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Tuesday, 23 Nov 2021

Written Answers Nos. 111-130

Oideachas Gaeltachta

Questions (111)

Marc Ó Cathasaigh

Question:

111. D'fhiafraigh Deputy Marc Ó Cathasaigh den Aire Oideachais an dtabharfaidh sí tuarascáil maidir le dul chun cinn an chomhairliúcháin ar athchóiriú Churaclam Gaeilge na hArdteistiméireachta; an bhfuil imní phobal na Gaeilge ina leith sin cloiste aici; agus an ndéanfaidh sí ráiteas ina thaobh. [57230/21]

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Written answers

Is é an 30 Samhain 2021 an spriocdháta don chomhairliúchán ar dhréachtshonraíochtaí T1 agus T2 do Ghaeilge na hArdteistiméireachta (bhunaithe) a sheol an Chomhairle Náisiúnta Curaclaim agus Measúnachta (CNCM) i mí Feabhra. Táim ar an eolas faoi na hábhair imní atá curtha in iúl ag pobal na Gaeilge i dtaobh na ndréachtsonraiochtaí curaclaim a foilsíodh le haghaidh comhairliúcháin. Rinne an CNCM dlúthchomhairliúchán le geallsealbhóirí agus mar fhreagairt ar a n-iarratais chuir an CNCM síneadh ama leis an bpróiseas comharliúcháin ó dheireadh mhí Lúnasa ar mhaithe le cur le rannpháirtíocht na ngeallsealbhóirí sa phróiseas. Chuir an síneadh ama seo ar chumas an CNCM tosú ar athbhreithniú ar luath chur i bhfeidhm na sonraíochtaí T1 agus T2 do Ghaeilge na Sraithe Sóisearaí freisin, ábhar eile a bhí ag cruthú imní i measc geallsealbhóirí.

Déanfaidh an CNCM mionanailís ar an aiseolas ar fad a bheidh bailithe mar thoradh ar an bpróiseas nuair a dhúnfaidh an comhairliúchán ar na dréachtsonraíochtaí do Ghaeilge na Ardteistiméireachta. Táthar ag súil go mbeidh dréacht-tuarasacáil eatramhach ar an gcomhairliúchán ar fáil go luath in 2022. Tá an tuarascáil ar luath chur i bhfeidhm na sonraíochtaí do Ghaeilge na Sraithe Sóisearaí le cur faoi bhráid Chomhairle CNCM go luath in 2022 freisin. Táim ag súil le tátail na bpróisis seo in am trátha.

Tá am fós ag gach duine ar spéis leo an soláthar curaclaim do Ghaeilge na hArdteistiméireachta chun aighneacht i scríbhinn a sheoladh chuig an CNCM mar chuid den phróiseas comhairliúcháin sula ndúnfaidh sé ag deireadh na míosa seo.

To ask the Minister for Education whether she will report on the progress of the consultation on the reform of the Leaving Certificate Irish Curriculum; has she heard the concerns of the Irish language community in this regard; and whether she will make a statement on it

EV:

The consultation on draft L1 and L2 specifications for Leaving Certificate (established) Irish launched by the National Council for Curriculum and Assessment (NCCA) in February is due to close on 30 November 2021. I am aware of concerns raised by the Irish language community about the draft curricular specifications published for consultation. The NCCA engaged closely with stakeholders and in response to their requests, the NCCA extended the timeframe for the consultation from the end of August in order to facilitate greater stakeholder engagement in the process. This extension of the closing date has also allowed the NCCA to commence an early enactment review of the Junior Cycle Irish L1 and L2 specifications, a matter that was also of concern to stakeholders.

Once the consultation on the draft specifications for Leaving Certificate Irish closes, the NCCA will conduct a detailed analysis of all feedback and it is hoped that an interim consultation report will be presented to NCCA Council in early 2022. A report on the early enactment review of Irish at Junior Cycle is also due to be presented to NCCA Council in early 2022. I look forward to the outcomes of these processes in due course.

There is still time for all those interested in curricular provision for Irish in the Leaving Certificate to make a written submission to the NCCA as part of the consultation process before it closes at the end of this month.

Special Educational Needs

Questions (112)

Donnchadh Ó Laoghaire

Question:

112. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if flexibility will be given to secondary schools (details supplied) in County Cork to ensure that no sixth class child with additional educational needs will lose their special class place at secondary level. [57260/21]

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Written answers

I am aware of the issue raised by the Deputy.

While I have no remit regarding the Children's Disability Network Teams, which is the responsibility of the Health Service Executive (HSE), my officials are currently liaising with the relevant agencies to consider how the transition process for students impacted can be progressed.

Ensuring that every child has an appropriate education placement is a priority for my Department and arrangements are in place for the planning of the necessary provision nationally. My Department works closely with the National Council for Special Education in this regard.

Enrolment in a special class requires a supporting recommendation from an appropriate professional and this is normally stated in the enrolment policy of a school. Given that transitioning to post primary is a key transition in a child's education progression, it would be important that the recommendation is up to date and takes account of the chill's current needs.

Departmental Reports

Questions (113)

Aodhán Ó Ríordáin

Question:

113. Deputy Aodhán Ó Ríordáin asked the Minister for Education the status of the review of the recommendations of a report (details supplied); and her plans to progress the recommendations. [57181/21]

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Written answers

In March 2018 the then Department of Education and Skills commissioned Indecon International Consultants to carry out a review of career guidance. The objective of the review was to examine aspects of career guidance in the Irish education and training system in order to improve the existing career guidance tools and information and to enhance engagement with enterprise. The review was published in April 2019 and contained 18 recommendations.

On publication, an internal Taskforce was created, however the work of the Taskforce was impacted significantly in 2020 due to the response required to the COVID pandemic in respect of continuity of education. It was also impacted by the establishment of the Department of Further and Higher Education, Research, Innovation and Science (D.FHERIS), as the recommendations contained in the report span both Departments.

The Taskforce through their deliberations identified two main streams of work arising from the recommendations:

- Provision of high quality information, data and education and career guidance support to learners.

- An overarching policy function in relation to guidance.

In order to progress implementation of the Indecon recommendations, both Departments have agreed that each will take responsibility for responding to the recommendations that relate to their respective mandate. It has also been agreed that the Internal Taskforce would be dissolved and that a High Level Interdepartmental Steering Group would be established to oversee implementation.

The Department of Education is focused on the overarching policy function in relation to guidance. Proposals are in draft form for the establishment of appropriate structures to support this work including various inter-departmental Guidance policy working groups and subcommittee groups to consider how best to implement the recommendations including the development of a coherent, long term strategy for life-long guidance.

Since the publication of the Indecon report, the Department of Education has begun to make progress on some of the recommendations in collaboration with other relevant sections of the Department. We have also been carrying out some background research and gathering baseline data to support the development of the strategy for life-long guidance. This includes current data regarding guidance allocations at post-primary, numbers of guidance counsellors attending Department funded counselling supervision, numbers of teachers applying to train as guidance counsellors, and guidance counsellor supply and qualification issues. The Department is also considering the current process for recognition of guidance counselling qualifications to work in schools and possible future needs for a “competent authority” to consider equivalent qualifications.

Work is underway in relation to the Inclusion recommendations related to young people with Special Educational Needs (SEN) and those most in need of guidance from under-represented groups. A number of officials from relevant areas of the Department are working closely with the National Disability Authority and the National Council for Special Education. Some collaborative work has also been undertaken in partnership with the professional bodies on labour market information for example the delivery of a training webinar for Guidance Counsellors in relation to Computer Science education, training and career pathways.

The Department has recently established a working group, comprising the Directors of Studies from the Higher Education Institutions who provide the Guidance Counselling programmes recognised by the Department for those working as Guidance Counsellors in Post Primary Schools. The purpose of this working group will be to consider guidance counselling post-graduate training under the inclusion/ SEN umbrella. This group plans to hold its first meeting in early January.

The Department has also had discussions with the National Centre for Guidance in Education (NCGE) about the potential to extend relevant parts of their webinar series to further address the Inclusion/SEN in guidance training for guidance counsellors.

The Department is supporting Dublin City University on its proposal to provide an outreach programme in Guidance Counselling in the South East region where the supply of Guidance Counsellors has been identified as an issue. This programme previously ran very successfully in the North West (Sligo). We expect this programme will commence in September 2022 and will provide an additional 20 -25 Guidance Counsellors into the school system.

Department officials also met with officials in DFHERIS - who are leading on the recommendations related to the provision of high quality information, data and education and career guidance support to learners, to share ideas and discuss future development of the recently launched career information portal The Right Course: www.gov.ie/en/campaigns/f205a-the-right-course/

Teacher Training

Questions (114)

Rose Conway-Walsh

Question:

114. Deputy Rose Conway-Walsh asked the Minister for Education when she will approve the intake numbers into both the bachelor of education and professional master of education for the next academic year; and if she will make a statement on the matter. [57227/21]

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Written answers

There are two routes recognised by the Teaching Council to become a primary teacher:

- A four-year undergraduate Bachelor of Education (B. Ed.) programme.

- A two-year post-graduate Professional Master of Education (PME) programme.

The undergraduate/B. Ed. model offers students who are beginning their tertiary education, and wish to pursue a career in teaching, an opportunity to acquire a teaching qualification. In the postgraduate/PME model, a teacher first obtains a qualification in one or more subjects (through an undergraduate degree), and then studies for a further period to gain the professional qualification in teaching.

There are four State-funded Higher Education Institutions (HEIs) providing primary initial teacher education (ITE). Each of these offers both a full time primary ITE undergraduate/B.Ed. and postgraduate/PME programme:

- DCU Institute of Education.

- Marino Institute of Education.

- Maynooth University (Froebel Department of Primary and Early Childhood Education)

- Mary Immaculate College

There is one private provider, Hibernia College, which provides postgraduate (PME) programmes only (primary and post-primary).

The number of students admitted to primary concurrent and consecutive programmes in State-funded HEIs is determined by my Department, having regard to teacher supply and demand issues, and available resources. I wish to advise the Deputy that I have approved the intake on the Primary Bachelor of Education (B.Ed.) programme and Professional Master of Education (PME) programme for the 2022/23 academic year and the State-funded HEIs have been advised of this.

School Admissions

Questions (115)

Brendan Griffin

Question:

115. Deputy Brendan Griffin asked the Minister for Education the engagements she has had to date in relation to the alleviation of school place shortages for local children at a school (details supplied); if she has engaged with the principal, board of management or with parents' representatives; if so, the actions she has taken as a result of these engagements; her plans to resolve the problem; the timeline for the resolution of the issue; and if she will make a statement on the matter. [57315/21]

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Written answers

The Department is aware of some local pressures and demand for additional post-primary school places in a number of school planning areas across the country.

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, the Department is engaging with school patron bodies, including patrons of schools in Kerry, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.

School Transport

Questions (116)

Matt Carthy

Question:

116. Deputy Matt Carthy asked the Minister for Education the number of those applicants eligible for school transport that had or have not yet secured a place on a bus due to late payment of fees or another reason by county; and the measures she intends to implement to ensure that all eligible students are offered a school bus place. [57321/21]

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Written answers

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

All children who are eligible for school transport and who completed the application and payment process on time for the 2021/22 school year are accommodated on school transport services where such services are in operation. In addition, all post-primary pupils who are otherwise eligible for school transport but are attending their second nearest school and who have applied and paid on time are accommodated on school transport services. This latter arrangement is in place for current school year pending completion of the full review of the School Transport Scheme.

Children who are not eligible for school transport may apply for transport on a concessionary basis only and are offered seats where capacity exists after all eligible children have been catered for.

Late applicants and/or families who pay late are not guaranteed a seat and will only be allocated a seat if capacity is available once seats are allocated to those families who applied and paid on time for transport services for the 2021/2022 school year.

Bus Éireann has provided the information the Deputy requires in the two tables which are attached - details of mainstream eligible pupils who paid late where no ticket has been issued and mainstream eligible pupils who paid late where a ticket has been issued. This data was collated on 18th November 2021.

[<a ref="https://data.oireachtas.ie/ie/oireachtas/debates/questions/supportingDocumentation/2021-11-23_pq116-23-11_en.docx" >Paid Late</a>]

Covid-19 Pandemic

Questions (117, 139, 157, 172)

Jackie Cahill

Question:

117. Deputy Jackie Cahill asked the Minister for Education if she will report on the public health supports available to schools. [57303/21]

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Aodhán Ó Ríordáin

Question:

139. Deputy Aodhán Ó Ríordáin asked the Minister for Education the specific measures being taken to help identify, assess and reduce Covid-19 transmission levels in primary and secondary schools including the provision of adequate air filtration, mask wearing, provision of booster vaccines to school staff, reinstatement of contact tracing and other measures she is examining. [57182/21]

View answer

Bernard Durkan

Question:

157. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she remains satisfied that sufficient steps have been taken to protect teachers and children from the current Covid-19 surge; if further protective measures are contemplated in order to minimise the risk for all those involved in the education sector; and if she will make a statement on the matter. [57221/21]

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Rose Conway-Walsh

Question:

172. Deputy Rose Conway-Walsh asked the Minister for Education the steps she is taking to stop the spread of Covid-19 in schools and to protect staff, students and the wider community; and if she will make a statement on the matter. [57226/21]

View answer

Written answers

I propose to take Questions Nos. 117, 139, 157 and 172 together.

The Department of Education has always been guided by public health advice in relation to appropriate Covid-19 infection prevention and control measures in place in schools. These measures protect students, their parents and school staff and are very effective.

Public Health continue to advise that the two most important actions to prevent the introduction and spread of Covid-19 (and other respiratory viruses), is by ensuring no-one with new onset symptoms attend school, and that all recommended infection prevention and control measures are in place in line with school Covid response plans.

Each school was provided with an updated COVID-19 Response Plan in advance of the return to school. Significant additional resources of €639m were put into schools in the last academic year to keep schools safe.

Further funding of €57.6 million has been paid by way of Covid-19 capitation to schools in September for the implementation of infection prevention and control measures for this term. This funding will cater for school costs related to hand hygiene measures, PPE requirements, enhanced cleaning supports and supervision.

At primary level, additional management resources for principal release days were provided for Principals and Deputy Principals. Teacher Supply panels were also expanded to cover the majority of primary schools nationwide, and a recent review saw an additional 100 teaching posts added resulting in approximately 480 teaching posts on these panels available to provide substitute cover in schools.

At post primary level over 1000 teaching posts were provided to support social distancing within classrooms, to provide for enhanced supervision arrangements in order to manage and prevent congregation of large groups of students and ensure the careful movement in a socially distant manner to classes for specialist subjects where it is neither practical nor possible to remain in the classroom. This funding also included additional posts for guidance provision.

Managing ventilation is also an important part of the measures 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. The Departments guidance is clear that where the recommended measures have been undertaken, and poor ventilation continues to exist in a particular room, air cleaners may be considered as an additional measure in conjunction with other methods of ventilation that are available. The guidance outlines that Carbon Dioxide (CO2 ) monitors, which were provided to schools, can play a part in providing a useful general indication that rooms may not be adequately ventilated.

The Department of Health and the HSE, working in collaboration with my Department has recently announced a programme in which antigen tests will be made available to children in a primary school pod, where a child in the pod is a confirmed case of COVID-19. The tests will be sent to the children’s parents.

Parents and Guardians of a primary school child, who is a confirmed case of COVID-19 following a PCR test, are asked to inform their school’s principal. The school principal will then inform the parents of other children in the pod of a confirmed case. No personal details of the child will be shared. These parents will be provided with the option to receive free antigen tests for their child, which they will be able to order for delivery to their home.

School Curriculum

Questions (118, 143)

Joe Flaherty

Question:

118. Deputy Joe Flaherty asked the Minister for Education if she will report on the progress of the senior cycle review; and if she will make a statement on the matter. [57305/21]

View answer

Marc Ó Cathasaigh

Question:

143. Deputy Marc Ó Cathasaigh asked the Minister for Education the position regarding publishing the National Council for Curriculum and Assessment advisory report on senior cycle reform; and if she will make a statement on the matter. [57229/21]

View answer

Written answers

I propose to take Questions Nos. 118 and 143 together.

As the Deputies will be aware, 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. The review involved a very broad range of research, consultations and communications with a wide range of stakeholders, including students, on all aspects of review and redevelopment over a number of phases over the period of the review.

The Advisory Report maps out, in broad terms, an ambitious programme of work, which would enable the development and construction of the components that would make up a Framework for Senior Cycle and will involve further ongoing stakeholder engagement and consultation.

I and my Department officials are also aware of the significant impact of the Covid-19 pandemic on our education system over the past two years, including its impact on students who were due to take their Leaving Certificate examinations in those years. I expect that the lessons to be learnt from the pandemic will be considered and where appropriate, will assist in informing the redevelopment of Senior Cycle.

I am aware of the desire in the education community and more generally that the NCCA Advisory Report be published but we must first complete our consideration of the Report. I am currently focusing on what the implementation of the Report would involve and what we can do to best ensure the further evolution of Senior Cycle.

School Staff

Questions (119, 368)

Gary Gannon

Question:

119. Deputy Gary Gannon asked the Minister for Education the steps that have been taken to ensure that the requirement for close contacts to restrict movements for five days will not further impact on school staffing worsening the already existing staffing crisis; and if she will make a statement on the matter. [57311/21]

View answer

Jennifer Murnane O'Connor

Question:

368. Deputy Jennifer Murnane O'Connor asked the Minister for Education if the recent new Covid-19 restrictions will further impact the supply of school substitute teachers; the mitigation that is being applied in relation to same; and if she will make a statement on the matter. [57376/21]

View answer

Written answers

I propose to take Questions Nos. 119 and 368 together.

Following public health advice, the government has agreed a range of measures aimed at interrupting the spread of COVID-19 in the community. One of these measures is that household close contacts who are fully vaccinated and showing no symptoms should now restrict their movements until they have 3 negative antigen test results within 5 days.

A range of measures are in place to provide enhanced substitute cover in the context of current challenges arising from the Covid-19 emergency.

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 will continue its engagement with education stakeholders to identify solutions to the current challenges in recruiting substitute teachers.

School Admissions

Questions (120)

Mark Ward

Question:

120. Deputy Mark Ward asked the Minister for Education the resources that are being put in place to ensure that children in an area (details supplied) have sufficient secondary school places; and if she will make a statement on the matter. [57021/21]

View answer

Written answers

I 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 mid-west Dublin areas.

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 Dublin mid-west, 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 areas 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.

Covid-19 Pandemic

Questions (121, 147)

Gary Gannon

Question:

121. Deputy Gary Gannon asked the Minister for Education when school leaders can expect to receive antigen testing for the school community; if antigen testing will require additional expenditure by the school or parents; and if she will make a statement on the matter. [57312/21]

View answer

Jennifer Murnane O'Connor

Question:

147. Deputy Jennifer Murnane O'Connor asked the Minister for Education if she will report on antigen testing protocols and supports for schools; and if she will make a statement on the matter. [57293/21]

View answer

Written answers

I propose to take Questions Nos. 121 and 147 together.

The Department of Health and the HSE, working in collaboration with the Department of Education has announced a programme in which antigen tests will be made available to children in a primary school pod, where a child in the pod is a confirmed case of COVID-19. The tests will be sent to the children’s parents by the HSE.

Parents and Guardians of a primary school child, who is a confirmed case of COVID-19 following a PCR test, are asked to inform their school’s principal. The school principal will then inform the parents of other children in the pod of a confirmed case. No personal details of the child will be shared. These parents will be provided with the option to receive free antigen tests for their child, which they will be able to order for delivery to their home.

It is important that parents inform principals quickly if a child receives a PCR ‘detected’ test for Covid-19. By doing this, the choice to participate in antigen testing can be offered to other parents quickly. It is important that everyone continues to follow all the public health advice in using this new programme. The programme will commence on or before the 29th November.

It is not mandatory for children to participate in antigen testing. Children who are in a pod where a child has tested positive for Covid-19 can continue to attend school, whether they participate in antigen testing or not, provided they are not experiencing symptoms of Covid-19.

School principals will not be required to gather evidence of participation or of any antigen test results. Information materials for parents and principals will be shared with schools and publicised directly to parents and this programme will commence shortly.

Schools are still required to undertake the two most important actions to prevent the introduction and spread of Covid-19 (and other respiratory viruses), by ensuring no-one with new acute symptoms attend class, and that all recommended infection prevention and control measures are in place in line with school Covid response plans.

Education and Training Boards

Questions (122)

Éamon Ó Cuív

Question:

122. Deputy Éamon Ó Cuív asked the Minister for Education the reason ETB small second-level schools are not entitled to be designated as a small school for the purposes of the small schools' designation that gives extra teaching resources to small second-level schools despite the fact that some of the smallest second-level schools in the country including all island secondary schools are under the patronage of the ETB. [57211/21]

View answer

Written answers

The criteria used for the allocation of teachers to schools is published annually on my Department's website (circular 0007/2021).

The Department provides a staffing allocation to each ETB and the distribution of this staffing allocation including Small School posts is a matter for the Chief Executive of the ETB scheme.

Special Educational Needs

Questions (123)

Kathleen Funchion

Question:

123. Deputy Kathleen Funchion asked the Minister for Education if her attention has been drawn to an application for additional support and an SNA allocation for a person (details supplied); and if she will make a statement on the matter. [56925/21]

View answer

Written answers

The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.

SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school.

It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.

The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.

The NCSE have published the SNA allocations for the 2021/22 school year on their website www.ncse.ie .

Where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website ncse.ie/for-schools

My Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE for direct reply.

Bullying in Educational Institutions

Questions (124)

Niamh Smyth

Question:

124. Deputy Niamh Smyth asked the Minister for Education her further plans to prevent and tackle bullying in schools, including cyberbullying and gender identity bullying; and if she will make a statement on the matter. [57295/21]

View answer

Written answers

As the Deputy may be aware, I attended the Oireachtas Joint Committee on Education, Further and Higher Education, Research, Innovation and Science last September to provide an update on a number of issues including the measures that are being taken to prevent and tackle bullying in schools.

During my appearance at the Joint Committee, I announced that my Department will commence a review of my Department’s 2013 Action Plan on Bullying and the 2013 Anti-bullying Procedures for Primary and Post-primary Schools.

This review will take account of developments and relevant research since the action plan and procedures were published in 2013 and will specifically consider areas such as cyber bullying and gender identity bullying. The review will also give detailed consideration to the recommendations contained in the Oireachtas Joint Committee Report on School Bullying and the Impact on Mental Health.

This review of the Action Plan on Bullying and the Anti-bullying Procedures for Primary and Post-primary Schools will involve significant consultation and collaboration across my Department, with other Government Departments and Bodies including the Ombudsman for Children, and will also involve consultation with a broad range of education stakeholders, including parents and students.

There are currently extensive training and curricular supports, including through the Social Personal Health Education (SPHE) curriculum, the Professional Development Service for Teachers (PDST) and the Webwise Programme, to assist schools in the development of policies and practices on the safe use of the internet and on the prevention of bullying including cyber-bullying.

The PDST and its Webwise team have developed dedicated resources for teachers, parents, children and young people which gives practical information and advice on the safe, ethical and responsible use of the internet and addresses key issues such as cyberbullying, sexting, image sharing, respectful communication, social media, popular apps and more. The Webwise resources are available at www.webwise.ie.

The Digital Strategy for Schools 2015-2020 also promotes the development of digital literacy in our young people and the importance of respectful online communications. A new digital strategy is under development with planned publication early next year. Online safety will be an important feature of the new strategy.

My Department’s Inspectorate is currently prioritising monitoring and gathering information about the implementation of anti-bullying measures in schools. As part of this work, the Inspectorate will also identify and report on examples of effective practice in relation to preventing and tacking bullying in schools. This will help provide evidence of the type of bullying that is occurring in our schools and examples of approaches that can be successful in dealing with it. An important part of the Inspectorate’s work will be a focus on the priority actions of schools in relation to promoting a positive school culture and climate.

Island Communities

Questions (125)

Mairéad Farrell

Question:

125. Deputy Mairéad Farrell asked the Minister for Education the support being provided to second-level students on the offshore islands; and if she will make a statement on the matter. [57309/21]

View answer

Written answers

A package of additional supports was provided for each of the five island post-primary schools from September 2018 onwards. The package of supports comprises:

- an additional teacher allocation for each of the island post-primary schools of 1 full-time equivalent post to 1.5 full-time equivalent posts

- an additional ring-fenced budget of €15,000 per annum for each school

- the establishment of Coláiste Naomh Eoin, which previously had the status of an Aonad, as an independent stand-alone post-primary school on Inis Meáin, County Galway.

The five island post-primary schools all participate in the Gaeltacht School Recognition Scheme (GSRS) and have been in receipt of additional supports under this scheme since 2018. These include:

- 7 additional teaching hours for Irish per week, in line with school enrolment, as outlined in Circular 0013/2021

- an annual grant of €1,200 to purchase Irish-language teaching resources

- additional Professional Development provided by COGG

- advisory visits from Inspectors to support schools in implementing language-based criteria to meet the aims of the Scheme.

4 of the 5 island post-primary schools have also opted to participate in the e-Hub project as part of the Scheme to extend the range of subject options available through the medium of Irish to senior cycle students since 2019. The participating island schools have been provided with additional resources including once-off funding (€ 5,000) for each school to purchase technology equipment to support the teaching and learning of Physics online. An additional allocation of 4 hours per week per student cohort has been provided for each of the four participating post-primary schools to provide an e-mentor to support students participating in the project.

Question No. 126 answered with question No. 101.

Special Educational Needs

Questions (127)

David Stanton

Question:

127. Deputy David Stanton asked the Minister for Education if she is satisfied that children attending special schools are being provided with adequate services for speech therapy, occupational therapy and physiotherapy as required during their time spent in the schools; and if she will make a statement on the matter. [57233/21]

View answer

Written answers

The provision of health therapy supports for children with disabilities, including speech and language therapy, occupational therapy and physiotherapy, are provided by the Health Service Executive (HSE). Matters in relation to the provision of health-related services should therefore be directed to that body or to the Department of Health.

School Curriculum

Questions (128)

Neasa Hourigan

Question:

128. Deputy Neasa Hourigan asked the Minister for Education her plans to update the relationships and sexuality education teaching resource material; and if she will make a statement on the matter. [57254/21]

View answer

Written answers

In April 2018, then Minister for Education and Skills Mr. Richard Bruton 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.

While the SPHE curriculum overall is being redeveloped across all age-groups, this will take time and there is an ongoing need to support schools in providing positive, inclusive, and comprehensive RSE.

In the interim, 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 and with 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 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. The teaching resources can be found at www.pdst.ie/post-primary/health-wellbeing/sphe and on the NCCA SPHE toolkits at www.curriculumonline.ie

School Curriculum

Questions (129)

Gary Gannon

Question:

129. Deputy Gary Gannon asked the Minister for Education the status of introducing legislation to create an inclusive relationships and sexuality education programme as committed to in the Programme for Government; and if she will make a statement on the matter. [57314/21]

View answer

Written answers

Access to sexual and health education is an important right for students. Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. Relationships and Sexuality Education (RSE) is required at all levels, from primary through to Senior Cycle.

All schools are required to have an RSE policy that is developed in consultation with the school community, including school management, parents, teachers and students as appropriate. The school’s programme for Relationship and Sexuality Education is developed and taught in the context of the school’s RSE policy. Schools are required to teach all aspects of the RSE programme, including family planning and sexual orientation. It is important to note that the ethos of the school should never preclude learners from acquiring the knowledge about the issues, but ethos may influence how that content is treated.

My Department continues to work closely with the NCCA to best give effect to the commitment in the Programme for Government to develop inclusive and age-appropriate RSE and SPHE curricula across primary and post-primary levels, including an inclusive programme on LGBTI+ relationships. The work of the NCCA draws on its report on the Review of Relationships and Sexuality Education in primary and post-primary schools, which was published in December 2019. Arising from recommendations in that report the NCCA has been publishing online learning resources to support teaching and learning linked to the current SPHE/RSE curriculum in schools. The resources in this online toolkit include guidance on how to create a more inclusive classroom. As well as these updated online learning resources the NCCA has recently begun work on draft Junior Cycle SPHE specifications. It is expected that a revised specification will be completed by the end of 2022, following a period of public consultation. This will be followed by the redevelopment of the Senior Cycle and Primary curricula.

My Department continues to work closely with the NCCA to determine the approach to best give effect to the commitment regarding SPHE and RSE in the Programme for Government. Should any legislative changes be required in this context I am committed to making such changes.

School Staff

Questions (130, 155, 171)

Pádraig O'Sullivan

Question:

130. Deputy Pádraig O'Sullivan asked the Minister for Education the action she is taking to address the difficulties being faced by principals trying to source substitute teachers; and if she will make a statement on the matter. [57010/21]

View answer

Joan Collins

Question:

155. Deputy Joan Collins asked the Minister for Education the steps she plans to take to resolve the scarcity of substitute teachers and the fact that school students are being sent home due to no substitute teachers being available. [57234/21]

View answer

James O'Connor

Question:

171. Deputy James O'Connor asked the Minister for Education the steps she is taking to address the shortage of substitute teachers in both primary and second-level schools. [57337/21]

View answer

Written answers

I propose to take Questions Nos. 130, 155 and 171 together.

A range of measures are in place to provide enhanced substitute cover in the context of current challenges arising from the Covid-19 emergency.

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 will continue its engagement with education stakeholders to identify solutions to the current challenges in recruiting substitute teachers.

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