Written Answers Nos. 279-303
279. Deputy James Browne asked the Minister for Education and Skills the position regarding an emergency grant funding application by a school (details supplied); and if he will make a statement on the matter. [5066/20]
Amharc ar fhreagraI would like to inform the Deputy that the additional information provided by the school in question is currently being assessed. The school will be contacted directly once a decision has been made in that respect.
280. Deputy Niall Collins asked the Minister for Education and Skills when behaviour analysts will be able to register with his Department or CORU; and if he will make a statement on the matter. [5074/20]
Amharc ar fhreagraI can confirm to the Deputy that my Department have no role in the registration of behaviour analysts. CORU is a body set up under the aegis of the Department of Health to protect the public by promoting high standards of professional conduct, education, training and competence through statutory registration and regulation of health and social care professionals, in accordance with the Health & Social Care Professional Act 2005. While I am aware that there is a range of specific professions to which CORU’s attention is focused, it would be for my colleague the Minister for Health to answer the Deputy’s question in regard to this particular profession.
281. Deputy Brendan Griffin asked the Minister for Education and Skills if a period of employment in the UK will be accepted in respect of a supplementary teaching panel rights application by a person (details supplied) in County Kerry; and if he will make a statement on the matter. [5075/20]
Amharc ar fhreagraThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent teachers to other schools that have vacancies. Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers.
Arrangements for panel access for fixed-term (temporary), substitute and part-time teachers to the Supplementary Redeployment Panel for the 2020/21 school year are set out in Circular 0064/2019 which is available on the Department website.
The service reckonable for access to the Supplementary Panel is service as a fully qualified teacher in a post paid for by the Department of Education and Skills, excluding previous permanent service, previous service as a post-primary teacher, incremental credit and unqualified service. As such, incremental credit and earnings from teaching service abroad are not considered for access to the Supplementary Panel.
Applicants must meet all of the published criteria in order to gain access to the Supplementary Redeployment Panel.
283. Deputy Catherine Murphy asked the Minister for Education and Skills the estimated revenue that would be generated in a full year if the National Training Fund increased by 0.1%. [5107/20]
Amharc ar fhreagraThe National Training Fund is resourced in 2020 by a levy on employers of 1% of reckonable earnings in respect of employees in Class A and Class H employments, which represents approximately 75% of all insured employees. The levy is collected through the PAYE/PRSI system and funds are transferred monthly to the Department of Education and Skills by the Department of Employment Affairs and Social Protection.
In the 2020 Revised Estimates for the Public Service, the levy is profiled to collect €823m, although this estimate was made before the current COVID-19 crisis. The present rate of NTF levy is 1.0%. so an extra 0.1% would yield approximately €83 million based on the estimates figure. However, NTF income is now likely to be significantly reduced given the economic impact of COVID-19. Early estimates project that the reduction in income will be over 20%.
284. Deputy Catherine Murphy asked the Minister for Education and Skills the estimated cost if the capitation funding for both primary and post-primary schools increased by 5% from the start of the 2020-21 school year. [5108/20]
Amharc ar fhreagraThis government has increased the capitation grant in each of the last two budgets.
I understand the need for improved capitation funding and I am pleased to have been able to provide for a further 2.5% increase in standard capitation funding for primary and post-primary schools that will apply from the start of the 2020/21 school year. This builds on last years 5% increase in capitation announced in budget 2019.
The combined increases given in 2019 and 2020 mean that circa 40% restoration will be achieved.
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 to the increases above the estimated full year cost of increasing the standard capitation for all schools by 5% is 11.1 million.
285. Deputy Robert Troy asked the Minister for Education and Skills the status of works to be carried out at a school (details supplied). [5142/20]
Amharc ar fhreagraI can confirm to the Deputy that my Department has received an application, from the school in question, for additional accommodation. I can also confirm that officials from my Department met with the school authority earlier this year in relation to the application.
Following on from this meeting the school's application is being progressed under the Additional School Accommodation Scheme. As soon as this process is completed the school authority will be contacted directly.
286. Deputy Sean Fleming asked the Minister for Education and Skills if a school (details supplied) will be included in the DEIS programme in order to avail of the schools meal programme; if not, if it can avail of other support for school meals in view of the fact it is not a DEIS school; and if he will make a statement on the matter. [5145/20]
Amharc ar fhreagraResponsibility for the School Meals Programme lies with my colleague the Minister for Employment Affairs and Social Protection. The Department of Employment Affairs and Social Protection has indicated that an application for funding under the School Meals Programme was received from the school but was declined by that Department because priority for new applications is given to schools which are part of the DEIS programme. A letter issued to the principal on 13th June 2019 to confirm this position.
My Department is in the final stages of refinement of the new DEIS identification model, based on school enrolment data, and the latest data available from Census 2016 using the HP Deprivation Index. A detailed quality analysis of the data has been carried out by members of the DEIS Technical Group which contains representatives of my Department's Statistics and Social Inclusion unit, the Inspectorate and the Educational Research Centre. The work of the DEIS Technical group is at an advanced stage and a consultation process with education stakeholder representatives on the technical aspect of the refinement of the new DEIS ID model is in progress. It is envisaged that this will then provide the basis for the development of a DEIS resource allocation system to match resources to identified need. Until this work is complete, it is not intended to extend the DEIS programme to any further schools.
287. Deputy Paul Murphy asked the Minister for Education and Skills the rates of progression from junior to senior cycle in a school (details supplied); and the way in which this compares to rates nationally. [5147/20]
Amharc ar fhreagraThe current national rate of progression for students from third year of the junior cycle (58,015) to the first year of senior cycle (56,475) is 97.3%. These are based on figures from the latest Retention Report for the 2012 student cohort.
The minimum geography available, relates to South Dublin County Council, where the progression rate for students from third year of the junior cycle (3,487) to the first year of senior cycle (3312) is 95.0%.
Data relating to school retention for an individual school is not made available by the Department due to concerns this information can create a school league table. Section 53 of the Education Act 1998 prevents access of data which would allow the comparative performance of schools.
288. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of an application for an SNA by a school (details supplied); and if he will make a statement on the matter. [5149/20]
Amharc ar fhreagraSchools have been notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for 2020/21. The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations will be frozen, from the date of issue of Circular 0030/2020, and will automatically rollover into the 2020/21 school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts can continue in these posts for the next school year in the normal way.
- 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, will be dealt with by way of an exceptional review process.
- A diagnosis of a disability, or a psychological or other professional report, will not be necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
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. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
The NCSE will endeavour to respond to all applications for exceptional review received prior to 22nd May 2020 by 30th June 2020 and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools. Applications for an Exceptional Review received after 22 May 2020 will continue to be processed once all other applications have been completed.
The exceptional review process for mainstream allocations will be available to schools throughout the 2020/21 school year.
As this question relates to a particular school, I have referred the question to the NCSE for their direct reply. I do not have a role in making determinations in individual cases.
A new frontloading model for allocating Special Needs Assistants to primary and post primary schools for students in mainstream classes only was to be introduced in the 2020/21 school year as part of the phased roll out of the School Inclusion Model (SIM). Due to the disruption caused by the Covid-19 public health crisis, the introduction of the model has been deferred for one year.
289. Deputy Michael McGrath asked the Minister for Education and Skills the steps being taken to ensure a child (details supplied) in County Cork with additional needs has an appropriate second level school place for the 2020-21 school year; and if he will make a statement on the matter. [5163/20]
Amharc ar fhreagraEnsuring that every child has a suitable school placement is a key objective of my Department. Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.
Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year; with 1,353 of these catering for children with autism.
There are 195 special classes and 13 special schools in the Cork area providing specialist support to children with more complex special educational needs.
A list of special classes for September 2019 is available on the NCSE website.
Budget 2020 provided for an additional 265 special class teachers in 2020, which will allow for the opening of additional classes where required.
The NCSE has responsibility for coordinating and advising on the education provision for children nationwide; 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.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. In considering these applications, however, the NSCE, in conjunction with the school buildings unit of my Department, will be required to take into account the capacity of a school to establish such a class, including the provision of sufficient accommodation space within the school.
As the school referred to by the Deputy is currently in temporary accommodation, it has not been possible for the school to establish special class provision. A development plan for the school for future years will be required to address this issue. The school should therefore continue to engage with the NCSE in relation to this matter, and in the context of its capacity for ongoing development, as the NSCE is currently considering the additional special class placements which will be required for the 2020/21 school year.
The NCSE has advised that they are aware that a number of students in this school have professional reports recommending special class placement, including the student referred to by the Deputy.
The school was provided with 2 additional Special Needs Assistants (SNAs) for this school year and recently had its special education teaching (S.E.T.) allocation increased, following an exceptional review of this allocation.
NCSE's Local Special Educational Needs Organisers (SENOs) continue to work on securing an appropriate placement in this case and remain available to offer further advice and assistance. SENO contact details can be found listed at: https://ncse.ie/regional-services-contact-list
As this question relates to an individual student, I have arranged for it to be referred to the NCSE for direct reply.
290. Deputy Michael McGrath asked the Minister for Education and Skills if an emergency works grant appeal by a school (details supplied) in County Cork will be awarded; and if he will make a statement on the matter. [5174/20]
Amharc ar fhreagraI would like to inform the Deputy that an appeal against the refusal of an Emergency Works Application was lodged by the school in question and this is currently being assessed. A reply will issue directly to the school once a decision has been made in that respect.
291. Deputy Cian O'Callaghan asked the Minister for Education and Skills his plans for additional classrooms, staffing and funding for a school (details supplied); and if he will make a statement on the matter. [5185/20]
Amharc ar fhreagraTeacher 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 my Department’s website.
I can confirm that my Department has not received an application for additional accommodation from the school referred to by the Deputy.
292. Deputy Cian O'Callaghan asked the Minister for Education and Skills the number of notices served under section 37A of the Education (Admission to Schools) Act 2018 since it was commenced; the number of classrooms and school places created as a result of such notices; the areas in which places been created; and if he will make a statement on the matter. [5187/20]
Amharc ar fhreagra293. Deputy Cian O'Callaghan asked the Minister for Education and Skills if the National Council for Special Education has provided notice of its view that there is insufficient capacity in areas for the 2020-21 academic year; if so, the areas; if he will exercise his power under section 37A of the Education (Admission to Schools) Act in advance of the academic year; and if he will make a statement on the matter. [5188/20]
Amharc ar fhreagraI propose to take Questions Nos. 292 and 293 together.
The provision of education for children with special needs is an ongoing priority for Government.
Currently, almost 20% of the total Education Vote or €1.9bn is invested in supporting children with special needs.
As a result the numbers of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The majority of children with special educational needs attend mainstream class, where they have access additional supports if required. But some students may find it difficult to manage full-time placement in mainstream and so placement in a Special Class or Special School setting may be deemed appropriate where placement in mainstream class is not in the best interests of the child.
Special Schools funded by my Department are established as special primary schools and cater for children and young persons with complex special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.
Provision in our 124 special schools has also increased from 6,848 placements in 2011 to 7,872 this year.
Nationally, 167 new special classes opened this school year, which means there are 1,618 special classes in place, compared to 548 in 2011.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide; 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.
It is open to any school to make an application to the NCSE for the establishment of specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. My Department works closely with the NCSE in this regard. In considering these applications, however, the NSCE, in conjunction with the school buildings unit of my Department, consider the capacity of the school for such a class including the availability of suitable accommodation.
The NCSE is finalising plans for a further expansion of special class and special school places nationally to meet identified need for September 2020. This process is ongoing.
Normally, special class and special school places are established with the full cooperation of the schools in areas where they are required. However there are some parts of the country where the NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or special school places.
I know that this can cause much anguish for parents and families involved.
As Minister I have a power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed.
I would prefer to see schools volunteer to provide more places rather than places being secured on the back of an order or a direction from me. It is the right thing for the children in a community.
The process was first activated in April 2019 when the National Council for Special Education (NCSE) informed my Department under Section 37A of the Education Act 1998 of a shortage of school places for children with special educational needs in the Dublin 15 area.
This was followed by an extended and intensive engagement with schools in the area, seeking their willingness to open a special class.
In May 2019, letters issued to the principals and chairpersons of boards of management in 22 schools in Dublin 15 requesting that they give serious consideration to the need for more special education provision.
In June 2019, my Department served statutory notices under Section 37A (5) on 18 schools and 2 patrons in Dublin 15. These notices communicated my opinion that they should make additional provision for children with special educational needs.
Following further consultations with two patron bodies and site visits by technical teams to the schools, in August 2019 second legal notices were served under Section 37A on 6 schools in Dublin 15
Significant progress was made as a result of this process with 7 primary schools in the Dublin 15 area agreeing to open ASD special classes, providing special class places for 42 children along with the establishment of the new Danu Community Special School with provision for 40 special school places.
6 of the new special classes were established following the activation of Section 37A of the Education Act 1998. 1 school volunteered to establish a special class.
The experience of Dublin 15 shows the real and practical challenges that can be addressed when opening new special classes and how we can resolve these challenges by working together and in partnership.
The legislation was activated for a second time on the 29th October, 2019 following a report by the National Council for Special Education (NCSE) which identified 82 children in South Dublin needing special education school places in the current school year and a further potential 68 children needing special education school places in 2020/21.
Since then, as required under the Act, the NCSE in consultation with the relevant education stakeholders, has been testing the capacity among schools in the South Dublin area.
On 21 April 2020, I received a report from the NCSE , pursuant to Section 37A(2) of the Education Act 1998 in respect of South Dublin, as the NCSE Council remains of the opinion that there is an insufficient number of special class and special school places within the South Dublin area for September 2020.
Before reaching this opinion, the NCSE had undertaken substantial work reviewing provision and accommodation in the 231 mainstream primary and 23 special schools in South Dublin.
Following engagement between NCSE local personnel and school management and Patrons, 78 ASD primary school special class placements and 12 ASD early intervention special class places have been created in 14 schools in South Dublin, with 13 new ASD special classes and 2 new ASD early intervention special classes to open for September 2020.
However, the NCSE has reported that to date, an insufficient number of schools have indicated a willingness to open additional special classes. The NCSE is of the opinion that should this continue, there remains a need for an additional 43 ASD primary special class places and 36 special school places in South Dublin.
The report also outlines the schools that should be requested to make additional provision.
This report will now be considered and if I agree with the position as set out by NCSE, next steps in the process will be considered which may include serving a statutory notice on schools identified if required.
At each stage of the process, schools are given the opportunity to make representations and there is also an option for arbitration.
Statutory notices issued under the Act together with the representations received from the schools are published on the Department’s website.
The necessary steps in the Admissions Act process will continue to be expedited to ensure that every child has a suitable school placement, which is the key objective of my Department.
294. Deputy Cian O'Callaghan asked the Minister for Education and Skills the position regarding the allocation of funding to a school (details supplied); and if he will make a statement on the matter. [5193/20]
Amharc ar fhreagraI can confirm to the Deputy that the school in question made an application under my Department's Additional School Accommodation Scheme. The application was assessed and the school authority was informed, in writing, that the works required did not fall under the remit of the Additional School Accommodation scheme. The school was advised that the works required are proper to the Summer Works Scheme and it was open to them to apply under future rounds of this Scheme.
Alternatively, if the school authority considers the works a priority, they may use the minor works grant which all primary schools receive to carry out the works in full, or on a phased basis as the grant permits.
295. Deputy Cian O'Callaghan asked the Minister for Education and Skills the number of non-denominational schools in Dublin 5; the number of students applying and accepted to non-denominational schools in Dublin 5; his plans to increase the provision of non-denominational schools in Dublin 5; and if he will make a statement on the matter. [5196/20]
Amharc ar fhreagraIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level. In April 2018, the Government announced plans for the establishment of 42 new schools over the four year period 2019 to 2022.
For school planning purposes, the Dublin 5 area primarily comprises the Killester_Raheny_Clontarf and Beaumont_Coolock_D5 school planning areas. There are currently two multi-denominational primary schools in the Killester_Raheny_Clontarf school planning area, including a new primary school to serve the Killester_Raheny_Clontarf school planning area established in 2019 and two multi-denominational post-primary schools in the Beaumont_Coolock_D5 school planning area.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. This patronage process is open to all patron bodies and prospective patrons. Parental preferences for each patron, from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of this process.
A school's enrolment policy, and the number of applications for enrolment, is a matter for each individual school management. This information is not held within my Department.
The requirement for new schools will be kept under review and in particular will have regard for the increased rollout of housing provision as outlined in Project Ireland 2040.
296. Deputy Cian O'Callaghan asked the Minister for Education and Skills his plans to provide additional Gaelscoileanna in the bay area of north County Dublin; if his attention has been drawn to the demand for a Gaelscoil in Clontarf, Dublin 3; and if he will make a statement on the matter. [5200/20]
Amharc ar fhreagraIn April 2018, the Government announced plans for the establishment of 42 new schools over the next four years (2019 to 2022), including a new primary school to serve the Killester_Raheny_Clontarf school planning area which was established in September 2019.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. This patronage process is open to all patron bodies and prospective patrons. Parental preferences from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of this process.
The Online Patronage Process System (OPPS) has been developed by my Department to provide objective information to parents and guardians which will allow them to make an informed choice in expressing a preference for their preferred model of patronage and language of instruction i.e. Irish or English for their child’s education.
Following a patronage process, the patronage of the new school to serve the Killester_Raheny_Clontarf school planning area was awarded to Educate Together as an English-medium school in line with the parental preferences received during the process.
In September 2019, I announced that five of the new primary schools being established from 2020-2022 are being designated for Irish-medium education, including new gaelscoileanna to serve Donabate and to serve Donaghmede_Howth_D13 to be established in 2020 and 2021 respectively. The five new schools will serve areas of growing populations where there is no existing Irish-medium primary school or where there is more than one new school to be established between 2019 and 2022. As the Deputy may be aware, there are currently two gaelscoileanna in the Killester_Raheny_Clontarf school planning area.
In addition, the Schools Reconfiguration for Diversity Process provides an opportunity to increase the number of Gaelscoileanna nationwide. The process, which involves the live transfer of existing schools, is designed to provide additional multi-/non-denominational schools in Irish or English and an opportunity is available to English-medium schools seeking to make a transition to Irish-medium provision in that context, in line with the expressed wishes of parents and the local school community. Any school which is seeking a transfer of patronage, including transitioning to Irish-medium provision, should contact their school patron directly.
The requirement for new schools will be kept under on-going review and in particular will have regard to the impact of the increased roll out of housing provision as outlined in Project Ireland 2040. My Department will also continue to monitor areas where the accommodation of existing schools, including gaelscoileanna, may need to be expanded in order to meet the needs of the local population.
Details of schools that provide education through the medium of Irish are available on my Department's website www.education.ie.
297. Deputy Cian O'Callaghan asked the Minister for Education and Skills his plans to fund permanent school buildings for a school (details supplied); if his attention has been drawn to its 19 years in temporary accommodation without a physical education hall, sports facilities or assembly area; and if he will make a statement on the matter. [5206/20]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy is included in my Department’s Construction Programme which is being delivered under the National Development Plan.
The project is currently at an advanced stage of architectural planning, Stage 2(b) - Detailed Design, which includes the application for statutory approvals and the preparation of tender documents. All statutory approvals have been secured.
In completing the Stage 2(b) report the Design Team is upgrading the design to ensure that the new school building is a Near Zero Energy Building (NZEB) in compliance with the 2017 amendment to Part L of the Building Regulations.
A Brief Change Request, made necessary by conditions relating to Planning Permission, has recently been received by my Department for review.
Furthermore, the Stage 2(b) submission incorporating the above-mentioned BCR has recently been submitted to the Department for review by Dublin Dún Laoghaire Educational and Training Board (DDLETB), who is the Contracting Authority for this project.
Upon review of both the Brief Change Request and the Stage 2(b) report, my Department will revert to DDLETB and its Design Team regarding the further progression of the project at that time.
298. Deputy Cian O'Callaghan asked the Minister for Education and Skills if the July provision programme will be extended to include children with Down's syndrome even if they do not meet the full general learning disability criteria; and if he will make a statement on the matter. [5207/20]
Amharc ar fhreagraMy Departments July Provision Scheme provides funding for an extended school year for students with a severe/profound general learning disability and/or students with Autism Spectrum Disorders (ASD).
The scheme was developed to reduce potential regression in learning associated with these specific categories of special education needs over the summer holidays.
The National Council for Special Education (NCSE) which advises me on these matters published its Policy Advice on Educational Provision for Children with Autism in July 2016 which included a review of the July Scheme.
The review found that in general parents value July provision because it provides day-time respite for families and a structured day for students. However, the NCSE review found a number of problems with the scheme. These include concerns that the scheme may be inequitable because it is not provided to all students with complex special educational needs.
The Council recommended that the relevant Government Departments consider how an equitable national day activity scheme could be developed for all students with complex special educational needs.
The proposed scheme would provide a structured, safe, social environment for all students with complex special educational needs, which will include some children with Down syndrome.
My Department has convened an Implementation Group to ensure that the Report’s recommendations are fully and appropriately considered.
There has been consultation with a number of other Departments and State agencies regarding the future direction of the July Education Programme.
It is expected that proposals for a revised scheme will be submitted shortly following which there will be consultations with stakeholders before final decisions are made.
299. Deputy Cian O'Callaghan asked the Minister for Education and Skills if funding will be provided to a school (details supplied) to create additional classes to meet the needs of the 150 applications that have applied for the 48 available places for the upcoming school year; if his attention has been drawn to the number of families living very close by including in Balgriffin, Dublin 13 that are considered outside the catchment area; and if he will make a statement on the matter. [5210/20]
Amharc ar fhreagraThe school to which the Deputy refers is currently in interim accommodation on the Grange Community College site pending delivery, when easing of the Covid-19 restrictions allow, of its intended interim accommodation on its permanent site on Belmayne Avenue, Belmayne.
In addition to the interim accommodation for the post-primary school that site will also facilitate interim accommodation for a primary school and construction of the permanent building for the post-primary school. In that regard, there are restrictions on the amount of temporary accommodation that can be placed on the permanent site.
Therefore it will not be possible for the school referred to by the Deputy to increase its enrolment intake beyond the current intake level (which is up to 48 pupils for its 1st year intake) for 2020/2021 academic year.
In relation to School Planning Areas, in order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
In April 2018, the Government announced plans for the establishment of 42 new schools over the next four years (2019 to 2022), including a new 1,000 pupil post-primary school which was established in 2019 to serve the Donaghmede_Howth_D13/Belmayne/Clongriffin school planning area. Patronage of the new school was awarded to Educate Together and the school opened in suitable interim accommodation in September 2019 pending delivery of the permanent accommodation for the school.
For school planning purposes, Balgriffin is located in the adjacent Portmarnock school planning area. As the Deputy may be aware, a new 1,000 pupil post-primary school was established in 2018 to serve the Malahide and Portmarnock school planning areas as a regional solution and has just under 70 pupils enrolled in the 2019/20 school year.
New schools established since 2011 to meet demographic demand are required, in the first instance, to prioritise pupil applications from within the designated school planning area(s) which the school was established to serve. This does not preclude schools from enrolling pupils from outside of the designated school planning area where they have sufficient places.
In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils in the area seeking school places.
300. Deputy Cian O'Callaghan asked the Minister for Education and Skills his plans to fund a permanent building for a school (details supplied); if his attention has been drawn to student distress over a lack of toilet facilities in the prefabricated buildings and disruptions to studies arising from continued prefabrication constructions; and if he will make a statement on the matter. [5211/20]
Amharc ar fhreagraA project that is being funded under the Department’s Additional Accommodation Scheme has been devolved for delivery to the school authority. This project, which proceeded to site last summer, provides, inter alia, for 8 general classrooms, guidance rooms, special education needs classrooms, computer rooms, a staff room, a general purpose room, a science lab, and ancillary accommodation. This accommodation also includes a number of sanitary facilities on both the ground and first floors.
301. Deputy Cian O'Callaghan asked the Minister for Education and Skills if his attention has been drawn to students in need of extra time accommodations during exams that do not have a reader or scribe assigned to them; and if he will make a statement on the matter. [5218/20]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
302. Deputy Cian O'Callaghan asked the Minister for Education and Skills if his attention has been drawn to the absence of substitute cover for teachers availing of the provisions for breastfeeding breaks as outlined in paragraph 13, chapter 4 of the maternity protection entitlements terms and conditions of employment for regular teachers in recognised primary and post-primary schools, edition 2; and if he will make a statement on the matter. [5221/20]
Amharc ar fhreagraThe Maternity Leave Scheme for teachers is contained in Chapter 2 of my Department’s Circular 54/2019 titled ‘Leave Schemes for Registered Teachers employed in Recognised Primary and Post Primary Schools’. The current provisions for breastfeeding breaks are set out in Paragraph 19 of the Maternity Leave Scheme which states:-
“19.1 Within a 104 week period after the birth of the child, a teacher who has returned to work may avail of breastfeeding breaks without loss of pay for up to one hour per day for the purpose of breastfeeding or lactation.
19.2 A teacher who qualifies for this provision, must notify her employer in writing of her intention to avail of such breaks, at least 4 weeks in advance. A copy of the birth certificate of the child must be submitted with the application for breastfeeding breaks.
19.3 Breastfeeding breaks may be taken in the form of:-
a) one break of 60 minutes, or
b) two breaks of 30 minutes each, or
c) three breaks of 20 minutes each
The pattern of breastfeeding breaks should be agreed following consultation between the employer and the teacher. Employers should take reasonable measures to facilitate the pattern of breastfeeding breaks as requested, while having due regard to the welfare and educational needs of pupils.
19.4 A teacher availing of breastfeeding breaks who ceases to breastfeed, should notify her employer in writing as soon as possible.
19.5 Substitute cover for breastfeeding breaks is not paid by the Department. At post primary level, the breaks should be covered through the Supervision and Substitution Scheme.”
The short term nature of these breaks would make any further substitution provision difficult to organise.
303. Deputy Cian O'Callaghan asked the Minister for Education and Skills if provisions will be put in place to enable teachers to move to a new post in a new school without losing the rights, entitlements and increments gained in the previous post; and if he will make a statement on the matter. [5224/20]
Amharc ar fhreagraThe core function of the redeployment arrangements is to facilitate the redeployment of surplus permanent and CID teachers to other schools where vacancies exist. The redeployment of all surplus permanent teachers to vacant teaching positions is key to the Department's ability to manage within its payroll budget.
Under these redeployment arrangements, teachers that are redeployed retain their employment rights as per the relevant agreed redeployment schemes.
There are currently no plans to introduce a separate redeployment scheme as per the Deputy's question.
Information about the redeployment schemes, including Frequently Asked Questions documents, is available on the Department’s website at https://www.education.ie/en/Schools-Colleges/Services/Teacher-Allocations/Teacher-Allocations-Post-Primary.html
