relation to their query.

School Transport

Questions (353)

Alan Dillon

Question:

353. Deputy Alan Dillon asked the Minister for Education if consideration has been given to extending the social distancing capacity for all school transport; and if she will make a statement on the matter. [55651/21]

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, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.

Planning for school transport scheme services for the 2021/22 school year proceeded on the basis that the public health measures in place as schools closed at the end of the last school year would remain as the term began in this new school year. This included the operation of post-primary services at 50% capacity, in addition to hygiene measures and the wearing of masks on-board. The Department has kept this position under review as the vaccination programme for children on post-primary services was rolled out and as the lifting of restrictions on public transport services proceeded.

In line with the lifting of restrictions on public transport, and with effect from the return of schools following the October mid-term break, implementation commenced for post-primary school transport services to resume operating at 100% capacity. This process will take a period of time to re-organise and re-schedule services and communications will be issued to families regarding any revised arrangements.

With regard to post-primary special needs transport services, the Department will work with schools on a case by case basis where such services may be required to continue operating at 50% capacity.

Any pupil who has been issued a ticket for this school year will retain their ticket for the year. Where additional vehicles that were provided for social distancing purposes are removed and when all services resume operating at 100% capacity, any spare capacity available will be offered on those services to concessionary pupils or late applicants where such capacity exists.

All other measures relating to hygiene, pre-assigned seating, cleaning and the wearing of masks by post-primary students will remain in place subject to further review.

School Accommodation

Questions (354)

Michael Creed

Question:

354. Deputy Michael Creed asked the Minister for Education if her Department has received an application for additional classroom accommodation from a school (details supplied); if so, if she will outline the next steps by her Department in processing the application; and if she will make a statement on the matter. [55722/21]

Written answers

Minister for Education

I can confirm to the Deputy that my Department received an application for capital funding, under the Additional School Accommodation (ASA) scheme from the school authority referred to by the Deputy. A decision on this application has issued to the school authority.

The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.

At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or a new SEN class has been sanctioned by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.

The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics. The second half of the National Development Plan will see an increasing focus on the upgrade and refurbishment of the existing school stock.

Health and Safety

Questions (355)

James O'Connor

Question:

355. Deputy James O'Connor asked the Minister for Education the steps she is taking to address the need for a formal national policy and training programme for the care of the allergic child in primary, secondary and pre-school; and if she will make a statement on the matter. [55744/21]

Written answers

Minister for Education

The Board of Management of each school is responsible for the care and safety of all pupils. It is important that the school management authority requests parents to ensure that the school is made aware of any medical condition suffered by any pupils attending. Where the school is aware of potential difficulties that may arise as a consequence of a medical condition suffered by one or more pupils, it may be possible for the management authorities, working in conjunction with parents, teachers and children to put preventative measures in place to lessen the possibility of any difficulties arising or to ensure that, if a pupil suffers from an illness requiring, for example, the administration of medication, that appropriate treatment is available.

The administration of medicines in primary schools is the subject of an agreement between the Irish National Teachers Organisation and the organisation representing school management at primary level. While this agreement specifies that no teacher can be required to administer medicine or drugs to pupils, it also sets out procedures that must be followed where a teacher or teachers agree to do so. The position is that either the parents of the child should make themselves available to administer medication as required, or where they wish the staff in the school to administer it, they should indemnify the school.

My Department cannot direct any member of the Board of Management or the teaching staff of the school to administer medical treatment to pupils, action and procedures which are normally carried out by medical professionals such as doctors and nurses.

Where a child requires adult assistance to assist in the administration of medicine and where the extent of assistance required would overly disrupt normal teaching time, SNA support may be allocated for this purpose.

It is a matter for the Board of Management to ensure that SNAs are in a position to effectively meet the care needs of pupils for whom SNA support has been allocated in the school, when appointing an SNA.

Where specific training is required, the Board of Management should liaise with the Health Service Executive (HSE) in order to ensure that the HSE provides guidance and training that enables the SNA to meet the care needs of the pupil in an appropriate manner. It is a matter for individual school authorities to make such arrangements locally.

School Accommodation

Questions (356)

Johnny Guirke

Question:

356. Deputy Johnny Guirke asked the Minister for Education if she will address a matter regarding an application by a school (details supplied); and if she will make a statement on the matter. [55756/21]

Written answers

Minister for Education

I can confirm to the Deputy, that my Department is in receipt of an application for the Additional School Accommodation Scheme (ASA), from the school in question.

The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.

The school authorities have been notified of the progress on this assessment which is nearing completion following which a final decision will issue directly to the school.

School Accommodation

Questions (357)

Thomas Pringle

Question:

357. Deputy Thomas Pringle asked the Minister for Education the reason for the ongoing delay in providing a long awaited and necessary extension on health and safety grounds for a school (details supplied); and if she will make a statement on the matter. [55812/21]

Written answers

Minister for Education

The major building project for the school referred to by the Deputy recently completed Stage 2(b) Detailed Design and was authorised to proceed to tender stage on 27th October. A Tender stage normally takes between 6-8 months to complete. The project is expected to commence on site early in Quarter 2 of 2022.

Teaching Qualifications

Questions (358)

Niamh Smyth

Question:

358. Deputy Niamh Smyth asked the Minister for Education the reason a person (details supplied) must undertake 60 EC in German before undertaking a professional masters of education; and if she will make a statement on the matter. [55818/21]

Written answers

Minister for Education

The Teaching Council is the body with statutory responsibility for establishing and maintaining standards in the teaching profession in this State. It is also the designated competent authority for the recognition and assessment of qualifications and registration of teachers at Primary and Post Primary level. In accordance with its statutory functions, the Teaching Council has set out curricular subject specific registration requirements for each subject at post-primary. These are to ensure that teachers are equipped with the knowledge, skills and understanding to teach the specific curricular language syllabus/specification to the highest level in post- primary education in Ireland.

In accordance with the Teaching Council Registration Regulations (2016), applicants for the post primary Professional Master of Education Programme (PME) must hold a Level 8 Degree and meet the requirements for at least one post-primary curricular subject in order to be eligible for registration under Route 2 Post-Primary, upon completion of the PME. The qualifying degree must carry at least 180 ECTS (European Credit Transfer System) credits (or equivalent) with the specific study of the specific curricular language comprising at least 60 ECTS credits (or equivalent). The design of each PME programme shall ensure that entry selection processes are aligned with the Council’s regulations and curricular subject specific registration requirements (post-primary).

It is a matter for the programme provider to determine if an applicant meets the Curricular Subject Registration Requirements for entry to their programmes and so it would not be appropriate for me as Minister to personally intervene in an individual case.

School Staff

Questions (359)

Jennifer Murnane O'Connor

Question:

359. Deputy Jennifer Murnane O'Connor asked the Minister for Education the status of, and position regarding, ongoing talks regarding pay and entitlements for school secretaries and caretakers; and if she will make a statement on the matter. [55843/21]

Written answers

Minister for Education

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 majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.

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 further engagement is taking place at present 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 and engagement has begun on this element.

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 welcomed the deferral of the action scheduled for Wednesday 15th September and I encourage all parties to focus on finalising an agreement.

School Staff

Questions (360)

Jennifer Murnane O'Connor

Question:

360. Deputy Jennifer Murnane O'Connor asked the Minister for Education her plans to remedy the shortage of substitute teachers; if her attention has been drawn to schools that are finding themselves unable to get a substitute teacher; if there are plans to give more flexibility in the process of appointing suitable substitute teachers; and if she will make a statement on the matter. [55844/21]

Written answers

Minister for Education

My Department is aware of the challenges currently being experienced by some schools and has engaged with the education stakeholders on the issues raised about the current difficulty in accessing substitutes for teacher absences.

The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).

In accordance with Department Circulars 0044/2019 and 31/2011, schools are required to employ appropriately qualified and registered teachers and ensure that unemployed teachers should be offered employment in preference to those who have retired.

A range of measures are in place to provide enhanced substitute cover in the context of current challenges.

These include a major expansion of the Primary Schools Substitute Teacher Supply Panels, which now employ almost 380 teachers and provide substitute cover to over 2,500 primary schools across the country. A review of the supply panels has taken place and approximately 100 additional teachers are being added to existing/new areas where significant challenges have been demonstrated in sourcing substitution. Posts have been allocated to the base schools to allow arrangements for the recruitment of additional staff immediately.

The Supply Panels work alongside the existing methods of sourcing substitute teachers, such as the national substitution portal service Sub Seeker, operated by the Irish Primary Principals Network and developed in accordance with my Department's Teacher Supply Action Plan. Schools can also make local arrangements to have their own regular substitutes to call on if needed.

In addition to the expansion of the supply panels, schools have been asked to combine their allocation of principal release days into clusters so as to form a full-time fixed-term post to cover each school's principal release days

For the current school year, changes have been made to the Career Break Scheme to permit teachers on career break to carry out unlimited substitute work. Changes have also been made to the Job Sharing Scheme to permit job sharing teachers carry out substitute work on the days they are rostered off in their own or in other schools.

The Teaching Council have undertaken a communications campaign to contact the 111,700 teachers on its register to raise awareness to the current teacher substitute challenges and to ask those teachers where possible to make themselves available for substitution in schools.

The Council and my Department have also engaged with higher education institutions, who have been requested to be flexible in programme delivery to enhance the availability of PME student teachers to undertake substitution work. PME students have also been advised to register with the Teaching Council and to register with Sub Seeker so their availability is known to schools seeking subs.

Teachers, including student teachers, who may be available to undertake substitution work have been asked to register on SubSeeker.ie so that schools are aware of their availability when seeking to fill substitute vacancies.

My Department will continue to engage with the education stakeholders on the issues raised about the current difficulty in accessing substitutes for teacher absences.

Education Welfare Service

Questions (361)

Jennifer Murnane O'Connor

Question:

361. Deputy Jennifer Murnane O'Connor asked the Minister for Education the number of educational welfare officers that are employed by her Department; and if she will make a statement on the matter. [55845/21]

Written answers

Minister for Education

Tusla Education Support Service (TESS) has three strands namely the Statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison Scheme (HSCL) and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, families and other relevant services to achieve the best educational outcomes for children and young people.

As of 30th September 2021, the sanctioned WTE Educational Welfare Officer (EWO) and Senior Educational Welfare Officer (SEWO) posts to Tusla are 93.13 EWO posts and 14 SEWO posts.

Education Welfare Service

Questions (362, 363)

Jennifer Murnane O'Connor

Question:

362. Deputy Jennifer Murnane O'Connor asked the Minister for Education the number of cases educational welfare officers are currently and have previously been dealing with on 1 October in each of the past five years in tabular form; and if she will make a statement on the matter. [55846/21]

Jennifer Murnane O'Connor

Question:

363. Deputy Jennifer Murnane O'Connor asked the Minister for Education the number of children that educational welfare officers are dealing with have not attended school for more than a month, between one and two months, between two and three months, between four and five months, between five and six months and more than 6 months; and if she will make a statement on the matter. [55853/21]

Written answers

Minister for Education

I propose to take Questions Nos. 362 and 363 together.

With regard to the request for data on cumulative months missed, Tusla Education Support Service (TESS) do not collect data in this format. The compilation of data in the format requested would require an extensive manual retrieval of information from individual files.

When referrals are received by the Tess team they are screened by a Senior Educational Welfare Officer. If a referral is incomplete the referral will be returned to the school seeking further information. All completed referrals are placed in priority order and are assigned to the EWO team accordingly. At any stage a principal can follow up with the EWS to ascertain the status of a referral.

Priority referrals are responded to immediately. They are in respect of children who do not have a school place or when a student is being expelled. Referrals not deemed to have the same urgency are allocated to an EWO as soon as possible. Response times will depend on the demand and resources available in any given area.

The number of cases being dealt with by EWOs on 1st October in the last five years in tabular form is set out below.

No of EWO Open Cases on Oct 1st 2017-2021

- Oct-17 - 3,080

- Oct-18 - 3148

- Oct-19 - 3131

- Oct-20 - 2639

- Oct-21 - 3199

Data on School Attendance can be found on the TESS web site under Analysis of School Attendance Data at the following link, www.tusla.ie/services/educational-welfare-services/publications/research-and-statistics/

The last published report on Analysis of School Attendance data is for the 2017 /2018 academic year. The report for the 2018/2019 academic year is currently being finalised.

Covid-19 Pandemic

Questions (364)

John Lahart

Question:

364. Deputy John Lahart asked the Minister for Education her plans for the reintroduction of contact tracing into schools given the rising figures being experienced. [55872/21]

Written answers

Minister for Education

The approach to supporting schools to operate safely during COVID-19 has been to follow and implement public health advice

Following advice from the Chief Medical Officer, the Minister for Health has requested that the HSE, liaising as appropriate with the Department of Education, establish a programme of rapid antigen testing of close contacts in specific primary school settings in response to the notification of COVID-19 cases, guided by agreed thresholds and criteria informed by recently published ECDC guidance on the management of close contacts.

The Department of Health, and the HSE in consultation with the Department of Education are now considering the most effective means of operationalising the very specific set of guidance that may apply to those regarded as close contacts in the school environment.