Written Answers Nos. 91-110
91. Deputy Gary Gannon asked the Minister for Education if she will report on the non-essential school inspections visiting schools given the evolving and growing concern of Covid-19; and if she will make a statement on the matter. [57310/21]
View answerThe Inspectorate of my Department is very conscious of the impact that the Covid pandemic has had, and continues to have, on the work of schools. It has adjusted its inspection programme for schools in the light of this context and is planning further adjustments. To date in the current school term, the inspection programme has been confined to essential inspection activities in the following areas:
(1) Sustaining Safe Provision of Schooling (SSPS) inspections have been undertaken to monitor the implementation of anti-Covid measures that ensure that schools are safe working and learning environments; these inspections are required under the national "Work Safely Protocol COVID-19 National Protocol for Employers and Workers" and reported upon regularly to the Health and Safety Authority and the Department of An Taoiseach;
(2) Child protection inspections, which monitor the implementation of the Department’s Child Protection Procedures for Primary and Post-primary Schools 2017 in fulfilment of the Minister’s obligations under the Children First Act 2015;
(3) Inspections of schools located in Special Care Units and Child Detention Centres where educational provision is made available to children who are detained under court orders (these facilities are required to be inspected annually because of the high vulnerability of the learners concerned);
(4) Essential follow-up inspections to monitor the implementation of urgent recommendations arising from previous child protection and other inspections;
(5) A programme of incidental (short) inspections, which are notified in advance and which in the current term have been focussed on: monitoring anti-bullying measures in schools; the use of shortened timetables for students; and the provision of advice and support to schools as they seek to address the learning needs of students whose learning has been affected by the Covid pandemic; all three of these issues have significant consequences for the learning and wellbeing of students;
(6) A small number of inspections of special education provision, focussed on monitoring how well the needs of very vulnerable learners are being addressed, particularly in the light of the impact that Covid has had on provision for children with high levels of special educational needs.
All other types of inspection (such as whole-school evaluations, curriculum evaluations, subject inspections, inspections of DEIS action planning, etc.) have been cancelled in the current term. This was notified to schools in Circulars 32/2021 and 33/2021.
In light of the evolving situation in schools concerning Covid-19 and the difficulties faced by schools in obtaining substitute teachers, the Inspectorate has decided to restrict the inspection programme further from this week. Inspections in categories (1)-(4) above, which are regarded as essential for the safety and welfare of children will continue; the programme of short inspections for the purposes of monitoring anti-bullying measures, the use of shortened timetables, and provision for learners severely affected by the pandemic will be minimised, with most inspections postponed to later in the school year.
As set out in Circulars 32/2021 and 33/2021, the inspection programme will be kept under review in the light of evolving public health advice.
92. Deputy Aodhán Ó Ríordáin asked the Minister for Education the mechanism that has been put in place for schools to report failures to secure substitute teachers to teach replacement hours; if an analysis has been carried out as to the profile of the problem analysing along secondary primary, subject matter and geographical location; and the measures she plans to take to address the shortages. [57179/21]
View answerThe 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.
My Department is aware of the challenges in some schools in recruiting substitute teachers and a range of measures are in place to provide enhanced substitute cover in this context .
Measures include a major expansion of the primary 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 these additional staff.
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 with teaching principals have also been asked to cluster their allocation of principal release days to form a full-time fixed-term post to minimise the requirement for substitute teachers.
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 has undertaken a communications campaign to contact the over 111,000 teachers on its register to raise awareness to the current teacher substitute challenges and to ask available teachers to register with Sub Seeker, so that their availability is known to schools seeking subs.
The Council and my Department have also engaged with higher education institutions, who have been requested to bring flexibility to programme delivery to enhance the availability of PME student teachers to undertake substitute work. PME students have also been advised to register with the Teaching Council and to register with Sub Seeker . My Department is continuing its engagement with education stakeholders to identify solutions to the current challenges in recruiting substitute teachers.
My Department is currently, with the support of the post-primary management bodies, conducting an on-line survey of post-primary schools to collect information on challenges faced by schools in recruiting teachers on a subject level basis. The survey is also collecting data on subjects for which a schools was unable to recruit a substitute teacher qualified to teach the subject.
93. Deputy Réada Cronin asked the Minister for Education if her Department will examine the situation vis-a-vis schools with ASD units whereby a child with autism has to apply first for a mainstream place and then transfer to the ASD unit with their initial application leaving them very low on the admissions list as opposed to their being considered separately for direct admission to the ASD unit; and if she will make a statement on the matter. [57007/21]
View answerIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018.
Under the provisions of the Education (Admission to Schools) Act 2018, all schools are required to have their admissions policies, published on the schools website.
The act requires schools to clearly set out their selection criteria in their admission policies, including those that apply to a special class. Schools have discretion in relation to their admission criteria and how they are applied, however in the case of a special class, the applicant must have category of special needs that the special class provided for. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the schools admission policy.
The act also requires schools to set out in their annual Admission Notice how many places are available in the intake year and how many places are being made available in the special class for the current year, and in previous years how many applications were received and how many offers of a place was made by the school in respect of each of the school’s selection criteria. It is an important aspect of the act that all school admission policies are fair and transparent.
94. Deputy Fergus O'Dowd asked the Minister for Education the status of a building project for a school (details supplied); the expected timescale for the commencement of same; and if she will make a statement on the matter. [57113/21]
View answerThe school referred to by the deputy has been devolved for delivery to Louth County Council.
There were some issues, including a design issue, that arose in respect of this project. This included how best to incorporate a revised Schedule of Accommodation which included an upgrade to a 4-Class SEN Base. Agreement on the best way forward was reached following discussions with Louth County Council, the Design Team and the school.
The Tender short-list for this project has now been confirmed. Planning drawings for the Part 8 application for the proposed extension were issued to Louth County Council in early October 2021 . I am pleased to confirm that Tender documentation recently issued and the anticipated return date is early January 2022.
Following the completion of this tender process and a Departmental review of the Tender Assessment Report, construction will commence on-site. Providing no significant issues arise, the Department currently projects that construction should commence in Q2 2022.
95. Deputy Mairéad Farrell asked the Minister for Education the status of the establishment of a secondary school on Inisbofin; and if she will make a statement on the matter. [57308/21]
View answerNew schools are established by my Department on the basis of identified demographic demand in an area, and only after consideration of the capacity of existing schools to absorb the expected school place demand.
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, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
There is currently one primary school on Inisbofin with a total enrolment of 14 pupils in 2020/21. Given the low population numbers on the island, it is not anticipated that a new post-primary will be established within the foreseeable future.
However, the Department of Education will continue to be represented on the Inter-Departmental Committee for the Development of the Islands led by the Department of Rural and Community Development.
96. Deputy Christopher O'Sullivan asked the Minister for Education the status of the implementation of the new Covid learning and support scheme which aims to help mitigate the impact of Covid-19 on students’ learning and well-being; and if she will make a statement on the matter. [57306/21]
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 received 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/
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.
97. Deputy John Lahart asked the Minister for Education the strategies in place to offer enhanced mental health supports for primary and secondary students; and if she will make a statement on the matter. [57290/21]
View answerWhile the Department of Health has responsibility for mental health services in Ireland, my Department has an important role to support the wellbeing and positive mental health of all our young people.
My Department’s approach to supporting wellbeing and mental health is set out in its Wellbeing Policy Statement and Framework for Practice first published in 2018 and refreshed in 2019. The approach proposed is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to:
- build core social and emotional skills and competencies
- experience supportive relationships within the school setting
- be part of a school environment and culture that feels both physically and psychologically safe, in which they feel a sense of belonging and connectedness, that their voice is heard, and they feel supported
Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs.
Embedded in the whole-school approach is the recognition that members of the school community may have different needs at different times and that a continuum of support in relation to wellbeing should be made available.
A broad range of supports, resources and professional learning opportunities are being provided to support schools to promote and support wellbeing and resilience by the Department’s support services. The services support schools to provide strong universal support at the level of whole school and classroom, more targeted support for some children and young people who may be at risk, and more individualised support for those with greatest need. Support is provided to primary and post-primary school staff through the following services and supports:
- The National Educational Psychological Service (NEPS)
- Guidance Counselling service/provision
- National Council for Special Education (NCSE)
- Professional Development Service for Teachers (PDST) Wellbeing Team
- Junior Cycle for Teachers (JCT) Support Service
- Education Support Centres Ireland (ESCI)
My Department’s National Educational Psychological Service (NEPS) provides 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 remedial 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. It is important to note also that under the Special Education Teacher allocation model, a NEPS assessment is not required for students to access learning supports.
The NEPS Support and Development service, reaching an estimated 25,000 teachers annually, is an applied psychological service for school staff to help build their capability to respond to the wellbeing, academic, social and emotional needs of all students, and particularly those who are experiencing barriers to their wellbeing, learning, inclusion and participation. Professional learning activities to support children/young people with social/emotional/mental health difficulties and to promote positive wellbeing in school include FRIENDS: Training teachers in the delivery of the FRIENDS programmes (‘Fun Friends’, ‘Friends for Life’ and ‘My Friends Youth’), which are evidence-based anxiety prevention and resilience building programmes, which foster self-concept and a sense of school belonging using Cognitive Behavioural Therapeutically-informed approaches. Friends programmes help students to develop resilience by teaching them effective strategies to cope with, problem solve and manage all kinds of emotional distress, including worry, stress, change and anxiety. Since Covid-19 the training has been adapted to Webinar format which increases accessibility for teachers. The webinar delivery will be scaled up next year to deliver the programmes nationally to interested schools. The Incredible Years Teacher Classroom Management programme is a six-day, evidence-based programme that equips teachers to manage their classrooms effectively to prevent and reduce behavioural problems while promoting children’s wellbeing and emotional and social competence.
NEPS has a developed a range of workshops on the promotion of wellbeing and resilience in schools which include upskilling school staff on the use and implementation of therapeutically-informed approaches in schools. These include trauma-informed approaches, approaches based on the principles of cognitive behaviour therapy, and attachment-aware approaches. The approaches outlined in the workshops are based on research findings, on the experience of experts in their fields and on the experience of practicing psychologists working in schools. The workshops will be available to build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs.
Post primary schools will shortly receive a copy of new Student Support Team Guidelines. A Student Support Team is a student-focused mechanism put in place by a school in order to co-ordinate the support available for students in the school and to facilitate links to the community and other non-school support services. NEPS provides support to post primary schools in the setting up or review of Student Support Teams.
Also at post primary level, counselling is a key part of the role of the Guidance Counsellor, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis but also at key transition points. Guidance allocations for all schools were increased in the 2020/21 school year. The Guidance Counsellor also identifies and supports the referral of students to external counselling agencies and professionals, as required. Each post primary school currently receives an allocation in respect of guidance provision, calculated by reference to the approved enrolment.
My Department has built strong links with the Department of Health and both Departments are exploring ways to improve supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services.
98. Deputy Peadar Tóibín asked the Minister for Education the number of commissions of investigation currently ongoing under the remit of her Department; the duration of each commission of investigation; the deadline for each commission of investigation; and the actual and projected cost of each commission of investigation. [54098/21]
View answerThere are no commissions of investigation, established under the Commissions of Investigation Act 2004, under the remit of the Department of Education.
The Commission to Inquire into Child Abuse was established in 1999 and was subsequently put on a statutory basis pursuant to the Commission to Inquire into Child Abuse Act, 2000.
The Commission was chaired by a High Court judge, Mr Justice Seán Ryan. It was statutory and independent in nature. The final report of the Commission, known as the Ryan Report, was published on 20th May, 2009.
The overall cost of the Commission since inception is € 84.5 million and it is anticipated at this stage that final costs will be in the order of € 86 million.
As work of the Commission is near completion at this stage, the body is currently in wind-down mode. Closure of the Commission is contingent on decisions around the eventual fate of the records held by the Commission which may require the enactment of legislation.
99. Deputy Brian Stanley asked the Minister for Education if her officials will take on board the real problems with the building and prefects that a school (details supplied) is housed in. [55766/21]
View answerAs the Deputy will be aware, a new school building is being constructed for the school in question. The building, when completed, will include capacity for eight classrooms as well as appropriate ancillary accommodation.
The building project is currently at an advanced stage of architectural planning Stage 2b – Detailed Design, which includes the application for all statutory consents, including Planning Permission, Disability Access Certification and Fire Safety Certification and also the preparation of tender documentation.
Pending the construction of the new school building, it is open to the school to prioritise the use of their minor works grant to address any necessary works to the school's existing accommodation. The Department provided minor works grant of €25,155 to the school between 2020-2021.
100. Deputy Christopher O'Sullivan asked the Minister for Education the number of applications and grants under the school energy retrofit pathfinder programme; and if she will make a statement on the matter. [57307/21]
View answerI would like to advise the Deputy that the Department of Education is at the forefront of design with respect to sustainable energy in school buildings and this performance has been recognised at both national and international level with sustainable energy awards for excellence in design and specification.
Schools that are designed and built, in accordance with the Department’s schools’ technical guidance documents must achieve an A3 Building Energy Rating A3 and have typically up to 20% higher performance than required by the current Building Regulations, along with 10% of primary energy provided via photovoltaics and infrastructure provision for electric vehicle charging.
All new technologies and approaches are tested to ensure compatibility with school design and operational requirements. Successful and repeatable results are then incorporated into all new school designs and refurbishments.
My Department and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme with the SEAI, testing and demonstrating energy efficiency and decarbonisation retrofit approaches. This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the educational environment on an evidence based approach.
This Pathfinder programme is paving the way for, and informing, a much larger national schools’ programme for the energy retrofit of schools built prior to 2008 as included in the National Development Plan. It is facilitating research on a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector.
The pathfinder programme has retrofitted 41 schools across Ireland to date with work on an additional 9 schools added in 2021 underway. 2022 will see six additional schools undergoing deep retrofit to a Building Energy Rating (BER) of B with renewable heating systems. Each school undergoes a comprehensive assessment to ensure that the measures are suitable for that school and will deliver value to both the school and learnings for the national retrofit programme.
The pathfinder programme builds on significant investment by the Department of Education in energy efficiency through the 2009/10 Cavity and Attic Insulation/Water Conservation Scheme and ongoing Summer Works and refurbishment projects.
The upgrades target a Building Energy Rating of B, 50% energy efficiency improvement and 50% emissions reduction. The works typically involves upgrades to the building fabric including wall and roof insulation, doors and windows, air tightness improvements, LED lighting and heating upgrades as well as renewable technologies.
The general principles and approach to school selection include schools meeting Energy Monitoring and Reporting requirements and demonstrating a strong and holistic commitment to energy management practices through participation in the Energy in Education Programme. The programme selection also seeks to enable various cross sections of school types and sizes, energy consumption profiles and different elements of construction type and heritage/ conservation requirements where specific learnings are being targeted. The pathfinder programme is thus delivered on broad assessment in line with the above considerations and not on an invitation basis.
101. Deputy Claire Kerrane asked the Minister for Education when additional schools will be able to seek DEIS status; if there is flexibility to allow schools DEIS status in certain circumstances; and if she will make a statement on the matter. [57219/21]
View answer126. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the status of the roll-out of the expansion of DEIS as committed to in Budget 2022. [57259/21]
View answer170. Deputy Claire Kerrane asked the Minister for Education the status of the work of the DEIS technical group; if schools will be able to seek DEIS status for 2022 given the funding was made available in Budget 2022 to expand same; and if she will make a statement on the matter. [57218/21]
View answerI propose to take Questions Nos. 101, 126 and 170 together.
Budget 2022 has provided for an allocation of €18million for 2022 and €32million for 2023 to extend the DEIS programme to further schools with the highest levels of disadvantage. This represents an increase of over 20% in funding for the DEIS programme and will enable an expansion in 2022 of the programme to further schools.
This package follows an extensive body of work which has been under taken by the DEIS technical group in relation to the development of a model to identify the concentrated levels of disadvantage of schools. The refined model is an objective, statistics based process, based on school enrolment data and data available from Census 2016 under the HP Deprivation Index.
This work involved an initial process of consultation by my Department with the education partners on the technical aspects of the model. Over the coming weeks, there will be further consultation with relevant stakeholders to outline the components of the model. The purpose is to ensure that, as far as possible, the refined DEIS identification model can provide an objective and independent means of identifying schools serving high concentrations of pupils at risk of educational disadvantage and also to ensure there is a full understanding of the refined model and its potential application.
102. Deputy Brian Stanley asked the Minister for Education if the project for a new building for a school (details supplied) will be accelerated. [55765/21]
View answerThe major building project for the school referred to by the Deputy is currently at an advanced stage of architectural planning Stage 2b – Detailed Design, which includes the application for all statutory consents, including Planning Permission, Disability Access Certification and Fire Safety Certification and also the preparation of tender documentation.
The Planning Permission Application was submitted to the Local Authority on June 1st 2021 and a Request for Further Information from the Local Authority is currently being addressed by the Design Team.
The Disability Access Certificate has been granted. The Fire Safety Certificate application was lodged with the Fire Officer in August 2021 and an extensive additional information request was received in September 2021. The Design Teams response to the Fire Officer was recently submitted, and their response is pending.
Until the final grant of statutory applications has been received from the local authority, it is not possible to give a definitive timeline with regard to the completion of Stage 2(b) and the further progression of the project.
This major building project is included in my Department’s Construction Programme which is being delivered under the National Development Plan.
103. Deputy Cathal Crowe asked the Minister for Education if she will give further consideration to the application by a school (details supplied) for the installation of a physical education lab and equipment store. [57106/21]
View answerI wish to advise the Deputy that my Department is in receipt of an application for additional school accommodation (ASA) from the school authority 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 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. This modernisation programme will include PE Halls and associated accommodation to ensure that students in all post-primary schools have access to appropriate facilities to support PE provision.
The application has been assessed and a decision has issued to the school authority directly.
104. Deputy Matt Shanahan asked the Minister for Education the position in relation to the availability of substitute teaching; her plans to allow retired teachers return in a substitution capacity; and if she will make a statement on the matter. [57039/21]
View answerThe 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).
Retired teachers can be employed. 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. My Department has obtained approval for a waiver on pension abatement for up to 50 days per calendar year to make substitution work more attractive for retired teachers as an exceptional measure given current challenges.
During September and October in the current school year, over 750 retired teachers returned to teaching to provide substitute cover in both primary and post-primary schools (excluding ETB post primary schools).
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 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 these additional staff.
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 with teaching principals have also been asked to cluster their allocation of principal release days to form a full-time fixed-term post to minimise the requirement for substitute teachers.
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 has undertaken a communications campaign to contact the over 111,000 teachers on its register to raise awareness to the current teacher substitute challenges and to ask available teachers to register with Sub Seeker, so that their availability is known to schools seeking subs.
The Council and my Department have also engaged with higher education institutions, who have been requested to bring flexibility to programme delivery to enhance the availability of PME student teachers to undertake substitute work. PME students have also been advised to register with the Teaching Council and to register with Sub Seeker
My Department is continuing its engagement with education stakeholders to identify solutions to the current challenges in recruiting substitute teachers.
105. Deputy Matt Shanahan asked the Minister for Education the detail of the agreement reached with representatives of school secretaries; the way and when these new arrangements will be implemented; if they will be retrospective; if they will apply to all school secretaries; if there are further agreements to be reached in relation to issues such as pension entitlements; and if she will make a statement on the matter. [57040/21]
View answerSchool secretaries 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.
Discussions on these elements continue at present and should agreement on an overall package be reached then Forsa would have to ballot their members and an implementation process would then begin if the ballot was passed. Therefore actual implementation and payment of any agreed pay improvements is still some time away. However, as set out above, the pay element of the offer includes an effective implementation date of 1 September 2021 should agreement be reached.
I welcomed the deferral of the action scheduled for Wednesday 15th September and I encourage all parties to focus on finalising an agreement.
106. Deputy Richard Boyd Barrett asked the Minister for Education if she will work with a school and trust (details supplied) to ensure that the pitches traditionally used by the school remain available to both the school and the community into the future; and if she will make a statement on the matter. [57332/21]
View answerThe lands to which the Deputy refers are in private ownership and my Department understands that they are the subject of a legally binding contract. An application under the Strategic Housing Development (SHD) process for the development of the lands is under consideration by An Bord Pleanála. My Department has submitted observations on the proposed development to An Bord Pleanála and these observations are publicly available. The matter now rests with An Bord Pleanála for decision.
107. Deputy Holly Cairns asked the Minister for Education the steps she is taking to ensure that each child or young person who is entitled to a special needs assistant or resource hours is allocated these supports. [57269/21]
View answerVery significant levels of financial provision are made to ensure that all children with special educational needs can be provided with an education appropriate to their needs.
The State currently spends approximately €2 Billion - almost a quarter - of its annual educational and training budget on making additional provision for children with special educational needs.
This represents an increase of over 60% in total expenditure since 2011, at which point €1.247 Billion per annum was provided.
Budget 2022 provides for the creation 980 new teaching posts and 1,165 SNA posts in special education. This new investment is required to meet the needs of students with special educational needs enrolled in mainstream classes; students to be enrolled in new special classes and new special school places and the needs of new and developing schools. There are predetermined levels of teaching and SNA support for both special classes and special schools.
A new model for allocating special education teachers in respect of students with special needs enrolled in mainstream classes was introduced in 2017. The Special Education Teacher allocation process provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. The profile of each school takes account of enrolments and a number of other factors that are considered to be indicative of the level of need in each school. There is a commitment to update profiles on a regular basis with the last update being for the 2019/20 school.
In addition, there is a provision for schools to seek additionality through the Exceptional Needs Review process if there is a significant change in their level of need in between profile updates.
The allocation of the additional teaching support for students with special educational needs in mainstream classes is a matter for each school and guidelines have been provided in this regard.
In relation to SNA support for students in mainstream classes, schools receive an allocation based on overall care need in the school. It is then a matter for each school to allocate this resource following the principle that those with greatest need should receive the most support.
There is also provision for schools to seek additionality in respect of the SNA allocation where circumstances have changed significantly.
108. Deputy Denis Naughten asked the Minister for Education the status of and position regarding the Covid-19 school transport restrictions; and if she will make a statement on the matter. [57213/21]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2020/21 school year over 114,100 children, including over 14,700 children with special educational needs, 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.
109. Deputy David Stanton asked the Minister for Education if her Department has carried out research into the need for a special school in east County Cork; if so, the details of same; and if she will make a statement on the matter. [57232/21]
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.
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.
Throughout 2020 and 2021 the Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for SEN placements ahead of the new school year. This intensive intervention has seen an additional 269 special classes already opened nationwide for the 2021/22 school year.
Two new special schools, one in Cork and one in Dublin also opened for the 2021/22 school year.
This targeted approach will continue in identifying demand for future SEN placements throughout the country, including the area referred to by the Deputy.
Families who need support or advice should contact their local SENO.
110. Deputy Louise O'Reilly asked the Minister for Education if her attention has been drawn to a shortage of school places in Swords, County Dublin; and if she has plans to address this issue. [57044/21]
View answerI wish to advise the Deputy that my Department is aware of increasing local pressures and demand for additional post-primary school places in a number of school planning areas, including the Swords school planning area.
However, it is important to note that where enrolment pressures 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
- External draw – pupils coming from outside the local area
My Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including those of schools in the Swords school planning area, to identify particular capacity requirements for the forthcoming year(s) which may necessitate further action to that already in train.
Under Project Ireland 2040, my Department continues to make progress to increase the infrastructural capacity in the schools sector, in order to meet demographic and other demands. It is expected that the enrolment pressures in this, and other areas will reduce in the short-term as such planned additional capacity comes on stream and as demographic demand moves past its peak.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, including projects in the school planning area in question, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an additional enrolment need has been identified or where an additional teacher has been appointed. Details of schools listed on this programme (the Additional Accommodation Scheme) can be found on my Department's website at www.gov.ie and this information is also updated regularly.
