Kathleen Funchion
Question:414. Deputy Kathleen Funchion asked the Minister for Education when homework clubs can resume given the lifting of restrictions; and if she will make a statement on the matter. [6078/22]
View answerCovid-19 Pandemic
Questions (414)
Written answers
The position is that decisions on the use of school facilities lies with the relevant school authority in consultation with the property owner and priority has to be given to the interests of the school, teachers and pupils.
My Department's policy is to encourage the use of school facilities, where possible, for community, training and education related activities such as homework clubs. My Department would encourage schools to facilitate the opening of after-school facilities wherever possible but on the basis that it would not impede the school's capacity to provide for education, as as we come out of the current COVID-19 situation.
To assist schools in considering applications for use of their facilities my Department, in consultation with representatives of schools, has drafted general guidelines on the use of school property outside of school hours which is available on my Department's website at:
www.education.ie/en/Publications/Policy-Reports/guidelines-on-the-use-of-school-buildings-outside-of-school-hours.pdf
Covid-19 Pandemic
Questions (415)
Kathleen Funchion
Question:415. Deputy Kathleen Funchion asked the Minister for Education the position regarding Covid-19 and close contacts in special schools; the rules that apply; and if she will make a statement on the matter. [6079/22]
View answerWritten answers
My Department has always been guided by public health advice in relation to appropriate Covid-19 infection prevention and control measures in place in schools.
Public Health advise that the antigen testing programme is available to special schools and special classes. As such, when a Principal of a special school is notified that a child who has been in school during the infectious period has a positive (detected) COVID-19 antigen test result, the school principal is asked to text the other parents in the class to let them know that they can access free antigen tests for their children in the identified class through the HSE. This is a voluntary programme.
Where a positive case occurs in a special educational setting, Public Health will undertake a public health risk assessment. Following the risk assessment, Public Health may advise antigen testing and no restricted movements where pupils remain asymptomatic and do not have a positive COVID-19 antigen OR restricted movements with or without PCR test once the pupil remain asymptomatic and do not have a positive PCR test.
Special Educational Needs
Questions (416)
Róisín Shortall
Question:416. Deputy Róisín Shortall asked the Minister for Education the reason that the UCD national training programme for special needs assistants is not accredited; if she will consider recognising this course under the National Framework of Qualifications; and if she will make a statement on the matter. [6087/22]
View answerWritten answers
Special 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 and the need for a more broadly based set of supports including therapeutic supports for pupils with complex needs. The Review also referenced the training needs of SNAs. The policy advice was considered by the Department and 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.
A public procurement competition was held for the development and delivery of a new national training programme for SNAs. A detailed specification of need and learning outcomes was developed and published for the competition. Formal accreditation to the National Qualifications Framework was not a requirement for the programme. Following evaluation of the tenders received, the contract was awarded to University College Dublin (UCD) School of Education, in conjunction with UCD School of Nursing, Midwifery and Health Systems.
UCD has a strong reputation in the world of education and training. It brings with it a wealth of experience and research knowledge in the training and has very strong quality assurance arrangements for its programmes. Feedback from programme participants is a key feature of this quality assurance process.
This programme 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 consists of five modules, delivered online over a 10-month period. Flexibility is a key part of the approach to the delivery of the programme and participation is voluntary.
The programme is fully funded by the Department and delivered at no cost to the participating SNA.
Each participant who completes the programme successfully will receive a certificate from UCD School of Education which may be of assistance in pursuing further education.
€2.45m will be allocated to this programme over a 4 year period based on a full uptake of 3,500 SNAs. Each phase of the programme has been fully subscribed to date. 500 have completed the programme and a new cohort of 1,000 commenced the programme last September.
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.
State Examinations
Questions (417)
Donnchadh Ó Laoghaire
Question:417. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of leaving certificate 2021 students who had not sat junior certificate exams. [6113/22]
View answerWritten answers
The 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.
Special Educational Needs
Questions (418)
Richard Bruton
Question:418. Deputy Richard Bruton asked the Minister for Education the waiting lists that apply for access to special schools; and if initiatives are planned to give children with special needs in primary settings more certainly in their progression to suitable settings. [6149/22]
View answerWritten answers
It is my belief that children with special educational needs should receive their education in placements which are appropriate to their needs alongside their peers wherever possible unless such an approach would be inconsistent with the best interests of the individual child or other children in the school.
This approach is consistent with the provisions of the Education for Persons with Special Educational Needs (EPSEN) Act 2004.
My Department's policy is therefore to provide for the inclusive education of children with special educational needs in mainstream schools. The majority of children with special needs attend mainstream education with additional supports.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs. This includes additional teaching and care supports.
Only where it has been assessed that the child is unable to be supported in mainstream education, are special class placements or special school placements recommended and provided for.
It is therefore not the case that special educational placements are required to support all children with special educational needs, nor is it intended that this should be the case.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
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.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
Through ongoing consultation at local level, the NCSE is also aware of those parents whose children will be seeking placement for the 2022/23 academic year, including mainstream placement with appropriate support, special class placement, Early Intervention and special school placement. The NCSE continues to work to identify any and all relevant suitable placements.
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 NCSE is working with schools to encourage and support the opening of new special classes at all levels and to increase the enrolment capacity in special schools.
In terms of transition from primary to post primary level, it is recognised that needs can change over time and students may require a greater or lesser amount of support in a post primary school. It is important when enrolling a student that parents/guardians provide schools with relevant information about special educational needs.
Primary and post-primary schools work closely together in advance of students transitioning to ensure that students have their educational and care needs fully catered for at post-primary level. The NCSE has a team of Special Educational Needs Organisers (SENOs) nationwide who liaise with schools and parents to offer advice and guidance in this regard. As part of this support, SENOs engage directly with parents including staging information meetings for parents/guardians of students transitioning to post-primary level. These meetings provide information and advice on the transition to post-primary school and help to allay any worries that parents might have.
The NCSE has published guidelines for parents/guardians on moving from primary to post-primary school which can be accessed on its website at: ncse.ie/information-booklets-pamphlets-2
I would like to reassure the Deputy that the local SENOs continue to be available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list .
Education Policy
Questions (419)
Alan Farrell
Question:419. Deputy Alan Farrell asked the Minister for Education the efforts that are being made to diversify the teaching population; and if she will make a statement on the matter. [6164/22]
View answerWritten answers
The 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. In April 2020, it was announced that PATH 1 would continue for a further three years into 2023 with a funding envelope of €5.4m over a 6 year period.
The current National Access Plan 2015 - 2021 finished at the end of 2021. 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 early 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 (MIE), was established in 2017 to increase the participation of immigrant internationally educated teachers (IIETs) in the Irish primary and post-primary education sectors.
The project, co-funded by the Department of Education and the Department of Justice, 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. Over 1,100 teachers from 91 countries are now registered with the project.
The MTP offers a Bridging Programme, which is delivered at no cost to the teacher with those who successfully complete the programme receiving a certificate from MIE.
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.
Official Travel
Questions (420)
Catherine Murphy
Question:420. Deputy Catherine Murphy asked the Minister for Education if she will be travelling abroad for St. Patrick’s week 2022 on official visits; and if so, the location she is scheduled to visit. [6229/22]
View answerWritten answers
The government is in the process of finalising the programme to mark St Patrick’s Day around the world. This will include a programme of visits by ministers that will be approved by the government in February, which will be made public after it has been approved.
Schools Amalgamation
Questions (421)
Bríd Smith
Question:421. Deputy Bríd Smith asked the Minister for Education if she will address a series of matters in relation to the amalgamation of three schools (details supplied); and if she will make a statement on the matter. [6248/22]
View answerWritten answers
I can confirm to the Deputy, that my Department approved the amalgamation of the three post primary schools in question, following an application from the schools' Patrons.
My Department recently approved a large capital project under the Additional School Accommodation Scheme to faciliate the amalgamation and this has been agreed and devolved to the school authority for delivery.
The initial approval for the amalgamation was for it to occur when the new school building was completed. However at the request of the patrons, the Department agreed to the amalgamation taking effect from September 2022. The Department has been in engagement with the patrons in respect of the school accommodation and the patrons are, in turn liaising with their respective school communities on proposed arrangements pending the delivery of the new accommodation.
Appointment of the Design Team was confirmed in October 2021 and progression of the project currently lies with the School Authority as the Department awaits a design submission.
Schools Building Projects
Questions (422)
Cormac Devlin
Question:422. Deputy Cormac Devlin asked the Minister for Education the status of a school building project (details supplied); and if she will make a statement on the matter. [6272/22]
View answerWritten answers
I wish to advise that my Department has no current record of receiving an application for capital funding from the school in question.
It is open to the school authorities to make an application for additional accommodation through the 'Additional School Accommodation' (ASA) scheme if they wish to do so. 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 provision of accommodation for pupils with special education needs is a priority for my Department. My officials have close engagement with officials in the National Council for Special Education in respect of needs at primary and post primary level and also at special schools. The delivery of accommodation to meet current and future requirements for classes for pupils with special education needs, as identified by the NCSE, is prioritised by my Department.
Where a school is interested in opening a special class, guidance in this respect is available on my Department's website and funding, if required will be provided by my Department under the Additional School Accommodation (or ASA) scheme.
Defective Building Materials
Questions (423)
Thomas Pringle
Question:423. Deputy Thomas Pringle asked the Minister for Education further to Parliamentary Question No. 60 of 23 November 2021, the reason this meeting has not taken place (details supplied); and if she will make a statement on the matter. [6289/22]
View answerWritten answers
In relation to the submission of the Donegal Education and Training Board concerning students affected by the MICA issue, I previously confirmed to the Deputy that my Department had been in contact with the ETB and that a meeting between my officials and the ETB had been scheduled. I can now confirm to the Deputy that that meeting has recently taken place.
School Staff
Questions (424)
Brendan Griffin
Question:424. Deputy Brendan Griffin asked the Minister for Education if she will address a matter (details supplied) in relation to school secretaries; and if she will make a statement on the matter. [6291/22]
View answerWritten answers
School secretaries are valued members of our school communities and my Department is fully aware of the vitally important role played by them in the running of our schools.
The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
The Department with school management bodies have been engaging with Fórsa on a claim on terms and conditions for grant-funded school secretaries and caretakers. On the 27th of October 2020, under the auspices of the WRC, an understanding was agreed on a pathway to progress the issues. Several key strands were identified, and a phased approach is being taken to the development of proposals.
Following intensive discussions at the WRC on 13th September 2021, there was significant progress in this dispute. Subject to agreement on all elements of the claim, the Department has offered to move School Secretaries’ pay rates to a scale which is aligned with the Clerical Officer Grade III pay scale on a pro rata basis according to a secretary’s current working pattern. The Department has also offered to improve the conditions for School Secretaries with regard to sick leave, annual leave and maternity provisions for this cohort of staff.
Further dialogue has taken place between the parties on these issues since 13 September with the aim of reaching an overall agreement. The talks continue, most recently at a meeting at the WRC on 26 January; the parties are to meet again later this month, following reflection on the matters discussed at that meeting.
I welcome the continued engagement between the parties and I encourage all stakeholders to focus on finalising an agreement.
Special Educational Needs
Questions (425)
Aodhán Ó Ríordáin
Question:425. Deputy Aodhán Ó Ríordáin asked the Minister for Education if the introduction of the new SNA model has been postponed; the plans for the SNAs of children currently in sixth-class and who are moving onto second-level education; if these SNAs will remain in their current schools as was previously envisaged; and if she will make a statement on the matter. [6297/22]
View answerWritten 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.
National Council for Special Education
Questions (426, 427)
Aodhán Ó Ríordáin
Question:426. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will ensure that assessments of need by the National Council for Special Education will allow individual schools the opportunity to input into that assessment in order to ensure that the most current information regarding the needs of students including the information provided by diagnosis of additional needs from all sources in view of the acknowledged backlog of needs assessments. [6298/22]
View answerAodhán Ó Ríordáin
Question:427. Deputy Aodhán Ó Ríordáin asked the Minister for Education if a school (details supplied) can engage with the National Council for Special Education to ensure that its needs assessment is correct given the concerns that the official needs of students will not reflect their actual needs due to the backlog of needs assessments for individual student assessments caused by the non-availability of psychologists and the policy of not providing replacements for psychologists on leave. [6299/22]
View answerWritten answers
I propose to take Questions Nos. 426 and 427 together.
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.
Special 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.
A core recommendation of the NCSE review concerned a change in the way that SNAs are allocated to mainstream classes in both primary and post primary schools and called for the greater proportion of SNAs in these classes to be allocated on the basis of an educational profile of each school before the commencement of the school year in a similar manner to the allocation of special education teachers (SETs).
The new frontloaded model for allocating SNA posts is intended to ensure that SNA support is available immediately to students upon their arrival, reducing delays in accessing support.
Frontloading SNA support eliminates the need for an individual assessment for each student, ending the link with the requirement for a formal diagnosis to gain access to support, and will reduce the delays in making supports available to schools.
This enables a school to allocate SNA support to a pupils without a formal diagnosed special educational need, but who need support.
It had been planned that the frontloaded model of allocation for SNAs would be rolled out to all schools from the commencement of the 2020/21 school year. However, 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 has been deferred 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.
- 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.
- A diagnosis of a disability, or a psychological or other professional report, will not be necessary for this process.
Detailed information on the NCSE exceptional review process is published on the NCSE website ncse.ie/for-schools
The NCSE manages the exceptional review process and handles each case individually. Some review requests can be concluded as an office based exercise, whilst others require a school to be visited in order to observe the current deployment of SNA support in the school setting.
The timeframe for concluding a review can vary depending on the school context or the nature of the information provided.
Where a school is dissatisfied with how their exceptional review has been processed or is dissatisfied with the outcome of their exceptional review they can appeal. Applications for Appeal may be submitted through the NCSE Schools Portal: ncse.ie/school-support. Guidelines for Appeal will be published here: ncse.ie/for-schools
Where a parent has an assessment for their child which notes that they have a particular special educational need, or disability, they should still bring this to the attention of the school, as it may assist the school to decide how best to support the child.
Question No. 427 answered with Question No. 426.
Covid-19 Pandemic
Questions (428)
Mick Barry
Question:428. Deputy Mick Barry asked the Minister for Education if guidelines are in place for schools in relation to certifying a physical illness as an exemption for wearing face coverings; if schools are advised to request a letter from a consultant in relation to same; if not, if a letter from a general practitioner is advised; and if she will make a statement on the matter. [6300/22]
View answerWritten answers
The Department has provided guidance for schools, including publishing an FAQ to assist schools engage with parents where there are particular difficulties arising for individual children in the wearing of face masks. The guidance provides for a number of exemptions including for any pupil with difficulty breathing or other relevant medical conditions. The FAQ can be found at the following link here.
The FAQ guidance provides that any engagements between parents and the school take place in a spirit of partnership and co-operation to ensure the safety of the whole school community. While this public health measure is being implemented, it is not intended that any child will be excluded by the school. The guidance seeks a solution focused approach between school and parents to resolve any issues that may arise.
Where significant issues have not been resolved locally, contact should be made with the Department’s COVID-19 support helpline by email or by telephone and a Department Inspector will provide further support.
School Staff
Questions (429)
Peter Burke
Question:429. Deputy Peter Burke asked the Minister for Education when school secretaries will be recognised and compensated for their work and new contracts issued; when talks with the Workplace Relations Commission and a union (details supplied) will resume; the reason talks have been adjourned; and if she will make a statement on the matter. [6301/22]
View answerWritten answers
School secretaries are valued members of our school communities and my Department is fully aware of the vitally important role played by them in the running of our schools.
The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
The Department with school management bodies have been engaging with Fórsa on a claim on terms and conditions for grant-funded school secretaries and caretakers. On the 27th of October 2020, under the auspices of the WRC, an understanding was agreed on a pathway to progress the issues. Several key strands were identified, and a phased approach is being taken to the development of proposals.
Following intensive discussions at the WRC on 13th September 2021, there was significant progress in this dispute. Subject to agreement on all elements of the claim, the Department has offered to move School Secretaries’ pay rates to a scale which is aligned with the Clerical Officer Grade III pay scale on a pro rata basis according to a secretary’s current working pattern. The Department has also offered to improve the conditions for School Secretaries with regard to sick leave, annual leave and maternity provisions for this cohort of staff.
Further dialogue has taken place between the parties on these issues since 13 September with the aim of reaching an overall agreement. The talks continue, most recently at a meeting at the WRC on 26 January; the parties are to meet again later this month, following reflection on the matters discussed at that meeting.
I welcome the continued engagement between the parties and I encourage all stakeholders to focus on finalising an agreement.
An Chomhairle Mhúinteoireachta
Questions (430)
Catherine Connolly
Question:430. D'fhiafraigh Deputy Catherine Connolly den Aire Oideachais cén fáth nach bhfuil seirbhís trí Ghaeilge ar fáil do mhúinteoirí agus do theagascóirí le clárú nó le clárúchán a athnuachan don Chomhairle Mhúinteoireachta; ós rud é nach bhfuil an tseirbhís ar fáil i nGaeilge ar líne cén uair a bheidh sí ar fáil; cén socrú a dhéanfar dóibh siúd ar mian leo clárú nó athnuachan a dhéanamh i nGaeilge ar a mballraíocht den Chomhairle Mhúinteoireachta, ní atá éigeantach chun íocaíocht a fháil; cén comhlacht a fostaíodh chun an suíomh nua idirghníomhach a thabhairt isteach; agus an ndéanfaidh sí ráiteas ina thaobh. [6330/22]
View answerWritten answers
Tá an Chomhairle Mhúinteoireachta ag obair faoi láthair ar na céimeanna deiridh de thairseach bunachar sonraí clárúcháin TF agus clárúcháin do mhúinteoirí atá feabhsaithe a chur i bhfeidhm. Nuair atá sé curtha i gcrích, cuirfidh sé na próisis chlárúcháin uile ar fáil sa dá theanga. Tar éis próisis sholáthair a reáchtáladh i gcomhréir le treoirlínte an rialtais, ceapadh Silverbear mar an rogha soláthraí leis an gcóras a fhorbairt i gcomhairle leis an gComhairle. Tá an córas á chur i bhfeidhm ar bhonn céimnithe. Nuair atá na gnéithe ar fad eisithe agus aon fhadhbanna a thagann chun cinn réitithe, déanfar an córas iomlán a mhacasamhlú as Gaeilge. Is léir don Chomhairle gurb é seo an modh is éifeachtaí agus is éifeachtúla leis an mbunachar sonraí clárúcháin a chur ar fáil sa dá theanga tar éis iniúchadh a dhéanamh ar roghanna éagsúla eile. Táthar ag súil go mbeidh córas clárúcháin atá ag feidhmiú ina iomláine sa dá theanga ar fáil faoi lár an Fhómhair, 2022.
Más mian le múinteoir dul i mbun na bpróiseas clárúcháin ar nós clárú a athnuachan, iarratas ar shíneadh ama a chur isteach srl. is féidir leis/léi é seo a dhéanamh as Gaeilge ar an leagan Béarla den bhunachar sonraí clárúcháin. Faoi láthair, is féidir gach téacs saor in aisce a chur isteach as Gaeilge. Mura mian le múinteoir an t-eolas a chur isteach sa chóras Béarla as Gaeilge, cuirfidh an Chomhairle réitigh eile ar fáil. Réiteach amháin den sórt sin atá ar fáil faoi láthair ná foirm athnuachana ar páipéar as Gaeilge. Chomh maith leis sin, ba mhaith leis an gComhairle a dheimhniú go ndéanann córas na Comhairle gach ríomhphost agus teachtaireacht SMS maidir leis na próisis chlárúcháin a eisiúint sa dá theanga.
Special Educational Needs
Questions (431)
Pa Daly
Question:431. Deputy Pa Daly asked the Minister for Education her views on the inequity faced by special needs assistants in secondary education who work on average 100 additional hours per year as compared to their peers in primary education without additional pay. [6416/22]
View answerWritten answers
All Special Needs Assistants (SNAs) are paid on the SNA salary scale which is set by the Minister for Education and Skills in conjunction with the Minister for Public Expenditure and Reform. SNAs who are employed in a regular part-time capacity are paid a pro-rata amount, dependent upon their level of hours of employment. Part-time SNAs are paid on the agreed divisor rate for pay purposes for part-time SNAs which is 32 hours. The current salary scales for Special Needs Assistants are set out in the Department of Education and Skills circular 0071/2018 ‘REVISION OF SALARIES FOR SPECIAL NEEDS ASSISTANTS (SNAs) WITH EFFECT FROM 1 JANUARY 2019’.
The position on working hours for SNAs is that there are no nationally set working hours for full-time SNAs. In this regard, the contractual position in respect of the working hours of SNAs is as outlined in their contracts of employment which were agreed with the school management authorities and the relevant Trade Unions representing SNAs (FÓRSA and SIPTU) prior to their introduction in 2005. The working week for SNAs is defined in paragraph 2.5 of their contract as follows: "You will be required to work normal classroom hours including class break periods and in addition to attend before and after school in order to help with the preparation and tidying up of classrooms, reception and dispersal of children etc. The hours of work will normally be from [xxxx] to [xxxx] daily during term time."This standard contract has been designed to be flexible to cater for the different spectrum of working hours across all the various schools including primary, post-primary and special schools. The times are set locally by the school management and will vary from school to school depending on the requirements of the school. In addition, all 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 introduce greater flexibility to the use of these 12 days. These 12 days now equate to 72 hours (pro-rata for part-time SNAs) to be used 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. The use of these hours forms part of a review agreed under the Building Momentum national agreement due to take place this year.
Furthermore, the contract for Special Needs Assistants in the post primary sector specifically requires that SNAs are required to work the month of June on examinations and work appropriate to the grade including training. This was agreed with the Unions representing SNAs (FÓRSA and SIPTU) when the contract was devised in 2005. This condition of service places a clear onus and obligation on the SNA to attend at their place of work and be available for work during the month of June.It is a matter for school management as their employer to determine the precise work that is to be completed by SNAs during the month of June. The utilisation of this period is not specifically for examinations or training purposes only, although these are two of the purposes for which the period of work can be utilised.
Special Educational Needs
Questions (432)
Pa Daly
Question:432. Deputy Pa Daly asked the Minister for Education her views on the additional 72 hours that all special needs assistants are expected to work each year under the Croke Park Agreement; and if she will make a statement on the matter. [6417/22]
View answerWritten answers
As part of the agreement between my Department, the relevant unions and school management boards of a standard contract for all SNA's in 2005, all SNAs have been required to be available for a number of days at the start and finish of each school term, not exceeding 12 days in total.
Under the Croke Park Agreement it was agreed to introduce greater flexibility to the use of these 12 days. Accordingly, DES Circular 71/2011 was issued on 15 December 2011 which outlined that these 12 days now equate to 72 hours (pro-rata for part-time SNAs) to be used 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.
The scope of this circular is for all SNAs employed in recognised Primary, Secondary, Community and Comprehensive Schools and by ETBs. It doesn’t make any distinctions between any SNAs (whether standard or cover posts), except to provide for part-time SNAs only doing pro-rata Croke Park hours (i.e. the appropriate percentage of the total 72-hours commitment).
While my Department published the Circular 71/2011 (see link below) in respect of the Croke Park Hours for SNAs, it is a matter for local school management (as the employers) to arrange the delivery of the hours from their staff (including SNAs), as the needs of schools and individual students across all sectors are very diverse. However, point 9 of Appendix 1 of this circular does provide possible examples (not an exhaustive listing) of the type of work that may be undertaken by SNA’s within their '72 hours' obligations. Both the Department and management bodies are of the strong view that the 72 hours play an important role in the effective operation of schools. The use of these hours forms part of a review agreed under the Building Momentum national agreement due to take place this year.
circulars.gov.ie/pdf/circular/education/2011/71.pdf
School Equipment
Questions (433)
Pádraig O'Sullivan
Question:433. Deputy Pádraig O'Sullivan asked the Minister for Education the status of the issuing of assistive technology for a person (details supplied); the reasons for the delay; the actions that will be taken to rectify this; and if she will make a statement on the matter. [6426/22]
View answerWritten answers
The National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports, including applications for assistive technology.
SENOs then make recommendations to my Department where assistive technology is required. The NCSE operates within my Department's criteria in making recommendations for support, as set out in Circular 0010/2013 which is published on my Department’s website. www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0010_2013.pdf
In order to qualify for equipment under the assistive technology scheme, a child must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the child to access the curriculum. It must also be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs.
The application referred to by the Deputy was reviewed, with consideration given to the documentation provided, the criteria set out in Circular 0010/2013 and the Special Educational Needs Organiser’s observations and recommendations.
I am pleased to say that the application was approved for funding and the school has been informed.
Schools Building Projects
Questions (434)
Aodhán Ó Ríordáin
Question:434. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will provide an update on the progress of the permanent build school for a school (details supplied). [6434/22]
View answerWritten answers
The building project referred to by the Deputy is being delivered under the Department’s Design and Build Programme. This delivery programme uses a professional external Project Management team to progress the project through the stages of architectural planning, tendering and construction.
On June 14th 2021, the project was included in a bundle of projects which were tendered to a newly established Design & Build Contractors Framework. The tenders were returned on October 27th 2021 and the tender assessment report from the Department's Project Manager has been recently received by the Department and is currently under review.
It is anticipated that the Letter of Intent to appoint the Building Contractor will issue in the coming weeks in Quarter 1. Once a Contractor has been appointed, the Department will keep the school informed of the construction programme underpinning the contract.
Education Policy
Questions (435)
Sorca Clarke
Question:435. Deputy Sorca Clarke asked the Minister for Education the progress that has been made on establishing an education research and policy section within her Department tasked with ensuring that education policy development in Ireland is informed by a strong evidence base, is outcome focused and cognisant of best international practices as outlined in the Programme for Government; and if she will make a statement on the matter. [6453/22]
View answerWritten answers
The Reform, Evaluation, Policy, Statistics & International Division includes the Central Policy Unit, Statistics section, the Public Service Reform Programme Office, and Data Compliance and Support Unit. The division leads the approach in ensuring the development and implementation of evidence-informed policies.
In this context, I can report that progress is being made in developing and strengthening my Department’s research and evaluation capacity. This includes economic and evaluation support from the Irish Government Economic and Evaluation Service (IGEES), Open Data, the provision of high quality, timely and policy relevant statistics to provide solid evidence for use in planning and resource allocation, publication of the Education Indicators report, providing advice and guidance to support the implementation of sectoral reform and innovation, implementation of the Department's Data Strategy and Open Data, and the Inspectorate’s work to improve the quality of learning and teaching.