Written Answers Nos. 239-250
239. Deputy Ivana Bacik asked the Minister for Education further to Parliamentary Question No. 360 of 29 November 2022, if she will provide an update on girls with special educational needs in education; if she has plans to review the adequacy of service delivery for such students and pupils; and if she will make a statement on the matter. [63055/22]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister of State with responsibility for special education and inclusion, for my Department and for the National Council for Special Education (NCSE).
For 2022, my Department will spend in excess of €2.3 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
For 2023, this spend will be substantially increased, by over 10%, meaning that my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes funding to support children with special educational needs in mainstream classes, funding for new special classes and new special school places, and of course, additional special educational teachers and special needs assistants.
While the majority of children with special educational needs are supported to access mainstream classes, some children with more complex needs may require a special class or special school placement. A professional report recommending a special education placement is required to access a special class or special school placement. These reports are normally also required by schools as set out in their Admission Policies to ensure that special education places are allocated to students appropriately and resources are targeted to meet those children in most need.
Schools may prioritise the involvement of their NEPS psychologist to supporting the transition of a student with more significant needs as part of the NEPS individual casework service to that school. This work is undertaken in collaboration with the school, parents, student and other professionals and agencies to facilitate an effective transition process and is set out in a written report.
My Department is currently undertaking some initial work in relation to reviewing how children with special educational needs currently access special educational provision and how their placement is reviewed on an ongoing basis
This piece of work is at the very initial stages, and is part of a wider range of initiatives been undertaken by my Department and the NCSE in relation to the forward planning of special education provision.
Initially this work involves my Department, including the Inspectorate and NEPs, and the NCSE. It is envisaged that broader stakeholder engagement will be required on this important and sensitive issue for parents and children with SEN.
This group will examine the requirement for professional reports and how they can be accessed in an equitable manner.
Specifically in relation to post-primary, my Department and the NCSE are currently also considering how we can support schools to maximise the integration opportunities for students in special classes. It is essential that these students can access mainstream classes and subjects as much as is possible at post-primary level.
In 2023, there will be a significant investment in the expansion of the NCSE, with a total full-year investment of €13 million, in over 160 additional staff. This investment is being undertaken so that the NSCE can respond effectively, compassionately and quickly to the increased need in our education system so that children and their families are fully supported and achieve the best possible education outcomes.
Funding will also be provided for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
I also 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 appropriate education.
240. Deputy Róisín Shortall asked the Minister for Education if she will publish the new circular issued to schools banning the use of resources or materials produced or funded by the alcohol industry for education and awareness on alcohol; and if she will make a statement on the matter. [63071/22]
View answerAs I have previously stated, it is not appropriate that resources or materials produced or funded by the alcohol industry, for education and awareness on alcohol, are in use in our schools.
This is reflected in Departmental Circular 13/2016, Promotion of Healthy Lifestyles in Primary Schools, which states that schools should avoid using resources developed by the alcohol industry. This position has also been confirmed to principals of post-primary schools, in a communication issued by the Department on Friday. This letter was published on the Gov.ie website on the same day and is available at www.gov.ie/en/publication/6ace6-letter-to-principals-alcohol-resources/
The letter has also reminded principals of the National Council for Curriculum and Assessment's (NCCA’s) SPHE Guidelines for Teachers, which encourages teachers to question the origin and funding of such resources as well as the evidence base used in their production. If, for example, resources are funded by parties with potential conflicts of interests, such as alcohol resources produced by Drinkaware, which is funded by the alcohol industry, then in line with the clear advice of the HSE they should not be used in schools. These guidelines are available on the NCCA’s online toolkit.
The communication issued to school principals last Friday also outlines the evidence-based resources on alcohol and drugs for schools developed by the HSE with the support of the Department of Education and the NCCA. The 'Know the Score' programme is a substance misuse programme published in 2019 for Transition Year or 5th year pupils. Know the Score can be found on HSE.ie, and training is available for teachers.
In addition to this, ‘Making Healthy Choices’ resources for Junior Cycle SPHE are being developed. Unit 1 is currently available on the NCCA’s online toolkit for SPHE to support teachers in addressing issues of alcohol, tobacco and drug use. Units 2 and 3 of this programme are due to be published in 2023.
241. Deputy Róisín Shortall asked the Minister for Education the position regarding the programme for Government commitment to provide additional supports for school and college students who are homeless, resident in family hubs or in direct provision; and if she will make a statement on the matter. [63090/22]
View answerDuring my time as Minister for Education I have shown a strong commitment to addressing educational disadvantage. My Department’s Statement of Strategy, sets out the vision and mission of the Department for an educational system where every child and young person feels valued and is actively supported and nurtured to reach their full potential. It sets as a goal to ensure equity of opportunity in education and that all students are supported to fulfil their potential, recognizing that equality of opportunity and inclusivity must be fundamental principles in our education system. The successful delivery of this goal means that our school system is open and welcoming for all students, regardless of background, and that in particular learners at risk of educational disadvantage will be supported to achieve their full potential. Since June 2020, and over that past three Budget’s I have secured funding to support measures aimed at achieving that goal.
There are considerable supports available for children who are experiencing homelessness, resident in family hubs or in direct provision, both within schools and within the wider system to ensure that their circumstances does not impact on school participation and attendance.
In the 2022/23 academic year the Delivering Equality of Opportunity in Schools (DEIS) Programme was significantly expanded to include an additional 322 schools. From September 2022, the DEIS programme now provides supports and services to over 240,000 students in circa 1,200 schools. This amounts to a €32 million increase in the Department's expenditure on the DEIS programme from 2023. This is the largest ever single increase in investment in the programme and has extended additional resources to those schools most in need. The refined DEIS identification model is an objective, statistics based model and now takes into consideration the significant educational disadvantage experienced by Traveller and Roma learners and by learners residing in direct provision or State-funded emergency homeless accommodation.
TUSLA Education Support Service (TESS) has three strands namely the Statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison Scheme (HSCL) and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, families and other relevant services to achieve the best educational outcomes for children and young people.
Urban primary schools and post-primary schools designated as DEIS can avail of Home School Community Liaison (HSCL), and School Completion supports provided by TESS to assist with school attendance, retention and progression which can be areas of particular challenge to pupils experiencing homelessness, resident in family hubs or in direct provision. Educational Welfare Officers (EWO) work with DEIS and non DEIS schools, relevant state agencies and support services, providing support to families that are experiencing homelessness.
The extension of the DEIS programme followed on from an investment of €5m I secured for the programme in Budget 2021. This investment allowed for a 1 point improvement in the staffing schedule for Urban Band 1 schools, a reduced student threshold for the allocation of additional Deputy Principal posts in DEIS post-primary schools. It also provided for a 5% increase in funding for the School Completion Programme. I have again increased funding for this programme by a further 5% under Budget 2023, as part of an €8 million allocation to address the impacts of COVID-19 and increase retention rates of students in schools, especially those from groups at risk of educational disadvantage. In addition to this I secured a further €3 million in Budget 2023 that will be provided for social inclusion measures, including enhancing the capacity of the education welfare services in Tusla that are now under the remit of my Department.
While DEIS is the main policy initiative of my Department to address concentrated educational disadvantage at school level, I have introduced many initiatives to further address the issue of educational disadvantage across all schools.
Under the Programme for Government there was a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools. Budget 2022 has implemented a further 1 point improvement in the primary schools staffing schedule for the 2022/23 school year meaning primary schools have been allocated teaching posts on an average basis of 1 classroom teacher for every 24 pupils since September 2022. Budget 2023 announced a further reduction in class sizes for primary schools to 23:1 resulting in an increase in the number of teaching staff in our schools. The 1 point improvement will also apply to the enhanced staffing schedule in place in the 306 DEIS Urban band 1 schools.
This Budget measure has brought the teacher allocation ratio in all primary schools to the lowest ever seen at primary level. This is the third successive Budget which has seen an improvement in allocation of teachers to primary schools.
Budget 2023 included the allocation of over €50 million to provide free books to primary school pupils within the free education scheme from September 2023. This measure will eliminate the cost to these families for all school books at primary school, including workbooks. It delivers on the Programme for Government commitment to extend the free school book pilot, currently in 102 DEIS primary schools, as resources permit. The free primary school books scheme will benefit up to 540,000 pupils in approximately 3,240 recognised primary schools, including over 130 special schools.
As Minister I have supported measures to address the impact of the Covid-19 pandemic on students at risk of educational disadvantage, providing a total package of support for enhanced educational programmes in the 2021/22 school year costing €102.6 million. The Summer Programme was extended to support children at risk educational disadvantage across all schools and the Covid Learning and Supports Scheme (CLASS) was introduced to mitigate the impact of Covid-19 to students’ learning and well-being. Budget 2023 also includes €20 million in additional funding for summer programmes in 2023 to support students at risk of educational disadvantage and help mitigate learning loss as a result of the Covid 19 pandemic. This will bring the total provision for the Summer Programme in 2023 to €40 million.
Meeting the educational needs of children and young people from Ukraine is a priority for the Government, and my Department is determined to support the efforts of school communities across the country who have shown huge commitment and generosity. I announced the establishment of Regional Education and Language Teams (REALTs) to support the needs of Ukrainian children arriving in Ireland. These Education and Language Teams are hosted by the 16 regional education and training boards (ETBs) and are staffed by existing regionally-based education support personnel working closely together to ensure good coordination and alignment of supports for Ukrainian children. My Department is liaising with the teams to ensure all necessary supports for the Ukrainian children are provided as quickly as possible.
The REALT coordinators’ role has now been extended to include non-Ukrainian arrivals residing in International Protection Accommodation Service (IPAS) centres , ensuring one clear and comprehensive system for identification of school places and assistance with supports which will streamline the process for children, families and schools. The role of the REALT coordinator provides operational support while TESS continues to have the responsibility for the child to ensure access to education in line with the provisions of the EU directive.
TESS and the REALTS play key roles, including identifying school places through linking with local schools, engaging with all the relevant government agencies and bodies, providing support and advice to parents and working collaboratively across all departments and agencies to identify and remove all barriers to school attendance.
The National Educational Psychological Service (NEPS) provides a comprehensive, school-based psychological service to all primary and post primary schools through the application of psychological theory and practice to support the well-being, academic, social and emotional development of all learners. Identification of Need, Early Intervention and Prevention Strategies are considered key components to supporting children who experience homelessness, resident in family hubs or in direct provision. The Department’s Well-being Policy Statement and Framework for Practice describes how schools can best promote well-being through the provision of a whole-school, multi-component and preventative approach. In particular, schools are encouraged to use a reflective, school self-evaluation approach to identify and prioritise the needs of its own school community in relation to the promotion of well-being and mental health, and to respond to meeting those needs.
Cineáltas is the new Action plan on bullying that contains 61 actions to prevent and address bullying in schools. The actions have been developed under the four key areas of Wellbeing and provides a holistic approach modelled on four key principles of prevention, support, oversight and community. This will help to support the school community in promoting equality, inclusion and diversity of all our students, especially those students who may find themselves at increased risk of experiencing bullying behaviour.
The School Meals Programme, under the Department of Social Protection, provides funding towards the provision of food services to some 1,600 schools and organisations benefitting 260,000 children. The objective of the programme is to provide regular, nutritious food to children to position them to take full advantage of the education provided to them. The programme is an important component of policies to encourage school attendance and extra educational achievement. Budget 2022 provided €68.1 million for the programme with an additional €9m provided to allow access to all eligible newly designated DEIS schools from September 2022. Additional funding for the programme has been provided for 2023 bringing the total to €94.4m. This represents a 53% funding increase in the period since 2020.
242. Deputy Fergus O'Dowd asked the Minister for Education the total number of DEIS appeals that have been received by county and location; the reason for refusals in tabular form; the mechanism by which a school can be independently reviewed after a failed review if it disagrees with the appeal; and if she will make a statement on the matter. [63094/22]
View answerIn March I announced a major expansion of the DEIS – Delivering Equality of Opportunity in Schools programme. This announcement meant that, for the first time since 2017, the programme is being significantly expanded and eligible schools will now gain access to targeted supports to address educational disadvantage. This will add an additional €32million to the Department’s expenditure on the DEIS programme from 2023, bringing the 2023 allocation to a total of in the region of €180million. 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.
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. Schools which were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed.
Circular 0019/2022, available on the gov.ie website, outlined the details of this appeals process. The appeals process offered schools the opportunity to review their school enrolment data which they had submitted to my Department and to improve its accuracy if necessary. Schools had until 5pm on Friday April 29th to submit an appeal. Appeals were received from 197 schools (148 primary and 49 post primary schools) out of 3832 mainstream primary and post primary schools in Ireland, indicating that just under 95% of schools were satisfied with the process. All appeals submitted were processed by my Department and schools have been notified of the outcome.
Following the completion of the DEIS appeals review, an additional 11 primary and 1 post-primary school were included in the DEIS programme from September 2022. An additional 4 schools were reclassified as Urban Band 1. Full details of the schools to be included in the DEIS programme from September 2022 are available on the gov.ie website.
The DEIS identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. The DEIS identification model aimed to identify those schools with the highest levels of concentrated disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school's enrolment data and national census data as represented by the Pobal HP Deprivation index, which is publicly available. A detailed paper on the refined DEIS identification model is available on gov.ie at www.gov.ie/en/publication/a3c9e-extension-of-deis-to-further-schools/#how-schools-were-selected-for-inclusion-in-deis
The DEIS appeals process was applied fairly across all appellants and the results are final. The Department of Education will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
Following the National Census 2022 held on the 3rd April last, it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Quarter 3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index when available can be considered by my Department to inform future resource allocation to tackle educational disadvantage.
243. Deputy Willie O'Dea asked the Minister for Education if she has considered establishing a national voluntary redeployment panel to allow teachers who wish to relocate to keep their permanent and contract of indefinite duration status; and if she will make a statement on the matter. [63095/22]
View answerTeacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority as the employer. The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management authorities.
The core function of the redeployment arrangements is to facilitate the redeployment of surplus permanent teachers to other schools where vacancies exist. Ensuring efficiency in the annual redeployment processes is significant in terms of managing the overall teacher numbers.
At Post-Primary level, following discussions between the relevant stakeholders a voluntary redeployment scheme has operated on a pilot basis in specific regions in recent years. Permanent teachers employed in these regions are given an opportunity to volunteer for a transfer to other areas of the country only if such a transfer would free up a vacancy that would facilitate the redeployment of a surplus permanent teacher in the region.
To-date the pilot voluntary redeployment scheme has operated in 24 counties. The pilot voluntary redeployment scheme assists the Department to achieve its objective of redeploying all surplus permanent teachers.
Teachers who applied under the pilot voluntary scheme and were not facilitated with a transfer continue to have the option of applying for posts in their preferred location that are advertised in the normal manner.
The criteria for the allocation of teachers to schools including the redeployment arrangements for the 2023/24 school year will be available on the Department's website in early 2023.
244. Deputy Róisín Shortall asked the Minister for Education if her attention has been drawn to a campaign underway by a group (details supplied); the consideration that her Department is giving these proposals; if she will undertake to meet with this group; and if she will make a statement on the matter. [63098/22]
View answerTeacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority as the employer. The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management authorities.
The core function of the redeployment arrangements is to facilitate the redeployment of surplus permanent teachers to other schools where vacancies exist. Ensuring efficiency in the annual redeployment processes is significant in terms of managing the overall teacher numbers.
At Post-Primary level, following discussions between the relevant stakeholders a voluntary redeployment scheme has operated on a pilot basis in specific regions in recent years. Permanent teachers employed in these regions are given an opportunity to volunteer for a transfer to other areas of the country only if such a transfer would free up a vacancy that would facilitate the redeployment of a surplus permanent teacher in the region.
To-date the pilot voluntary redeployment scheme has operated in 24 counties. The pilot voluntary redeployment scheme assists the Department to achieve its objective of redeploying all surplus permanent teachers.
Teachers who applied under the pilot voluntary scheme and were not facilitated with a transfer continue to have the option of applying for posts in their preferred location that are advertised in the normal manner.
The criteria for the allocation of teachers to schools including the redeployment arrangements for the 2023/24 school year will be available on the Department's website in early 2023.
245. Deputy Patrick Costello asked the Minister for Education if her Department has engaged with a group (details supplied); and if her Department has considered proposals from the group in relation to transferring of job location. [63103/22]
View answerTeacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority as the employer. The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management authorities.
The core function of the redeployment arrangements is to facilitate the redeployment of surplus permanent teachers to other schools where vacancies exist. Ensuring efficiency in the annual redeployment processes is significant in terms of managing the overall teacher numbers.
At Post-Primary level, following discussions between the relevant stakeholders a voluntary redeployment scheme has operated on a pilot basis in specific regions in recent years. Permanent teachers employed in these regions are given an opportunity to volunteer for a transfer to other areas of the country only if such a transfer would free up a vacancy that would facilitate the redeployment of a surplus permanent teacher in the region.
To-date the pilot voluntary redeployment scheme has operated in 24 counties. The pilot voluntary redeployment scheme assists the Department to achieve its objective of redeploying all surplus permanent teachers.
Teachers who applied under the pilot voluntary scheme and were not facilitated with a transfer continue to have the option of applying for posts in their preferred location that are advertised in the normal manner.
The criteria for the allocation of teachers to schools including the redeployment arrangements for the 2023/24 school year will be available on the Department's website in early 2023.
246. Deputy Jennifer Carroll MacNeill asked the Minister for Social Protection if support will be provided in relation to the case of a person (details supplied) who has yet to receive a backdated payment of a disability allowance; and if she will make a statement on the matter. [62835/22]
View answerDisability Allowance (DA) is a weekly allowance paid to people with a specified disability who are aged 16 or over and under the age of 66. This disability must be expected to last for at least one year and the allowance is subject to a medical assessment, means test and Habitual Residency conditions.
I can confirm that my department received an application for disability allowance (DA) from the person concerned on 18 October 2022.
The person concerned has been awarded disability allowance with effect from 19 October 2022. The person concerned was notified in writing of this decision on 12 November 2022. The first payment was made by their chosen payment method on 30 November 2022.
I can confirm that Arrears of payment due from 19 October 2022 to 29 November 2022 issued to the person concerned on 12 December 2022. A letter notifying the person of this issued on 12 December 2022.
I trust this clarifies the matter for the Deputy.
247. Deputy Brendan Griffin asked the Minister for Social Protection if a decision has been made on a supplementary welfare exceptional needs appeal by a person (details supplied) in County Kerry; and if she will make a statement on the matter. [62837/22]
View answerThe purpose of the Exceptional Needs Payment (ENP) is to assist people with essential, once-off, exceptional expenditure, which a person could not reasonably be expected to meet out of their weekly income.
The ENP scheme is demand led and payments are made at the discretion of the officers administering the scheme taking into account the requirements of the legislation and all the relevant circumstances of the case in order to ensure that the payments target those most in need of assistance.
Applications for ENPs are made under the Supplementary Welfare Allowance scheme administered by Designated Persons in the Community Welfare Service in my Department.
According to the records of my Department, the person concerned applied for an ENP for assistance with the purchase of home heating oil. The claim was disallowed on the basis the person had sufficient household income to meet the need. A decision letter issued to the person concerned advising her of the outcome of her application and affording her the option of seeking a review of the Designated Person’s decision.
Determinations made in relation to claims made under Sections 200, 201 and 202 of the Social Welfare (Consolidation Act) 2005, namely allowances-in-kind, ENPs and UNPs, can be reviewed by a SWA Reviewing Officer under Section 323 of that Act.
Following a request from the person concerned a review of the decision was undertaken. After considering the circumstances of the case, the SWA Review Officer awarded the person an amount of €800 towards the cost of home heating oil.
A decision letter dated 13/12/22 issued to the person concerned advising her of the outcome of the review. A payment will issue to the person concerned this week.
I trust this clarifies the matter.
248. Deputy Sorca Clarke asked the Minister for Social Protection the average processing time for applications for exceptional needs payments; the steps that she is taking to shorten the waiting times; and if she will make a statement on the matter. [62847/22]
View answerThe Community Welfare Service (CWS) is committed to providing a quality service to all citizens, ensuring that applications are processed and that decisions on entitlement are made as quickly as possible.
Approximately 70% of Exceptional Needs Payment (ENP) applications are processed within four weeks.
If an application is urgent, every effort is made to ensure the person receives a payment on the same day. Community Welfare Officers (CWOs) are very experienced and can generally assess when a case is so urgent as to require an immediate response. Approximately 9% of Community Welfare Services (CWS) payments to customers across the country are made on this basis, which shows just how responsive the service is to an urgent customer need.
Applications which take longer than four weeks, usually relate to cases where additional information or documentation has been requested from the applicant confirming the essential nature of the expense or the person’s inability to cover the expense from their normal income. This can result in longer processing times for these applications as greater flexibility is given to clients with extended time to respond. Upon receipt of this information, the application will then be processed quickly.
I have taken a number of steps to manage the increased level of Supplementary Welfare Allowance (SWA) applications and improve service capacity, including:
- I recently secured agreement for some 74 additional staff to be assigned to the CWS. Recruitment has commenced and it is anticipated that staff will be in place by Q1 2023.
- In the interim until the staff have been recruited, 30 Social Welfare Inspectors have been temporarily reassigned to the CWS since the start of November to assist with claims processing.
- The introduction of a national CWS freephone line means that clients don't have to attend an office in person to make a claim or an enquiry.
- The rostering of staff ensures there is a full-time CWO presence in over 50 offices nationwide.
- The establishment of a back-office support team, to take-on the more routine administrative tasks associated with claim processing, frees up front-line CWOs to deal directly with client and their claims.
- The establishment of a national CWS Response Team, which is the primary resource in responding to pressure points and surges in demand for community welfare services.
- In addition, the Department is well advanced in the development of an online claim option.
These changes mean that the CWS is in stronger position than it would otherwise have been to respond to the increase in service demand.
The number of applications for ENPs has slowed in recent weeks. This can likely be attributed to the €1.2 billion which has been paid out under the eight lump sum payments since the Budget.
I trust this clarifies the matter.
249. Deputy John McGuinness asked the Minister for Social Protection if a working family payment application will be processed and paid before Christmas in the name of a person (details supplied). [62871/22]
View answerWorking Family Payment (WFP), formerly Family Income Supplement, is a weekly in-work support which provides an income top-up for employees on low earnings with children. To qualify for Working Family Payment the customer must be working a minimum of 38 hours per fortnight in ongoing insurable employment and have at least 1 qualified child who normally resides with them.
An application for WFP was received from the person concerned on 27th September 2022. The department requested further information, and this was submitted. The WFP application was reviewed by a deciding officer and the claim was disallowed on 14th November 2022 as the person concerned was not meeting the minimum working hours eligibility criteria to claim WFP.
The person concerned requested a review of this decision, advising that they had commenced a new employment and would now be working the hours needed to qualify for the payment. The deciding officer re-examined the claim and requested the necessary evidence to confirm the minimum working hours are now being met.
Officials are engaging with the person concerned to establish entitlement as quickly as possible. If the person concerned is found to have an entitlement to WFP, any payment owed to them will be issued as arrears to their nominated account.
I trust this clarifies the matter for the Deputy.
250. Deputy Bernard J. Durkan asked the Minister for Social Protection if an exceptional needs payment can issue in the case of a person (details supplied); and if she will make a statement on the matter. [62899/22]
View answerThe Supplementary Welfare Allowance (SWA) scheme is the safety net within the overall Social Welfare system in that it provides assistance to eligible people in the State whose means are insufficient to meet their needs and those of their dependents. Supports provided under the SWA scheme can consist of a basic weekly payment, a weekly or monthly supplement in respect of certain expenses, as well as single additional needs payments.
Under the SWA scheme, my Department can make additional needs payments to help meet expenses that a person cannot pay from their weekly income. This is an overarching term used to refer to exceptional and urgent needs payments, and certain supplements to assist with ongoing or recurring costs that cannot be met from the person’s own resources and are deemed to be necessary.
Payments are made at the discretion of the officers administering the scheme, taking into account the requirements of the legislation, and all the relevant circumstances of the case in order to ensure that the payments target those most in need of assistance.
According to the records of my Department, the person concerned has not applied for an Exceptional Needs Payment (ENP) for household repairs. Following the Deputy's representation, an ENP application pack has issued to the person by post.
The completed application and any supporting documentation can be returned by FREEPOST to P.O. Box 1107, Newbridge, Co. Kildare.
When the application is received, accompanied by the required supporting documentation, a Community Welfare Officer will then consider the claim and the person will be advised immediately of the outcome in writing.
I trust this clarifies the matter.
