Tuesday, 22 Feb 2022

Written Answers Nos. 491-510

State Examinations

Questions (491)

Aodhán Ó Ríordáin

Question:

491. Deputy Aodhán Ó Ríordáin asked the Minister for Education when the date will be set for the 2022 junior certificate cookery exam; if the reason for the delay is that the State Examinations Commission has been awaiting a final decision on the format of the junior certificate examinations from her Department; if a decision will be made and clarity given as soon as possible in view of the requirement for students to be able to plan and access school cooking facilities; and if she will make a statement on the matter. [9904/22]

Written answers

Minister for Education

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.

School Transport

Questions (492)

Michael Fitzmaurice

Question:

492. Deputy Michael Fitzmaurice asked the Minister for Education when a decision will be made in the review case submitted by a school (details supplied) in respect of school transport under the primary school transport scheme submitted in October 2020; and if she will make a statement on the matter. [9905/22]

Written answers

Minister for Education

The 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.

All children who are eligible for school transport and who have completed the application and payment process on time for the 2021/22 school year are accommodated on school transport services where such services are in operation.

My Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.

Following commencement of this review the Steering Group presented me with an initial interim report on eligibility with an examination of issues for mainstream pupils relating to the nearest and next nearest school. Following consideration of this report, I approved the extension of temporary alleviation measures in the current school year for transport for post-primary students who are otherwise eligible for school transport but are attending their second nearest school and have applied and paid on time.

Wider considerations relating to operation of the scheme are now taking place in the next phase of the review which is currently underway. As part of this phase of the review, my Department is currently conducting an extensive stakeholder engagement process. My Department is listening to the views of parents and guardians, students, the education partners and other relevant stakeholders through use of surveys, focus groups and meetings, as well as inviting written submissions. My Department is inviting stakeholders to share their views and opinions so that they may be considered as part of the assessment and in informing policy on the future operation of the scheme.

The Steering Group will continue to report to me on an interim basis as the review progresses.

Special Educational Needs

Questions (493)

Niamh Smyth

Question:

493. Deputy Niamh Smyth asked the Minister for Education if she will review correspondence from an organisation (details supplied); the status of the matter; and if she will make a statement on the matter. [9916/22]

Written answers

Minister of State at the Department of Education

The correspondence as noted in the details supplied will be reviewed by officials in my Department and a reply will issue direct to the organisation.

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 including the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the complex needs of some students would also be provided.

The policy advice has been considered by my Department. It was decided that priority would be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.

The first national training programme for SNAs is now in place and it aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. The programme is fully funded by my Department and delivered at no cost to the SNA.

As this is the first programme, it is appropriate to take the time to review outcomes and this will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.

Raising the minimum qualification for appointment as a special needs assistant has been raised by the FORSA union and has been referred to the Workplace Relations Commission. My Department is engaging in that process.

The recruitment and appointment of Special Needs Assistants is a matter for each individual school authority. In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. My Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.

However, having considered the claim and, in particular, the period of time since they were set, my Department is open to reviewing the position. My Department has also agreed to a review of the SNA contract which was agreed as part of the Building Momentum national pay agreement. My Department is of the view that the forthcoming review of the SNA contract should be carried out and implemented first.

I am satisfied that the approach outlined fully recognises the important place of SNAs in our schools. The forthcoming review of the SNA contract along with the new training programme for SNAs that is now in place will help to enhance the experience of children with special needs in our schools.

Site Acquisitions

Questions (494)

Paul Kehoe

Question:

494. Deputy Paul Kehoe asked the Minister for Education the status of the purchase of a site for new school building for a school (details supplied); when the school community can expect clarity on the project; and if she will make a statement on the matter. [9918/22]

Written answers

Minister for Education

I can confirm two potential permanent site options for Gorey Educate Together Secondary School have been identified and negotiations with the landowners are ongoing.

In relation to the acquisition of permanent sites and as the Deputy will appreciate, the site acquisition process is very complex and subject to completion of successful negotiation and many conveyancing processes. Each acquisition is also very unique and dependant on multiple factors many which may be outside of the control of my Department. The Deputy will also appreciate the importance of conducting a thorough appraisal of site options before proceeding with an acquisition in order to obtain best value for the Exchequer. In this regard, it is not possible to give a specific timeframe for the completion of site acquisitions.

Given the commercial sensitivities associated with land acquisitions generally I am not in a position to comment further at this time. I can, however, assure the Deputy that the acquisition of a new site for Gorey Educate Together Secondary School is a priority for the Department and the patron body will be informed of the location for the school as soon as it is possible to do so.

School Staff

Questions (495)

Niamh Smyth

Question:

495. Deputy Niamh Smyth asked the Minister for Education if she will review correspondence (details supplied); the status of the talks; and if she will make a statement on the matter. [9919/22]

Written answers

Minister for Education

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. 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. 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 additionally offered to improve the conditions for School Secretaries with regard to sick leave, annual leave and maternity provisions. These offers are subject to agreement on all elements of the claim. Engagement is continuing, with the aim of reaching an overall agreement: the most recent formal talks took place at a meeting at the WRC on 26 January, and the parties are to meet again later this week, following reflection on the matters discussed at that meeting.

Public servant status and the associated access to a public service pension scheme is not a part of the current offer. As previously set out in the joint statement following the WRC engagement in May 2021, the final element of the claim in respect of public service status is acknowledged by all parties to be more complex and will require more detailed analysis and consideration following the conclusion of current discussions.

I welcome the continued engagement between the parties and I encourage all stakeholders to focus on finalising an agreement

Teaching Qualifications

Questions (496)

Marian Harkin

Question:

496. Deputy Marian Harkin asked the Minister for Education if she will immediately establish an expert review group to examine the minimum essential qualifications for special needs assistants, SNAs, and issue recommendations; if she will provide a clear commitment to implement the expert group recommendations; and if she will make a statement on the matter. [9920/22]

Written answers

Minister of State at the Department of Education

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 including the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the complex needs of some students would also be provided.

The policy advice has been considered by my Department. It was decided that priority would be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.

The first national training programme for SNAs is now in place and it aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. The programme is fully funded by my Department and delivered at no cost to the SNA.

As this is the first programme, it is appropriate to take the time to review outcomes and this will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.

Raising the minimum qualification for appointment as a special needs assistant has been raised by the FORSA union and has been referred to the Workplace Relations Commission. My Department is engaging in that process.

The recruitment and appointment of Special Needs Assistants is a matter for each individual school authority. In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. My Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.

However, having considered the claim and, in particular, the period of time since they were set, my Department is open to reviewing the position. My Department has also agreed to a review of the SNA contract which was agreed as part of the Building Momentum national pay agreement. My Department is of the view that the forthcoming review of the SNA contract should be carried out and implemented first.

I am satisfied that the approach outlined fully recognises the important place of SNAs in our schools. The forthcoming review of the SNA contract along with the new training programme for SNAs that is now in place will help to enhance the experience of children with special needs in our schools.

Teaching Qualifications

Questions (497)

Denise Mitchell

Question:

497. Deputy Denise Mitchell asked the Minister for Education if she will establish an expert review group to examine the minimum essential qualifications for special needs assistants and issue recommendations; and if she will provide a clear commitment to implement the recommendations of the expert group. [9936/22]

Written answers

Minister of State at the Department of Education

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 including the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the complex needs of some students would also be provided.

The policy advice has been considered by my Department. It was decided that priority would be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.

The first national training programme for SNAs is now in place and it aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. The programme is fully funded by my Department and delivered at no cost to the SNA.

As this is the first programme, it is appropriate to take the time to review outcomes and this will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.

Raising the minimum qualification for appointment as a special needs assistant has been raised by the FORSA union and has been referred to the Workplace Relations Commission. My Department is engaging in that process.

The recruitment and appointment of Special Needs Assistants is a matter for each individual school authority. In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. My Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.

However, having considered the claim and, in particular, the period of time since they were set, my Department is open to reviewing the position. My Department has also agreed to a review of the SNA contract which was agreed as part of the Building Momentum national pay agreement. My Department is of the view that the forthcoming review of the SNA contract should be carried out and implemented first.

I am satisfied that the approach outlined fully recognises the important place of SNAs in our schools. The forthcoming review of the SNA contract along with the new training programme for SNAs that is now in place will help to enhance the experience of children with special needs in our schools.

School Attendance

Questions (498)

Neale Richmond

Question:

498. Deputy Neale Richmond asked the Minister for Education if her attention has been drawn to the fact that parents are being told that their child risks being reported for poor attendance due to days taken off with symptoms of Covid-19 as per school and public health guidelines; the steps she is taking to ensure no child is penalised for days taken off with Covid-19 symptoms; and if she will make a statement on the matter. [9947/22]

Written answers

Minister for Education

My Department has provided guidance to schools in relation to the recording and reporting of COVID-19 related absences. COVID-19 related absences arising from pupils/students who have been requested to self-isolate by a medical professional or for students who feel unwell with symptoms consistent with COVID-19 must be recorded in accordance with the school’s normal procedures for the notification and recording of absences. However these COVID-19 related absences should be noted by the school as explained absences.

Notwithstanding the current COVID-19 related environment that schools are now operating in, the statutory requirements for reporting pupil absenteeism will continue as normal. In this respect the Education (Welfare) Act 2000 requires the principal of a recognised school to maintain records of the attendance or non-attendance on each school day of each pupil registered at that school which is reported to Tusla.

Tusla Educational Support Service (TESS) receives notifications of all absences from school as per the Education (Welfare) Act, 2000. TESS is very aware that some students will be absent for legitimate Covid-19-related health reasons. Absences are reported to TESS as explained and unexplained, and together they make up the cumulative number of days marked absent. This has remained the reporting requirement throughout COVID-19 pandemic.

Daily school attendance data is collected and held at local school level and collected by Tusla at the aggregated level through the Annual Attendance Report (AAR) and, also at the student level through the Student Absence Report (SAR). Any child who misses 20 school days must be reported to Tusla by law, however this may not result in any intervention, particularly if the absences are explained. Where schools have a concern about a child’s attendance they are required to make a referral to TESS Education Welfare Service. TESS views all school attendance referrals from a child welfare perspective with the intention of finding solutions that will enable and support students to attend, participate and be retained in education.

Teaching Qualifications

Questions (499)

Donnchadh Ó Laoghaire

Question:

499. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if she will immediately establish an expert review group to examine the minimum qualifications of special needs assistants, SNAs, and issue recommendations on same; and if she will give a clear commitment to implement the expert group recommendations. [9948/22]

Written answers

Minister of State at the Department of Education

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 including the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the complex needs of some students would also be provided.

The policy advice has been considered by my Department. It was decided that priority would be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.

The first national training programme for SNAs is now in place and it aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. The programme is fully funded by my Department and delivered at no cost to the SNA.

As this is the first programme, it is appropriate to take the time to review outcomes and this will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.

Raising the minimum qualification for appointment as a special needs assistant has been raised by the FORSA union and has been referred to the Workplace Relations Commission. My Department is engaging in that process.

The recruitment and appointment of Special Needs Assistants is a matter for each individual school authority. In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. My Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.

However, having considered the claim and, in particular, the period of time since they were set, my Department is open to reviewing the position. My Department has also agreed to a review of the SNA contract which was agreed as part of the Building Momentum national pay agreement. My Department is of the view that the forthcoming review of the SNA contract should be carried out and implemented first.

I am satisfied that the approach outlined fully recognises the important place of SNAs in our schools. The forthcoming review of the SNA contract along with the new training programme for SNAs that is now in place will help to enhance the experience of children with special needs in our schools.

Special Educational Needs

Questions (500)

Ruairí Ó Murchú

Question:

500. Deputy Ruairí Ó Murchú asked the Minister for Education the current allocation of special needs assistant, SNA, posts in a school (details supplied); if there are plans to increase the number of SNAs at the school; and if she will make a statement on the matter. [9949/22]

Written answers

Minister of State at the Department of Education

The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations.

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

SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.

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

In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for SNAs for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.

In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations the following arrangements for the allocation of Special Needs Assistants for mainstream classes for the 2021/22 school year:

- Existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically rollover into the 2021/22 school year.

- No school will therefore receive an allocation less than that which they had on 30 April 2021.

- SNAs currently in mainstream settings can continue in post for the next school year in the normal way.

- Priority consideration will now be given by the NCSE to applications for increased support for the 2021/22 school year, in particular, applications from schools with no SNAs and developing schools will be prioritised. Determinations will be made before 30 June. Other applications will be processed in order of date received.

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

The NCSE have published the SNA allocations on their website, www.ncse.ie.

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.

The NCSE have confirmed that the school as outlined in the details supplied, submitted an application for exceptional review of its SNA support on 23/07/2021. The School Visit took place on 14/09/2021 and the outcome issued to the school on 04/10/2021 advising that there was no increase in its SNA allocation.

The school submitted an appeal on 17/10/2021 which was processed and the outcome of the appeal issued to the school on 20/11/2021, the appeal was not upheld.

My Department does not have a role in making individual school determinations.

Departmental Communications

Questions (501)

John Brady

Question:

501. Deputy John Brady asked the Minister for Education if she uses an application on her official Government telephone; if so, if she has the disappearing messages setting activated on the application; and if she will make a statement on the matter. [9956/22]

Written answers

Minister for Education

While this application is available on my official phone, I do not use it for government business.

Special Educational Needs

Questions (502)

Brendan Griffin

Question:

502. Deputy Brendan Griffin asked the Minister for Education if assisted technology will be provided to a student (details supplied) in County Kerry; and if she will make a statement on the matter. [9970/22]

Written answers

Minister of State at the Department of Education

Under the Assistive Technology scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.

All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.

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. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.

In order to qualify for equipment under the assistive technology scheme, a student 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 student 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.

Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.

SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.

The purpose of my Department’s Assistive Technology Scheme, as set out in my Department's Circular 0010/2013, is to provide grant-aid to schools to allow them to purchase the type of specialist equipment which has been recommended by the National Council for Special Education (NCSE) as being essential for students who have been diagnosed as having a serious physical disability and/or sensory or communicative disability to the extent that their ability to communicate through the medium of speech or writing is materially curtailed.

Although equipment is sanctioned under the Assistive Technology scheme for use by particular students, it is the property of the school, and the school’s management authority is responsible for maintenance, repair, and insurance of the equipment.

I can confirm that an appeal for assistive technology for the pupil named by the deputy was received in my Department and this appeal has been unsuccessful on the basis that the application did not meet the criteria for provision of equipment. Correspondence to this effect has issued to the school.

If new information becomes available, it is open to the school to submit a new application to the SENO for consideration.

It is also open to parents to contact SENOs directly to discuss their child’s special educational needs, using the contact details available at: www.ncse.ie/seno-contact-list.

Teaching Qualifications

Questions (503)

Ivana Bacik

Question:

503. Deputy Ivana Bacik asked the Minister for Education if she will establish an expert review group to examine and issue recommendations on the minimum essential qualification of special needs assistants and on the need for continuing professional development. [9989/22]

Written answers

Minister of State at the Department of Education

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 including the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the complex needs of some students would also be provided.

The policy advice has been considered by my Department. It was decided that priority would be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.

The first national training programme for SNAs is now in place and it aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. The programme is fully funded by my Department and delivered at no cost to the SNA.

As this is the first programme, it is appropriate to take the time to review outcomes and this will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.

Raising the minimum qualification for appointment as a special needs assistant has been raised by the FORSA union and has been referred to the Workplace Relations Commission. My Department is engaging in that process.

The recruitment and appointment of Special Needs Assistants is a matter for each individual school authority. In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. My Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.

However, having considered the claim and, in particular, the period of time since they were set, my Department is open to reviewing the position. My Department has also agreed to a review of the SNA contract which was agreed as part of the Building Momentum national pay agreement. My Department is of the view that the forthcoming review of the SNA contract should be carried out and implemented first.

I am satisfied that the approach outlined fully recognises the important place of SNAs in our schools. The forthcoming review of the SNA contract along with the new training programme for SNAs that is now in place will help to enhance the experience of children with special needs in our schools.

Schools Building Projects

Questions (504)

Charles Flanagan

Question:

504. Deputy Charles Flanagan asked the Minister for Education if she will take the appropriate steps to make the necessary funding available to facilitate works commencing on a school building (details supplied) without further delay in view that full planning permission has now been granted by Laois County Council for the construction of the new school. [9992/22]

Written answers

Minister for Education

The major building project for the school referred to by the Deputy is currently at an advanced stage of architectural planning Stage 2b – Detailed Design, which includes the application for all statutory consents, including Planning Permission, Disability Access Certification and Fire Safety Certification and also the preparation of tender documentation.

The Planning Permission Application was submitted to the Local Authority on June 1st 2021 and the Design Team have advised that the decision to grant planning has been received in recent days. The Disability Access Certificate has been granted. The Fire Safety Certificate application was lodged with the Fire Officer in August 2021 and an extensive additional information request was received in September 2021. The Design Teams response to the Fire Officer was submitted, and their response is pending.

Now that the final grant of statutory applications has been received from the local authority the Design Team will review the conditions and report to the Department shortly.

We await the Fire Safety Certificate and completion of the Stage 2b report.

It is not possible to give a definitive timeline with regard to the completion of Stage 2(b) and the further progression of the project to tender and construction stage

This major building project is included in my Department’s Construction Programme which is being delivered under the National Development Plan.

Teaching Qualifications

Questions (505)

Joan Collins

Question:

505. Deputy Joan Collins asked the Minister for Education if she will establish an expert review group to examine a minimum essential qualification of a relevant Quality and Qualifications Ireland, QQI, level 6 qualification or the equivalent when new special needs assistants, SNAs, are hired; and if he will issue recommendations (details supplied) in relation to same. [10010/22]

Written answers

Minister of State at the Department of Education

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 including the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the complex needs of some students would also be provided.

The policy advice has been considered by my Department. It was decided that priority would be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.

The first national training programme for SNAs is now in place and it aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. The programme is fully funded by my Department and delivered at no cost to the SNA.

As this is the first programme, it is appropriate to take the time to review outcomes and this will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.

Raising the minimum qualification for appointment as a special needs assistant has been raised by the FORSA union and has been referred to the Workplace Relations Commission. My Department is engaging in that process.

The recruitment and appointment of Special Needs Assistants is a matter for each individual school authority. In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. My Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.

However, having considered the claim and, in particular, the period of time since they were set, my Department is open to reviewing the position. My Department has also agreed to a review of the SNA contract which was agreed as part of the Building Momentum national pay agreement. My Department is of the view that the forthcoming review of the SNA contract should be carried out and implemented first.

I am satisfied that the approach outlined fully recognises the important place of SNAs in our schools. The forthcoming review of the SNA contract along with the new training programme for SNAs that is now in place will help to enhance the experience of children with special needs in our schools.

Special Educational Needs

Questions (506)

Róisín Shortall

Question:

506. Deputy Róisín Shortall asked the Minister for Education her plans to increase the number of autism spectrum disorder unit places in primary and secondary schools in the Dublin 9 and 11 areas; the timescale for delivery of each in tabular form; and if she will make a statement on the matter. [10022/22]

Written answers

Minister of State at the Department of Education

Enabling children with special educational needs to receive an education is a priority for this Government.

This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.

The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.

It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.

The NCSE continues to work closely with schools within the areas referred to by the Deputy and liaises regularly with the Planning and Building Unit within my Department as part of the process of establishing new classes for the 2022/2023 school year and beyond. As part of this process, both national and local information in relation to projected demand for future special class places for students with autism is considered. Such planning takes into consideration the current availability of special class places and focuses on locations where additional provision may be required.

There are currently 19 special classes (including 1 Early Intervention class) attached to mainstream schools providing ASD placements for students in Dublin 9 and Dublin 11 at primary and post primary level. 4 new special classes for students with autism have been established for the current 2021/22 school year, thus providing an additional 24 special class placements across 4 schools for students with autism.

My Department and the NCSE is grateful to those schools that have responded and continue to respond positively to meet the educational needs of children in their communities.

The NCSE through its network of local Special Education Needs Organisers (SENOs), having established the level of demand locally, are actively engaging with the management authorities of all schools in the Dublin area, including in Dublin 9 and 11, on the opening of additional ASD classes for 2022/23 and beyond.

The opening of some of the planned special class places is dependent on the completion of building works.

Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.

The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available atncse.ie/regional-services-contact-list.

Information on the list of schools with special classes, the type and location of these classes is published on the NCSE website and is available at: ncse.ie/special-classes.

Special Educational Needs

Questions (507)

Seán Haughey

Question:

507. Deputy Seán Haughey asked the Minister for Education when details of the new model for allocating special needs assistants to schools will be known; if her attention has been drawn to the fact that schools are enrolling students with additional needs now but that they have to wait until May 2022 before they know what supports will be available to them; her views on whether this could lead to a large number of exceptional reviews being submitted to her Department which will cause delays; and if she will make a statement on the matter. [10050/22]

Written answers

Minister of State at the Department of Education

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.

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.

All stakeholders will be advised when the SNA allocation process has been completed and this will be done in line with previous years in May.

School Staff

Questions (508)

Michael McNamara

Question:

508. Deputy Michael McNamara asked the Minister for Education the progress that has been made in finalising the pay and conditions for school secretaries and caretakers; and if she will make a statement on the matter. [10058/22]

Written answers

Minister for Education

School secretaries and caretakers 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 week, following reflection on the matters discussed at that meeting.

While there is agreement in principle to take the same approach to the consideration of appropriate pay and conditions of grant funded caretakers there remains a deficit of data on working terms and conditions of such staff. When the final package for secretaries has been agreed and an implementation plan is in place for schools and for the Department, similar engagement, on regularising the pay and conditions of grant funded caretakers, will begin.

I welcome the continued engagement between the parties and I encourage all stakeholders to focus on finalising an agreement.

State Pensions

Questions (509)

Paul McAuliffe

Question:

509. Deputy Paul McAuliffe asked the Minister for Social Protection if a review of the pension for a person (details supplied) can be carried out; and if she will make a statement on the matter. [9095/22]

Written answers

Minister for Social Protection

The person concerned reached pension age on 20 October 2021 and applied for State pension (contributory) on 4 August 2021. Determination of pension eligibility depends on the individual nature of an applicant’s social insurance record. According to the records of my Department, the person concerned has a self-employment record since the 2014 tax year.

Under social welfare legislation, a self-employed contributor is regarded as satisfying the contribution conditions for State pension (contributory) where the person has paid self-employment contributions in respect of at least one contribution year prior to reaching pension age (currently 66 years), and all self-employment contributions payable are paid.

Where outstanding self-employment contributions are paid subsequent to an applicant’s reaching pension age, State pension (contributory) will be awarded from the date on which self-employment liabilities are deemed as discharged.

The person’s application was disallowed on 4 October 2021 as they had self-employment liabilities outstanding for the 2019 tax year. They were informed of this decision in writing and advised to contact my Department when these liabilities were paid. According to the records of my Department, the date of settlement of the person’s self-employment liabilities was 11 January 2022.

The person’s social insurance record was updated accordingly, and State pension (contributory) was awarded from 11 January 2022 when the legislative eligibility conditions for receipt of pension were satisfied.

I hope this clarifies the position for the Deputy.

Social Welfare Eligibility

Questions (510)

Michael Ring

Question:

510. Deputy Michael Ring asked the Minister for Social Protection the contribution history record of a person (details supplied); the reason the person does not qualify for treatment benefit for medical appliances; and if she will make a statement on the matter. [9122/22]

Written answers

Minister for Social Protection

The Treatment Benefit Scheme provides dental, optical and aural services to insured workers, the self-employed, retired people and their dependant spouse/partner who have the required number of social insurance (PRSI) contributions.

In order to qualify for treatment benefit (when aged over 66 years) a PRSI contributor must satisfy the conditions of having a total of 260 paid contributions at class A/E/H/P or S since starting work and 39 contributions paid or credited in the relevant tax years.

The person concerned does not meet this criteria. Although they have the required 260 paid contributions, they do not have the 39 paid or credited contributions in any of the relevant tax years 1989 to 1996, which are the relevant tax years on which their eligibility is based. There is no record of paid or credited contributions for the person concerned since 1981. As a result, they do not satisfy the conditions for the Department's treatment benefit scheme at this time.

However, if the person concerned is the holder of a medical card they may have an entitlement to treatment under the parallel HSE scheme. If this is the case they should contact their local HSE health office for advice on making a claim.

I trust this clarifies the matter for the Deputy.