Written Answers Nos. 101-120
101. Deputy Christopher O'Sullivan asked the Minister for Education the progress that has been made under the Schools Energy Retrofit Pathfinder Programme; and if she will make a statement on the matter. [13503/22]
View answerMy Department is at the forefront of design with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in Design and Specification.
My Department’s Technical Guidance Documents set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency and they are based on solid energy research projects.
Schools that are designed and built in accordance with the Department’s schools technical guidance documents have been achieving A3 Building Energy Ratings since 2009 with current schools typically achieving up to 20% higher performance than required by the current Building Regulations, along with 10% of primary energy provided via photovoltaics and infrastructure provision for electric vehicle charging.
All new technologies and approaches are tested to ensure compatibility with school design and operational requirements. Successful and repeatable results are then incorporated into all new school designs and refurbishments. The Departments policy is supported by a strong research programme with fifty three research projects at various stages including the energy website www.energyineducation.ie.
which is a joint partnership with the Sustainable Energy Authority of Ireland (SEAI).
In the interest of sustainability, it is critical that renewable applications are properly suited to the schools needs so as to reduce energy costs and carbon and not just applied for the sake of having renewables. It is also critical that we minimise the demand for energy before we invest in renewable energy applications. This has been assisted in previous years with the wall and attic insulation programme and the water conservation programme.
My Department and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme with the SEAI, testing and demonstrating energy efficiency and decarbonisation retrofit approaches. This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the educational environment on an evidence based approach.
This Pathfinder programme is paving the way for, and informing, a much larger national schools’ programme for the energy retrofit of schools built prior to 2008 as included in the National Development Plan. It is facilitating research
on a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector.
The longer-term outcome of the pathfinder will be to create an accurate and scalable model for energy efficient retrofits of schools across Ireland. The deep energy retrofit programme for schools built prior to 2008 is due to be rolled out as included in the National Development Plan.
The pathfinder programme has retrofitted 41 schools across Ireland to date with work on an additional 9 schools added in 2021 underway. 2022 sees six additional schools undergoing deep retrofit to a Building Energy Rating (BER) of B with renewable heating systems. Each school undergoes a comprehensive assessment to ensure that the measures are suitable for that school and will deliver value to both the school and learnings for the national retrofit programme.
102. Deputy Paul Murphy asked the Minister for Education the number of classrooms and school staffrooms that have yet to be supplied with adequate ventilation systems to ensure safe air quality standards in every school classroom and staffroom; and if she will make a statement on the matter. [13318/22]
View answerIn December 2021 in order to provide additional support in the context of Covid-19 my Department issued the payment of a minor works grant totalling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools.
Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs. Specialist advice or assistance from a Chartered Engineer or Registered Architect is an important source of support for schools. This will help ensure that appropriate solutions are being put in place to address any ventilation issues.
Managing ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19.
A copy of the guidance is published on the Gov.ie website.
A dedicated team has been established in the Department to support schools that may have concerns about ventilation. Officers are also available to contact schools where required, walking through the steps the schools should take to deploy good ventilation practices etc. Where it is not possible for a school to access the expertise of an engineer or architect, and where necessary, a technical assessment to assist the school can be facilitated through the Department.
Schools that identify inadequate ventilation in a room can utilise their minor work grant or apply for emergency works grant assistance to address ventilation enhancements where the minor work grant does not cover the full cost of the works required.
To date 23 schools have applied for additional funding under the emergency works scheme to assist with ventilation. Of these, 13 have been approved, 1 was returned to the school to review the scope of the application, 2 were incorrectly classified as ventilation related and assessed separately, 3 were rejected as the application form was not fully completed and 4 are currently being assessed by a member of the Department’s technical team. None of the 13 approved identified a need for an air filter.
103. Deputy Brendan Smith asked the Minister for Education when she plans to announce details of the extended DEIS programme; and if she will make a statement on the matter. [13405/22]
View answerI announced yesterday the expansion of the DEIS programme benefitting 347 schools. These schools were identified as having the highest levels of educational disadvantage. In the 2022/23 academic year there will be 1,194 schools in the DEIS Programme - 960 Primary and 234 Post Primary. This will also add a €32million increase in my Department's expenditure on DEIS programme from 2023. This is the largest ever single investment in the programme and will extend additional resources to those schools most in need.
This announcement follows an extensive body of work by the DEIS technical group to develop the refined DEIS identification model to identify the concentrated levels of disadvantage of schools. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model which uses information from the Department of Education enrolment databases and the Pobal HP Deprivation index. The DEIS identification model now takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. Using this approach we can be confident that the largest investment to date in the DEIS programme is being provided to those schools most in need. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
This announcement achieves the Programme for Government commitment to complete the new DEIS identification model and to extend DEIS status to schools serving the highest numbers of pupils at risk of educational disadvantage.
104. Deputy Niamh Smyth asked the Minister for Education the procedures that must be followed for children’s school absences of more than 20 days due to Covid-19; if her attention has been drawn to the issues being encountered on the ground; and if she will make a statement on the matter. [13119/22]
View answerMy Department has provided guidance to schools in relation to the recording and reporting of COVID-19 related absences. COVID-19 related absences where a student has been requested to self-isolate by a medical professional or where a student feels 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 student enrolled in that school which is reported to Tusla.
Tusla Education Support Service (TESS) receives notifications of all absences from school in line with the provisions of the Education (Welfare) Act, 2000. TESS is very aware that some students will be absent for Covid-19-related 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. School attendance data is 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.
105. Deputy Pádraig O'Sullivan asked the Minister for Education the primary and post-primary schools in Cork city and county that have ASD classes; the number of classes in total for primary and post-primary schools; the number of additional classes that will be opened in September 2022; and if she will make a statement on the matter. [12408/22]
View answer158. Deputy Pádraig O'Sullivan asked the Minister for Education the measures that are being taken to ensure that all children with special educational needs will receive an offer of a special school place for September 2022; if her attention has been drawn to the fact that a number of students in County Cork have no educational place for the forthcoming academic year; the ways in which she plans to address the matter; and if she will make a statement on the matter. [12409/22]
View answerI propose to take Questions Nos. 105 and 158 together.
Enabling children with special educational needs to receive an education is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion.
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.
As a result, the number of special education teachers, special needs assistants and special class and special school places are at unprecedented levels.
I also acknowledge that notwithstanding the extent of this investment, there are some parts of the country, including Cork, where increases in population and other issues have led to concerns regarding a shortage of school places.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two years, 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 education placements ahead of each new school year.
I am satisfied that this approach is delivering.
This intensive intervention has seen over 300 additional special classes already opened nationwide for the 2021/22 school year as well as the establishment of two new special schools.
This targeted approach will continue in identifying and meeting demand for special education placements throughout the country. In terms of the area specifically referenced by the Deputy, I can confirm that the NCSE is aware of an identified need for additional special education placements for students with autism in Cork.
The Deputy will be aware that Minister Foley and I have secured a significant expansion of special school provision in Cork for the current school year and beyond. This includes the establishment of a new special school in Carrigaline as well as increasing capacity in other special schools to meet the needs of students in the Cork area.
There is currently a network of 357 special classes in Cork of which 309 are special classes for children with autism. Of the 309 special classes for children with autism, 228 are at primary level including 21 Early Intervention classes and 81 are at post primary level. A total of 45 new special classes have been established in Cork for the 2021/2022 school year.
My Department is committed, in conjunction with NCSE and the network of local Special Educational Needs Organisers (SENOs), to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I can assure the Deputy that every support will be made available to progress additional special class and school capacity, in the shortest possible timeframe, with a particular focus in Cork on the 2022/23 school-year.
106. Deputy Gary Gannon asked the Minister for Education when the review on alternative education will be published; and the reason for the delay. [13535/22]
View answerUnder Action 88 of the DEIS Plan my Department has undertaken a review of out-of-school education provision. This review was carried out by a Working Group chaired by my Department and comprised of representatives from stakeholders including the Department of Children, Equality, Disability, Integration and Youth, Tusla, Solas, Education and Training Boards Ireland and the National Educational Psychological Service.
This review has been informed through the use of questionnaires, submissions from stakeholders and a public consultation process, including consultation with students.
I expect to soon be in a position to publish the report of the review and it is envisaged that the report will inform future policy in this area.
107. Deputy Jennifer Murnane O'Connor asked the Minister for Education the supports in place for junior certificate and leaving certificate 2022 students recognising the disruption to their education due to Covid-19; and if she will make a statement on the matter. [13489/22]
View answerI fully recognise the disruption caused to students due to take state examinations in 2022 due to the Covid 19 pandemic. In a similar fashion to 2020 and 2021, the planning work for the state examinations 2022 has been greatly assisted by the advisory group on planning for state examinations, whose membership includes representatives of students, parents, teachers and school management.
Having heard the views of the members of the advisory group, and following consideration of this matter by Government, I announced on 1 February the decision:
- To operate an examinations only approach in 2022;
- To make further significant changes to the examinations themselves;
- 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 Leaving Certificate examination papers, over and above those announced in August 2021. These adjustments 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.
I also confirmed the waiving of the fees for the 2022 Leaving Certificate and Junior Cycle examinations.
The approach I announced on 1 February is designed to address the core concerns of students and their families, while ensuring the approach is consistent to the general return to normality in our society and protects the integrity of our examinations system for the future.
The examination will not, however, be a traditional Leaving Certificate examination, in view of the very significant changes made to the examination papers to take account of the disruption to their learning experienced by students, and the commitment that the overall results of the examination will not be lower than 2021.
I also confirmed that Junior Cycle examinations will take place this summer. Adjustments to the assessment arrangements for Junior Cycle were published in August 2021 and provide for more teaching time in schools. They include a reduction in the number of Classroom Based Assessments to be completed, the removal of the requirement to complete Assessment Tasks, and adjustments to the requirements in coursework and practical performance tests.
My Department has provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a COVID-19 context. These are available at www.gov.ie/backtoschool.
The website also contains information on wellbeing supports for Leaving Certificate students. This includes a series of supports on managing wellbeing, coping with uncertainty and managing stress and anxiety, developed by the National Educational Psychological Service in the Department, to support students. The webpage has links to more individualised support for students to access, should these be needed. My Department worked with the Department of Health and the HSE to ensure the most appropriate services and resources are clearly signposted for students. These are available here: www.gov.ie/en/publication/af24b-wellbeing-guidance-documents-for-parents-students-and-schools/?referrer=http://www.gov.ie/en/publication/0722b-wellbeing-resources/.
108. Deputy Jennifer Carroll MacNeill asked the Minister for Education if she will ensure that a timely response is issued to a school (details supplied) on its submission of a detailed cost analysis plan to the building section of her Department; and if she will make a statement on the matter. [13367/22]
View answerThe school to which the Deputy refers was approved a school building project under my Department's Additional School Accommodation (ASA) Scheme.
Recently a revised cost plan was received and reviewed by the Department. It was noted during this review that pertinent information relating to the project was outstanding and this was subsequently requested in February 2022.
My Department awaits submission of this requested information from the school authorities in order to move forward to the next stage of the project.
109. Deputy Christopher O'Sullivan asked the Minister for Education the steps that are being taken to increase the number of places in secondary schools for children and teenagers with autism such as in the case of a person (details supplied); and if she will make a statement on the matter. [13514/22]
View answerEnabling children with special educational needs to receive an education is a priority for this Government.
This year, the Department of Education will spend in excess of €2 Billion, or over 25% of the 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.
110. Deputy Jackie Cahill asked the Minister for Education the progress that has been made on the review of the DEIS model; when the final report will be published; and if she will make a statement on the matter. [13499/22]
View answerI announced yesterday the expansion of the DEIS programme benefitting 347 schools. These schools were identified as having the highest levels of educational disadvantage. In the 2022/23 academic year there will be 1,194 schools in the DEIS Programme - 960 Primary and 234 Post Primary. This will also add a €32million increase in my Department's expenditure on DEIS programme from 2023. This is the largest ever single investment in the programme and will extend additional resources to those schools most in need.
This announcement follows an extensive body of work by the DEIS technical group to develop the refined DEIS identification model to identify the concentrated levels of disadvantage of schools. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model which uses information from the Department of Education enrolment databases and the Pobal HP Deprivation index. The DEIS identification model now takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by students residing in direct provision or emergency homeless accommodation. Using this approach we can be confident that the largest investment to date in the DEIS programme is being provided to those schools most in need. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.
This announcement achieves the Programme for Government commitment to complete the new DEIS identification model and to extend DEIS status to schools serving the highest numbers of pupils at risk of educational disadvantage.
111. Deputy Ruairí Ó Murchú asked the Minister for Education if she will review the case of school secretary and caretakers pension entitlements in view of current deal and ongoing negotiations with unions and officials of her Department; and if she will make a statement on the matter. [13537/22]
View answerThe majority of primary and voluntary secondary schools receive assistance to provide for these staff 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 Workplace Relations Commission (WRC), an understanding was agreed on a pathway to progress the issues. Several key strands were identified, and a phased approach was being taken to the development of proposals. Throughout the negotiations it has been important to consider both the potential costs of any proposal for the exchequer and also in terms of the potential consequences of any agreement for the many other similarly funded roles throughout the public sector.
On the 24th February, following a series of engagements at the WRC, a package to settle the claim was proposed which Fórsa have agreed to recommend to its members. A ballot will now be undertaken and we await the outcome. The main elements of the package offered include, in recognition of the invaluable work carried out by school secretaries, moving their 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. This process will provide for pay increases (backdated to 1 September 2021) to school secretaries who choose to move to the new terms. It also provides for lower-paid but longer serving secretaries to be placed higher up the salary scale.
In addition to an incremental salary scale, Secretaries may also choose to receive additional increments if they decide that they no longer wish to apply to the Department of Social Protection for payment of benefits for periods when they are not working due to school holidays. The package of proposals on offer to school secretaries also include standardised terms and conditions in relation to annual leave, maternity benefit and sick pay.
This offer relates only to school secretaries at present. As set out in the framework agreement of 14 September 2021, 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. Should the proposal be agreed and an implementation plan put in place, intensive engagement will begin on regularising the pay and conditions of grant funded caretakers.
This agreement is further acknowledgment of the excellent and often unheralded work carried out on the ground by secretaries and caretakers in our schools. I welcome Fórsa’s decision to ballot their members on this agreed suite of measures for staff who are the beating heart of our school community. This important step forward is the result of great co-operation on the part of all concerned, and a generosity and willingness to come to the table to engage in discussion and find the pathway forward and I would encourage school secretaries to vote in favour of it.
112. Deputy Bernard J. Durkan asked the Minister for Education if the post-Covid-19 operation of her Department will have an impact on the delivery of the school building programme on time and within budget; and if she will make a statement on the matter. [13455/22]
View answerUnder Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland.
This investment will build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050.
Approximately 1,200 school building projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme. These projects are currently in progress across the various stages of planning, design, tender and construction - most of which are expected to be either under construction or completed in the period up to 2025.
There are currently in excess of 250 school building projects at construction (on site) with a continuous stream of other projects at or near the tendering stage. These are being progressed as quickly as possible.
During the period 2018 to 2021 691 school building projects were completed under the Large Scale Capital Programme (LSCP) and the Additional School Accommodation Scheme (ASA). These projects delivered in excess of 64,000 school places.
This strong delivery has been facilitated by the continued operation of the school building projects during the COVID period.
It is anticipated that 150 to 200 school building projects will be completed annually during the 2022 to 2025 period.
113. Deputy Aodhán Ó Ríordáin asked the Minister for Education her views on the fact that many SNAs already hold qualifications at degree level, that most have achieved at least a level six qualification; and the progress that has been made in establishing binding review of the SNA qualification system with a view to acknowledging the real educational levels of SNAs which will enhance respect and support better terms and conditions for SNAs. [13512/22]
View answerSpecial Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life. This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018.
The Review made a number of recommendations regarding SNAs including 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 the 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.
114. Deputy Gary Gannon asked the Minister for Education her plans to support the education and emotional needs of Ukrainian children; and if she will make a statement on the matter. [13533/22]
View answerI thank the Deputy for raising this important issue.
I would like to take this opportunity to reiterate the Government’s position that the continuing Russian military action against Ukraine is illegal and immoral.
The war in Ukraine has caused a humanitarian crisis and the Government is committed to welcoming people fleeing war in Ukraine and seeking protection in Ireland.
The Government has adopted a whole of government approach to supporting the people who arrive here.
Our schools have a strong tradition of welcoming children of all nationalities and backgrounds and have experience of doing this throughout the school year. As the Deputy will know, we already support a linguistically and culturally diverse community in Ireland.
The Department already provides additional allocations for schools with high concentration of pupils that require language support.
The NCCA has published a range of resources to support learners with English as an additional language (EAL) across Early Childhood, Primary and Post-Primary. These materials aim to support teachers and early childhood practitioners to nurture the language development of EAL learners. Further guidance about these resources will issue to schools shortly.
Where children of school going age have already arrived in Ireland with families, and are in accommodation with friends and family, and want to access the school system right away, schools that have capacity locally are welcoming these children in the usual way.
There is a helpline for schools who have queries regarding Ukranian students, and the Department will be sharing information online and on social media for parents in relevant languages to support them in accessing schooling for children.
The overall position in relation to Ukraine continues to evolve and my Department will be providing guidance to schools shortly which will assist them in dealing with any immediate queries. It will include information for schools on how to respond if they don’t have capacity in their school, so that we can make accessing a school as easy as possible for these families that have endured so much.
We are assessing the impact and planning for a range of scenarios in terms of the numbers of children that may arrive in the coming weeks and months.
Where people will be living will have a direct impact on where children will require schooling or access to education supports.
My officials have already spoken to the staff unions and management bodies and work is underway, engaging with other Government Departments, agencies and stakeholders and we are planning for a range of scenarios and we will continue to work in collaboration with all relevant agencies, across government and with the education partners to put in place appropriate responses.
Where temporary crisis measures are put in place, we will assess what education provision is appropriate and possible in those circumstances.
115. Deputy Alan Dillon asked the Minister for Education the status of the provision of a school extension at a special needs school (details supplied) in County Mayo; the remaining steps in the approval process; when her Department was last in contact with the school regarding the process; and if she will make a statement on the matter. [13333/22]
View answerThe building project for the school referred to by the Deputy is included in the Department’s ADAPT 3 Building Programme and a tender competition to appoint a Project Manager for this Programme is currently underway. It is expected that this process will be concluded shortly. The Project Manager, when appointed, will be responsible for initiating the process for the appointment of a Design Team for the ADAPT 3 Programme.
The Department will be in further contact directly with the school during this process.
116. Deputy Thomas Pringle asked the Minister for Education the actions that have been taken by her Department to realise the Government objective to regularise the employment, terms and conditions and pension rights of school secretaries and caretakers (details supplied); and if she will make a statement on the matter. [11030/22]
View answerSchool 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 these staff 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 Workplace Relations Commission (WRC), an understanding was agreed on a pathway to progress the issues. Several key strands were identified, and a phased approach was being taken to the development of proposals. Throughout the negotiations it has been important to consider both the potential costs of any proposal for the exchequer and also in terms of the potential consequences of any agreement for the many other similarly funded roles throughout the public sector.
On the 24th February, following a series of engagements at the WRC, a package to settle the claim was proposed which Fórsa have agreed to recommend to its members. A ballot will now be undertaken and we await the outcome. The main elements of the package offered include, in recognition of the invaluable work carried out by school secretaries, moving their 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. This process will provide for pay increases (backdated to 1 September 2021) to school secretaries who choose to move to the new terms. It also provides for lower-paid but longer serving secretaries to be placed higher up the salary scale.
In addition to an incremental salary scale, Secretaries may also choose to receive additional increments if they decide that they no longer wish to apply to the Department of Social Protection for payment of benefits for periods when they are not working due to school holidays. The package of proposals on offer to school secretaries also include standardised terms and conditions in relation to annual leave, maternity benefit and sick pay.
This offer relates only to school secretaries at present. As set out in the framework agreement of 14 September 2021, 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. Should the proposal be agreed and an implementation plan put in place, intensive engagement will begin on regularising the pay and conditions of grant funded caretakers.
This agreement is further acknowledgment of the excellent and often unheralded work carried out on the ground by secretaries and caretakers in our schools. I welcome Fórsa’s decision to ballot their members on this agreed suite of measures for staff who are the beating heart of our school community. This important step forward is the result of great co-operation on the part of all concerned, and a generosity and willingness to come to the table to engage in discussion and find the pathway forward and I would encourage school secretaries to vote in favour of it.
117. Deputy Ciarán Cannon asked the Minister for Education the status of her plans to fund the development of indoor sports facilities in cases in which schools are lacking such facilities with specific reference to a school (details supplied) given the ongoing concerns regarding childhood obesity and inactivity. [13459/22]
View answerI wish to confirm that my Department received an application for capital funding in 2021 for a new sports hall from the school referred to by the Deputy.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics. The second half of the National Development Plan will see an increasing focus on the upgrade and refurbishment of the existing school stock. This modernisation programme will include PE Halls and associated accommodation to ensure that students in all post-primary schools have access to appropriate facilities to support PE provision.
The application has been assessed and a decision has issued to the school authority directly.
118. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her Department will work with the Department of Children, Equality, Disability, Integration and Youth to identify suitable sites including on existing schools in an area (details supplied) for early childhood education to help resolve the crisis in early childhood education provision; and her views on whether a move to a State-backed early childhood education system under the auspices of her Department and similar to primary school education system is the only viable long-term solution to this crisis. [13509/22]
View answerThe Department of Children, Equality, Disability, Integration and Youth (DCEDIY) is responsible for early years education outside the formal education system. However, my Department has a key role in supporting quality within the sector and works closely with DCEDIY.
My Department has also historically funded a number of pre-school services in schools in areas at particular risk of disadvantage and social exclusion. Outside of these initiatives, schools themselves are free to decide if they wish to make their facilities available for the running of early learning and care and/or school-age childcare services, and my Department understands that some schools do so. Any decision to make school facilities available lies with the relevant Trustees/ Property owners having regard to the requirements of the school, staff and students.
The policy of my Department is to support the use of school premises and facilities for community, recreational, education-related and other relevant purposes where possible. It is recognised that schools play an important role in their wider communities and many schools make their facilities available outside of school hours for a variety of different uses and users. In 2017 guidance, which was developed in consultation with school authorities, on the use of school buildings outside of school hours was published.
This guidance includes information which school authorities should consider in the event that they receive an application for the use of their school in connection with a pre-school. Where that proposed use may take place within schools hours consideration has to be given to the impact on the capacity of the school to meet its requirements including special education provision. Therefore where a school is considering the letting of part of its property as a pre-school or creche they must first seek the approval of the Minister. In addition, where schools enter agreements for the use of their facilities it should include a condition that the agreement may be terminated should the facility be required for education provision.
A copy of this guidance is available on my Department's website. My Department plans to undertake a review of these guidelines. As part of this review process my Department will consult with relevant stakeholders, including representatives of schools and other government Departments.
119. Deputy John Lahart asked the Minister for Education the strategies in place to support children and young persons in education whose primary language is Irish Sign Language; and if she will make a statement on the matter. [13487/22]
View answerLast week Minister Foley and I were pleased to announce details of a new scheme for the provision of Irish Sign Language (ISL) in-school support for students who are Deaf and whose primary means of communication is ISL.
The new scheme will involve two key strands of support:
- Programme of intensive in-school support for individual students to enable them access teaching and learning and participate in school life.
- Programme of training and support to build capacity among the school community including teachers, special needs assistants, other school staff and pupils on communication using Irish Sign Language.
The new scheme is targeted at children and young people attending primary, special and post-primary school who were born without an auditory nerve or due to infection, disease, trauma, failed technology intervention (for example cochlear implants), their auditory nerve has ceased to function completely and whose primary means of communication is using Irish Sign Language.
Under the scheme, a package of dedicated specialist ISL supports will be allocated to relevant schools so these students have a more inclusive school experience.
The establishment of the new scheme follows the commencement of the Irish Sign Language Act 2017 on 23 December 2020. Section 5 of the Act outlines a number of requirements in relation to education including the establishment of this scheme.
In developing the new scheme, we recognise that the primary educator in a school is the class teacher, who is qualified and registered with the Teaching Council.
The new roles will support the work of the class teachers and complement other teaching support and care support provided for the targeted students.
The deployment of the new supports is consistent with a key principle underpinning Department policy on the allocation of supports to students with special educational needs that the child with the greatest level of need should receive the greatest level of support.
The National Council for Special Education (NCSE) will be responsible for the delivery of the new supports under the scheme. Schools that identify students with a need for specialised ISL support will be invited to submit an application to the NCSE.
The proposals and the operation of the scheme will be discussed with education stakeholders in the coming weeks with a view to finalising the scheme as soon as possible so that it is in place in time for the commencement of the next school year.
120. Deputy James O'Connor asked the Minister for Education her views on the roll-out of broadband for rural schools; and if she will make a statement on the matter. [13497/22]
View answerThe delivery of high quality internet connectivity for all schools is a key objective of my Department. It is accepted that good connectivity is essential to ensure that schools are facilitated to progress the embedding of digital technologies in teaching and learning and for the implementation of new and revised curriculum.
My Department operates the Schools Broadband Programme at an annual cost of some €13m, with at least 98% of schools included in this scheme providing connectivity to these schools through a range of technologies at the best level of connectivity available based on local infrastructure.
As the Deputy is aware, the National Broadband Plan Intervention Area Plan for which implementation is now underway with the provision of high speed connectivity to the almost 700 primary schools in that area is to be accelerated for delivery. My Department is engaging with the Department of Environment, Climate and Communications on the intervention area implementation, including the Schools Broadband Connection Points Programme. Under the Schools Broadband Programme over 100 of those schools have been provided with high speed broadband through the NBI roll out, with almost 100 to be connected shortly. The two Departments will continue to work closely to provide high speed connectivity to the balance of schools in the National Broadband Plan intervention area.
My Department is now implementing a project to provide high speed broadband connectivity through the Schools Broadband Programme for primary schools outside of the National Broadband Plan Intervention Area, and where commercial provision is neither available nor planned. That project is supported by funding under the National Recovery and Resilience Plan (NRRP) and is managed by HEAnet on behalf of my Department.
The National Recovery and Resilience Plan (NRRP) has been developed by the Government so that Ireland can access funding under the EU’s Recovery and Resilience Facility. Ireland is expected to receive €988 million in grants under the Facility. The Recovery and Resilience Facility is the largest component of NextGenerationEU, the European Union’s response to the global pandemic. The aim is to help repair the immediate economic and social damage brought about by the pandemic and to prepare for a post-Covid Europe that is greener, more digital, more resilient and fit to face the future.
