Written Answers Nos. 237-256
237. Deputy Neale Richmond asked the Minister for Education if she will provide an update on the agreement in principle reached in relation to a field adjacent to a school (details supplied); if her Department now officially owns the land; and if she will make a statement on the matter. [2694/22]
View answerI can confirm that agreement in principle, subject to contract, has been reached to acquire an one acre plot of land adjoining St Patrick’s National School in Diswellstown.
Matters in respect of the contract are currently being finalised by the solicitors for both sides. My Department are actively seeking to advance the matter with the intention of finalising this acquisition in the coming weeks.
The Patron and school will be kept informed of all key developments.
238. Deputy Catherine Murphy asked the Minister for Education further to Parliamentary Question No. 336 of 16 November 2021, if she evaluated the exclusion of non-teachers from appointment as examination superintendents for the State examinations in the context of the Equality Act. [2695/22]
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
239. Deputy Catherine Murphy asked the Minister for Education the legislative basis in the 2012 Act providing that the terms and conditions since 2013 must include a requirement to be registered on the Teaching Council register of teachers in order to be appointed examination superintendent for the State examinations. [2696/22]
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.
240. Deputy Neale Richmond asked the Minister for Education if she will provide an update on the permanent site for a school (details supplied); the estimated timeframe for making a decision on a permanent site if one has not been made; if the school could be accommodated on the same campus by extending into the adjacent unused site already zoned for community infrastructure; and if she will make a statement on the matter. [2697/22]
View answerAs the Deputy is aware, in April 2018 it was announced that 42 new schools were to be established over the period of 2019 to 2022. This announcement included a new post-primary school to serve Blanchardstown_WestD15 & BlanchardstownVge_D15 School Planning Areas.
In line with the policy on the use of State assets, which is also consistent with the objective of the National Development Plan for compact development in urban areas, potentially suitable State-owned properties in the School Planning Areas were considered. As part of that process, a Minister-owned site was identified as an option for potential redevelopment to accommodate a second school.
In the case where any such solution is being considered, engagement takes place with all relevant stakeholders regarding the feasibility of any proposed solution to identify what is technically feasible as well as finding a solution that is both mutually beneficial for the State and any school which may be impacted. The scope of any feasibility study would include issues of concern to any existing school/s on a site under consideration.
In this case, there has been engagement between my Department and the existing school on the site. My Department is currently considering matters raised by representatives of this school. Following a review of the matters raised, my Department will be in further contact with the existing school on the site in the coming weeks. As the review is currently ongoing, it is not possible to provide any further information at this stage.
The school site identification process is a dynamic one where new information on sites may come to the attention of my Department from time to time. My Department is in regular contact with local authorities to assist with this flow of information, and it will continue to do so in this case.
241. Deputy John Lahart asked the Minister for Education if she is considering changes to junior certificate assessment examinations (details supplied); and if she will make a statement on the matter. [2711/22]
View answerMy Department is acutely aware of the disruption caused to students as a result of school closures resulting from the COVID-19 pandemic. From 11 January 2021 until schools reopened on 12 April 2021, all students, including students who are due to sit the Junior Cycle state examinations in 2022, engaged in a programme of remote learning with their schools.
The public health restrictions which resulted in the closure of schools in March 2020 highlighted the absolute necessity for schools to be agile in providing for continuity of schooling in the future. As a contingency measure against the possibility of partial or full school closures, my Department provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a COVID-19 context.
The nature of distance learning, which was necessitated during the unprecedented closure of schools in 2020 and 2021, required educators to take on a range of approaches to support their pupils’ continuity of learning during that period. Assisted by Department-funded resources and supports, schools and teachers demonstrated great innovation in adapting to the unprecedented situation including the use of digital technologies and online learning platforms for teaching and learning.
My Department put a series of measures in place to assist schools in mitigating the impact of the school closures. During the period of school closure, schools were required to implement a plan of action to enable continuity of learning for all pupils. This involved teachers, including special education teachers, providing remote teaching and learning to all pupils in their class or on their caseload.
In September of 2021, the National Council for Curriculum and Assessment (NCCA) published revised arrangements for the completion of Classroom Based Assessments for students in 3rd year in 2021/2022 (cohort of students 2019 – 2022). These arrangements are designed to take account of the disrupted learning experienced by students during the 2019/20 and 2020/21 school year. As the loss of learning through school closures will have affected students’ engagement with their course of study in different ways, the adjustments put in place will play to students’ strengths by leaving intact the familiar overall structure of the examinations, while incorporating additional choice in and reducing the number of Classroom-Based Assessments. The revised arrangements also remove the requirement for an Assessment Task to be completed.
The adjustments were arrived at through consultation between my Department and the NCCA and key stakeholders. These revised arrangements are available here: ncca.ie/en/resources/revised-arrangements-for-the-completion-of-classroom-based-assessments-cbas-in-school-year-20212022-1/
Junior Cycle papers are structured to reflect the learning outcomes based approach to the design of the subject specifications. This means that the elements are used to integrate the strands of the specifications resulting in assessments that require students to apply knowledge and skills acquired rather than examinations that depend on knowledge recall only. Candidates are required to answer all questions and no choice is provided. Questions are not of equal length or marks. Making any changes to the format of the papers would undermine the approach taken by teachers in developing units of learning that mediate the curriculum specifications.
These changes to the national assessment arrangements were made with due regard for the principles of equity, fairness and integrity, as these principles apply to assessment and examinations and refer to student to-student, subject-to-subject, and year-to-year comparisons over time. The changes provide reassurance to students, their parents/guardians, teachers and schools. The assessment arrangements also provide progression opportunities for students who intend to pursue paths outside of school after Junior Cycle, such as those who may enter apprenticeships.
The State Examinations Commission will issue further details regarding the 2022 examinations. All aspects of the examinations will be conducted in accordance with the prevailing Public Health advice.
It is planned that the Junior Cycle Music practical performance test and the Home Economics practical test will take place during school time as normal.
By way of further information, my Department has provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a COVID-19 context. These are available at www.gov.ie/backtoschool
242. Deputy Michael Creed asked the Minister for Education the progress being made in conjunction with Cork City Council regarding the provision of a site for a school at a location (details supplied) in County Cork; the interim arrangements being considered for additional enrolment in September 2022 and in particular the arrangements for ASD provision on that date; and if she will make a statement on the matter. [2731/22]
View answerMy Department continue to engage with officials in Cork City Council in relation to the identification and acquisition of suitable sites for the school in question.
A potential suitable site has been identified in conjunction with the Local Authority. The Department is currently exploring all options available to it to obtain position of this site.
The Department is also considering all options for the school for their September 2022 interim accommodation, including possible SEN provision, and will keep the school authority and its patron updated in this regard.
243. Deputy Pádraig O'Sullivan asked the Minister for Education the number of primary schools in Cork city with an ASD unit; if a list of the schools will be provided; the number of children on a waiting list for those schools; and if she will make a statement on the matter. [2744/22]
View answer244. Deputy Pádraig O'Sullivan asked the Minister for Education the number of primary schools in County Cork with an ASD unit; if a list of the schools will be provided; the number of children on a waiting list for those schools; and if she will make a statement on the matter. [2745/22]
View answerI propose to take Questions Nos. 243 and 244 together.
Enabling children with special educational needs to receive an education is a priority for this Government.
This 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.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
There are currently a network of 357 special classes in Cork of which 309 are special classes for children with autism. Of the 309 special classes for children with autism, 228 are at primary level including 21 Early Intervention classes and 81 are at post primary level. A total of 45 new ASD special classes were established for the 2021/2022 school year.
The NCSE through their network of SENOs (Special Educational Needs Organisers) continue to engage in a process of establishing new classes for the 2022/2023 school year and beyond by looking at local information in relation to current and projected demand for special education places. The NCSE have specific plans in place to open additional ASD special classes in the 2022/23 school year.
Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
I should also clarify that the NCSE does not maintain waiting lists for schools. Boards of management of individual schools are responsible for such enrolment matters.
The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list .
Information on the list of schools with special classes, the type and location of these classes is published on the NCSE website and is available at www.ncse.ie.
245. Deputy Claire Kerrane asked the Minister for Education if the front-loading system for SNAs will be introduced in September 2022; if so, when principals will be informed; and if she will make a statement on the matter. [2746/22]
View answerIn 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 was 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 were announced:
- Existing mainstream class SNA allocations in schools on 30 April 2021 were maintained and automatically rolled over into the 2021/22 school year.
- No school received an allocation less than that which they had on 30 April 2021.
- SNAs currently in mainstream settings can continue in post for the 2021/22 school year in the normal way.
- Priority consideration was 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 were prioritised with determinations made before 30 June. Other applications were 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 published SNA allocations on their website www.ncse.ie.
SNA allocations for special classes and special schools are not affected by this arrangement.
Circular 0029/2021 advised schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
Provisions set out in Circular 0030/2020 were extended for the 2021/22 school year.
Circular 0029/2021 and Circular 0030/2020 are available on the Departments website.
246. Deputy Claire Kerrane asked the Minister for Education if there are changes planned to the allocation of special education teachers for primary schools; if so, when details of this will be made known to school principals to allow them to plan for new enrolments and engagement with parents on such enrolments; and if she will make a statement on the matter. [2747/22]
View answerA new model for allocating Special Education Teachers to mainstream schools was introduced from September 2017, based on the profiled needs of schools.
The allocations were updated for schools with effect from September 2019, with limited readjustments being applied for at that time.
The allocations have remained in place for the 2019/20 and 2020/21 school years, with some adjustments made over the course of the model for schools which achieved developing status, or successfully appealed on the grounds of exceptional circumstances arising in their schools. Allocations are also provided for new schools which open each year.
DES Circulars 007 and 008 2019, stated that the allocations being made for 2019 would initially remain in place for a minimum of two years, following which, revised profiled allocations would be considered for schools from September 2021.
The NCSE Policy advice ‘A Proposed new Model for Allocating Teaching Resources for Students with Special Educational Needs (2014)’ on which the SET allocation model is based, recommended that ‘the additional teaching supports be left in place initially for a two-year period. As the new model becomes embedded in the system, this may be extended to three years.’
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 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.
There are now over 13,600 Special Education Teachers allocated to mainstream primary and post primary schools.
This represents an increase of 40% in the total number of special education teachers allocated to schools since 2011, at which time 9740 teachers were allocated.
Maintaining the existing allocations of Special Education Teachers for the 2021/22 school year meant that schools did not have to engage in an extensive redeployment of posts, or re-clustering, this year.
It also provided schools with greater levels of certainty as to the staff that they would have in place for September.
No school saw a cut, or reduction, to their special education teaching support this year.
In circumstances where some schools saw a greater level of increase year on year, if full re profiling had occurred, the increased allocations for developing status combined with the existing allocation of the school saw an increased overall teacher allocation for these schools in 2021/22.
The allocations for 2021/22 which were maintained comprise the allocations made for schools from September 2019 plus any additionality achieved since plus any developing hours for the 2019/20 and 2020/21 school years.
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/for-schools
247. Deputy Richard Bruton asked the Minister for Education if she has discussed the arrangements for the forthcoming leaving certificate with the State Examinations Commission; and if she will make a statement on the matter. [2751/22]
View answerI am very much aware of the disruption experienced by students who are due to take their Leaving Certificate examinations in 2022. My Department has been working closely with the State Examinations Commission (SEC) to put in place a number of measures to seek to take account of the disruption caused by the Covid-19 pandemic.
My Department will continue to engage with all partners in education on all matters relating to Leaving Certificate 2022 examinations. A meeting of the Advisory Group on State Examinations is planned for later this week. The group includes representatives of students, parents, teachers and school leaders, as well as representatives from the State Examinations Commission, the National Council for Curriculum and Assessment, Higher Education and my Department. The group is co-chaired by my Department and the SEC.
Adjustments to the assessment arrangements for the 2022 state examinations that were announced in August 2021 were designed to take account both of the disruption to learning experienced by students in the early part of 2021, as well as providing for some possible further disruption in 2021/22. The adjustments ensure that the overall structure of the examinations remains intact but allows for greater choice for students.
Revised arrangements for Leaving Certificate Oral Examinations in Irish and the Modern Foreign Languages and the practical performance tests in Leaving Certificate Music were announced last month. These examinations will take place outside of school time over the first week of the school Easter holidays. By moving these examinations to the Easter holidays, the State Examinations Commission aims to minimise disruption to teaching and learning, especially for those candidates preparing for their examinations, as this change will limit teacher absence from schools.
The State Examinations Commission recently provided some further information to schools regarding aspects of the 2022 state examinations in light of the disruption caused by Covid-19. This included postponing commencement of assessment of the Leaving Certificate Applied February Tasks, from 31 January to 14 February. Schools were also reminded of the flexibility which is available regarding the dates for completion and authentication of Coursework for Leaving Certificate and Junior Cycle candidates.
An alternative set of Leaving Certificate examinations will be run in 2022, shortly after the conclusion of the main set of examinations, for students who are unable to sit the main set of examinations for various reasons, including Covid-19 illness, bereavement or serious illness.
As has been the case for the 2020 and 2021 state examinations, all planning for the 2022 Examinations will be guided by the prevailing public health advice and will have regard for the wellbeing of our students.
248. Deputy Thomas Pringle asked the Minister for Education the number of children in Dublin 9 and 11 that are on reduced school hours; and if she will make a statement on the matter. [2781/22]
View answerA commitment was made under the Programme for Government to ensure robust data collection on the use of reduced school days and to further ensure that they are only used in a manner that is limited, appropriate and absolutely necessary. My Department provided guidelines to schools on Reduced School Days in September 2021 to come into effect from 1st January 2022.
My Department is working closely with Tusla Education Support Service to ensure that all students are supported to the greatest extent possible to attend for the full school day. Tusla Education Support Service is gathering data from schools in relation to the use of reduced school days.
A report from Tusla Education Support Service to my Department is expected after the first quarter of 2022. I expect to be in a position to publish a report at that stage which will include details of the extent of use of reduced school days.
249. Deputy Paul Kehoe asked the Minister for Education the options available for a child (details supplied) who cannot find a second level school place having moved to a new area; and if she will make a statement on the matter. [2789/22]
View answerIt is the responsibility of my Department to ensure that schools in an area can, between them, cater for all pupils seeking school places in an area. Parents/ Guardians can choose which school to apply to and where the school has places available the pupil should be admitted.
It is the responsibility of the managerial authorities of all schools to draft, publish and implement a school admission policy in accordance with the Education Acts 1998 to 2018. In schools where there are more applicants than places available a selection process may be necessary. This may result in some pupils not obtaining a place in their school of first choice.
The admission policy, including the selection criterion to be used where the school is oversubscribed, must comply with the Education Acts 1998 to 2018, be non-discriminatory and be applied fairly in respect of all applicants.
Where a board of management make a decision to refuse admission, a parent/guardian can appeal that decision under section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal. The role of the section 29 hearing committee is to examine the application for enrolment and consider if it was correctly processed by the school, in accordance with the school’s Enrolment Policy. The section 29 appeals committee cannot consider matters that are not provided for within the school’s Enrolment Policy. If a parent / Guardian consider that a school has erred in their processing of their enrolment application, a section 29 appeal committee can examine how the application was processed by the school and identify if the school did not follow its enrolment policy. In cases where an error occurred the section 29 appeal committee will consider if the error had a material effect on the application. Where an error had a material effect on the enrolment application, the section 29 appeal committee can direct the school to enrol the student or adjust the students ranking on the waiting list. This Department has no authority to compel a school to admit a student, except in circumstances where an appeal under section 29 of the Education Act, 1998 has been allowed and the appeals committee directs that the school admit the child concerned.
A section 29 appeal must be made no later than 63 calendar days from the date of the school’s decision to refuse admission.
It is important to note that if a student have been refused admission due to the school being oversubscribed, and the parent/ guardian wish to appeal that decision the parent / Guardian must firstly make a written request to the school seeking a review of the board of management’s decision. This request for a review to the board of management is time bound and must be made within 21 calendar days from the date of the decision by the school to refuse admission to the student.
If the student have been refused admission for a reason other than the school being oversubscribed, the parent / Guardian may, but are not required to, request a review by the board of management within 21 calendar days from the date of the decision by the school to refuse admission to the child.
Where the student has been refused admission for a reason other than the school being oversubscribed and do not choose to seek a review by the board of management the parent / Guardian may make an appeal to an independent appeals committee no later than 63 calendar days from the date of the school’s decision to refuse admission.
Full details on the section 29 appeals process are available on the Gov.ie website at the links below:
www.gov.ie/en/publication/8248c-appeals-in-relation-to-refusal-to-admit-a-student-due-to-a-school-being-oversubscribed/
www.gov.ie/en/publication/31c4f-appeals-in-relation-to-refusal-to-admit-a-student-for-a-reason-other-than-the-school-being-oversubscribed/
In addition, Tusla Education Support Services (TESS), the Educational Welfare Service of the Child and Family Agency, is the legal body which can assist parents/guardians who are experiencing difficulty in securing a school placement for their child. Contact details for TESS are available at the following link www.tusla.ie/tess/get-in-touch/ or by email at tessinfo@tusla.ie
250. Deputy Brendan Smith asked the Minister for Education if she will ensure that the views of students are taken into account in finalising arrangements for the 2022 leaving certificate; and if she will make a statement on the matter. [2830/22]
View answerI am very aware of the disruption experienced by students who are due to take their Junior Cycle and Leaving Certificate examinations in 2022. Engagement on these issues by my Department has included contacts with the Irish Second Level Students' Union.
My Department will continue to engage with all partners in education on all matters relating to Leaving Certificate 2022 examinations. A meeting of the Advisory Group on State Examinations is planned for later this week. The group includes representatives of students, who are represented by the Irish Second Level Students' Union, parents, teachers and school leaders, as well as representatives from the State Examinations Commission, the National Council for Curriculum and Assessment, Higher Education and my Department.
Adjustments to the assessment arrangements for the 2022 state examinations that were announced in August 2021 were designed to take account both of the disruption to learning experienced by students in the early part of 2021, as well as providing for some possible further disruption in 2021/22. The adjustments ensure that the overall structure of the examinations remains intact but allows for greater choice for students.
Revised arrangements for Leaving Certificate Oral Examinations in Irish and the Modern Foreign Languages and the practical performance tests in Leaving Certificate Music were announced last month. These examinations will take place outside of school time over the first week of the school Easter holidays. By moving these examinations to the Easter holidays, the State Examinations Commission (SEC) aims to minimise disruption to teaching and learning, especially for those candidates preparing for their examinations, as this change will limit teacher absence from schools.
The State Examinations Commission recently provided some further information to schools regarding aspects of the 2022 state examinations in light of the disruption caused by Covid-19. This included postponing commencement of assessment of the Leaving Certificate Applied February Tasks, from 31 January to 14 February. Schools were also reminded of the flexibility which is available regarding the dates for completion and authentication of Coursework for Leaving Certificate and Junior Cycle candidates.
An alternative set of Leaving Certificate examinations will be run in 2022, shortly after the conclusion of the main set of examinations, for students who are unable to sit the main set of examinations for various reasons, including Covid-19 illness, bereavement or serious illness.
As has been the case for the 2020 and 2021 state examinations, all planning for the 2022 Examinations will be guided by the prevailing public health advice and will have regard for the wellbeing of our students.
251. Deputy Aengus Ó Snodaigh asked the Minister for Social Protection the additional supports her Department has made available or will make available to artists with disabilities who cannot avail of Arts Council grants or receive fair payment for their artwork without the risk of losing their stable basic social protection supports such as the blind pension or the disability allowance in order to ensure that disability is no longer a barrier to full participation in artistic life. [2793/22]
View answerBoth Disability Allowance and Blind Pension are structured to support recipients to avail of opportunities to pursue their own employment ambitions, be that self-employment or insurable employment. When an individual commences employment, they can avail of an income disregard of €140 per week. In addition, a 50% taper on earnings between €140 and €350 (this upper limit will increase to €375 from June 2022).
Grants are counted as means, but where grants are within the disregard limits, a payment will be available subject to satisfying the other conditions of the payment.
Persons in receipt of Disability Allowance or Blind Pension are also eligible to avail of the Back to Work Enterprise Allowance scheme, which allows recipients to retain a percentage of their social welfare payment for up to 2 years. Once accepted onto the scheme the person retains100% of their original payment in year one and 75% in year two.
In Budget 2022, I introduced a suite of measures designed to support people with disabilities:
- €5 increase across core social welfare payments/rates,
- Increase to the upper earnings disregard limit for Disability Allowance and the Blind Pension from €350 to €375 per week, effective from June 2022.
- Increase to the rate of Wage Subsidy Scheme, (equivalent to 60% of National Minimum Wage). This is a financial incentive to encourage employers to employ jobseekers with disabilities.
- Increase to the general weekly means disregard for Disability Allowance to €7.60.
- Increase to the Fuel Allowance of €5 to €33 per week. (The weekly means threshold was also increased by €20 from €100 to €120. This represents a 20% increase and enables more people to qualify for this support),
- Increase to the Living Alone Allowance of €3, from €19 to €22 per week. The Living Alone Allowance is an additional payment made each week to people aged 66 years or over who are living alone and in receipt of certain payments, including Disability Allowance and Blind Pension.
My Department regularly reviews its supports and payments schemes to ensure that they continue to meet their objectives, while any proposed changes have to be considered in an overall policy and budgetary context.
In addition, the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media has announced a wide range of measures to support the arts. Most recently, this has included the launch of funding of €6.6 million for the 2022 Creative Ireland Programme - Creative Communities initiative. This partnership between the departments and all 31 local authorities will offer thousands of opportunities across Ireland for people of all ages to engage with creative projects in their local area. In 2021 this enabled local authorities to deliver nearly 1,500 community-led creative projects. This funding has proved to be an important flexible resource that has enabled local authorities to sustain and develop vibrant creative communities.
252. Deputy Robert Troy asked the Minister for Social Protection the details of the updated income limits for the fuel allowance scheme in 2022. [2712/22]
View answerThe Fuel Allowance is a payment of €33.00 per week for 28 weeks (a total of €924 over a full fuel season) from October to April, to 371,000 low-income households, at an estimated cost of €323 million in 2021. The purpose of this payment is to assist these households with their energy costs. The allowance represents a contribution towards the energy costs of a household. It is not intended to meet those costs in full. Only one allowance is paid per household.
In Budget 2022, as well as increasing the weekly rate of fuel allowance by €5 to €33 per week, with immediate effect, we also made a number of reforms to the fuel allowance scheme including:
- Increasing the weekly means threshold by €20 to €120 above the appropriate rate of State Pension (Contributory) representing a 20% increase and enabling more people to qualify for this support. The €120 allowable means is significantly more than the €33 weekly rate of Fuel Allowance.
- The qualifying period for Jobseeker’s and Supplementary Welfare Allowance recipients was reduced from 15 to 12 months with effect from September 2022, again enabling more people to qualify for the support.
As the Deputy is aware, the original intention was to introduce the revised means test for the Fuel Allowance on 1st January 2022. Cognisant of rising fuel costs, I asked my officials to prioritise the work required so that this change could be implemented at the same time as the increase in the Fuel Allowance in October 2021. My Department has completed this work.
In addition, under the Supplementary Welfare Allowance scheme, Exceptional Needs Payments may be made to help meet an essential, once-off cost which customers are unable to meet from their own resources, and this may include exceptional heating costs. Decisions on such payments are made on a case-by-case basis.
I hope this clarifies the matter.
253. Deputy Bernard J. Durkan asked the Minister for Social Protection if all matters outstanding or awaiting clarification in relation to payment received by a person (details supplied) have now been resolved; and if she will make a statement on the matter. [2719/22]
View answerFollowing a review of the entitlement of the person concerned, their claim was suspended on 13 December 2021 as they failed to supply the information required in order to assess their entitlement.
The requested information was received from the person concerned and their file was sent to a social welfare inspector (SWI) on 22 December 2021 for a full report of their means and circumstances.
On receipt of the report from the SWI a decision will be made and the person concerned will be notified directly of the outcome.
I trust this clarifies the matter for the Deputy.
254. Deputy Brendan Griffin asked the Minister for Social Protection if the reform to community employment schemes in which an existing participant can remain in place until an replacement is found will be implemented before 4 February 2022; and if she will make a statement on the matter. [2720/22]
View answer256. Deputy Michael Healy-Rae asked the Minister for Social Protection if community employment participants can remain in their positions if suitable candidates have not been found to replace them (details supplied); and if she will make a statement on the matter. [2735/22]
View answer258. Deputy Pa Daly asked the Minister for Social Protection if she will report on criteria that must be met to enable community employment scheme participants to remain on a scheme beyond their allotted time in which replacement participants cannot be found; and if she will make a statement on the matter. [2835/22]
View answerI propose to take Questions Nos. 254, 256 and 258 together.
As the Deputies are aware, the Community Employment (CE) Scheme is an active labour market programme designed to provide eligible long-term unemployed people and other disadvantaged persons with an opportunity to engage in useful work within their communities on a temporary, fixed term basis.
During the COVID pandemic the Minister for Social Protection and I extended CE participants contracts on a number of occasions. These contract extensions which are in place since October 2020, supported CE schemes at various stages of the pandemic so that they could maintain important community services. These contract extensions also ensured that participants had sufficient time to fully avail of the work experience and training opportunities affected by public health restrictions. The latest contract extensions are due to start to come to an end in February 2022 and will be phased out in a co-ordinated manner over the following twelve months.
In light of the ongoing COVID related challenges faced by CE schemes Minister Humphreys and I announced a number of changes to CE and the Rural Social Scheme (RSS) on the 21st December 2021.
As part of these changes and to assist with the transition from COVID emergency supports over the next period, participants, including those with extended contracts, may not be required to leave CE, where a suitable replacement has not yet been referred to the scheme. This transitionary provision will support schemes to retain services, with the higher-than-normal turnover of participants in 2022 and is effective from 1st January 2022.
Any extension under this provision must be approved by officials from the Department and consideration will be given to the impact of COVID on the recruitment of participants, the type of service provided by the placement along with recruitment and referral efforts.
Officials from my Department will continue to work with and support all CE schemes throughout the transitionary period as the extended contracts come to an end.
I trust this clarifies the matter for the Deputies.
255. Deputy Bernard J. Durkan asked the Minister for Social Protection if an application for invalidity pension in the case of a person (details supplied) will be reviewed; and if she will make a statement on the matter. [2729/22]
View answerInvalidity pension (IP) is a payment for people who are permanently incapable of work because of illness or incapacity and for no other reason and who satisfy the pay related social insurance (PRSI) contribution conditions.
The person referred to was refused IP on the grounds that the medical conditions for the scheme are not satisfied. Notification of the decision issued to her on 05 January 2022 informing her of this decision, the reasons for it and of her right of review and appeal.
Your representation will be treated as a review request from the person in question. If the person concerned has any further medical evidence relevant to her application, she should submit it immediately. Otherwise her claim can only be reviewed on the information already provided. The person concerned will be notified of the outcome of the review as soon as it is completed
I hope this clarifies the matter for the Deputy.
