Written Answers Nos. 152-173
152. Deputy Paul Donnelly asked the Minister for Education the opening timeframe and capacity of a new special school (details supplied) in Dublin 15; and if there are plans for the upgrade of the existing on the same site. [57224/21]
View answerThe project to which the Deputy refers has been devolved for delivery to Kildare & Wicklow Education and Training Board (KWETB).
I am pleased to inform you that the project was recently approved by the Department to proceed to Stage 2a of the architectural planning process.
While at this early stage it is not possible to provide a timeline for completion of the project, KWETB will be engaging directly with the school authority to keep it informed of progress.
153. Deputy Thomas Gould asked the Minister for Education her plans to improve pay and conditions to school escorts to encourage uptake of the position. [57317/21]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the 2020/2021 school year over 114,100 children, including over 14,700 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
The purpose of the Department's School Transport Scheme for Children with Special Educational Needs is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.
There is a facility within the Special Needs Transport Scheme for the appointment of a School Bus Escort where a child’s care and safety needs while on school transport are such to require the support of an escort. The appointment of the Bus Escort, where required, is sanctioned by the Department of Education and the school management authority employs the Bus Escort. Therefore terms and conditions of employment are a matter for the school as the employer, however schools are reminded that they must comply with all relevant employment legislation.
School Transport Section funds schools for the employment of Bus Escorts at the end of each school year by way of advance payment for the next school year. The hourly rate of pay for Bus Escorts is set by the Department and is reviewed from time to time following national public pay agreements. School management authorities are notified of any revised salary rates as they occur by way of circular issued from the Department of Education.
154. Deputy Steven Matthews asked the Minister for Education the position regarding a site for a school (details supplied); and if she will make a statement on the matter. [57198/21]
View answerMy Department has previously identified State-owned lands as a possible site for a new permanent building for the school referred to by the Deputy following an unsuccessful site identification process a number of years ago.
Given the passage of time since the original site identification process, my Department considered it prudent to carry out a further site identification exercise for a 1,000 pupil school in this area and this process is ongoing at the moment. The purpose of the current exercise is to establish if the situation has changed in the intervening period and if other site options have become available.
My Department is working closely with the local council in this regard and a number of new site options have been identified and are being considered. Given the commercial sensitivities associated with land acquisitions generally, I am not in a position to comment further at this time.
156. Deputy Michael Moynihan asked the Minister for Education the status of the announced measures to create an additional 1,700 special class places in 2022; and if she will make a statement on the matter. [57296/21]
View answerEnabling children with special educational needs to receive an education is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion.
Next year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
This includes funding for a wide range of schemes and supports including special classes, special school places, SNAs and teachers.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
Through ongoing consultation with schools and parents at local level the NCSE is aware of students who will be seeking placement for the 22/23 academic year.
Budget 2022 will provide for over 980 new teacher and 1,165 new SNAs posts for allocation to schools next year.
The Government recognises the increased number of children with special educational needs attending school, the requirement for new special class and special school places and the need for increased support for children with special needs who attend mainstream classes.
The 980 new teacher posts is broken down as follows:
- 620 of the new posts will provide additional support for children attending mainstream classes including new and expanding schools.
- 360 posts will facilitate the opening of 287 new special classes providing over 1,700 new places in 2022 and 140 new special school places.
My Department works in close collaboration with the NCSE to ensure that the necessary provision is put in place on a timely basis throughout the country.
Parents seeking special class placements for their children are advised to contact their local SENO so that their needs can be taken into account for planning purposes.
159. Deputy Ruairí Ó Murchú asked the Minister for Education the status of a project (details supplied); the level of engagement she has had with same; her plans for the continuity of the provision of Irish medium education; and if she will make a statement on the matter. [57214/21]
View answerThe provision of Irish-medium education is a priority for my Department and this Government, and we share a strong commitment to increasing the number of Irish-medium places available and providing suitable accommodation in this regard.
As the Deputy may be aware, in March I approved a proposal for a new satellite model of Irish-medium post-primary provision to be piloted in Dundalk. The model involves a satellite/Dundalk-based campus of An Foras Pátrúnachta’s Balbriggan Gaelcholáiste – Coláiste Ghlór na Mara.
This pilot offers parents in Dundalk a new choice for Irish-medium provision, in addition to existing provision provided by schools in the area. The learning from the pilot may assist in the potential development of an enduring policy/approach for the application of this model elsewhere, subject to successful review.
The patron of Coláiste Ghlór na Mara decided to defer the opening of the Dundalk campus from September 2021 to September 2022 and, I understand, is progressing arrangements, including putting in place the necessary accommodation arrangements in this regard.
The Department will continue to support the existing Aonad at Coláiste Chú Chulainn to ensure continuity of provision for the students enrolled.
160. Deputy Joan Collins asked the Minister for Education the plans that are in place to provide finance to schools that do not have a recommended standard ventilation system. [57231/21]
View answerManaging 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. 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.
A dedicated team has been established in the Department to support schools that may have concerns about ventilation. Officers are also available to contact schools where required, walking through the steps the schools should take to deploy good ventilation practices etc. Where it is not possible for a school to access the expertise of an engineer or architect, and where necessary, a technical assessment to assist the school can be facilitated through the Department.
Schools that identify inadequate ventilation in a room can utilise their minor work grant (for minor improvements) or apply for emergency works grant assistance to address ventilation enhancements on a permanent basis.
161. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her attention has been drawn to the difficulties being experienced by secondary schools in accessing funds allocated for Covid-19 catch-up hours as reported by an association (details supplied) due to shortages of teachers in key areas; the measures she will take to help principals to access funding; and the reason her Department will not allow funds to be used to pay teachers in full-time posts to provide additional hours. [57180/21]
View answerI 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.
- The early provision of Information Communication Technology (ICT) funding to schools, to support the provision of devices to students and families, where needed.
Under the Covid Learning and Support programme, provision is being made for up to €52 Million in extra teaching hours for schools.
This is in addition to the €40 Million already allocated for this year’s enhanced summer education programme. €10 Million has also been spent this year on the Supplementary Education scheme, which provided extra teaching support for pupils with complex special educational needs.
When combined with the additional provision now being made for the COVID Learning and Support Scheme (CLASS), this will bring the total package of support for enhanced educational programmes this year to €102.6 Million.
The allocations which are being made for schools under CLASS are additional allocations of teaching hours, for each school, which are provided on a graduated and proportionate basis, based on school size, using the 2020/21 school enrolments data, as published on the Primary and Post Primary Online Databases (PPOD)
Enhanced allocations are also being provided for special schools and schools which are in the disadvantaged (DEIS) scheme.
Under the scheme, every school will receive an allocation of additional teaching hours, which they may use in accordance with the needs of their students. This will enable schools to identify students most at risk of learning loss arising from the recent disrupted school experience and put in place specific targeted teaching supports to meet these students’ needs.
The additional hours can be utilized by schools from October of this year, to the end of the 2021/22 school year.
Full detail of the programme is set out in my Department's Circular 045/2021 which is available at www.gov.ie/en/circular/aec0a-covid-learning-and-support-scheme/
The Circular notes that at post-primary school level, the allocation is provided on each school’s staffing schedule under the title ‘Covid Learning and Support Scheme ’
Post primary schools could either create temporary contracts for teachers for the 2021/22 school year, using CLASS hours, or alternatively schools can utilise hours over the course of the year via the online claims system.
The allocation of hours was designed to ensure the maximum level of flexibility for schools
DES Circular 045/2021 also notes that:
The CLASS hours can be utilised at any time from 11th October, over the course of the 2021/22 school year.
The additional teaching hours may be provided by registered teachers only, either by:
(1) Teachers who are currently on part time contracts and who may provide additional teaching hours up to a full teaching week of 25 hours at primary school level or 22 hours at post-primary school level
- Such teachers will be paid at their existing personal rate of pay for any additional CLASS hours.
(2) Teachers who may be engaged by the school to provide additional part-time teaching hours in the same manner in which schools engage substitute teachers.
- Such teachers will be paid at the appropriate substitute hourly rate, appropriate to their qualification level, as set out in DES Circular 60/2020.
Guidance has also been provided for schools in relation to how the additional teaching hours should be best used as well as details of appropriate control and oversight measures required in schools.
This guidance is available at www.gov.ie/en/publication/0b4a7-covid-19-learning-and-support-scheme-class-guidance-for-primary-and-special-schools/ www.gov.ie/en/publication/31e9f-covid-19-learning-and-support-scheme-class-guidance-for-post-primary-schools/
The guidance provides for significant levels of autonomy and flexibility to be applied by schools in relation to the manner in which they utilise their additional Covid learning and support scheme teaching hours. Schools are guided as to how they can address the needs of pupils who may have suffered from educational regression, due to the closure of school facilities, including for children with disabilities, and taking into account the individual circumstances of their particular school. The guidance also allows schools to use the additional hours in conjunction with other supports in schools, such as class teachers, and special education teachers.
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.
My 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.
162. Deputy Richard Boyd Barrett asked the Minister for Education if she will provide a full report on the recent discussions that her Department has been having in relation to reform of the leaving certificate; the timeline for changes; and if she will make a statement on the matter. [57330/21]
View answerThe Deputy may be aware that between 2016 and 2020, the National Council for Curriculum and Assessment (NCCA) undertook an extensive review of senior cycle programmes and vocational pathways. The NCCA’s Advisory Report on the Senior Cycle has been submitted to my Department for consideration and will be published once that consideration process is complete. I am aware of the desire in the education community and more generally for that to happen but we must complete our consideration of the Report. I am focusing on what the implementation of the Report would involve and what we can do to best ensure the further evolution of Senior Cycle.
As the consideration of the Advisory Report has continued my officials have had some contacts with officials in the NCCA and SEC to ensure there is a clarity of understanding on some matters identified in the Report. I have had a considerable number of briefing sessions and meetings with relevant officials in my Department as our consideration of the NCCA Advisory Report has continued.
In addition, I recently attended an NCCA Council meeting to thank the Council and acknowledge its work in developing the Advisory Report. I also opened the recent Joint Managerial Body Conference, the theme of which was a “Senior Cycle for All”, and at which Senior Cycle reform was discussed.
163. Deputy Aindrias Moynihan asked the Minister for Education the advancement in progressing a new school site (details supplied); and if she will make a statement on the matter. [57266/21]
View answerOfficials in my Department continue to liaise with officials in Cork City Council in relation to the identification and acquisition of suitable sites for the school in question.
A number of site options were identified. Each of these were investigated by my Department in conjunction with officials from Cork City Council. Unfortunately, in the case of all options identified, either the land could not be acquired from the landowner or the site was ultimately considered unfeasible to develop.
A potential suitable site has been identified in conjunction with the Local Authority and discussions are ongoing in relation to exploring all options available to my Department to obtain position of this site.
Given the commercial sensitivities associated with land acquisitions generally, I am not in a position to comment further at this time.
164. Deputy Dara Calleary asked the Minister for Education if she will report on the key findings of the research and evaluation study on the Gaeltacht school recognition scheme; and if she will make a statement on the matter. [57299/21]
View answerA three-year Research and Evaluation Study is underway to evaluate the impact of the Gaeltacht School Recognition Scheme and the extent to which participating schools are fulfilling the language-based criteria to strengthen immersion education.
A comprehensive Case-Study Report on 12 primary and 7 post-primary schools was published by my Department in September 2021 and is available online at www.gov.ie/pdf/?file=assets.gov.ie/197926/6212469f-69b1-41c7-a2eb-2056f17ab7b0.pdf#page=null
This research was carried out by the Educational Research Centre in collaboration with the Inspectorate.
The Case-Study Report on the Scheme included many positive findings in relation to:
- the practice of boards of management, teachers, pupils and parents regarding the use of Irish
- schools’ re-energised vision for the Irish language and the Gaeltacht, which school leaders have effectively communicated to their communities
- the increased use and promotion of Irish language and culture in school communities
- the effective implementation of the two-year period of early immersion in Irish, which is being implemented in all case-study primary schools
- the innovative strategies implemented in a number of schools to extend the use of Irish
- the use of digital technology as a teaching resource in certain instances
The following areas were identified as requiring further development:
- the need to address challenges in relation to the use of Irish as the language of socialisation among students in some post-primary schools
-the need, in some cases, to better facilitate the effective transition from early learning settings to Gaeltacht primary schools
- the need to develop the role of parents and pupils/students in action-planning and school self-evaluation processes
The ERC continues to conduct research on student attainment and on the views of parents, students, teachers and principals of participating schools. It is intended that a further report will be published by my Department in 2022.
165. Deputy James O'Connor asked the Minister for Education the supports Budget 2022 has provided for capital planning; and if she will make a statement on the matter. [57300/21]
View answerUnder Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland.
Budget 2022 progresses the ongoing major investment in our primary and post-primary education system. The significant investment reflects the Government’s commitment to support the educational success of each learner and provide a quality inclusive school system with improved learning outcomes for all.
Capital planning and budgeting is undertaken on a multi-annual basis. The allocation of €792m for 2022 will facilitate a continued strong rollout of school building projects and other measures as outlined below.
This allocation will support the Department’s school building programme which involves in excess of 250 school building projects currently at construction - most of which are scheduled for completion in 2022. All of these projects at construction will, when completed, deliver over 30,000 school places (additional and replacement places) including provision for students with special education needs
An additional €50m allocation of capital funding in 2021, as part of Budget 2022 negotiations, will facilitate the advance payment of ICT grants to schools in late 2021 (these ICT grants would normally be paid in early 2022). This provides additional flexibility in the Department’s budget for 2022 to enable (a) once-off funding of €20m to be provided to schools for the purchasing of books, audio books and other media for the purposes of improving their existing literacy resource banks and (b) the balance of €30m for an enhanced rollout of projects under the 2022 Summer Works Scheme. This additional funding of €30m (on top of the standard €35m programme) will facilitate an overall €65m programme of works for the 2022 Summer Works Scheme. The details on these projects will be announced in early December 2021 to provide schools with a good lead in period for delivering the projects in Summer 2022.
166. Deputy Paul Murphy asked the Minister for Education the person or body that produced the homophobic materials recently removed from post-primary school teaching resources; the person or body that made the decision to include the materials as teaching resources; the actions she will take against those responsible; and the steps she has taken to ensure there can be no repeat of this. [57319/21]
View answerThe development of Relationships and Sexuality Education, Post Primary Junior Cycle' (1998) and 'Resource materials for Relationships and Sexuality Education, Post-Primary Senior Cycle’ (1999) was co-ordinated by the RSE Training Support Service for Schools. This service, with responsibility for supporting the implementation of RSE in primary and post-primary schools nationally, was set up in October 1995. The resources were based on the interim curriculum and guidelines for Relationships and Sexuality Education developed by the National Council for Curriculum and Assessment (NCCA).
In April 2018, the then Minister for Education and Skills Mr. Richard Bruton T.D. asked the National Council for Curriculum and Assessment (NCCA) to undertake a major review of Relationships and Sexuality Education (RSE) in schools across all stages of education to ensure that it is fit for purpose and meets the needs of young people today in modern Ireland. The NCCA advises the Department and Minister in relation to the curriculum to be taught in schools.
The Final Report on the Review of RSE in Primary and Post-primary Schools was published by the NCCA in December, 2019.
Following on from the publication of this report, the NCCA has established two development groups, one for primary and one for post-primary, to oversee the work in this area and support the development of guidance material for schools. The immediate focus of the work is on creating support materials for teachers for publication online as part of the Interim Guidance Toolkit. The toolkit's purpose is to support effective teaching and learning of SPHE/RSE linked to the current curriculum. This work is progressing well including sections of the toolkit (a portal repository of teaching and learning resources linked to the Primary SPHE Curriculum, the SPHE Junior Cycle Short Course and Senior Cycle SPHE Framework).
The resources are no longer used in continuing professional development (CPD) training which the Professional Development Service for Teachers (PDST) provides to teachers, and clearly do not reflect the inclusive standards and ethos which the education system seeks to uphold. The team of advisors and associates involved in RSE CPD were instructed prior to the beginning of the current school year that the resources in question were not to be referenced, promoted or advocated and that at every juncture teachers should be directed to the new resources in the NCCA toolkits. The NCCA resources section has been superseded by resource portals which can be found at www.pdst.ie/post-primary/health-wellbeing/sphe and on the NCCA SPHE toolkits at www.curriculumonline.ie . The Council has been collaborating with the PDST, Junior Cycle for Teachers and the Health Service Executive to see how these resources can be used to support CPD provision in this area.
All interested parties, including the Department will endeavour to ensure that resources for teachers are reviewed on an ongoing basis so that they are kept relevant, aligned with the curriculum and meet teachers' and students' needs in today's world.
167. Deputy Thomas Gould asked the Minister for Education the number of students in County Cork expected to require a special school place in September 2022; and the number of spaces currently available, including those in use. [57318/21]
View answerIt is my belief that children with special educational needs should receive their education in placements which are appropriate to their needs alongside their peers wherever possible unless such an approach would be inconsistent with the best interests of the individual child or other children in the school.
This approach is consistent with the provisions of the Education for Persons with Special Educational Needs (EPSEN) Act 2004.
My Department's policy is therefore to provide for the inclusive education of children with special educational needs in mainstream schools. The majority of children with special needs attend mainstream education with additional supports
This policy is supported by significant investment by this Government. Next year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
Only where it has been assessed that the child is unable to be supported in mainstream education, are special class placements or special school placements recommended and provided for.
It is therefore not the case that special educational placements are required to support all children with special educational needs, nor is it intended that this should be the case.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
Through ongoing consultation with schools and parents at local level the NCSE is aware of students who will be seeking placement for the 22/23 academic year. I should also clarify that the NCSE does not maintain waiting lists for schools. Boards of management of individual schools are responsible for such enrolment matters.
However, the NCSE, through its local network of SENOs (Special Educational Needs Organisers), offers advice and support to parents on the possible placement options available to their child, including mainstream placement with appropriate support, special class placement and special school placement.
NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.
The Deputy will be aware that a new Special School opened in Cork for the 2021/22 school year and this school will have an increased enrolment capacity for the 2022/23 school year. My Department, in close collaboration with the NCSE, is also working with other Special Schools in Cork to increase their enrolment capacity for the 2022/23 school year.
My Department will continue to work with the NCSE to ensure that the necessary provision is put in place on a timely basis throughout the country.
Parents seeking special class placements for their children are advised to contact their local SENO so that their needs can be taken into account for planning purposes.
168. Deputy John Lahart asked the Minister for Education the strategies to support children and young persons who are at risk of the highest levels of educational disadvantage; and if she will make a statement on the matter. [57291/21]
View answerDelivering Equality of Opportunity in Schools (DEIS) is the main policy instrument of my Department to tackle educational disadvantage.
In the 2021/22 academic year there are 884 schools in the DEIS Programme serving over 186,000 pupils - 687 Primary and 197 Post Primary. This represents approximately 20% of the overall school population. The total Department spend on DEIS in 2021 is over €150 million, which includes over €26 million for the School Completion Programme (SCP).
The full list of supports to DEIS schools is available at: www.gov.ie/en/policy-information/4018ea-deis-delivering-equality-of-opportunity-in-schools/#supports-to-deis-schools
Budget 2022 has allocated the largest-ever increase in funding for the DEIS programme, providing for an additional allocation of €18 million in 2022 (€32 million over a full year) which will enable an expansion in 2022 of the programme to further schools.
This means that by 2023 the Irish Government will target over €180 million at addressing educational disadvantage through the DEIS programme, an increase of 20% on the 2021 allocation.
The continuum of education is supported through a range of dedicated supports in line with the needs of the child. These supports include the provision of teachers, special needs assistants and psychological support from the National Educational Psychological Service (NEPS) available in DEIS and non DEIS schools.
The National Educational Psychological Service (NEPS) through the provision of school-based psychological services, supports the wellbeing, academic, social and emotional development of children in primary and post-primary schools.
All mainstream schools receive additional allocations of Special Education Teaching (SET) support based on the profiled needs of the school. The SET allocation model provides a single unified allocation for special educational teaching support to schools, based on a school’s educational profile. It allows schools to provide additional teaching support for all pupils who require such support and to deploy resources based on each pupil’s individual learning needs. It gives flexibility to schools in deploying their resources. They can take account of the actual learning needs of pupils rather than being guided primarily by a particular diagnosis of disability. The Department of Education has published guidelines for schools as to how they should deploy their resources.
In September, I announced 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. Provision is being made for up to €52 Million in extra teaching hours for schools during the current school year.
Under the programme, a block of additional teaching hours is being provided to each recognised school. Schools may use the additional teaching hours 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. Enhanced allocations are provided under CLASS for special schools and DEIS schools.
169. Deputy Joan Collins asked the Minister for Education the reason children in primary schools are not wearing masks. [57228/21]
View answerMy Department has been guided by Public Health as to the mitigation measures needed to prevent the spread of Covid-19 in our schools. The aim of all of the Covid-19 infection prevention and control measures that have been put in place for schools is to support schools to operate safely and prevent the introduction of Covid-19 and also the onward of transmission of Covid-19 among the school community. These measures protect pupils, their parents and school staff and are very effective when adhered to.
At the request of NPHET, the Health Information and Quality Authority examined whether there should a reduction in the minimum age for the wearing of face masks. In its report published on 20 September, it has recommended that there should be no reduction in the minimum age with respect to the use of face masks. It is intended that this recommendation would be kept under review by HIQA.
173. Deputy Alan Kelly asked the Taoiseach when the Cabinet Committee on Social Affairs and Equality last met. [57207/21]
View answerThe Cabinet Committee on Social Affairs and Equality oversees implementation of Programme for Government commitments in the areas of social policy, equality and public services.
This Cabinet Committee last met on 30 November 2020 and is scheduled to meet again on 25 November 2021.
I have regular engagement with Ministers at cabinet and individually to discuss priority issues relating to their Departments.
In addition, a number of meetings have been held between my officials and officials from relevant Government Departments since the establishment of the Cabinet Committee in July 2020.
