Written Answers Nos. 311-333
311. Deputy Réada Cronin asked the Minister for Education the planning that is in place to address the situation of those sitting the leaving certificate in 2022 (details supplied); and if she will make a statement on the matter. [58330/21]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
312. Deputy Peter Burke asked the Minister for Education the current situation on the number of special education needs organisers, SENOs, in the County Offaly area at present; the vacancies for SENOs that exist at present; the waiting lists that exist for accessing the current service; and if she will make a statement on the matter. [58334/21]
View answerMy Department does not manage the recruitment of or the day to day operational management of Special Education Needs Organisers (SENOs).
SENOs are employees of the NCSE and as such I am forward your query to the NCSE for their direct reply to you.
313. Deputy Seán Canney asked the Minister for Education if a plan is in place to keep special needs children in school in the event of further Covid-19 restrictions coming into force; and if she will make a statement on the matter. [58348/21]
View answerIn line with the Government’s plan COVID-19: Reframing the Challenge, Continuing Our Recovery and Reconnecting, the rest of our society and economy is now fully reopened as we learn to live with Covid-19. It remains a key objective of the plan for living with COVID-19 that our children and school staff can attend school safely. Further school closures are not envisaged during this phase of the pandemic.
314. Deputy Thomas Pringle asked the Minister for Education if she plans to offer students the choice of opting for a combination of accredited grades and written examination in the leaving certificate 2022 given the continued level of disruption the cohort has gone through; and if she will make a statement on the matter. [58355/21]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
315. Deputy Seán Canney asked the Minister for Education when a sports hall will be provided for a school (details supplied); and if she will make a statement on the matter. [58361/21]
View answerI wish to confirm that my Department received an application for capital funding in 2021 for a new sports hall, from the school referred to by the Deputy.
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 in this context and a decision has issued to the school authority directly.
316. Deputy Louise O'Reilly asked the Minister for Education if additional resources will be provided for a school (details supplied) to allow for an increase in the student population specifically in order that additional first-year students can be taken in for the academic year 2022. [58391/21]
View answerAs the Deputy will be aware, a major building project to construct a permanent school building for the school in question is included in the Department's school building programme.
The first phase of the new school building is due to be completed in Quarter 3 of 2022 and it is intended that it will be ready for occupation for the 2022/2023 academic year. The Department understands that the school will have a first year admission intake of 96 pupils for September 2022 and sufficient accommodation will be available for this intake.
317. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the estimated cost attached to banked special educational hours in the 2020-2021 academic year. [58402/21]
View answerI wish to advise the Deputy that there is no facility to carryover hours from one school year to the next. Hours accumulated in any given school year must be utilised in the same school year.
Where hours were accumulated due to a school receiving a backdated increase to their Special Education Teaching hours, or due to a Special Education Teacher being used to cover substitution, as an emergency measure, schools were advised that any loss of special education teaching time should be made up at the first available opportunity by employing additional teaching resources to make up for the shortfall.
DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools set out the details of the model for allocating special education teachers to schools. DES Circulars 007 and 008 of 2019 set out how the allocations for schools are being updated from September 2019.
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.
Under the allocation model, schools are provided with a total allocation for special education needs support based on their school profile.
The provision of a profiled allocation is designed to give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
Under the allocation model schools are frontloaded with resources, based on each school’s profile, to provide supports immediately to those pupils who need it without delay. This reduces the administrative burden on schools as schools no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations, the Minister for Education and the Minister for Special Education and Inclusion have agreed to maintain the existing Special Education Teacher Allocations for schools for the 2021/22 school year, with re profiled allocations now due to be made from September 2022.
Additional allocations will continue to be made for new schools, schools which achieve developing status, or for exceptional circumstances arising in schools, in the interim.
The criteria for qualification for mainstream school developing school posts are set out in the Primary and Post Primary School Staffing Schedule for the 2021/22 school year.
Schools who qualify for additional mainstream developing school posts in accordance with these criteria also qualify for additional Special Education Teaching Allocations to take account of this developing status.
It is also acknowledged that there are some circumstances, which may arise in schools, which fall outside the allocations for developing school status.
These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.
A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.
If a school wishes to make an exceptional needs review, they may do so at the following link: ncse.ie/wp-content/uploads/2021/02/Primary-Schools-Review-Application-2020.doc.
318. Deputy Cian O'Callaghan asked the Minister for Education if she will review the minimum essential qualification for special needs assistants, SNAs; and if she will make a statement on the matter. [58439/21]
View answerSpecial Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life. This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018.
The Review made a number of recommendations regarding SNAs including referencing the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the specific complex needs of some students being cared for by SNAs would also be provided.
The policy advice has been considered by the Department. It was decided that priority should be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role. The new first national training course for SNAs provided by UCD aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. The programme is fully funded by the Department and delivered at no cost to the SNA.
This is the first national training programme for SNAs employed in schools and is tailored to their needs. As this is the first programme, it is appropriate to take the time to review outcomes which will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.
Raising the minimum qualification for appointment as a special needs assistant has been referred to the Workplace Relations Commission and the Department has been engaging in that process.
The recruitment and appointment of Special Needs Assistants is a matter for the individual school authority and the Department's circular 36/2020 and 51/2019 sets out the current educational requirements for appointment as a Special Needs Assistant (SNA). In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. The Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.
However, having considered the claim and, in particular, the period of time since they were set, the Department is open to reviewing the position. However, the Department is not yet in a position to indicate when that review might take place but is of the view that the forthcoming review of the SNA contract proposed as part of the Building Momentum national pay agreement should be carried out and implemented first.
319. Deputy Cian O'Callaghan asked the Minister for Education if the 72-hour obligation and June working will be abolished in relation to special needs assistants, SNAs; and if she will make a statement on the matter. [58440/21]
View answerSNAs carry out a very significant role in supporting pupils with a broad variety of care needs, and I am extremely appreciative of this work.
The 72 hours working requirement of SNA’s has been in place since 2005, forming part of the SNA contract of employment, as agreed with unions. Under the terms of the standard employment contract agreed in 2005, SNAs were required to be available for a number of days at the start and finish of each school term, not exceeding 12 in total. Under the Croke Park Agreement, it was agreed to convert that requirement to one of 72 hours (pro-rata for part-time SNAs), for use by schools as an additional bank of hours to be utilised and delivered outside of normal school opening hours and/or the normal school year. These arrangements were notified to schools in 2011, in Department Circular 0071/2011. The duties listed in that Circular form part of the normal range of SNA duties, and are therefore liable to be performed at any time during normal working hours, including during the 72 hours. The agreed uses of the 72 hours include:
- SEN pupil-centred activity - such as assistance with care planning;
- Learning resource administration – such as preparing class rooms and materials;
- Class and school planning and development;
- Assistance with special exam centres for the State exams; and
- Training
The description of these hours in some commentary as ‘unpaid’ is erroneous: remuneration for the 12 days or 72 hours is included as part of the normal salary paid to an SNA under the terms of the 2005 agreed contract.
An important reminder of the requirement to effectively manage, communicate and record this element of the SNA contract issued from my Department in November 2020, to ensure that schools effectively plan for the optimum use of this time to support the care needs of pupils. The 72 hours allow for very important support work to be carried out without reducing the SNA’s time with the pupil(s) in need of their care. Accordingly, the suspension of the requirement to complete the 72 hours would have a direct, negative impact on pupils with special educational needs as it would impede on normal class time.
Fórsa, the trade union which represents SNAs, has formally sought abolition of the 72 hours contractual requirement through industrial relations channels. I understand that the claim is currently paused so that a review of the SNA contract, proposed as part of the Building Momentum national pay agreement, can be carried out and implemented first. As the 72 hour requirement is an integral part of the current SNA contract, the review process may address the concerns that Fórsa have in relation to that aspect of the contract. If those concerns are not addressed through the review process, my Department remains open to progressing the matter through the normal industrial relations channels.
320. Deputy Cormac Devlin asked the Minister for Education the status of the National Council for Special Education review in relation to special needs assistants; and when it is likely to be completed; and if she will make a statement on the matter. [58457/21]
View answerThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
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. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
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.
In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for SNAs for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.
In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations the following arrangements for the allocation of Special Needs Assistants for mainstream classes for the 2021/22 school year:
- Existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically rollover into the 2021/22 school year.
- No school will therefore receive an allocation less than that which they had on 30 April 2021.
- SNAs currently in mainstream settings can continue in post for the next school year in the normal way.
- Priority consideration will now be given by the NCSE to applications for increased support for the 2021/22 school year, in particular, applications from schools with no SNAs and developing schools will be prioritised. Determinations will be made before 30 June. Other applications will be processed in order of date received.
- As in previous years, 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.
The NCSE have published the SNA allocations on their website www.ncse.ie.
SNA allocations for special classes and special schools are not affected by this arrangement.
Since the commencement of the 2020/2021 school year schools do not apply for SNA access for individual students. School have maintained their previous school year’s mainstream SNA allocation. Where a school believes they have identified insufficient SNA support to respond to an increase in the care needs profile of the school, they can apply for an exceptional review.
The SNA exceptional review considers the overall profile of needs in the school and is not specific to individual students. Students are no longer required to have a diagnosis or supporting clinical reports in order to access supports.
Decisions regarding the appropriate deployment of SNA supports are made by school management.
Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
Provisions set out in Circular 0030/2020 has been extended for the 2021/22 school year.
Circulars 29/2021 and 30/2020 are available on the Gov.ie website, www.gov.ie/en/circulars/?organisation=department-of-education
My Department does not have a role in making individual school determinations.
321. Deputy Cormac Devlin asked the Minister for Education if she will reconsider the decision to end route 4 registration on foot of the recent announcement that an additional 980 special education teachers are to be provided, working in special classes, special schools and mainstream settings to support children with special educational needs; and if she will make a statement on the matter. [58458/21]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers in line with the requirements set out in the Teaching Council Act 2001-2015 and the Teaching Council (Registration) Regulations 2016.
It is important to note that the Teaching Council sets the standards for programmes of initial teacher education (ITE). The Council reviews and accredits programmes provided by Higher Education Institutions (HEIs) in the State, based on those standards. All programmes of ITE (primary, post-primary and further education) in Ireland that lead to registration must have professional accreditation from the Teaching Council. The standards for programmes of ITE have recently been revised and were published in Céim: Standards for Initial Teacher Education (2020) in October 2020.
Teachers who hold recognised Special Education Teaching qualifications obtained outside the State may continue to apply for registration with the Council under Route 4 and there is no intention to close-off this provision.
The standards stipulate that all programmes of ITE shall enable newly qualified teachers to facilitate quality teaching and learning for all pupils and sets Inclusive Education as one of the seven core elements which must unpin all aspects of the programme of ITE. The following excerpts from Céim are relevant in the context of inclusive education.
- The term inclusive education has been defined as ‘any aspect of teachers’ learning aimed at improving their capacity to address and respond to the diversity of learners’ needs; to enable their participation in learning; and remove barriers to education through the accommodation and provision of appropriate structures and arrangements to enable each learner to achieve the maximum benefit from his/her attendance at school.’
- Furthermore, it references that ‘the Council’s view of a truly inclusive approach to professional practice recognises that teachers encounter a diverse range of needs in the course of their teaching, regardless of setting. This will include additional learning needs (e.g. autism, dyslexia, dyspraxia) and learning needs associated with diverse linguistic, socioeconomic, cultural and ethnic (including Traveller community, Roma) backgrounds.’
- In the programme aims it is specified that ‘programmes shall enable newly qualified teachers to facilitate quality teaching and learning for all pupils and in the context of curriculum development to include the learning outcomes based curricula and national priorities.’
- One of the seven Core Elements for all programmes of initial teacher education is Inclusive Education.
- Inclusive Education: With reference to Inclusive Education as outlined in the Glossary, to include the fostering of appropriate learning environments that support the development of student teachers’ ability to provide for the learning needs of all pupils by utilising, for example, a universal design for learning framework.
In relation to school placement, the standards provide for a diversity of placement settings setting out that school placement shall comprise a minimum of two placement settings incorporating a variety of teaching situations, class levels and school contexts. Céim also sets out that during every module of school placement, student teachers, through the use of their Taisce, must demonstrate their understanding of Inclusive Education, as applicable to that context.
322. Deputy Cormac Devlin asked the Minister for Education the way the entry of newly qualified teachers into the educational sector is managed by her Department in the absence of a model for same; if she will publish a teacher supply model which can accurately inform forecasts of teacher supply and demand at both primary or post-primary levels; and if she will make a statement on the matter. [58459/21]
View answerThe number of students admitted to primary concurrent and consecutive programmes of initial teacher education (ITE) in state-funded higher education institutions (HEIs) is determined annually by my Department, having regard to teacher supply and demand issues, and available resources. At post-primary level, while no caps or targets on numbers are usually set, in recent years HEIs have developed, in accordance with my Department's Teacher Supply Action Plan, new undergraduate ITE programmes in targeted subjects, including mathematics, Irish and modern foreign languages.
In March 2018 the Teacher Supply Steering Group, chaired by the Secretary General of my Department, was established. The Steering Group is leading on the identification of issues, the development of a programme of actions on teacher supply and overseeing its implementation. It is supported by an Implementation Group and a number of working groups which are considering specific areas of policy.
The Teacher Supply Action Plan, published in November 2018, includes a range of actions under four policy headings: data/research to support teacher supply planning; higher education; policies and arrangements impacting on teacher supply; and communications / promotion of the teaching profession.
In November 2019, my Department published a technical report “Developing a Teacher Demand and Supply Model for Ireland 2020-2036”. The report was updated in May 2021 with projections of teacher demand and supply to 2038. The report’s projections are based on high level demographics and to demonstrate trends in demand and supply. The projections do not take account of possible new policy measures that might affect teacher demand or supply.
Work is ongoing in my Department to produce projections of post-primary teacher demand and supply on a subject level basis to inform teacher supply planning. Ultimately, the intention is to establish a robust data based model for the effective projection of future teacher demand and supply across the school system at both primary and post primary levels.
The Technical Report is available at www.gov.ie/en/publication/055810-education-statistics/#latest-statistical-reports.
323. Deputy Cormac Devlin asked the Minister for Education the steps she is taking to increase the range and diversity of primary initial teacher education (details supplied); and if she will make a statement on the matter. [58460/21]
View answerThe third National Access Plan (NAP) for Equity of Access to Higher Education (2015 – 2019; extended to 2021 following a review) was launched in December 2015 to ensure that the student body entering into, participating in and completing higher education at all levels reflects the diversity and social mix of Ireland's population.
The Plan identifies the target groups that are currently being under-represented in Higher Education, which includes entrants from socio-economic groups that have low participation in higher education, Irish Travellers, Students with disabilities, first time, mature student entrants, Part-time/flexible learners and further education award holders.
PATH 1 is a strand of the Programme for Access to Higher Education (PATH) Funds and supports the objective in the National Access Plan to increase access to initial teacher education (ITE) for students from under-represented groups entering ITE and thereby provide more role models for students from these groups identified in the National Access Plan. The programme promotes a range of new initiatives and partnerships and supports centres to work more closely with DEIS schools, community groups and Further Education and Training providers to promote entry to teacher education. It is expected that these activities will support over 360 new students from under-represented groups to participate in initial teacher education programmes.
The current National Access Plan 2015 - 2021 will finish at the end of this year The Department of Further and Higher Education, Research, Innovation and Science along with the Higher Education Authority are currently working on implementing the new Plan which will span over 5 years from 2022 – 2026. It is intended to have the new Plan published in Quarter 1 of 2022.
Officials in my Department work closely with the Department of Further and Higher Education, Research, Innovation and Science and the Higher Education Authority to support this objective.
The Teaching Transforms campaign aims to promote the teaching profession and encourage students from groups under-represented in the profession to apply for initial teacher education programmes. The most recent campaign phase, which coincided with the lead in to the CAO Change of Mind closing date, communicated the need and scope for diversity in the teaching profession.
In addition the Migrant Teacher Project (MTP), based in Marino Institute of Education, was established in 2017 to increase the participation of immigrant internationally educated teachers in the Irish primary and post-primary education sectors and offers a Bridging Programme free of charge to approximately 40 applicants annually.
The MTP is co-funded by my Department and the Department of Justice and Equality through the Office for the Promotion of Migrant Integration's National Funding Programme 2022.
The project provides information, advice and training to teachers who have qualified outside of Ireland, to help them to continue their profession in Irish primary and post-primary schools. It aims to work with immigrant teachers to support them through the process of registration with the Teaching Council and seeking employment.
324. Deputy Cormac Devlin asked the Minister for Education if she will provide all agreements, covenants and conditions that exist between the trustees, the board of management and her Department in relation to the land of a school (details supplied) from when the school was first constructed in 1970; and if she will make a statement on the matter. [58462/21]
View answerOfficials in my Department have identified a number of legal agreements in place between me as Minister for Education and the Patron of the school to which the Deputy refers. Due to the legal nature of these documents my Department is currently in contact with the other parties to these agreements regarding their release. My officials will follow up with the Deputy to advise him of the outcome of these contacts.
325. Deputy Catherine Connolly asked the Minister for Education her plans to facilitate leaving certificate students in the 2021-2022 academic year that wish to make use of either calculated grades or in-person examinations. [58491/21]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
326. Deputy Sorca Clarke asked the Minister for Education when refurbishment works will be completed at a school (details supplied); and the estimated cost of these works. [58513/21]
View answerThe building project to provide a new building for the school referred to by the Deputy recently commenced on site with a contract duration of 18 months. Subject to no issues arising works should be complete in Quarter 2 of 2023. The estimated cost is just over €19m including VAT.
327. Deputy Sorca Clarke asked the Minister for Education the estimated cost in 2022 of increasing the number of educational welfare officer posts by 25 and of increasing the number of senior educational welfare officer posts by ten in tabular form. [58514/21]
View answerBased on the mid-point of the current Educational Welfare Officer and Senior Educational Welfare Officer salary scales, the estimated cost in 2022 of increasing the number of educational welfare officer posts by 25 and for increasing the number of senior educational welfare officer posts by 10 is in the region of €2.45 million. This figured includes associated non-pay costs.
328. Deputy Carol Nolan asked the Minister for Education the number of times that the critical incident policy mechanism has been implemented in schools from 2009 to date; and if she will make a statement on the matter. [58679/21]
View answerThe National Educational Psychological Service (NEPS) of my Department provides guidelines and resource materials for schools to enable them to deal with certain traumatic events which can adversely affect pupils and school staff. The publication "Responding to Critical Incidents: NEPS Guidelines and Resource Materials for Schools’ outlines how schools can plan for crises. The guidelines also refer to preventive approaches that schools can adopt in creating a safe and supportive environment.
The publication provides practical step-by-step guidelines for teachers and principals on how to respond when a tragedy occurs. It offers support to schools at a potentially overwhelming time. The guidelines focus upon alerting schools to planning processes, structures and actions which will better allow them to cope with a traumatic incidents such as suicide or suspected suicide, murder, accidental death including road traffic accidents and drowning, and death through illness of members of the school community. In relation to suicide, advice is also given on prevention and positive mental health stratagems and approaches.
The Guidelines "Responding to Critical Incidents: NEPS Guidelines and Resource Materials for Schools’ are kept under constant review and a third edition was circulated by NEPS to schools in 2016. Training in critical incident planning is part of the service provided by NEPS to schools and has been a focus of my Department’s Action Plan for Education since 2016. In order to increase the reach of Critical Incident training to all schools, NEPS has developed an eLearning course Responding to Critical Incidents in Schools – eLearning Course’ to accompany "Responding to Critical Incidents: NEPS Guidelines and Resource Materials for Schools’. It is expected that this will be available in Q1 2022.
In relation to the Deputy’s specific questions in this regard, critical incidents are by their nature situations so named by schools themselves – traumatic events which have the potential to disrupt the normal operation of the school. In such instances, when a school deems itself to have experienced a critical incident, a school’s Critical incident policy and plan is activated.
Depending upon the nature, severity or context of an event, schools may respond to a critical incident independently of NEPS support. On other occasions they may initiate contact with NEPS to seek advice or confirmation as to how they should proceed in relation to a particular event or part of the process. In many situations school authorities are satisfied to proceed with a response without further input from NEPS. In other situations, school authorities may request the attendance of NEPS psychologists on-site to provide appropriate advice and assistance in the delivery of the response. When requested, NEPS will attend at the schools immediately following such incidents to offer direct advice and assistance to school staff in managing the situation. The nature and extent of the incident, as well as a school’s capacity to respond will determine the degree of ongoing support required of NEPS.
In terms of the number of critical incidents, 1557 critical incident responses were provided in schools by NEPS psychologists between September 2009 - 2021.
329. Deputy Cian O'Callaghan asked the Minister for Education the steps that are being taken to ensure there are enough substitute teachers in place to provide cover to ensure that the mock leaving certificate examinations take place; and if she will make a statement on the matter. [58686/21]
View answerDecisions to hold mock examinations are taken by individual schools. The format of these examinations varies from school to school and not all schools run mock examinations.
Neither my Department nor the State Examinations Commission has any role in relation to the setting, running or marking of mock examinations.
330. Deputy Neale Richmond asked the Minister for Education if she will provide an update on a school moving to its permanent site (details supplied); and if she will make a statement on the matter. [58693/21]
View answerThe permanent school building project for the school referred to by the Deputy has been assigned to my Department’s Design & Build delivery programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
A pre-planning meeting with the Planning Department of the local authority was held on 23rd June 2021 to discuss the design proposals for the permanent school building project. Further clarification was sought from the local authority and all of these discussions will inform the plans for developing the planning application documentation.
Until planning permission has been secured it is not possible to provide a timeframe for the progression of the project to tender and construction stages.
The Department will continue to address the interim accommodation requirements for the school and will continue to keep the patron body and the school community updated as the project progresses.
331. Deputy Denise Mitchell asked the Minister for Education if she will ensure that a person (details supplied) receives the correct level pay as a matter of urgency. [58698/21]
View answer345. Deputy Seán Haughey asked the Minister for Education if her Department will process an incremental credit claim from a teacher (details supplied) without delay given that any such delay in this case will cause financial hardship; and if she will make a statement on the matter. [58826/21]
View answerI propose to take Questions Nos. 331 and 345 together.
An incremental credit application for prior service has been received in my Department from the teacher referred to. My Department receives a large volume of applications every year. Officials from my Department process incremental credit applications in date received order. It is anticipated that the teacher's application will be processed before Christmas 2021.
The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC). This Council is comprised of representatives of teachers, school management, the Department of Public Expenditure and Reform and the Department of Education. The Council is chaired by an official of the Workplace Relations Commission.
The criteria for the award of incremental credit is laid out in my Department’s Circulars 29/2007 and 29/2010 for Post-Primary teachers. Circular 29/2007 applies to this case.
332. Deputy Pádraig Mac Lochlainn asked the Minister for Education the way her Department and Donegal Education and Training Board, ETB, are progressing the new school buildings for a school (details supplied); and the timeframe for when tenders will be issued. [58703/21]
View answerThe project to which you refer has been devolved for delivery to Donegal Education and Training Board (DETB).
I am pleased to inform you that the pre-qualification process for the project was recently approved by my Department. DETB will now continue with the tender process for appointing a contractor.
While at this early stage it is not possible to provide a timeline for completion of the project, DETB will be engaging directly with the school authority to keep it informed of progress.
333. Deputy Pádraig Mac Lochlainn asked the Minister for Education the way her Department is progressing the new works at a school (details supplied). [58704/21]
View answerThe school to which the Deputy refers was approved funding under my Additional Accommodation Scheme to build 2 mainstream classrooms, refurbishment of existing 2 classrooms, 2 SET rooms, Principal's Office, Staff Room/General Office, Store, and Staff/Disabled Shower WC. This project is devolved to the school authority for delivery.
I can confirm that my Department received a Stage 3 Tender Report from the school on the 19th November 2021. The report is currently being reviewed in the Department; the completion of this review is expected shortly and subsequent instruction will issue to the school authority in the coming days.
