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Tuesday, 29 Mar 2022

Written Answers Nos. 401-420

Teaching Qualifications

Questions (401)

Niamh Smyth

Question:

401. Deputy Niamh Smyth asked the Minister for Education the options that are available to a person (details supplied); and if she will make a statement on the matter. [15882/22]

View answer

Written answers

Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State. It acts in the interests of the public good while upholding and enhancing standards in the teaching profession.

The Teaching Council registers teachers in line with the requirements set out in the Teaching Council Act 2001-2015 and the Teaching Council (Registration) Regulations 2016.

The Minister for Education commenced Section 30 of the Teaching Council Act, 2001 on 28 January 2014. Section 30 makes it a requirement for teachers to register with the Teaching Council in order to be paid from State funds.

Fully qualified teachers who have qualified outside of the Republic of Ireland are eligible to apply for registration with the Teaching Council. A person deemed to be a fully qualified teacher has completed a recognised teacher education qualification and any required programme of induction in the country in which they qualified and can provide an official letter from the relevant teacher registration body/Competent Authority or Ministry of Education confirming recognition as a fully qualified teacher in that State/ country.

The Teaching Council inform me that they will make contact with the person referred that by the Deputy and to discuss the options to apply for registration under Route 1 - Primary Teaching.

School Staff

Questions (402)

Joe Carey

Question:

402. Deputy Joe Carey asked the Minister for Education if her attention has been drawn to the hardship being experienced by teachers who surrender full-time teaching posts for personal reasons such as to care for ill family members, having to complete three full years on the supplementary panel prior to becoming eligible to apply for a full-time teaching post again; if she has plans to reform this system to take into consideration challenging personal circumstances and or to modernise the system which has been in place for some time; and if she will make a statement on the matter. [15901/22]

View answer

Written answers

The core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent/CID holding teachers, to other schools that have vacancies.

At primary level, schools are required under the panel arrangements to fill permanent vacancies from the Main Redeployment Panel in the first instance and thereafter from Supplementary Redeployment Panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers.

Circular 57/2021 sets out the arrangements for the Supplementary Panel for the 2022/23 school year. The circular advises that previous permanent service is not reckonable for access to the Supplementary Panel. The panel criteria is reviewed each year, in consultation with the Education Partners (which includes the Teacher Union). Arrangements in relation to next year's Supplementary Panel will be reviewed and published towards the end of the current year.

Question No. 403 answered with Question No. 399.

Education Policy

Questions (404)

Eoin Ó Broin

Question:

404. Deputy Eoin Ó Broin asked the Minister for Education the process by which children can opt out of religion classes in school; and if the process differs between school levels or settings. [15944/22]

View answer

Written answers

Under Article 44 of the Constitution and in accordance with Section 30 of the Education Act, 1998, parents have a right to have their children opt out of religious instruction classes if they so wish. It is expected that this right will be upheld by schools on foot of a parental request.

Under the provisions of the Education (Admission to Schools) Act 2018, where schools provide religious instruction, they must clearly set out in their admission policies the school’s arrangements for students, where the parent or in the case of a student who has reached the age of 18 years, the student, has requested that the student attend the school without attending religious instruction in the school.

The manner in which any school ensures that the right to opt out of religion classes is upheld is a matter for the school concerned. Each individual school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc.

The right of parents to have their child opt out of religion classes applies in all schools regardless of the denomination or ethos of the school concerned.

Education Schemes

Questions (405)

Alan Dillon

Question:

405. Deputy Alan Dillon asked the Minister for Education the reason that a school (details supplied) was not included as part of the 11 additional schools in County Mayo in the recent expansion of the DEIS programme; when the DEIS program will be assessed for new entries in the future; and if she will make a statement on the matter. [15952/22]

View answer

Written answers

I announced on the 9th March, 2022 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 mean a €32million increase in my Department's expenditure on DEIS programme from 2023. This is the largest ever increase in investment in the programme and will extend DEIS status to schools serving the highest proportions of pupils at risk of educational disadvantage.

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. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.

Schools that have not been included in the DEIS programme at this time will have an opportunity to have that decision reviewed. My Department will provide further information in the coming days on this appeals process on my Department’s website.

Education Schemes

Questions (406)

Joe McHugh

Question:

406. Deputy Joe McHugh asked the Minister for Education when the review process will begin for schools not included in the recent DEIS school announcement; if she will give strong consideration for a school (details supplied) which is of the view that it has satisfied every criterion for progression within its existing DEIS band; and if she will make a statement on the matter. [15964/22]

View answer

Written answers

I announced on the 9th March, 2022 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 mean 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 DEIS status to schools serving the highest proportions of pupils at risk of educational disadvantage.

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. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools.

Schools that were not included in DEIS or who have not had their DEIS band reclassified at this time will have an opportunity to have that decision reviewed. My Department will provide further information in the coming days on this appeals process on my Department’s website.

Ukraine War

Questions (407)

Sorca Clarke

Question:

407. Deputy Sorca Clarke asked the Minister for Education the steps that are being taken to ensure that primary and secondary schools have adequate supports and resources to provide Ukrainian children fleeing war the mental health support that they need. [15973/22]

View answer

Written answers

My Department is working to identify and prepare arrangements to address the needs of the primary and post-primary school-aged children arriving from Ukraine. This includes supporting the wellbeing and social and emotional needs of these young people.

In line with research on best practice, guidance from the National Educational Psychology Service (NEPS), the HSE and the Psychological Society of Ireland, the Department is taking a Psychological First Aid approach to supporting wellbeing in our schools at this time. Instead, these children/young people and their families need to be given time to adapt and adjust to their new environment, new home, new school, and to be given access to practical supports, clear information and assistance to settle in and make friends. NEPS has developed guidance for schools on how best to welcome children and support their wellbeing at this time. This guidance is based on the provision of a psycho-social response of promoting a sense of safety, calm, connectedness, efficacy and hope. These are key evidence-based principles known to help people regain a sense of normalcy and wellbeing in the aftermath of emergencies/traumatic events. Schools are familiar with these principles of support, as they formed the basis of the Department’s response to supporting wellbeing during the Covid-19 pandemic. Children and young people will do better in the long term if they feel safe, calm and hopeful, if they feel a sense of belonging and connectedness to their new school, and they feel that they can manage and cope. Applying these five principles will help the school community, in its own unique way, to foster these children’s and young people’s resilience.

NEPS will develop further advice and resources, as appropriate, including a webinar for school staff. NEPS psychologists are available on the ground to consult with schools and provide support as needed.

Children and their families arriving from Ukraine need to be given time to adapt and adjust to their new environment, new home, new school, and to be given access to practical supports, clear information and assistance to settle in and make friends. Counselling or psychological debriefing are not recommended at this time. Many of these children and young people will show remarkable resilience now that they are in a safer place and psychosocial supports are in place, but for some recovery will take longer. The Department of Health has responsibility for the provision of mental health services in Ireland, and through HSE Primary Care Psychology and Child and Adolescent Mental Health Services (CAMHS) provides clinical support to children and young people with mental health needs. This Department will continue to signpost schools and students to the HSE/HSE-funded mental health services.

Ukraine War

Questions (408)

Sorca Clarke

Question:

408. Deputy Sorca Clarke asked the Minister for Education if a plan is in place to provide English language education or translation services to Ukrainian children in Irish primary and secondary education; and if she will make a statement on the matter. [15974/22]

View answer

Written answers

My Department has recently announced the establishment of Regional Education and Language Teams (REALT) to support the needs of Ukrainian children arriving in Ireland.

These Education and Language Teams will be hosted by the 16 regional education and training boards (ETBs) and will be staffed by existing regionally-based education support personnel working closely together to ensure good coordination and alignment of supports for Ukrainian children. My Department will be liaising with the teams to ensure all necessary supports for the Ukrainian children are provided as quickly as possible.

The primary role of the REALT will be to assist children in finding school places and to support schools in the area to meet the needs of these children as they emerge, to advise and support the Department in developing new capacity where required, and to co-ordinate the provision of education services to children and families across their defined area. These teams will ensure that clear, accessible information flows are in place between schools, local education support services and national support structures in relation to Ukrainian arrivals.

The regional teams will be hosted and administratively supported within the ETBs and will lead a network of other key agencies, including Tusla Education Support Service (TESS), NEPS regional personnel, NCSE regional personnel and Management body local nominees working together with local schools. All of the key agencies working together in a holistic manner will bring added value and efficiencies to the process of supporting the Ukrainian children.

Language plays a vital role in helping children/students to clarify and interpret experiences, explore ideas and emotions, and deepen their understanding of the world around them. Recognising the significance of language in shaping individual experiences, the National Council for Curriculum and Assessment (NCCA) has published a range of materials to support learners with English as an additional language (EAL) across the early childhood, primary and post-primary sectors. These materials aim to support teachers and early childhood practitioners to nurture the language development of EAL learners.

A guide to some of these materials can be found on NCCA's websites: NCCA.ie, curriculumonline.ie and Aistear Síolta Practice Guide. It is planned that further material will be added to supplement what is already available.

A central repository of information and CPD resources for school leaders and teachers to support cultural and linguistic diversity is being developed on the Scoilnet.ie website that schools are familiar with. These supports to include those designed by the National Educational Psychological Service (NEPS) to help children suffering from trauma and EAL, intercultural and relevant curriculum supports developed by the teacher education supports services including PDST, the NCCA and the ETB sector

Education Schemes

Questions (409)

Joe McHugh

Question:

409. Deputy Joe McHugh asked the Minister for Education if he will ensure that the independent appeals process takes into consideration a school's (details supplied) circumstances as the only school excluded in the recent DEIS announcement from a group of primary and secondary schools which were added to the school meals programme in 2017 as non-DEIS schools with a level of disadvantage; and if she will make a statement on the matter. [15981/22]

View answer

Written answers

I announced on the 9th March, 2022 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 mean a €32million increase in my Department's expenditure on DEIS programme from 2023. This is the largest ever increase in investment in the programme and will extend DEIS status to schools serving the highest proportions of pupils at risk of educational disadvantage.

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. Schools were not required to apply for inclusion in the DEIS programme and the model has been applied fairly and equally to all schools

Schools that have not been included in the DEIS programme at this time will have an opportunity to have that decision reviewed. My Department will provide further information in the coming days on this appeals process on my Department’s website.

Ukraine War

Questions (410, 425)

Denise Mitchell

Question:

410. Deputy Denise Mitchell asked the Minister for Education if additional resources will be allocated to a school (details supplied) which has enrolled 30 Ukrainian children in the school in recent weeks; her views on supports for schools seeing an increase in demand for places from children fleeing conflict in Ukraine; and if she will make a statement on the matter. [15985/22]

View answer

Seán Haughey

Question:

425. Deputy Seán Haughey asked the Minister for Education if practical supports will be made available to primary schools that have enrolled many children from Ukraine in recent days; if funding can be made available to provide lunches, books, copies, pencils and school furniture for these pupils, in particular children enrolled in DEIS schools; if learning support teachers can be given additional hours to develop English language skills and learning strategies for these pupils; if an application for these resources from a school (details supplied) can be examined; and if she will make a statement on the matter. [16104/22]

View answer

Written answers

I propose to take Questions Nos. 410 and 425 together.

My Department has recently announced the establishment of Regional Education and Language Teams (REALT) to support the needs of Ukrainian children arriving in Ireland.

These Education and Language Teams will be hosted by the 16 regional education and training boards (ETBs) and will be staffed by existing regionally-based education support personnel working closely together to ensure good coordination and alignment of supports for Ukrainian children. My Department will be liaising with the teams to ensure all necessary supports for the Ukrainian children are provided as quickly as possible.

The primary role of the REALT will be to assist children in finding school places and to support schools, such as the school referred to by the Deputy, to meet the needs of these children as they emerge, to advise and support the Department in developing new capacity where required, and to co-ordinate the provision of education services to children and families across their defined area. These teams will ensure that clear, accessible information flows are in place between schools, local education support services and national support structures in relation to Ukrainian arrivals.

The regional teams will be hosted and administratively supported within the ETBs and will lead a network of other key agencies, including Tusla Education Support Service (TESS), NEPS regional personnel, NCSE regional personnel and Management body local nominees working together with local schools. All of the key agencies working together in a holistic manner will bring added value and efficiencies to the process of supporting the Ukrainian children.

Language plays a vital role in helping children/students to clarify and interpret experiences, explore ideas and emotions, and deepen their understanding of the world around them. Recognising the significance of language in shaping individual experiences, the National Council for Curriculum and Assessment (NCCA) has published a range of materials to support learners with English as an additional language (EAL) across the early childhood, primary and post-primary sectors. These materials aim to support teachers and early childhood practitioners to nurture the language development of EAL learners.

A guide to some of these materials can be found on NCCA's websites: NCCA.ie, curriculumonline.ie and Aistear Síolta Practice Guide. It is planned that further material will be added to supplement what is already available.

A central repository of information and CPD resources for school leaders and teachers to support cultural and linguistic diversity is being developed on the Scoilnet.ie website that schools are familiar with. These supports to include those designed by the National Educational Psychological Service (NEPS) to help children suffering from trauma and EAL, intercultural and relevant curriculum supports developed by the teacher education supports services including PDST, the NCCA and the ETB sector.

School Staff

Questions (411)

Donnchadh Ó Laoghaire

Question:

411. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the steps she is taking to address the significant increase in demand for substitution in recent weeks given the high number of Covid cases and the increasing staff absences in schools as a result. [16025/22]

View answer

Written answers

A number of additional measures have been put in place to enhance substitute cover.

At primary level additional posts have been allocated to primary substitute teacher supply panels in areas where significant challenges in sourcing substitution continue, bringing the total to 680 posts on 142 panels, covering approximately 2,700 schools.

The supply panels work alongside the existing methods of sourcing substitute teachers, such as Sub Seeker, the national substitution portal service operated by the Irish Primary Principals' Network and schools can also make local arrangements to have their own regular substitutes to call on if needed.

Higher education institutions (HEIs) providing professional master of education (PME) programmes have ensured flexibility in programme delivery to enhance the availability of PME students for substitute work. PME students have been advised to register with the Teaching Council and with Sub Seeker.

In addition, HEIs providing undergraduate programmes of primary and post-primary initial teacher education have agreed to facilitate the release of 3rd and 4th year student teachers to support schools.

To support this measure the Teaching Council has recently made regulations for the registration of 3rd and 4th years student teachers and is currently developing a system for their registration. Pending registration with the Council, these students are still classified as unregistered persons and subject to the ‘5 day rule’. Until the system to provide for their registration is in place, and in order to support their availability to carry out substitution, I recently made amending regulations providing for an interim provision exempting 3rd and 4th year students from the ‘5 day rule’. This amendment is strictly time limited from 15th February 2022 and to 30th June 2022. The ‘5 day rule’ remains in place for the employment of all other unregistered persons.

At post primary level teachers could provide up to a maximum of 35 additional teaching hours between 29th November 2021 and 28th February 2022. In order to continue to support schools to source substitution cover, this provision has been extended for a further period, allowing up to a maximum of a further 35 additional teaching hours between 1st March 2022 and 31st May 2022.

These measures are in addition to changes to the career break scheme, to permit teachers on career break to do unlimited substitution and changes to the job sharing scheme to permit job sharing teachers carry out substitute work on the days they are rostered off.

My Department and its Inspectorate continue to provide support to schools where they experience difficulties in sourcing sufficient substitute cover.

Special Educational Needs

Questions (412)

Mary Lou McDonald

Question:

412. Deputy Mary Lou McDonald asked the Minister for Education when the special education teaching allocation of a school (details supplied) will be reviewed; and if she is satisfied that the current special needs assistant provision of 1.83 posts for 15 children for the school meets her Department’s domestic and international statutory obligations to children with special educational needs. [16044/22]

View answer

Written answers

The policy of my Department is to provide a continuum of education provision to support the education of children with special educational needs. This continuum extends from placement in a mainstream class with the necessary additional teaching and care supports through to placement in a special class or special school depending on the complexity of need.

The Special Education Teaching (SET) allocation aims to provide the necessary additional teaching support for children with special educational needs in mainstream settings.

Since 2017, SET allocations are frontloaded into schools at the commencement of each school year. This removed the need for individual student diagnosis and in that way simplified and streamlined the allocation process. It also facilitates the enrolment of new children during the year. A school is required to deploy the SET allocation so that those students with the greatest needs receive the greatest level of support and guidance has issued to schools in this regard.

SET allocations are determined on the basis of an education profile of each school which takes account of a range of factors including enrolment, number of children with complex needs, student learning achievement and social status of school. The provision of an SET allocation is designed to give a fair allocation to each school.

Where a school’s circumstances change in a material way, a school can request a review of its allocation from the National Council for Special Education (NCSE).

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 in a manner which best meets the care support requirements of the children enrolled in the school. It should be noted that not every student with a special educational need requires SNA support.

Where a school considers that it requires additional SNA support to meet the needs of its students, it can seek a review from the NCSE.

I understand that the school in question has sought a review of both its SET and SNA allocations. The application for a SET review is currently being considered. The review of the SNA allocation has been concluded and in accordance with the terms of the SNA scheme, no additionality has been granted to the school.

State Examinations

Questions (413)

Thomas Pringle

Question:

413. Deputy Thomas Pringle asked the Minister for Education if a third language is compulsory as part of the choice for students for the leaving certificate examination (details supplied); and if she will make a statement on the matter. [16066/22]

View answer

Written answers

The number of subjects that a student selects for Leaving Certificate is typically seven, including Irish, English and Mathematics but there is no rule to this effect. The range of subjects offered in an individual school is a matter for the school and will vary in accordance with the teaching resources in the school and the needs and interests of the students.

Typically the minimum entry (matriculation) requirement for level 8 CAO degree courses is six Leaving Certificate subjects; for CAO courses at level 6/7 it may be five subjects. In addition, colleges may specify completion of English/Mathematics/Irish or other relevant specific course requirements, with named subjects for entry and specify the number of higher levels required. It is important that candidates obtain up to date advice in advance of making any decision that could limit their options regarding progression from Leaving Certificate.

School Accommodation

Questions (414)

Michael Creed

Question:

414. Deputy Michael Creed asked the Minister for Education if new classroom accommodation has been sanctioned for September 2022 for a school (details supplied). [16071/22]

View answer

Written answers

I can confirm to the Deputy that my Department received an application for capital funding, under the Additional School Accommodation (ASA) scheme from the school authority 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.

At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocations Section, or a new SEN class has been sanctioned by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.

Once the application has been assessed, the school authority will be contacted directly with a decision.

School Transport

Questions (415)

Paul McAuliffe

Question:

415. Deputy Paul McAuliffe asked the Minister for Education the estimated cost of providing a school transport system for the Dublin area; and if she will make a statement on the matter. [16077/22]

View answer

Written answers

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.

The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.

The scheme supports students to attend school throughout the country. Primary children are eligible for transport where they reside 3.2 kilometres or more from their nearest school having regard to language and ethos. Post primary students are eligible where they reside 4.8 kilometres or more from their nearest school having regard to language and ethos.

All children who are eligible and who complete the application and payment process on time are accommodated on school transport where such services are in operation. Children who are not eligible for school transport may apply for transport on a concessionary basis, where seats are available after all eligible applicants have been accommodated on school transport services.

The purpose of the Department's School Transport Scheme for Children with Special Educational Needs is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.

In general, children with special educational needs are eligible for school transport if they are attending the nearest school that is resourced to meet their special educational needs.

Eligibility for the Special Educational Needs transport scheme is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).

School Transport

Questions (416)

Paul McAuliffe

Question:

416. Deputy Paul McAuliffe asked the Minister for Education the cost breakdown per county of the school transport system; and if she will make a statement on the matter. [16078/22]

View answer

Written answers

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.

The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.

The information requested by the Deputy cannot be provided by the Department in the manner that is required.

School Transport

Questions (417)

Pauline Tully

Question:

417. Deputy Pauline Tully asked the Minister for Education the number of school transport scheme routes serving the second-level education sector in County Cavan; and if she will make a statement on the matter. [16119/22]

View answer

Written answers

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.

Bus Éireann has advised that there are 74 school transport services operating under the post primary scheme in County Cavan. Further information on the School Transport Scheme can be found on the Department of Education's website: www.education.gov.ie

State Examinations

Questions (418)

Gerald Nash

Question:

418. Deputy Ged Nash asked the Minister for Education the plans that are in place with regard to a student contracting Covid-19 before or during State examinations; when she expects to publish guidance on the matter; and if she will make a statement on the matter. [16132/22]

View answer

Written answers

The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.

In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.

Ukraine War

Questions (419, 424, 435)

Cian O'Callaghan

Question:

419. Deputy Cian O'Callaghan asked the Minister for Education the additional resources that will be provided to primary schools to assist the staff to deal with the arrival of Ukrainian refugees; and if she will make a statement on the matter. [16135/22]

View answer

Ruairí Ó Murchú

Question:

424. Deputy Ruairí Ó Murchú asked the Minister for Education the steps that are being taken to provide primary and secondary education for those fleeing conflict in Ukraine to Ireland; the supports and resources that are available to schools particularly regarding language barriers; and if she will make a statement on the matter. [16166/22]

View answer

Richard Bruton

Question:

435. Deputy Richard Bruton asked the Minister for Education the categories under which additional support will be made available to schools enrolling pupils from Ukraine; the criteria in each case for triggering additional allocation for example of books, meals, language support, resource teaching, SNA support and so on; and if she will make a statement on the matter. [16417/22]

View answer

Written answers

I propose to take Questions Nos. 419, 424 and 435 together.

My Department has recently announced the establishment of Regional Education and Language Teams (REALT) to support the needs of Ukrainian children arriving in Ireland.

These Education and Language Teams will be hosted by the 16 regional education and training boards (ETBs) and will be staffed by existing regionally-based education support personnel working closely together to ensure good coordination and alignment of supports for Ukrainian children. My Department will be liaising with the teams to ensure all necessary supports for the Ukrainian children are provided as quickly as possible.

The primary role of the REALT will be to assist children in finding school places and to support schools in the area to meet the needs of these children as they emerge, to advise and support the Department in developing new capacity where required, and to co-ordinate the provision of education services to children and families across their defined area. These teams will ensure that clear, accessible information flows are in place between schools, local education support services and national support structures in relation to Ukrainian arrivals.

The regional teams will be hosted and administratively supported within the ETBs and will lead a network of other key agencies, including Tusla Education Support Service (TESS), NEPS regional personnel, NCSE regional personnel and Management body local nominees working together with local schools. All of the key agencies working together in a holistic manner will bring added value and efficiencies to the process of supporting the Ukrainian children.

Language plays a vital role in helping children/students to clarify and interpret experiences, explore ideas and emotions, and deepen their understanding of the world around them. Recognising the significance of language in shaping individual experiences, the National Council for Curriculum and Assessment (NCCA) has published a range of materials to support learners with English as an additional language (EAL) across the early childhood, primary and post-primary sectors. These materials aim to support teachers and early childhood practitioners to nurture the language development of EAL learners.

A guide to some of these materials can be found on NCCA's websites: NCCA.ie, curriculumonline.ie and Aistear Síolta Practice Guide. It is planned that further material will be added to supplement what is already available.

A central repository of information and CPD resources for school leaders and teachers to support cultural and linguistic diversity is being developed on the Scoilnet.ie website that schools are familiar with. These supports to include those designed by the National Educational Psychological Service (NEPS) to help children suffering from trauma and EAL, intercultural and relevant curriculum supports developed by the teacher education supports services including PDST, the NCCA and the ETB sector

My Department is also working to identify and prepare arrangements to address the needs of the primary and post-primary school-aged children arriving from Ukraine, including supporting the wellbeing and social and emotional needs of these young people.

In line with research on best practice, guidance from NEPS, the HSE and the Psychological Society of Ireland, the Department is taking a Psychological First Aid approach to supporting wellbeing in our schools at this time. Instead, these children/young people and their families need to be given time to adapt and adjust to their new environment, new home, new school, and to be given access to practical supports, clear information and assistance to settle in and make friends. NEPS has developed guidance for schools on how best to welcome children and support their wellbeing at this time. This guidance is based on the provision of a psycho-social response of promoting a sense of safety, calm, connectedness, efficacy and hope. These are key evidence-based principles known to help people regain a sense of normalcy and wellbeing in the aftermath of emergencies/traumatic events. Schools are familiar with these principles of support, as they formed the basis of the Department’s response to supporting wellbeing during the Covid-19 pandemic. Children and young people will do better in the long term if they feel safe, calm and hopeful, if they feel a sense of belonging and connectedness to their new school, and they feel that they can manage and cope. Applying these five principles will help the school community, in its own unique way, to foster these children’s and young people’s resilience.

NEPS will develop further advice and resources, as appropriate, including a webinar for school staff. NEPS psychologists are available on the ground to consult with schools and provide support as needed.

Children and their families arriving from Ukraine need to be given time to adapt and adjust to their new environment, new home, new school, and to be given access to practical supports, clear information and assistance to settle in and make friends. Counselling or psychological debriefing are not recommended at this time. Many of these children and young people will show remarkable resilience now that they are in a safer place and psychosocial supports are in place, but for some recovery will take longer. The Department of Health has responsibility for the provision of mental health services in Ireland, and through HSE Primary Care Psychology and Child and Adolescent Mental Health Services (CAMHS) provides clinical support to children and young people with mental health needs. This Department will continue to signpost schools and students to the HSE/HSE-funded mental health services.

Ukraine War

Questions (420)

Paul Murphy

Question:

420. Deputy Paul Murphy asked the Minister for Education if the building and the unoccupied apartments above a building (details supplied) are owned by the local education and training board; if the board has plans for the use of these apartments; if they will be made available to Ukrainian refugees; if not, the reason; and the reason they have not been made available to those on the housing list up to this point. [16140/22]

View answer

Written answers

The vacant floors above the ground floor in the subject property in Citywest are being repurposed to meet the accommodation needs of the three schools currently occupying the buildings. My Department, with the consent of Dublin Dun Laoghaire ETB who are the property owners, will be carrying out extensive works to those floors over the remainder of this year to provide the necessary classroom accommodation for the schools for the coming school year.

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