Written Answers Nos. 262-278
262. Deputy Robert Troy asked the Minister for Enterprise, Trade and Employment the recourse an employee has when their employer does not pay sick pay and they did not make a claim to the Department of Social Protection. [24394/23]
View answerThe Sick Leave Act 2022 commenced on 1st January 2023, and introduced a new statutory right to employer-paid sick leave. This progressive Act provides protection to employees who do not currently have employer-paid sick pay schemes, many of whom are low-paid and cannot afford to miss work.
As a starting point, the scheme provides an entitlement to 3 days of employer-paid sick leave. In many cases this will cover the 3 "waiting days" before eligibility for Illness Benefit from the State commences. The entitlement will rise from the initial 3 days to 5 days from January 2024 to 7 days from January 2025, and to 10 days from January 2026 onward. Sick pay will be paid by employers at a rate of 70% of an employee's wage, subject to a daily threshold of €110.
An employee must obtain a medical certificate to avail of statutory sick pay, and the entitlement is subject to the employee having worked for their employer for a minimum of 13 weeks.
The Act also provides that an employer whose business is experiencing severe financial difficulties may apply to the Labour Court for an exemption to pay Statutory Sick Pay.
The Workplace Relations Commission (WRC) is the organisation which is mandated to secure compliance with employment rights legislation. Employees have the right to refer a complaint to the WRC where they believe their employer has failed to comply with the provisions of the Sick Leave Act 2022. An Adjudication Officer (or the Labour Court on appeal) may award compensation not exceeding 4 weeks' remuneration in respect of the employee's employment.
An application for Illness Benefit to the Department of Social Protection has no bearing on an employee's entitlement to refer a complaint to the WRC. The Department of Social Protection can advise people who are in urgent financial need of other income supports which they may be entitled to.
263. Deputy Holly Cairns asked the Minister for Enterprise, Trade and Employment the steps he is taking in response to large retailers offering the same products at different prices depending on whether a consumer has access to a loyalty card system; and if he will make a statement on the matter. [24545/23]
View answerI am acutely aware that many families and workers are struggling with increased grocery costs and general rising prices on households. We are particularly concerned about the cost of essential staple items and welcome the recent cuts to prices of butter, milk and bread.
I met with representatives from the retail and grocery sector on 10 May and the high prices and factors driving inflation for grocery goods were discussed. During the meeting I received assurances that, where reductions in input costs filter through to products, consumers will benefit from this.
The CCPC's primary role is to promote competition and the interests and welfare of consumers. Notwithstanding this, the CCPC is not a price regulator and it does not have a role in setting, reviewing or approving prices which businesses freely set.
Irish consumer protection laws on pricing oblige businesses to clearly display the selling price of every item offered for sale, and they should make it clear what particular item the price relates to. Where this is not done, the CCPC can take enforcement action against businesses.
Regulations amending existing requirements to indicate product prices were adopted six months ago and the CCPC has since issued guidance on price reductions and conducted in-store inspections to promote compliance. Whilst only certain requirements of the amended regulations apply to prices announcements under loyalty schemes, the Consumer Protection Act 2007 contains a number of provisions around unfair and misleading commercial practices which continue to apply in all cases.
Even though the CCPC has no role in relation to the prices charged by large retailers depending on whether their customers have access to loyalty card schemes or not, they have a role to ensure they comply with the relevant consumer and competition laws as outlined above.
The Retail Forum, which I chair, is due to hold its next quarterly meeting on 21 June and an update on grocery costs will be discussed at that meeting. The Government has worked closely and effectively with the retail and grocery sector through Brexit and COVID 19 and will do so again on this occasion.
264. Deputy Jennifer Whitmore asked the Minister for Education for an update on funding for current educational psychologists (details supplied); and if she will make a statement on the matter. [24832/23]
View answerA working group in the Department has been examining the matter of how NEPS can continue to recruit adequate numbers of suitably qualified staff and continue to respond to the educational psychological needs of children in recognised primary and post-primary schools across the country.
To address supply issues in the medium to long term a workforce plan for educational psychologists is being developed within the Department of Education and work has begun with other Government Departments to advance this. Officials in my Department liaise regularly with the Department of Health, and with Mary Immaculate College and University College Dublin, and, as this work progresses, will continue to do so and to consult with other stakeholders as appropriate.
As an immediate short-term measure the Department introduced a bursary to support Trainee Educational Psychologists currently in their third year (or third year equivalent) of professional training in University College Dublin (UCD) and Mary Immaculate College (MIC), who expect to graduate in 2023.
Officials in my Department are liaising with Mary Immaculate College and University College Dublin to finalise funding supports for students of the educational psychological doctorate programme who would graduate in 2024, 2025 and 2026 and would be in a position to apply for the next NEPS recruitment competition that takes place in their final year of study and/or subsequent recruitment competitions thereafter.
Recruitment of newly qualified educational psychologists to the HSE would be a matter for the HSE and should be raised with their relevant Minister.
265. Deputy Richard Boyd Barrett asked the Minister for Education the estimated full-year cost of reducing the pupil-teacher ratio to 1:15 across primary and post-primary levels; and if she will make a statement on the matter. [24104/23]
View answerUnder the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.
In Budget 2023, I ensured major investment in our schools and I have succeeded in bringing the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools for the 2023/24 school year which is the lowest ever seen at primary level. This was my third successive Budget which saw an improvement in allocation of teachers to primary schools. A three point reduction in the retention schedule, in place since 2021, assists schools that would otherwise be at risk of losing teaching posts.
A one point improvement in the staffing schedule at primary level would cost in the region of €20.5m per annum.
Teachers are currently allocated to post primary schools at a ratio of 19:1 in the free education system and 23:1 to schools in the fee charging sector. Each 1 point adjustment to the pupil teacher ratio at post primary level would cost approximately €60.4m per annum.
266. Deputy Richard Boyd Barrett asked the Minister for Education the estimated full-year cost of making primary and post-primary education totally free, i.e., abolishing all charges (including voluntary contributions), providing free school uniforms, books and all other required equipment; and if she will make a statement on the matter. [24105/23]
View answerAs the Deputy will be aware, my Department is voted over €10bn in the annual REV for 2023. This represents a substantial investment in our education system and in our children and young people.
There are many different aspects to a child progressing through our school system and costs associated with these. These include school books, school uniforms, school transport and extra-curricular activities such as school trips. These vary from pupil to pupil and therefore, it is not possible to put a figure on all these costs, as requested by the Deputy.
However, I can confirm that my Department provides grant funding to schools to cater for various costs, including school running costs, ancillary services and minor works. There are various circulars from my Department that give guidance on the use of such funding. They also provide discretion to the school authorities in determining the level of activities, equipment and other resources needed by pupils enrolled in their individual schools. This recognises that schools are best-positioned to determine the priorities in their own particular school environment.
In recognition of the particular challenges facing some schools, the Delivering Equality of Opportunity (DEIS) Programme addresses educational disadvantage at school level in a targeted and equitable way. I have increased the overall allocation for the DEIS programme to €180 million in 2023.
In addition, I have introduced the first free primary school book scheme, which will ensure that all primary school pupils will have access to free books this coming September. I have allocated over €50m to this scheme, which will benefit over 558,000 pupils.
I have also reduced the charges on school transport for the coming 2023/34 school year and introduced a waiver for this year's entry fees for students sitting the Junior Cycle and Leaving Certificate examinations.
When allocating the additional cost of living funding of €90m to support schools facing increased running costs, the relevant Circular from my Department made clear my expectation that this additional funding should mean that schools would not have to seek additional contributions from parents as a consequence of the increased in the cost of living. While voluntary contributions may be requested by schools, it is important to note that it must be made absolutely clear to parents that there is no requirement to pay, and that, in making a contribution, they are doing so of their own choice.
In addition, supports are provided to parents of children attending school by my colleague the Minister for Social Protection through the payment of the Back to School Clothing and Footwear allowance on an annual basis.
267. Deputy Richard Boyd Barrett asked the Minister for Education the number of psychologists currently employed by NEPS; the number of sanctioned psychologist posts in NEPS; the average full-year cost of running NEPS; and if she will make a statement on the matter. [24106/23]
View answerThere are currently 219 Educational Psychologists employed by the National Educational Psychological Service (NEPS), which includes the Director of NEPS. My Department has 67 Educational Psychologist vacancies at present and has recently run an Educational Psychologist competition through the Public Appointments Service, which will increase the number of Psychologists employed by NEPS over the coming months. My Department has also introduced a bursary scheme for Educational Psychology students to ensure a supply of graduate Educational Psychologists to work in NEPS in the coming years. The core NEPS funding allocation for 2023 is €29 million.
268. Deputy Richard Boyd Barrett asked the Minister for Education the number of SNAs currently employed by her Department; the number of sanctioned SNA posts; the average full-year cost of employing these SNAs; and the average cost of each SNA to her Department; and if she will make a statement on the matter. [24107/23]
View answerI wish to inform the Deputy that for the first time ever there will be 20,000 Special Needs Assistants (SNAs) allocated to schools by the end of 2023.
This figure will include an additional 1,194 Special Needs Assistants (SNAs) in schools by December 2023. These additional posts will help support the care needs of children in primary, post-primary and specialist school settings, with 335 posts in mainstream classes, 735 in special classes and the remaining 124 in special schools. It should be noted that SNA allocations are adjusted throughout the year based on requests to the NCSE from schools where there is a change in the care needs profile of the school so as to provide children with additional supports.
As of 12th May, 2023, the allocated number of SNA posts allocated to schools is 19,481. During this period, 19,871 individual SNAs were paid on my Department's payroll. The reason for the higher difference of SNAs being paid is largely due to the fact that some posts are filled in a job-sharing capacity.
The annual cost, based on the figures of SNAs allocated to schools as of 12th May, is €779m.
269. Deputy Richard Boyd Barrett asked the Minister for Education the number of SETs currently employed by her Department; the number of sanctioned SET posts; the average full-year cost of employing these SETs; the average cost of each SET to her Department; and if she will make a statement on the matter. [24108/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs to receive an education is a priority for this Government.
For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 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 additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
In 2023 the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 special needs assistants in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
All schools have an allocation of teaching support for pupils with special educational needs. The Special Education Teaching (SET) allocation allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil's individual learning needs. SETs are employed at local level by the school board of management.
The school will take account of learning needs of children as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.
A process is available where schools can seek a review of their SET allocation by the National Council for Special Education (NCSE), including the utilisation of their allocations. Detailed information on the NCSE review process is published on the NCSE website ncse.ie/special-education-teachers
My Department does not have a role in making individual school determinations.
There are currently 14,420 Special Education Teaching posts in mainstream classes and each post costs on average €72,598. Total costs are estimated at just over 1 billion.
Further teaching posts are provided in special classes and special schools.
My Department is committed to supporting schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
270. Deputy Richard Boyd Barrett asked the Minister for Education the estimated cost of increasing capitation grants to primary and post-primary schools by 50%. [24109/23]
View answerMy Department provides funding to recognised Primary and Post-Primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary/School Services Support Fund (SSSF) to cater for the cost of employing ancillary services staff. These grants may be regarded as a common grant from which the Board of Management can allocate according to its own priorities.
Schools also receive a range of other grants including Book Grants, Programme grants etc.
I understand the need for improved capitation funding and I am pleased that my Department has been able to provide for increases in capitation funding for primary and post primary schools in recent years.
All schools have received the benefit of the capitation increases awarded to date. It is my intention to seek funding for further capitation increases in future budgets.
In addition, as part of the Cost of Living measures introduced in Budget 23, €90 million has been provided in once-off additional funding to support increased running costs for recognised primary and post-primary schools in the free education scheme, in particular in dealing with challenges they face in the light of rising energy costs. This additional grant was paid at the rate of €75 per pupil at Primary level and €113 per pupil at Post-Primary level. Enhanced rates were also paid in respect of pupils with Special Educational Needs.
Annual funding would need to be increased by circa €104.5m to increase the capitation grant by 50%. This would cost €50.9m at primary and €53.6m at post-primary.
271. Deputy Cathal Crowe asked the Minister for Education the actions her Department intends on taking in terms of restoring the ex-quota position for guidance counsellors in schools and improving the ratio of guidance counsellors to students across the board, in recognition of their role in dealing with student mental health issues; and if she will make a statement on the matter. [24144/23]
View answerIn each post-primary school, a whole school guidance plan should distinguish between the competencies available within the school to support students (including personal/social support provided by the guidance counsellor). Guidance counsellors are indeed 'pivotal' with regard to student support in schools, as described in Circular 002/2023, Circular 003/2023 and Circular 004/2023. The guidance counsellor is key in developing and implementing innovative approaches to wellbeing promotion on a whole schools basis though the school's guidance plan.
Guidance counsellors work within a continuum of support model and are part of a whole school approach to supporting wellbeing in schools. Guidance counselling in post primary schools is holistic and may include personal counselling, educational counselling, career counselling or combinations of these and is a key part of the school guidance programme, offered on an individual or group basis as part of a developmental learning process and at moments of personal crisis. Counselling within a guidance context is a key part of the role of the Guidance Counsellor. The guidance counsellor also provides a referral of students to external counselling agencies and professionals.
The whole school guidance plan should describe how the internal support structures and referrals to the student support team/external referral to the Health services and/or advising parents on the need to consider referral to a medical professional, are managed.
The request for an improvement in the ratio of guidance counsellors to students is a budgetary matter. A national consultation on a strategic framework for lifelong guidance was conducted in January and February 2023. This consultation yielded significant data with regard to guidance in post-primary schools which will assist evidence based decision making. Policy objectives and actions listed in the forthcoming strategic national framework will provide direction and clarity for future budgetary considerations in relation to post-primary guidance.
272. Deputy Denise Mitchell asked the Minister for Education if she will consider the DEIS+ Cluster proposals that have been put forward by a group of principals in schools across Dublin, with a view to expanding the DEIS scheme further; and if she will make a statement on the matter. [24147/23]
View answerMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing these universal supports, the DEIS programme provides a targeted and equitable way to address concentrated educational disadvantage that promotes equity and has benefits for students.
I am very conscious of the benefits of the DEIS programme. Analysis has shown that since the programme began in 2006, it has helped to close the gap in achievement between schools serving the highest levels of educational disadvantage and those serving populations with little or no disadvantage. It has provided children who come to education at a disadvantage with an equitable opportunity to achieve their potential in education.
Last year I was glad to announce the extension of the DEIS programme to benefit 361 schools. This included 79 new and existing DEIS primary schools who were included in DEIS Urban Band 1 for the first time and this year have received an increased allocation of support. This means that the highest levels of support under the DEIS programme are now provided to 306 primary schools.
This year my Department will spend approximately €180million providing additional supports to schools in the DEIS programme. This includes an additional €32m allocated to extend the programme from last September meaning the programme now includes over 1,200 schools and supports approximately 240,000 students. This means 1 in 4 of all students are now supported in the programme.
The DEIS programme targets the highest levels of resources at those primary schools with the highest levels of concentrated educational disadvantage through according DEIS Urban Band 1 status. Schools in this band receive a more beneficial staffing schedule. I have reduced the class sizes in DEIS Urban Band 1 schools in recent Budgets. This means that this year the staffing schedule for DEIS Urban Band 1 vertical schools is 20:1, DEIS Urban Band 1 junior schools is 18:1 and DEIS Urban Band 1 senior schools is 22:1.
As with all urban schools, schools in this band receive home school community liaison support as well as access to the school completion and school meals programmes. The DEIS Grant allocated to all schools in the DEIS programme is reflective of the level of disadvantage in schools. Therefore, schools in Urban Band 1 receive a higher amount per child.
DEIS Band 1 schools also receive priority access to the support of the National Educational Psychologists Service (NEPS). My Department's Wellbeing Policy and Framework for practice has given recognition to the importance of promoting wellbeing in education. The approach set out in the Wellbeing Policy is a whole school and preventative approach which has multiple components that include providing children and young people with opportunities to build core social and emotional skills and competencies, experience supportive relationships within the school setting and be part of a school environment and culture that feels both physically and psychologically safe. Aligned with this policy, a number of supports are currently being offered to schools to support wellbeing and mental health.
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 wellbeing and mental health, and to respond to meeting those needs. To support schools in this work the Professional Development Service for Teachers (PDST) is currently providing training to schools to ensure that the promotion of wellbeing will be at the core of the ethos of every school. Schools will be navigated through an introduction to the Wellbeing Framework and how to use the School Self Evaluation (SSE) process in guiding wellbeing promotion in their schools. These seminars will be supported by two webinars and in-school visits.
The National Educational Psychological Service (NEPS) has developed training for school staff on the promotion of wellbeing and resilience in schools which include upskilling school staff on the use and implementation of therapeutically-informed approaches in schools. These include trauma-informed approaches, approaches based on the principles of cognitive behaviour therapy, and attachment-aware approaches. The approaches outlined in the training are based on research findings, on the experience of experts in their fields and on the experience of practicing psychologists working in schools. The training will build the capability of school staff in both primary and post-primary settings, including for school leaders, teachers and SNAs.
Training for school staff on the Friends for Life programme and the Incredible Years Classroom Management System has been resumed by NEPS. NEPS has launched an eLearning course - Responding to Critical Incidents in Schools. This course is aimed specifically at the school's Critical Incident Management Team, but open to all interested staff.
I recently announced a pilot programme of counselling supports for primary school pupils. The model of counselling provision is currently being developed and more information on how this will be rolled out on a pilot basis will be available in the coming weeks.
The programmes and initiatives set out above are in addition to the educational psychological support that NEPS provide to all primary and post-primary schools. NEPS' goal is to support the wellbeing, and the academic, social and emotional development of all students in primary and post-primary schools. NEPS provides both an Indirect and Direct Case work service to schools. The NEPS indirect casework service involves the psychologist working collaboratively with teachers and parents, to facilitate a common understanding of the issues and agreement on a plan to support the student. The direct case work service involves the psychologist working directly with a student for assessment/intervention in conjunction with consultation with teachers and school staff. This system is in line with international best practice and allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. At the beginning of each year psychologists meet with the school principal and/or the Special Education Teaching Team (SET Team) to review and plan based on the school's priority needs. Further planning meetings may happen again during the course of the school year based on the size and needs of the school. This process allows the schools to be responsive and to prioritise those pupils identified by them as having the highest level of need.
In line with the programme for Government, the Government is continuing to examine how the model of intervention in the north-east inner city could be extended to other comparative areas experiencing disadvantage. The North East Inner City Multi-Disciplinary Team (NEIC MDT) comprises of Educational Psychologists from the National Educational Psychological Service (NEPS) of the Department of Education (DE), and Health Service Executive (HSE) Speech and Language Therapists, Occupational Therapists and Psychologists. This project is an interagency collaboration between the HSE and DE which provides a multidisciplinary team to ten NEIC primary schools. Ongoing research, evaluation and monitoring of the Multidisciplinary Team intervention will inform further policy developments in this area, including modelling of potential expansion costs.
My Department is continuing to undertake work towards achieving its vision for an inclusive education system which supports all learners to achieve their potential. My Department recognises the need to target resources to those schools who need them most. The next phase of work will explore the allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with all relevant stakeholders and will consider information provided by schools in correspondence to my Department.
273. Deputy Michael Ring asked the Minister for Education when a school (details supplied) will be given approval to proceed to construction; and if she will make a statement on the matter. [24156/23]
View answerThe school to which the Deputy refers was granted approval under the Additional School Accommodation Scheme (ASA) for the provision of 1 x 80 square metre modular classroom and 1 x 15 square metre modular Special Education Tuition room (SET). The project has been devolved for delivery to the school authority.
I can confirm that the school authority has recently submitted tender documentation which is currently being reviewed by officials within my Department's Planning and Building Unit. On completion of this review my Department will make direct contact with the school authority.
274. Deputy Sean Sherlock asked the Minister for Education if she will confirm the date of occupation for a school (details supplied) under construction. [24201/23]
View answerThe Letter of Acceptance (LOA) for the school referred to by the Deputy issued to the preferred tenderer on the 31st May 2022 commencing the school building contract.
Works are progressing well on site and the school buildings are due for completion in Q4 2023.
My Department has been liaising with the patron bodies of the school referred to by the Deputy in relation to interim accommodation requirements pending completion of the permanent accommodation for the school.
275. Deputy Aodhán Ó Ríordáin asked the Minister for Education the number of licence agreements held by a pre-school for the use of space within primary schools buildings across the country. [24210/23]
View answer276. Deputy Aodhán Ó Ríordáin asked the Minister for Education the number of licence agreements held by a pre-school for the use of space within primary schools buildings across the country that were terminated in each of the years 2018 to 2022. [24211/23]
View answer277. Deputy Aodhán Ó Ríordáin asked the Minister for Education the number of licence agreements held by a pre-school for the use of space within primary schools buildings across the country that commenced in each of the years 2018 to 2022. [24212/23]
View answerI propose to take Questions Nos. 275, 276 and 277 together.
I wish to advise the Deputy that my Department does not collate or collect the requested information regarding license agreements held by pre-schools for the use of space within primary schools buildings.
In some instances, school authorities have facilitated a pre-school service on school property which involves the use of spare capacity within an existing building. The priority for schools is the educational provision for pupils and should schools require the space for school purposes then that space must be returned to full-time school use. This is very important but is of particular relevance where there is a growing school population and a school has not yet reached full capacity. The space which is available may then be required in the future.
A set of guidelines ('Guidelines on the use of School buildings outside of School Hours') in relation to the use of school buildings outside of school hours was published by my Department in October 2017. These guidelines can be viewed on the Department's website at this link: www.education.ie/en/Publications/Policy-Reports/guidelines-on-the-use-of-school-buildings-outside-of-school-hours.pdf. The purpose of these guidelines is to provide guidance for schools in relation to the use of school buildings outside of school hours. A section within the document also provides guidance to schools who wish to consider facilitating pre-school arrangements The Guidelines are currently in the process of being reviewed and updated.
278. Deputy Michael McNamara asked the Minister for Education to outline in tabular form the number of students who have received braille exam papers for both the junior and leaving certificate examinations for each of the past ten years; and if she will make a statement on the matter. [24234/23]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
