Thursday, 12 May 2022

Written Answers Nos. 154-163

Equality Issues

Questions (154)

Bríd Smith

Question:

154. Deputy Bríd Smith asked the Minister for Education the position of her Department in relation to the rights of gay and trans students to be respected and recognised in their school by staff and principals; if her Department approved or was informed of a decision to invite a person (details supplied) that engages in conversion therapy as a key speaker to a conference and is on record as wishing to deny rights to trans persons; and if she will make a statement on the matter. [23810/22]

Written answers

Minister for Education

Ensuring that all students and staff, including LGBTQI+ students and staff, feel supported, welcomed and secure within their schools is a key priority for the Department of Education.

The Department of Education supports a number of programmes that support LGBTQI+ students and staff. For example, since 2013, the Department has provided funding to BeLonG To, for StandUp! Awareness which is a campaign that supports school communities to take a stand against bullying that is homophobic, transphobic or bi-phobic. The campaign also seeks to raise awareness in schools about the experience of LBGTI+ Students. The Department has also collaborated with advocacy bodies and partners to prepare a resource document for schools to support LGBTQI+ students, which has been made available online and to schools.

The Action Plan on Bullying 2013 and the Anti Bullying Procedures for Primary and Post Primary Schools 2013 set out the Department's approach to tackling bullying and promoting an anti-bullying culture in schools. The Department has recently commenced a review of the Action Plan and the Anti Bullying Procedures that will take account of research and developments since they were published. It will specifically consider cyber bullying, identity bullying and sexual harassment, among other areas.

Access to Relationships and Sexuality Education (RSE) is an important right for students, and it is important that the SPHE/RSE programme that is in place in our schools is relevant, up-to-date, and inclusive of all of our students and staff. This is reflected in the Programme for Government commitment to ‘develop inclusive and age appropriate RSE and Social, Personal and Health Education curricula across primary and post-primary levels, including an inclusive programme on LGBTQI+ relationships and making appropriate legislative changes, if necessary’. Following an extensive review of the RSE curriculum, focusing on a range of topics including healthy positive sexual expression and relationships and LGBTQI+ matters, the NCCA published ‘the Report on the Review of Relationships and Sexuality Education in primary and post-primary schools” in December, 2019. The NCCA has begun work to update the SPHE/RSE curriculum for Junior Cycle, Senior Cycle and Primary. A draft revised Junior Cycle specification will be published before the end of this year which will be subject to further public consultation.

Finally, specifically in terms of staff, it is also worth noting that under employment law, employers, including schools, have a duty to ensure the health and safety of their employees in the workplace as set out in the Safety, Health and Welfare at Work Act 2005 (as amended).

My Department offers an Employee Assistance Service for all school staff, including LGBTQI+ employees. This free service includes a wide range of supports including a confidential 24/7 helpline, short-term counselling, a well-being portal, webinars, podcasts and blogs. It also provides advice and support to managers to help them deal with health and well-being issues in the workplace.

The Department has no role or input into conferences organised by Education Partners.

Schools Building Projects

Questions (155)

Bríd Smith

Question:

155. Deputy Bríd Smith asked the Minister for Education if her Department plans to fund additional primary or secondary facilities in Ballyfermot, specifically on a site (details supplied); and if her Department has had discussions with the developer of the site on the proposed plans; and if she will make a statement on the matter. [23811/22]

Written answers

Minister for Education

In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level including in the Ballyfermot_D10 school planning area.

The most recent analysis undertaken by my Department projects that over 76% of the 314 school planning areas at primary level, including the area referred to by the Deputy, have stable or decreasing projected enrolments for the period to 2025, whereas some 88% of the school planning areas at post-primary level are anticipated to have increased enrolments for the period to 2028.

As the Deputy may be aware, at primary level national enrolments peaked in 2018 and are projected to decline by over 120,000 by 2033, as outlined in my Department’s statistical report of November 2021: “Projections of full-time enrolment Primary and Second Level 2021-2040”. In that same report it can be seen that post primary enrolments are forecast to peak in 2024 and then decline thereafter to 2039, by circa 90,000 places. Although these projections do not account for arriving Ukrainian students, it is clear that at a national level there will be increasing levels of capacity within our existing schools infrastructure. While local and regional variations will, of course, be relevant, the use of such capacity - to meet the needs of Ukrainian children in the first instance - will be an important element in my Department’s strategic planning for capital investment in our schools. In this regard, a capacity survey at post-primary level has indicated available capacity of the order of 20,000 school places. There is also very good capacity at primary level given the downward trend in demographics and this will be analysed at an individual school and town/area level when a capacity survey of special schools and primary schools is undertaken at end May/early June 2022.

Where data indicates that there is not sufficient existing capacity to meet school place requirements in an area and that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following

- Extending the capacity of a school or schools,

- Provision of a new school or schools.

Requirements for additional school accommodation provision across the country, including in the Ballyfermot_D10 school planning area, will continue to be kept under review.

My Department continues to work to advance projects to ensure sufficient places for both mainstream provision and for pupils with special education requirements both for the coming academic year and into the future. My Department has a large pipeline of projects for delivery under the school building programme to cater for current and future educational demands including in the Ballyfermot D10 area. The current status of these approved projects is listed on a county by county basis on www.gov.ie and is regularly updated to reflect their progress through the various stages.

In regards to repurposing an old school site, when a school building becomes vacant as a result of closure, amalgamation or replacement, the future use of the old building is in the first instance a matter for the property owner. When the property owner applies to the Minister for permission to either use the property for community purposes or to sell it, my Department makes an assessment as to whether the property is required for future educational use. If it is concluded that the property has no viable future educational use, my Department permits that it may be used for community or other purposes or may be sold.

Special Educational Needs

Questions (156)

Donnchadh Ó Laoghaire

Question:

156. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the status of the roll-out of the front-loading allocation model of special needs assistants; and if she will publish the criteria used to determine this allocation. [23696/22]

Written answers

Minister of State at the Department of Education

In December 2019, Government approved the national roll out of a new front-loading model for the allocation of Special Needs Assistant (SNAs) support to primary and post-primary schools for students in mainstream classes, as part of the phased roll out of the School Inclusion Model (SIM).

Unfortunately, due to the disruption caused by the Covid-19 public health crisis, it was not possible to implement the new allocation model for the 2020/21 school year.

Working is ongoing on the allocation model and all stakeholders will be advised when the SNA allocation process has been completed and this will be done in line with previous years in May.

School Staff

Questions (157)

Gary Gannon

Question:

157. Deputy Gary Gannon asked the Minister for Education if her attention been drawn to a new report (details supplied) which details the experiences of non-religious teachers in schools with a religious ethos in both the Republic of Ireland and Northern Ireland; her views on the recommendations of the report; and if she will make a statement on the matter. [23481/22]

Written answers

Minister for Education

The Department is aware of the report referred to by the Deputy. The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority. In accordance with Department Circular 31/2011, schools are required to ensure that individuals appointed to teach are registered teachers with qualifications appropriate to the sector and suitable to the post for which they are employed. In post primary schools teachers are required to be registered Route 2 with the Teaching Council and have qualifications in the subjects for the post they are appointed to in order to receive incremental salary. It should also be noted that schools and other educational institutions are required to comply with anti-discrimination and other employment legislation, such as the Employment Equality Act 1998.

Section 37 (1) of the Employment Equality Act, 1998 allowed for the exclusion of discrimination on particular grounds in certain employments. The amended Section 37 now draws a distinction between religious institutions that are entirely privately funded and those which are funded by the taxpayer. The rationale is in the case of the second category, the Government has the right to protect employees who are paid from public monies from unfair treatment or discrimination in their work place.

The amended Section 37 now requires relevant employers in schools with a religious ethos to show that any favourable treatment of an employee or prospective employee is limited to the religion ground and action taken against a person is objectively justified by reference to that institution’s aim of protecting its religious ethos. This provision raises the threshold for discrimination so that schools are precluded from discrimination on any other equality grounds and that any action taken is reasonable and proportionate.

School Staff

Questions (158)

Aindrias Moynihan

Question:

158. Deputy Aindrias Moynihan asked the Minister for Education the measures that are being taken to ensure that adequate teaching staff will be available to accommodate the new leaving certificate programme subjects; and if she will make a statement on the matter. [23721/22]

Written answers

Minister for Education

As the Deputy is aware, on 29 March I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience.

In my announcement I set out a clear vision for Senior Cycle, building upon the National Council for Curriculum and Assessment’s (NCCA’s) Advisory Report. The NCCA’s review of senior cycle involved an extensive range of research, consultations and communications with a wide range of stakeholders.

The three tenets of Senior Cycle reform are to:

- Empower students to meet the challenges of the 21st century

- Enrich the student experience and build on what’s strong in our current system

- Embed well-being and reduce student stress levels

As part of these reforms, two new subjects; Drama, Film and Theatre Studies and Climate Action and Sustainable Development, will be introduced for Leaving Certificate students, starting in September 2024 in network schools. I have requested the NCCA to develop these new subject areas as a matter of priority.

Introducing significant change at Senior Cycle needs to be thought through carefully and it is essential to ensure that NCCA, State Examinations Commission (SEC), the Department and schools can work through the changes with all stakeholders over a sustained period of time.

I have requested the NCCA to invite a selection of schools, representative of the different types and sizes of schools across Ireland, to become “network schools”. In order to successfully deliver on the vision I have set out, we need to partner with schools to trial, evaluate, learn, adjust and succeed.

Network schools will be given the opportunity to participate at an early stage in the new subjects. These schools will receive support through a variety of forms to enable their participation. The network school approach will allow the curriculum and assessment arrangements to be co-constructed with students and their teachers allowing specific aspects of these proposals to be progressed and evaluated.

My Department will be engaging with the Teaching Council during this period in relation to the registration and eligibility requirements for teachers of the new subjects as well as with the initial teacher education (ITE) providers and teacher professional support services (as regards continuous professional development for teachers) as appropriate in regard to the training of relevant teachers for the subjects. There has also been some preliminary engagement with those providers in regard to Senior Cycle redevelopment. The focus over time will be on ensuring an alignment between ITE provision and the redeveloped Senior Cycle across a range of areas.

Irish Sign Language

Questions (159)

Pádraig O'Sullivan

Question:

159. Deputy Pádraig O'Sullivan asked the Minister for Education when she foresees the filling of posts for Irish sign language interpreters following the recent announcement; if she will provide a timeline for same; the number of posts that will be filled; the geographical breakdown of these posts; and if she will make a statement on the matter. [23359/22]

Written answers

Minister of State at the Department of Education

In March Minister Foley and I were pleased to announced 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 details of the operation of the new scheme are currently being finalised and following consultation with stakeholders, the new scheme will be published. The aim is that the scheme will be operational early in the next school year 2022/23.

Special Educational Needs

Questions (160)

Denis Naughten

Question:

160. Deputy Denis Naughten asked the Minister for Education the steps that she is taking to support children with hearing and visual impairment in mainstream schools; and if she will make a statement on the matter. [22473/22]

Written answers

Minister of State at the Department of Education

The Department's policy is that children with special educational needs access appropriate education intervention in mainstream settings where possible. Many deaf or hard of hearing pupils are included in mainstream classes at primary and post-primary level. Whilst other children who are deaf or hard of hearing and have more complex needs may attend special schools or classes, which have lower pupil teacher ratios.

The NCSE has responsibility for coordinating and advising on the education provision for children nationwide. The visiting teacher service forms part of the NCSE support service for schools, and visiting teachers are now recruited, deployed and managed by the NCSE.

The visiting teachers are qualified teachers with particular skills and knowledge of the development and education of children with varying degrees of hearing loss and/or visual impairment. They offer longitudinal support to children, their families and schools from the time of referral through to the end of post-primary education. They help children to develop tactile and sensory skills and give advice on self-help and other skills needed for independent living. They provide support in the development of pre-Braille skills, where necessary, and give instruction in mobility where appropriate.

Visiting teachers can refer children for assessment of low-vision aids and train the children in their use. They help children to develop tactile and sensory skills and give advice on self-help and other skills needed for independent living. They provide support in the development of pre-Braille skills, where necessary, and give instruction in mobility where appropriate. Teachers can refer the child for further mobility instruction where required.

Each visiting teacher operates in a particular region and manages a caseload of students. The visiting teacher supports children/young people, parents, guardians, teachers and other professionals involved with the child. Each visiting teacher works in partnership with parents to provide advice, and offer guidance, in matters pertaining to the child’s education and overall development. The frequency and nature of support takes into account a range of factors based on the individual’s needs.

Currently there are 43 visiting teachers posts allocated across the 10 NCSE regional teams, supported by teams of professionals and agencies such as audiological scientists, ophthalmology services, speech and language therapists, low vision specialists, psychologists, early intervention teams and school staff.

Under the Assistive Technology scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes. All equipment provided under this scheme supports children who, in order to access the school curriculum, require essential specialist equipment.

The National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.

The Minister for Education and the Minister of State for Special Education and Inclusion announced on the 2nd March 2022 a new scheme to support students in both primary and post primary Schools whose primary Language is ISL

The newly introduced 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. This new scheme builds on current provision to ensure the needs of the children are met.

- Funding is also provided by the Department for a home tuition service whereby tutors visit the homes of deaf and hard of hearing preschool children and school-going pupils to provide training in ISL for these children and their families including their grandparents.

- The Department also provides funding for assistive technology for pupils who are deaf or hard of hearing, equipment is provided under this scheme to enable students attend school and engage with the curriculum.

- Reasonable accommodations and supports are made available to support children with special educational needs, including students who are deaf/hard of hearing, to participate in state exams.

Special Educational Needs

Questions (161)

Aodhán Ó Ríordáin

Question:

161. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her attention has been drawn to the serious concern among parents of children attending special schools that their children will not receive adequate summer provision; if her attention has been drawn to the fact that home-based programmes are considered the least effective means of delivering the scheme; if, 80% of children who attended special schools in 2021 received no in-school summer programme; if there was an underspend of only €15.5 million from a €40 million budget in 2021; the measures that she will take to ensure that in-school summer provision is available to all children attending special schools and that the budget available is used for the purpose for which it was intended; and if she will make a statement on the matter. [23610/22]

Written answers

Minister of State at the Department of Education

Earlier this month, the Government announced this year's Summer Programme to allow all primary and post-primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage.

The total funding available to provide summer programmes this year is up to €40 million. The programme was developed following extensive engagement with education stakeholders, parent and disability advocacy groups.

The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote well-being and for those who are at key transition stages, helping to ensure they continue their education journey in September either in school or in further/higher education or training.

In 2021, due to the ongoing pandemic, the government announced a expansion to the summer programme. Under this expansion, students with complex special educational needs and those at greatest risk of educational disadvantage had access to an enhanced summer programme of education. The total provisional spend across the school and home-based elements for 2021 was €36m.

While, it is critically important to support a summer based programme in our special schools and special classes, it is also essential to ensure that the children with complex special educational needs (SEN) who are in our mainstream settings also have access to this critical support. At the time when the ‘July Provision’ was established, the concert of learning loss during school holidays was something which may have been considered to impact only those students in special schools and special classes. As our system has become more inclusive and many of these children with more complex needs now attend mainstream settings, it is recognised that they too will be impacted by school holidays and require that additional support to ensure they achieve their potential.

My Department held consultations with education stakeholders and advocacy groups, following this, steps were taken to encourage more schools to participate including the following: the provision of paid overseeing and preparation time for schools, a reduction in the administrative burden for schools, arrangements to pay staff sooner, greater guidance, an online payments portal for schools, and greater flexibility in the timing of the programme.

The complexities of organising a summer programme in special school environments is recognised and further enhanced funding for special schools is being provided this year including increase capitation and preparation to support these schools.

Concerns around availability of staff have been further addressed with the provision to recruit final year student teachers and student teachers registered with the Teaching Council under Route 5. To support and facilitate schools and principals with organising and running the programme, principals may delegate these functions to other members of staff through the Overseer role and preparation hours. Overseers, teachers and SNAs who work on the programme will be paid for this work based on what they are normally paid during the school year in addition to their normal salary.

In 2021 377 special schools and schools with special classes ran a programme, with in the region of 5,587 pupils attending. For context in 2011 there were 149 schools and 2,461 pupils attending the ‘July provision’ programme. The number of special schools running a programme under the ‘July provision’ scheme had fallen from 54 in 2011 to 34 in 2019. It is important to note that we have actually seen an increase in the number of special schools running a programme in both 2020 and 2021 with 39 special schools taking part in 2021.

While the number of special schools and classes taking part has risen over the last 2 years we want to continue this growth in participation further. The Department will continue to work with all stakeholders to support parents in accessing summer provision and with schools to ensure that they have the resources and supports necessary to successfully run these programmes.

It is acknowledged that not all schools will be in a position to provide a school-based programme, so a home-based programme continues to be available for students with complex needs where the school-based programme is unavailable. It is important that the home-based programme provides support for the education and/or care needs of students with complex needs during the summer break period.

Under the home-based programme grant funding is made available so that parents/legal guardians can engage the services of a teacher or an SNA to provide tuition or care support as appropriate in the child’s home. Schools are requested to provide parents with the contact details of a teacher/SNA where possible.

Special Educational Needs

Questions (162)

Catherine Connolly

Question:

162. Deputy Catherine Connolly asked the Minister for Education the status of the review of the July Provision programme which was commenced in 2019 but was paused due to Covid-19; if the review has been recommenced to date; the timeline for the completion of the review; the person or body that is carrying out the review; the terms of reference for the review; and if she will make a statement on the matter. [23673/22]

Written answers

Minister of State at the Department of Education

Earlier this month, the Government announced this year's Summer Programme to allow all primary and post-primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage.

The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote well-being and for those who are at key transition stages, helping to ensure they continue their education journey in September either in school or in further/higher education or training.

Building on the 2021 programme, all primary and post primary schools can offer a summer programme and in line with last year’s funding, there is up to €40 million available to provide for this year’s programme. In 2021 nearly 38,000 children availed of the summer programme, an increase of 60% from the previous year.

A key objective of this year’s scheme is to increase the number of schools offering the summer programme to their students. Steps have been taken to afford schools as much flexibility as possible, and to ease administrative requirements. This year there is provision to recruit newly qualified teachers graduating this summer as well as undergraduate student teachers who have registered with the Teaching Council under Route 5.

To support and facilitate schools and principals with organising and running the programme, the 2022 Summer Programme allows principals to delegate these functions to other members of staff through the Overseer role and preparation hours. The Overseer and preparation roles provide an exciting personal opportunity for teachers to develop their leadership skills and experience with recognition at a whole-school level.

Enhanced measures have been put in place to encourage participation of schools. These include:

- A Centralised Application Process to reduce the administrative burden on schools.

- Provision of funding to schools towards preparation and overseeing of the programmes.

- Provision to recruit final year student teachers graduating this summer and Route 5 undergraduate student teachers.

- Guidance, information and support provided to schools to help design and deliver the programmes.

- Capitation Grant Funding provided to cover the running costs of the scheme, including enhanced capitation for special schools and classes.

This year, for the first time, there will be an online claims system for schools to submit payments details for those staff taking part in the school based summer programme. This will provide for faster and more streamlined payments to staff.

In addition, with the assistance of the National Association of Management Boards in Special Schools (NAMBSE), the Department and Inspectorate recently hosted a webinar for Special Schools and provided a presentation on the supports and benefits of running a school based summer programme. The presentation focused on the positive outcomes for students that participated in the 2021 programme.

While the number of special schools and classes taking part has risen over the last 2 years, we want to continue this growth in participation further. The Department will continue to work with all stakeholders to support parents in accessing summer provision and with schools to ensure that they have the resources and supports necessary to successfully run these programmes. Planning for the 2023 Summer Programme is due to commence shortly with a view to addressing items identified by the Deputy.

It is acknowledged that not all schools will be in a position to provide a school-based programme, so a home-based programme continues to be available for students with complex needs where the school-based programme is unavailable.

School Staff

Questions (163)

Pádraig O'Sullivan

Question:

163. Deputy Pádraig O'Sullivan asked the Minister for Education if consideration will be given to increasing the number of teaching posts in second-level special schools to allow students avail of a full curriculum; and if she will make a statement on the matter. [23358/22]

Written answers

Minister of State at the Department of Education

The National Council for Special Education (NCSE) is responsible for determining the appropriate staffing levels in relation to the support of pupils with special educational needs in special schools, in accordance with the policies of my Department.

Since 2012, special schools are provided with teaching staff on the basis of individual pupil profiles and disability categories of those pupils, as opposed to being based principally on school designation, in accordance with my Department's Circular 0042/2011. Special school staffing allocations are reviewed and updated each year by the NCSE and schools are staffed on the basis of each year’s current school enrolments.

In addition, some special schools are in receipt of part-time specialist teaching hours which were originally allocated to provide for specialist subjects for post primary aged students. The provision has been maintained by the special schools in receipt of same, but no expansion of the provision has been provided for in recent years.

The NCSE is currently finalising policy advice on the educational provision that should be in place for students educated in special schools and special classes.

This policy advice is due to be completed later this year. There will be no change to the staffing arrangements currently in place in special schools, pending the receipt of this policy advice.