Neale Richmond
Question:1008. Deputy Neale Richmond asked the Minister for Education when a school (details supplied) will move to its permanent site; and if she will make a statement on the matter. [30018/22]
View answerSchools Building Projects
Questions (1008, 1009, 1010, 1036)
Neale Richmond
Question:1009. Deputy Neale Richmond asked the Minister for Education when her Department expects to apply for planning permission for a school (details supplied); and if she will make a statement on the matter. [30019/22]
View answerNeale Richmond
Question:1010. Deputy Neale Richmond asked the Minister for Education when she expects work to begin on a permanent site for a school (details supplied); and if she will make a statement on the matter. [30020/22]
View answerNeale Richmond
Question:1036. Deputy Neale Richmond asked the Minister for Education the status of the provision of a permanent site for a school (details supplied); and if she will make a statement on the matter. [30423/22]
View answerWritten answers
I propose to take Questions Nos. 1008, 1009, 1010 and 1036 together.
The site to which the Deputy refers will provide for a campus development of a 1,000 pupil post-primary school and accommodation, including four classrooms, for children with special educational needs and a new 16 classroom primary school and accommodation, including two classrooms, for children with special educational needs.
The permanent school building project for the schools has been assigned to my Department’s Design & Build delivery programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
A pre-planning meeting with the Planning Department of the local authority was held to discuss the design proposals for the permanent school building project. These discussions will inform the plans for developing the planning application documentation.
The next key milestone for the project will be the submission of the planning application. It is not possible to provide a timeframe for the progression of the project to tender and construction stages until such time as the necessary statutory approvals have been secured.
The National School is to remain in its current interim location until July 2023. My Department will continue to address the interim accommodation requirements for the schools and will continue to keep the patron body and the school community updated as the project progresses.
Question No. 1009 answered with Question No. 1008.
Question No. 1010 answered with Question No. 1008.
Schools Refurbishment
Questions (1011)
Pádraig Mac Lochlainn
Question:1011. Deputy Pádraig Mac Lochlainn asked the Minister for Education if she will provide an update on the plans for new school buildings at a school (details supplied) including a clear timeframe for completion; and if her attention has been drawn to the growing frustration amongst teachers, students and parents at the slow pace of progress. [30040/22]
View answerWritten answers
The project to which the deputy refers has been devolved for delivery to Donegal Education and Training Board (DETB).
I am pleased to inform you that the Department has approved the project to proceed to tender. A list of pre-qualified contactors has been approved, to which the project is being tendered.
While at this stage it is not possible to provide a timeline for completion of the project, DETB will be engaging directly with the school authority to give a clear indication of progress through the tender stage and onto the construction stage.
Schools Refurbishment
Questions (1012)
Pádraig Mac Lochlainn
Question:1012. Deputy Pádraig Mac Lochlainn asked the Minister for Education if she will provide an update on the plans for new school buildings at a school (details supplied). [30041/22]
View answerWritten answers
The school referred to by the Deputy is at an advanced stage of the tender process. A Letter of Intent issued to the recommended bidder and once all the contract pre-conditions specified in the Letter of Intent are met, the Letter of Acceptance can be authorised. Subject to no issues arising, it is anticipated that works will commence in Quarter 2 of 2022 with an estimated completion timeframe of 27 months.
Schools Refurbishment
Questions (1013)
Pádraig Mac Lochlainn
Question:1013. Deputy Pádraig Mac Lochlainn asked the Minister for Education if she will provide an update on the plans for new school buildings at a school (details supplied). [30042/22]
View answerWritten answers
I am pleased to inform the Deputy that the building project for the school to which he refers is at planning stage. The next step is for the school and design team is to move the project onward to tender.
An application for temporary accommodation was approved in the Department in February 2022 with a view to being in place for the 2022-2023 school year.
School Transport
Questions (1014)
Brendan Howlin
Question:1014. Deputy Brendan Howlin asked the Minister for Education if she will ensure that school transport is provided for a child (details supplied) and a number of school colleagues; if she accepts that there is significant demand for the provision of this service for the upcoming school term; and if she will make a statement on the matter. [30116/22]
View answerWritten 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 my 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.
Under the terms of the School Transport Schemes children are eligible for transport at post primary level where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Parents of a child wishing to avail of school transport services, are required to apply on-line to Bus Éireann’s website at www.buseireann.ie
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation
Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats and are subject to a number of terms and conditions.
Bus Éireann review all school transport services over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
Bus Éireann has advised that the pupil referred to by the Deputy is eligible to the school of attendance. They also advise that their Service Supervisor is currently reviewing new applications for the area and services will be allocated when determined in the coming summer months, parents will be notified when this process is finalised if the number of eligible children who apply from a distinct locality warrant the establishment of a service. Where there is no service available, eligible children will be contacted by School Transport Section of my Department to offer a remote area grant.
State Examinations
Questions (1015)
Richard O'Donoghue
Question:1015. Deputy Richard O'Donoghue asked the Minister for Education if her attention has been drawn to the worry that Leaving Certificate students will be under if the results are delayed; if she can give assurance that this will not be the case; and if she will make a statement on the matter. [30120/22]
View answerWritten answers
The State Examinations Commission and my Department are acutely aware of the needs of candidates and end users in regard to the provision of Leaving Certificate results and are doing everything they can to ensure results are delivered as soon as possible.
In identifying the 2022 results date, there are a number of significant factors which when taken together together mean it is not possible to give a date for issue of the results at this time .
Firstly, there is the commitment to having a deferred series of exams for certain defined categories of eligible students. It is not yet possible to fully assess at this point how many students will become eligible for the deferred sitting and how many exams each will need to take.
The timeline for marking the examinations critically depends on the availability of sufficient numbers of experienced examiners to mark candidates’ work. There are still opportunities for teachers who wish to apply to be examiners with the SEC to do so and I would encourage teachers to apply for these roles.
Finally, in February I also announced that the outcomes of the 2022 Leaving Certificate will, in the aggregate, be no lower than the outcomes in 2021. This was to ensure that the students of 2022 are not disadvantaged relative to those in 2021. This will require time for analysis, implementation and quality assurance. This work can only be completed when the marking of the deferred examinations has itself been completed.
It has to be recognised that sufficient time must also be allowed for the range of checks and quality assurance procedures which are required in the resulting process to ensure that the highest standards possible are maintained.
With the above range of factors in play, it is not possible to give a date for issue of the results at this time. However, the SEC is committed to providing a date as soon as it can.
School Transport
Questions (1016)
Paul Kehoe
Question:1016. Deputy Paul Kehoe asked the Minister for Education when school transport routes will be added for a school (details supplied); if she will consider increasing the service to another school which is adjacent to the other school in order to accommodate its students; and if she will make a statement on the matter. [30158/22]
View answerWritten 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 my 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.
Under the terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation.
Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats and are subject to certain conditions.
There must be a suitable service, as determined by Bus Éireann, operating into their school, there is spare capacity on the service, existing routes cannot be extended or altered, additional vehicles will not be introduced, nor will larger vehicles or extra trips using existing vehicles be provided to cater for children travelling on a concessionary basis, no additional State cost will be incurred, and the appropriate annual charge must be paid. A medical card fee waiver is not applicable for concessionary seats.
Bus Éireann review all school transport services over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
Schools Building Projects
Questions (1017)
Paul Kehoe
Question:1017. Deputy Paul Kehoe asked the Minister for Education the status of the progress of a new school building project (details supplied); and if she will make a statement on the matter. [30185/22]
View answerWritten answers
The permanent building project for the school referred to by the Deputy is being delivered under my Department's Design and Build programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
The project will provide a new 500 Pupil Post Primary School and three special education needs classrooms. The school referred to by the Deputy is currently in Interim Accommodation on this site.
As the Deputy may be aware the Department has reached agreement in principle, subject to contract, for the acquisition of a site at Creagh, Gorey, Co Wexford as a permanent location for the school referred to.
The conveyancing process of the acquisition is at an advanced stage. Heads of Terms have been agreed with the Vendor and draft contracts have been exchanged. It is expected that conveyancing will conclude shortly.
Disadvantaged Status
Questions (1018)
Michael Moynihan
Question:1018. Deputy Michael Moynihan asked the Minister for Education when a decision will be made on DEIS appeals; and if she will make a statement on the matter. [30188/22]
View answerWritten answers
I announced on the 9th March that from next September the DEIS programme will be extended to an additional 310 schools. 37 schools will also benefit from additional supports following reclassification. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. 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 who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data have the opportunity to have that outcome reviewed.
Circular 0019/2022 outlining the details of this appeals process was published recently by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/
My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme and all appeals which were submitted to my Department are currently being processed.
When all appeals have been processed, schools will be informed in writing of the outcome of the appeal. It is my Department’s intention that schools will be provided with the outcome shortly to allow schools time to plan for the 2022/23 school year.
Disadvantaged Status
Questions (1019)
Michael Moynihan
Question:1019. Deputy Michael Moynihan asked the Minister for Education when a decision will be made on a DEIS appeal submitted by a school (details supplied) in County Cork; and if she will make a statement on the matter. [30189/22]
View answerWritten answers
I announced on the 9th March that from next September the DEIS programme will be extended to an additional 310 schools. 37 schools will also benefit from additional supports following reclassification. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. 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 who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data have the opportunity to have that outcome reviewed.
Circular 0019/2022 outlining the details of this appeals process was published recently by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/
My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme and all appeals which were submitted to my Department are currently being processed.
When all appeals have been processed, schools will be informed in writing of the outcome of the appeal. It is my Department’s intention that schools will be provided with the outcome shortly to allow schools time to plan for the 2022/23 school year.
Disadvantaged Status
Questions (1020)
Jackie Cahill
Question:1020. Deputy Jackie Cahill asked the Minister for Education if her attention has been drawn to the fact that a school (details supplied) is the only secondary school in a town that does not have DEIS status; if so, if her Department has considered the way this might affect enrolment numbers over the coming years given that schools with more resources in the immediate area are more attractive for parents of prospective students for enrolment; when the appeal on behalf of the school for DEIS status will be decided; and if she will make a statement on the matter. [30196/22]
View answerWritten answers
I announced on the 9th March that from next September the DEIS programme will be extended to an additional 310 schools. 37 schools will also benefit from additional supports following reclassification. Schools were identified for inclusion in the programme through the refined DEIS identification model which is an objective, statistics based model. 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 who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data have the opportunity to have that outcome reviewed.
Circular 0019/2022 outlining the details of this appeals process was published recently by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/
My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme and all appeals which were submitted to my Department are currently being processed.
When all appeals have been processed, schools will be informed in writing of the outcome of the appeal. It is my Department’s intention that schools will be provided with the outcome shortly to allow schools time to plan for the 2022/23 school year.
Special Educational Needs
Questions (1021)
Denise Mitchell
Question:1021. Deputy Denise Mitchell asked the Minister for Education the number of children in need of an ASD place in Dublin 5, 13 and 17 respectively, who have been unable to secure an appropriate school place for the 2022-2023 academic year; and if she will make a statement on the matter. [30198/22]
View answerWritten answers
Enabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
This includes additional teaching and care supports.
As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
Throughout 2020 and 2021, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year.
I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen over 300 special classes, providing over 1,800 new places, opened nationwide for the 2021/22 school-year.
I also acknowledge that notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
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 classes for students with autism in primary and post-primary schools in these areas. This is also the case in the broader North Dublin region where work has been underway with stakeholders for a number of years to meet the demand for places.
We are always grateful to those schools that have responded, and continue to respond positively to meet the educational needs of children in their communities.
Currently, there is a network of 33 primary special classes, including 4 Early Intervention classes, and 10 post primary special classes provide specialist placements for students with autism in Dublin 5, 13 and 17. 4 of these classes were newly established for the current school year.
It is of course open to any school to engage with the NCSE to establish a special class.
I want to reassure the Deputy that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
Special Educational Needs
Questions (1022)
Neale Richmond
Question:1022. Deputy Neale Richmond asked the Minister for Education the status of special educational needs provision for a school (details supplied); and if she will make a statement on the matter. [30204/22]
View answerWritten answers
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.
Special Education Teachers provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post primary schools.
The SET model is a fairer and more transparent way of allocating teaching resources to schools.
The SET Model represented a significant shift in the way that students with SEN are supported in mainstream classes. Previously, students needing additional teaching support required a diagnosis in order to access support which caused delays in providing the support and also imposed a burden on both schools and parents. The change in policy was welcomed by both schools and parents. The Model is based on the principle that those students with the greatest need receive the most support.
The model encourages schools to support students with SEN in mainstream classes alongside their peers. In fact most students with SEN are enrolled these classes. This approach is also consistent with the EPSEN Act. When the SET model was introduced it was designed to be updated on a regular basis so as to distribute the total available resources across the school system based on profiled need. Because the level of student need may change in a school over time, some schools will gain under this distribution, with these gains balanced by equivalent reductions in schools where the model indicates reduced need. Re-profiling is the means of ensuring that new or increasing need in schools is met by transfer/redistribution of teaching resources from other schools whose need has reduced as shown by the model.
Schools are frontloaded with resources, based on each school’s profile. The allocations to schools include provision to support all pupils in the schools, including where a child receives a diagnosis after the allocation is received by a school, or where there are newly enrolling pupils to the school.
Both the Department and the National Council for Special Education (NCSE) are committed to ensuring that all schools are treated equally and fairly in the manner in which their school profiles have been calculated.
In April 2022, the Department issued updated staffing allocations for the 2022/23 school year to include SET allocations. This ensured that schools were aware of their teaching resources and this allowed them to make the necessary arrangements to ensure that the teaching and learning needs for pupils with SEN can be properly supported. The National Council for Special Education (NCSE) has also provided guidance and support to schools to assist them in ensuring that the resources being provided are best managed to meet the needs of pupils with SEN. The support includes training and advice from special education professionals within the NCSE as part of the NCSE regional support teams.
The availability of SNAs is critical to the inclusion of students with significant care needs in education and in school life.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource.
The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
Schools were notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for the 2022/2023 school year at the end of May. The arrangements include the following provisions:
- SNA allocations for the 2022/23 school year are being maintained at existing levels to give schools clarity and certainty, a process is now available to schools where their change needs have reduced to contact the NCSE so as to ensure that resources are focused on schools with the greater care needs.
- The exceptional review process can result in an increase or decrease in SNA resources depending on changing care needs in a school. It is also intended to work on a rolling exceptional review pilot with the NCSE over the summer in consultation with our education partners.
A diagnosis of a disability, or a psychological or other professional report, is not be necessary for this process.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support.
Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, are dealt with by way of the exceptional review process.
The Special Educational Needs provision for 22/23 for the school mentioned above is as follows:
Special Education Teacher Hours 22/23: 125 (increased from 87.5 in 2021/22) increased by 43% Special Class Teaching Posts 22/23: 2.0Mainstream SNA Allocation 22/23: 4.33Special Class SNAs 22/23: 4.50Total SNA Allocation: 8.83
School Transport
Questions (1023)
Donnchadh Ó Laoghaire
Question:1023. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of eligible applications that have been received and the number of eligible tickets issued for the school transport scheme in the 2021-2022 school year. [30209/22]
View answerWritten answers
School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education.
The purpose of my 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. 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.
Bus Éireann has informed the Department in the 2021/22 school year the number of eligible applications that have been received amounted to 79,153 children and the number of eligible tickets issued amounted to 77,508. The difference of 1,645 relates to pupils who were unsuccessful in obtaining a seat because of late applications or payments and pupils for whom there was no service available and who were offered the Remote Area Grant. This figure does not include pupils for whom no payment was made in relation to their application.
State Examinations
Questions (1024)
Donnchadh Ó Laoghaire
Question:1024. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the date of Leaving Certificate 2022 results; and if she will give assurances that this will not be delayed. [30305/22]
View answerWritten answers
The State Examinations Commission and my Department are acutely aware of the needs of candidates and end users in regard to the provision of Leaving Certificate results and are doing everything they can to ensure results are delivered as soon as possible.
In identifying the 2022 results date, there are a number of significant factors which when taken together together mean it is not possible to give a date for issue of the results at this time .
Firstly, there is the commitment to having a deferred series of exams for certain defined categories of eligible students. It is not yet possible to fully assess at this point how many students will become eligible for the deferred sitting and how many exams each will need to take.
The timeline for marking the examinations critically depends on the availability of sufficient numbers of experienced examiners to mark candidates’ work. There are still opportunities for teachers who wish to apply to be examiners with the SEC to do so and I would encourage teachers to apply for these roles.
Finally, in February I also announced that the outcomes of the 2022 Leaving Certificate will, in the aggregate, be no lower than the outcomes in 2021. This was to ensure that the students of 2022 are not disadvantaged relative to those in 2021. This will require time for analysis, implementation and quality assurance. This work can only be completed when the marking of the deferred examinations has itself been completed.
It has to be recognised that sufficient time must also be allowed for the range of checks and quality assurance procedures which are required in the resulting process to ensure that the highest standards possible are maintained.
With the above range of factors in play, it is not possible to give a date for issue of the results at this time. However, the SEC is committed to providing a date as soon as it can.
Departmental Legal Cases
Questions (1025)
Catherine Murphy
Question:1025. Deputy Catherine Murphy asked the Minister for Education the number of cases that have been taken against her Department in each year since 2016 in relation to special education provision; the cases that have been settled; the cases that are still outstanding; the amount in legal fees for each year since 2016; the location in which that is captured in her Department's accounts; and if she will make a statement on the matter. [30315/22]
View answerWritten answers
My Department does not take lightly any decision to defend cases concerning children with special educational needs. Therefore, my Department is not complacent in dealing with these cases and attempts, wherever possible, to reduce the potential for litigation. It should be noted by the Deputy that my Department does not initiate such proceedings and cases are generally only litigated where no potential settlement is acceptable to both sides and the Government's authority to decide issues of education policy is in question.
The information in the Table below, addressing the questions raised by the Deputy, has been collated to indicate the total number of cases commenced, and settled, from 2016 to 2022 (to date), in which I, as Minister for Education, am named as a respondent in the proceedings.
The Deputy may wish to note that the number of cases settled in a given year, as listed in the table, may include cases which were initiated in an earlier year. The Deputy should please note that Legal costs (fees) incurred by the State in defending proceedings instigated against my Department, are not met directly by my Department. In accordance with established financial procedures such costs are generally charged to the Chief State Solicitor's Office (CSSO) Vote, as sanctioned by the Attorney General.
My Department may however be required to meet the legal costs of Applicants/Plaintiffs where there is a settlement or an order for costs against the State in cases where I am a named party. These costs are included in my Department’s financial returns annually.
|
Year |
No of new cases initiated in given year |
No of cases settled in given year |
|
2016 |
1 |
3 |
|
2017 |
4 |
2 |
|
2018 |
5 |
4 |
|
2019 |
4 |
5 |
|
2020 |
10 |
8 |
|
2021 |
13 |
7 |
|
2022 (to date) |
2 |
2 |