Written Answers Nos. 436-457
436. Deputy Sorca Clarke asked the Minister for Education if the new primary school healthy eating education programme as outlined in the Programme for Government has commenced; and if she will make a statement on the matter. [6454/22]
View answerThe Programme for Government makes a commitment to: Establish a new Primary School Healthy Eating education programme. This work is ongoing within my Department, and in the interim I would like to point out that there is already considerable provision in schools in the area of healthy lifestyles.
As the Deputy may be aware, my Department works together with the Department of Health and other agencies to support students in area of health. My Department acknowledges the commitment of schools in promoting healthy lifestyle choices for students in a number of ways - the curriculum – for example Physical Education and Social Personal Health Education (SPHE); through schools policy including healthy lunch policies and by the use of resources and programmes chosen by the school. The Active School Flag (ASF) is one such programme. Work by my Department in this area aims to equip students with the skills and knowledge to enable them to make the right choices for healthy lifestyles throughout their lives.
My Department supports Agri Aware’s Incredible Edibles programme, a healthy eating initiative for Primary School pupils. The programme is also supported by the Department of Agriculture, Food and the Marine and the Department of Health. It encourages schools across the country to grow carrots, lettuce, potatoes, strawberries, turnips and herbs. Schools are supplied with grow packs, activity sheets and videos containing everything needed to grow these foods.
The Food Dudes Programme is a healthy eating programme developed to encourage children to eat more fresh fruit and vegetables. It is implemented in primary schools and is based on repeated tastings of fruit and vegetables supported by positive role modelling and rewards. The Food Dudes Programme is currently being implemented in Ireland under an EU six-year strategy framework covering the period 1 August 2017-July 2023.
Throughout school, our young people are educated about the dangers of eating food which is unhealthy during their primary and second level education. The SPHE programme is a mandatory part of the curriculum in primary schools and in junior cycle. The programme is supported by comprehensive teacher guidelines and curriculum support services, which provide training and advice for schools, and also a resource directory.
At primary level, one of the SPHE strand units 'Taking care of my body' specifically addresses the need for regular exercise and activity as well as the area of nutrition and food and the need for a balanced diet. This unit is built upon from Infant classes onwards. By Fifth and Sixth classes, children are encouraged to realise and accept responsibility for making wise food choices and for adopting a healthy, balanced diet, and in that, exploring and examining the food pyramid.
437. Deputy Pádraig O'Sullivan asked the Minister for Education further to Parliamentary Question No. 159 of 1 February 2022, the details of the geographical information system which anticipates school place demand for Cork city and county; and if she will make a statement on the matter. [6512/22]
View answerAs outlined to the Deputy previously, in order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System (GIS), using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
The GIS is an important management information tool to assist in the planning and monitoring of capital projects at a local and national level.
The most recent analysis undertaken by my Department projects that over 76% of the 314 school planning areas at primary level have stable or decreasing projected enrolments for the period to 2025, whereas some 88% of the school planning areas at post-primary level are anticipated to have increased enrolments for the period to 2028, with most expected to reach a peak in the next two or three years.
The level of demand volume across school planning areas with an increasing net requirement ranges from small to medium increases that are likely to be accommodated by existing schools through to significant projected growth that may require additional provision.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
The requirement for additional school places is kept under on-going review in the context of available information on population, enrolments, existing school capacity and residential development activity. Additionally, my Department will continue to liaise with Cork City Council and Cork County Council in respect of their Development Plans with a view to identifying any potential long-term school accommodation requirements across the county.
438. Deputy Michael Creed asked the Minister for Education the details of the bundle of school projects being tendered under the adapt building programme within which a school (details supplied) is included; and if she will make a statement on the matter. [6556/22]
View answerI wish to advise the Deputy that the response to the tender competition to appoint a Project Manager to the ADAPT 3 Building Programme is currently being evaluated. This is expected to be completed soon. Once the successful Project Manager (PM) has been appointed, the next steps will be for the PM to appoint Design Teams. The Department anticipates that this element will be initiated in Quarter 2 approximately. On appointment, the school design process will then commence.
439. Deputy David Cullinane asked the Minister for Education the status of the ongoing school secretaries dispute; when the Workplace Relations Commission brokered agreement will be implemented in full; and if she will make a statement on the matter. [6574/22]
View answerSchool secretaries are valued members of our school communities and my Department is fully aware of the vitally important role played by them in the running of our schools.
The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
The Department 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.
440. Deputy Chris Andrews asked the Minister for Education if assistance will be provided to a school (details supplied) in securing a teacher for its ASD unit; and if she will make a statement on the matter. [6577/22]
View answerEnabling 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 a wide range of schemes and supports for children with special educational needs. This includes additional teaching and care supports.
As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
Throughout 2020 and 2021, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year.
I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen an additional 301 special classes, providing over 1,800 new places, opened nationwide for the 2021/22 school-year.
I also acknowledge that 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.
The NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
We are always grateful to those schools that have responded, and continue to respond positively to meet the educational needs of children in their communities.
I understand that the school referenced by the Deputy is at an advanced stage in it's recruitment process. I can also assure the Deputy that the NCSE is in ongoing contact with the school with a view to ensuring that the school is supported in opening the special class as soon as possible.
441. Deputy Jim O'Callaghan asked the Minister for Education if a direction can be given to national schools that they can now admit children into the school yard in order to let them play before school commences now that Covid-19 restrictions have been lifted; and if she will make a statement on the matter. [6582/22]
View answerMy 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 continue to advise that the two most important actions to prevent the introduction and spread of Covid-19 (and other respiratory viruses), is by ensuring no-one with new onset symptoms attend school, and that all recommended infection prevention and control measures are in place in line with school Covid-19 response plans.
Public Health have also confirmed that there is no change to infection prevention and control measures in place in schools at this time, but that they will be reviewed by mid-term in February. The infection prevention and control measures in place in schools have worked very effectively to prevent and control Covid-19 in schools.
442. Deputy Cathal Crowe asked the Minister for Education if she will accommodate immunocompromised leaving certificate students with a system similar to the predicted grades used during the Covid-19 pandemic; and if she will make a statement on the matter. [6589/22]
View answerIn recent weeks, I have met with the Advisory Group on State Examinations, which has representatives of students, parents, teachers, school managerial bodies, the further and higher education sector, and the State Examinations Commission. Following on from this meeting, I met with the members of the advisory group on a bilateral basis and also had further engagement with each of them thereafter. I listened carefully to what each of these stakeholders has had to say and examined each of their points.
Following consideration of this matter by Government, I announced the decision to operate an examinations approach for Leaving Certificate in 2022, with significant further adjustments to the examinations; and to provide students with a commitment that the overall results of Leaving Certificate 2022 will not be lower than in 2021.
Further adjustments have been announced to the examination papers, over and above those announced in August 2021, and the detail of these will be shortly communicated to schools. These adjustments will mean that candidates: have greater choice in the papers; have less questions to answer; and still have the same amount of time as in a normal year to complete the examination.
This is in addition to previously announced changes, such as the running of the Leaving Certificate Oral Examinations and Music Practical over the first week of the Easter Break.
Timeframes for certain assessment elements of the Leaving Certificate Applied examinations have also been moved out. Schools were also reminded of the flexibilities they have regarding the dates for completion and authentication of examination Coursework.
Additionally, I have confirmed the waiving of the fees for the 2022 Leaving Certificate and Junior Cycle examinations.
As part of the adjustments for the 2022 examinations, an alternative set of Leaving Certificate examinations will be run in 2022, shortly after the conclusion of the main set of examinations. These examinations will be limited to certain students who are unable to sit the main set of examinations due to close family bereavement, COVID 19 illness and certain other categories of serious illness to be determined, with due regard for the principles of equity, fairness and integrity, which govern all aspects of the examinations system.
The most current information on all matters relating to Leaving Certificate examinations is available on an ongoing basis at gov.ie - Leaving Certificate 2022 (www.gov.ie). This includes wellbeing information and supports for students, parents/guardians and school staff. Information is also available at the State Examinations Commission at SEC Home - State Examination Commission (examinations.ie).
443. Deputy Chris Andrews asked the Minister for Education if she will intervene in the case of a child (details supplied) and ensure that the child is granted an ASD junior class placement. [6616/22]
View answerEnabling 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 a wide range of schemes and supports for children with special educational needs. This includes additional teaching and care supports.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with additional needs nationwide. The NCSE through the local Special Educational Needs Organiser (SENO), is available to support both families and schools regarding a suitable placement.
I can assure the Deputy that my Department is working in close collaboration with the NCSE to ensure that the necessary provision is put in place on a timely basis throughout the country.
As the query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.
444. Deputy Seán Haughey asked the Minister for Education if her Department has a policy in relation to school uniforms; if guidance has been issued to schools regarding school uniforms; if she will consider the position of women and girls attending schools who would like to have the option of wearing trousers as part of the school uniform given the changes that have taken place in Irish society in recent years; if legislation on this issue can be considered on the basis of equality concerns; and if she will make a statement on the matter. [6641/22]
View answerUnder the Education Act 1998, all recognised schools are managed by the school board of management on behalf of the schools’ patrons or trustees or the relevant Education and Training Board (known as the management authority).
Individual school authorities are responsible for the drawing up of a school policy in relation to the wearing of uniforms. Decisions on changes to school uniform polices are a matter for school’s at local level. Schools are advised to consult with parents and students when drafting a policy on uniforms.
The Student and Parent Charter Bill is currently progressing through the Dáil. The legislation particularly recognises the importance of listening to the voice of children and students. It is intended that the bill will enhance this by actively inviting and responding to comments and feedback from children in an age appropriate manner.
The Bill will enable students and parents to be better informed about matters relating to their school. Under national guidelines provided for in the legislation, schools will be required to provide a range of information to students and their parents on school plans and policies.
445. Deputy Sean Sherlock asked the Minister for Education further to Parliamentary Question No. 131 of 29 September 2021, if she will provide the details that were requested in the question. [6675/22]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
Under the terms of my Department’s School Transport Scheme for Children with Special Educational Needs, children are eligible for school transport where they have special educational needs arising from a diagnosed disability and are attending the nearest recognised school/class that is resourced to meet their special educational needs. Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers.
With regard to the Deputy's request for the number of transport applications for children with Special Educational Needs that had been approved but not implemented for the 2020/21 school year, Bus Éireann has confirmed the following was the position for the 2020/21 school year - there are two pupils who have not yet been accommodated on special transport services under the terms of the above scheme. One pupil resides in County Dublin and the other in County Kildare. The family of one pupil refused the special transport grant in January 2022 and a service is now being arranged for this pupil. The other pupil will be accommodated on a service as soon as an escort has been appointed and has been offered a special transport grant in the interim.
With regard to the status of payments to parents who must arrange their own transport, I can advise that payment in the form of a Special Transport Grant is available to families who have to transport their children to school in advance of the SEN service being set up. This grant is paid to the family once the service has been set up and once the school confirm the number of days that the child was being transported to school by their family. The grant is backdated to the date the transport application was made.
If the Deputy has a particular query with regard to a specific case, he is advised to contact School Transport Section of my Department at school_transport@education.gov.ie
446. Deputy Ivana Bacik asked the Minister for Education the steps her Department will take to support incoming senior cycle students whose education experience at a junior cycle level has been severely disrupted due to the pandemic particularly in the context of their inexperience in sitting State examinations. [6702/22]
View answerI am very aware of the disruption experienced by students as a result of the Covid-19 pandemic, including for students who will be due to sit their Leaving Certificate in 2023.
My Department has worked with school management and teachers to put in place a number of measures designed to address the disruption experienced by students during the period of school closures and to ensure continuity of teaching and learning. These include supports to facilitate remote online learning while schools were closed during the early months of 2021. Early provision of Information Communication Technology (ICT) funding to schools, to support the provision of devices to students and families, where needed, was made available.
Additional support for children with Special Educational Needs is also being provided, including under the Covid Learning and Supports Scheme (CLASS) that seeks to mitigate the impact to students’ learning and wellbeing of Covid-19 closures and restrictions. Under the scheme, every school will receive an allocation of additional teaching hours, which they may use in accordance with the needs of their students. This will enable schools to identify students most at risk of learning loss arising from the recent disrupted school experience and put in place specific targeted teaching supports to meet these students’ needs.
My Department and the State Examinations Commission will begin planning for the 2023 state examinations immediately after the 2022 examinations.
447. Deputy Ivana Bacik asked the Minister for Education the way her Department is supporting primary and secondary schools to support students’ mental health; and if she will make a statement on the matter. [6703/22]
View answerMy Department’s approach to supporting wellbeing and mental health is set out in its Wellbeing Policy Statement and Framework for Practice first published in 2018 and refreshed in 2019. The approach proposed is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to:
- build core social and emotional skills and competencies
- experience supportive relationships within the school setting
- be part of a school environment and culture that feels both physically and psychologically safe, in which they feel a sense of belonging and connectedness, that their voice is heard, and they feel supported
Schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of wellbeing and mental health, and to respond to meeting those needs.
Embedded in the whole-school approach is the recognition that members of the school community may have different needs at different times and that a continuum of support in relation to wellbeing should be made available.
A broad range of supports, resources and professional learning opportunities are being provided by the Department’s support services to schools to promote and support wellbeing and resilience. The services support schools to provide strong universal support at the level of whole school and classroom, more targeted support for some children and young people who may be at risk, and more individualised support for those with greatest need.
Social, Personal and Health Education (SPHE) which is mandatory in primary schools and up to Junior Cycle provides specific opportunities to enable a young person to understand himself or herself, to develop healthy relationships and to establish and maintain healthy patterns of behaviour.
My Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework where there is need via a NEPS psychologist.
NEPS, in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties.
The NEPS Support and Development service, reaching an estimated 25,000 teachers annually, is an applied psychological service for school staff to help build their capability to respond to the wellbeing, academic, social and emotional needs of all students, and particularly those who are experiencing barriers to their wellbeing, learning, inclusion and participation. Professional learning activities to support children/young people with social/emotional/mental health difficulties and to promote positive wellbeing in school include:
- FRIENDS: Training teachers in the delivery of the FRIENDS programmes (‘Fun Friends’, ‘Friends for Life’ and ‘My Friends Youth’), which are evidence-based anxiety prevention and resilience building programmes, which foster self-concept and a sense of school belonging using Cognitive Behavioural Therapeutically-informed approaches. Friends programmes help students to develop resilience by teaching them effective strategies to cope with, problem solve and manage all kinds of emotional distress, including worry, stress, change and anxiety.
- The Incredible Years Teacher Classroom Management programme is an evidence-based programme that equips teachers to manage their classrooms effectively to prevent and reduce behavioural problems while promoting children’s wellbeing and emotional and social competence. Since Covid-19 the training has been adapted to online format which increases accessibility for teachers.
NEPS has developed a range of workshops on the promotion of wellbeing and resilience in schools which include upskilling school staff on the use and implementation of therapeutically-informed approaches in schools. These include trauma-informed approaches, approaches based on the principles of cognitive behaviour therapy, and attachment-aware approaches. The approaches outlined in the workshops are based on research findings, on the experience of experts in their fields and on the experience of practicing psychologists working in schools. The workshops will be available to build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs.
Post primary schools have recently received a copy of new Student Support Team Guidelines. A Student Support Team is a student-focused mechanism put in place by a school in order to co-ordinate the support available for students in the school and to facilitate links to the community and other non-school support services. NEPS provides support to post primary schools in the setting up or review of Student Support Teams.
Also at post primary level, counselling is a key part of the role of the Guidance Counsellor, offered on an individual or group basis as part of a developmental learning process, at moments of personal crisis but also at key transition points. The Guidance Counsellor also identifies and supports the referral of students to external counselling agencies and professionals, as required. Each post primary school currently receives an allocation in respect of guidance provision, calculated by reference to the approved enrolment.
NEPS psychologists have also developed a range of resources and supports for our Leaving Cert students, for parents/guardians and for school staff to support wellbeing and help to manage any stress and anxiety at this time.
While the Department of Health has responsibility for mental health services in Ireland, my Department has an important role to support the wellbeing and positive mental health of all our young people. My Department has built strong links with the Department of Health and both Departments are exploring ways to improve supports for young people, including around increased awareness, promoting help-seeking behaviour and sign-posting to the wide range of available services.
448. Deputy Brendan Griffin asked the Minister for Education if she will consider a matter raised in correspondence by a person (details supplied) in relation to a hybrid leaving certificate going forward; and if she will make a statement on the matter. [6729/22]
View answerI am very aware of the disruption experienced by students who are due to take their Leaving Certificate examinations this year. In recent weeks, I have met with the Advisory Group on State Examinations, which has representatives of students, parents, teachers, school managerial bodies, the further and higher education sector, and the State Examinations Commission. Following on from this meeting, I met with the members of the advisory group on a bilateral basis and also had further engagement with each of them thereafter. I listened carefully to what each of these stakeholders has had to say and examined each of their points.
Following consideration of this matter by Government, I announced on 1st February the decision to operate an examinations approach for Leaving Certificate in 2022, with significant further adjustments to the examinations; and to provide students with a commitment that the overall results of Leaving Certificate 2022 will not be lower than in 2021.
Further adjustments have been announced to the examination papers, over and above those announced in August 2021, and the detail of these will be shortly communicated to schools. These adjustments will mean that candidates: have greater choice in the papers; have less questions to answer; and still have the same amount of time as in a normal year to complete the examination.
This is in addition to previously announced changes, such as the running of the Leaving Certificate Oral Examinations and Music Practical over the first week of the Easter Break.
Timeframes for certain assessment elements of the Leaving Certificate Applied examinations have also been moved out. Schools were also reminded of the flexibilities they have regarding the dates for completion and authentication of examination Coursework.
Additionally, I have confirmed the waiving of the fees for the 2022 Leaving Certificate and Junior Cycle examinations.
As part of the adjustments for the 2022 examinations, an alternative set of Leaving Certificate examinations will be run in 2022, shortly after the conclusion of the main set of examinations. These examinations will be limited to certain students who are unable to sit the main set of examinations due to close family bereavement, COVID 19 illness and certain other categories of serious illness to be determined, with due regard for the principles of equity, fairness and integrity, which govern all aspects of the examinations system.
The most current information on all matters relating to Leaving Certificate examinations is available on an ongoing basis at gov.ie - Leaving Certificate 2022 (www.gov.ie). This includes wellbeing information and supports for students, parents/guardians and school staff. Information is also available at the State Examinations Commission at SEC Home - State Examination Commission (examinations.ie).
449. Deputy Michael Ring asked the Minister for Education when approval will be given for an extension of a school bus service (details supplied); and if she will make a statement on the matter. [6737/22]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education.
In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
Bus Éireann is responsible for the planning and timetabling of school transport routes and routes are planned on the basis of the locations of children who are eligible for school transport only.
With regard to the route referred to by the Deputy, Bus Eireann has advised that an extension of an existing mainstream school transport service has been approved and that they are in the process of arranging the extension of this route for mainstream eligible families. The local Bus Eireann school transport office will be in contact with the families involved in relation to these revised arrangements.
450. Deputy Catherine Murphy asked the Minister for Education if her attention has been drawn to a shortfall of accommodation capacity at a school (details supplied) in County Kildare; if her attention has further been drawn to the situation in which an early learning service provider must vacate school buildings; and if she will assist the school in retaining the early learning service provider. [6743/22]
View answerI 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 in a primary or post primary school each year, where the need cannot be met by the school’s existing accommodation.
In general, the onus is on the Board of Management and the Patron to ensure that there is sufficient accommodation to meet the school’s projected enrolment. Where additional accommodation is required, the school authority should first satisfy itself that all existing accommodation is being used for the purpose for which it is designed for. The use of school accommodation for purposes other than enrolled school pupils would require consideration in this context.
451. Deputy Claire Kerrane asked the Minister for Social Protection if she will consider providing pensioners on a partial rate with the full rate increase with regard to the €5 weekly payment rate increase for the State pension (contributory) given that the aim of ensuring State pension protects all pensioners from poverty; and if she will make a statement on the matter. [5823/22]
View answerThe State Pension (Contributory) is a PRSI-based pension, financed by contributions made by current workers and their employers, and paid to pensioners, at a rate based upon their PRSI record when working. In order to qualify for the maximum rate of the State pension (contributory) a person must, amongst other qualifying conditions, have a minimum of 520 paid reckonable PRSI contributions in order to qualify for the State Pension (Contributory).
An Interim Total Contributions Approach (TCA) has been available to all those who reached State Pension Age since September 2012. Since April 2019 all new State Pension (Contributory) applications are assessed under all possible rate calculation methods, including the Yearly Average and Interim TCA, with the most beneficial rate paid to the pensioner.
Those with fewer than the minimum number of PRSI contributions paid over the years may alternatively qualify for the State Pension (Non-Contributory), which is a means-tested pension, financed by the Exchequer, and paid at up to 95% the maximum rate of the State Pension (Contributory). There are also significant disregards in the household means test for the State Pension (Non-Contributory). Alternatively, if their spouse has a contributory pension, they may qualify for an increase for a Qualified Adult (based on their own means), amounting up to 90% of a full rate State Pension (Contributory). The most advantageous payment for a pensioner will depend upon their individual circumstances.
Reduced pensions are paid to those with lower contribution records over a working life. Arrangements are also in place for the payment of pro-rata pensions to those with mixed rate insurance records or contributions from different countries.
Reduced rate or pro-rata pensions are paid at a fixed percentage of the full rate payment, for instance, a person receiving a payment of 75% of the maximum rate receives 75% of any budget increase applied to the full rate pension. In order to ensure that the differential between the various rates is maintained, budget increases are also applied on a pro-rata basis.
The full budgetary increase to those with reduced payments would erode the differentials which exist and which are intended to reflect the level of contribution which a person has made to the social insurance fund. It would also mean that those on reduced rate pensions would, on an ongoing basis, benefit disproportionately from budget increases.
I hope this clarifies the matter for the Deputy.
452. Deputy Niamh Smyth asked the Minister for Social Protection the current waiting time to process applications for and award a carer’s allowance by county in tabular form; and if she will make a statement on the matter. [5895/22]
View answerCarer's Allowance (CA) is a means-tested social assistance payment made to a person who is habitually resident in the State and who is providing full-time care and attention to a child or an adult who has such a disability that as a result they require that level of care.
There are no delays with processing CA claims at present. The target processing time for CA is to process 75% of new claims within 11 weeks. At the end of December 2021, 94% of applications were completed within the expected timeframe. The average time taken to award a CA claim is 4 weeks.
The requested data on the processing times for CA applications broken down by county is not collated by the Department.
I hope this clarifies the matter for the Deputy.
453. Deputy Niamh Smyth asked the Minister for Social Protection the current waiting time to process applications for and award a carer’s benefit by county in tabular form; and if she will make a statement on the matter. [5896/22]
View answerCarer's Benefit (CARB) is a PRSI based payment, made to persons who leave the workforce or reduce their working hours to provide full-time care and attention to a person who has such a disability that they require that level of care. It is payable for a maximum of 104 weeks for each person being cared for.
There are no delays with processing CARB claims at present. The target processing time for CARB is to process 90% of new claims within 12 weeks and applications are processed within the expected timeframe. The average time taken to award a CARB claim is 4 weeks.
The requested data on the processing times for CARB applications broken down by county is not collated by the Department.
I hope this clarifies the matter for the Deputy.
454. Deputy Niamh Smyth asked the Minister for Social Protection the current waiting time to process applications for and award a disability allowance by county in tabular form; and if she will make a statement on the matter. [5897/22]
View answerDisability allowance (DA) is a weekly allowance for people with a disability aged between 16 and 66 with a disability which is expected to last for at least one year and who satisfy the medical condition and the means test and who are habitually resident in Ireland.
There is no delay with processing DA claims at present. The target processing time for DA is to process 75% of new claims within 10 weeks. At the end of December 2021, 94% of applications were completed within the expected timeframe. The average time taken to award a DA claim was 6 weeks.
The requested data on the processing times for DA applications broken down by county is not collated by the Department.
I hope this clarifies the matter for the Deputy.
455. Deputy Niamh Smyth asked the Minister for Social Protection the number of applications, grants and refusals for the carer’s allowance, carer’s benefit and disability allowance in each of the years 2018 to 2021 and to date in 2022, by county in tabular form; and if she will make a statement on the matter. [5898/22]
View answerThe following table provides a breakdown by year of applications received, awarded, cleared and refused for Carer's Allowance, Carer's Benefit and Disability Allowance between 1st January 2018 and 31st December 2021.
Carer’s Allowance
|
Year |
2018 |
2019 |
2020 |
2021 |
|
Applications Received |
20,208 |
19,402 |
18,774 |
19,648 |
|
Applications Cleared |
27,240 |
26,404 |
28,504 |
24,354 |
|
Applications Awarded |
17,242 |
16,910 |
17,495 |
14,804 |
|
Applications Refused |
9,291 |
8,914 |
10,495 |
9,134 |
Carer’s Benefit
|
Year |
2018 |
2019 |
2020 |
2021 |
|
Applications Received |
4,101 |
4,693 |
4,225 |
4,069 |
|
Applications Cleared |
3,900 |
4,763 |
4,789 |
3,903 |
|
Applications Awarded |
2,774 |
3,349 |
3,272 |
2,706 |
|
Applications Refused |
1,026 |
1,234 |
1,381 |
1,077 |
Disability Allowance
|
Year |
2018 |
2019 |
2020 |
2021 |
|
Applications Received |
23,080 |
24,017 |
20,671 |
20,599 |
|
Applications Cleared |
31,017 |
32,449 |
31,322 |
28,158 |
|
Applications Awarded |
17,205 |
16,949 |
15,686 |
13,298 |
|
Applications Refused |
12,682 |
13,981 |
13,559 |
13,989 |
The requested data broken down by county is not available.
I hope this clarifies the position for the Deputy.
456. Deputy Michael Creed asked the Minister for Social Protection the reason for the delay in processing pension entitlements from retired workers in the section 38 and 39 health employees and the voluntary hospital sector relative to their counterparts in the HSE; and if she will expedite a pension calculation for a person (details supplied). [5939/22]
View answerEntitlement to State pension (contributory) can only be assessed on the basis of the eligibility conditions applicable on the date an individual reaches pension age, upon receipt of a duly completed application. The person concerned was born in 1966 and has therefore not reached current state pension age.
Under current eligibility conditions, an individual must have 520 full-rate paid contributions in order to qualify for standard State pension (contributory). 520 full-rate contributions equate to 10 years of full-rate insurable employment.
Factors such as an individual’s social insurance record, their attachment to the workforce, and their countries of employment affect the rate of pension entitlement.
A person employed in the public sector as a permanent member of staff prior to the 6th of April 1995 would have paid a modified or reduced rate of PRSI. This reduced PRSI rate conveys entitlement only to Widow (er)'s and Orphan's Contributory Pensions and limited Occupational Injuries Benefits but is not reckonable for State pension (contributory) purposes, and therefore not included in the calculation of a standard State pension (contributory).
However, modified contributions can be combined with full-rate contributions and credits to give an entitlement to a mixed insurance pro rata State pension (contributory). In order to be eligible for this pension an applicant must have 260 full-rate paid contributions.
Public sector workers appointed since 6 April 1995 are insurable at Class A. They and their employers pay a higher rate of PRSI which are eligible for all social welfare benefits.
As the person concerned has not yet reached pension age, it is best advised to maintain their social insurance record as fully as possible over their working life. My Department has no record of receiving a request for a statement of contributions paid in respect of the person concerned, but I have arranged for one to issue.
Any queries regarding their Occupational pension is a matter for their employer.
I hope this clarifies the position for the Deputy.
457. Deputy Michael Healy-Rae asked the Minister for Social Protection the breakdown of the current processing times for social welfare applications by the type of application; and if she will make a statement on the matter. [5990/22]
View answerMy Department understands the many pressures faced by customers and always seeks to ensure that claims are handled quickly and efficiently. I am pleased to report that claim processing is up to date, with processing targets met, or exceeded, on average for all the main scheme areas.
Processing times vary across schemes, depending on the differing qualification criteria. Schemes that require a high level of documentary evidence from the customer, particularly in the case of illness-related schemes, can take longer to process. Similarly, means-tested payments can also require more detailed investigations and interaction with the customer, thereby lengthening the decision- making process.
Overall, I am very pleased that my Department continues to ensure the customer experience has not been diminished by the effects of Covid 19 and that customer service has been maintained at a high level. The average processing time in 2021 across all schemes is outlined in the table below:
|
Social Welfare Scheme |
Average weeks to award in 2021 |
|
State Pension Contributory |
6 |
|
Widows Contributory Pension |
1 |
|
State Pension Non Contributory |
6 |
|
Jobseekers Allowance |
2 |
|
Jobseekers Benefit |
1 |
|
One Parent Family Payment |
3 |
|
Supplementary Welfare Allowance |
1 |
|
Maternity Benefit |
6 |
|
Paternity Benefit |
6 |
|
Carer's Allowance |
4 |
|
Carer's Benefit |
4 |
|
Disability Allowance |
6 |
|
Invalidity Pension |
7 |
|
Illness Benefit |
1 |
|
Occupational Injury Benefit |
1 |
|
Child Benefit |
3 |
|
Working Family Payment |
2 |
|
Domiciliary Care Allowance |
10 |
|
Household Benefits |
1 |
|
Free Travel |
1 |
I hope this clarifies the matter for the Deputy.
