Written Answers Nos. 159-178
159. Deputy James Browne asked the Minister for Education and Skills the way in which he will determine results for students repeating their leaving certificate examinations, studying from home and not attending schools; and if he will make a statement on the matter. [5586/20]
Amharc ar fhreagra226. Deputy Hildegarde Naughton asked the Minister for Education and Skills the process that has been put in place to grade leaving certificate students that study subjects not on an individual school curriculum, that is, applied maths, that study subjects without being enrolled in a secondary school, or are mature students in view of the cancellation of the leaving certificate 2020; his views on whether they should not be disenfranchised; and if he will make a statement on the matter. [6104/20]
Amharc ar fhreagra240. Deputy Michael McGrath asked the Minister for Education and Skills the way in which the system of calculated grades for the leaving certificate will apply in respect of students that have been home schooled and that have not had consistent contact with a single teacher; and if he will make a statement on the matter. [6207/20]
Amharc ar fhreagra251. Deputy Pa Daly asked the Minister for Education and Skills if he will provide guidance to secondary schools to ensure that predictive grades are provided for subjects that may be taught outside the secondary school of the student (details supplied). [6242/20]
Amharc ar fhreagra253. Deputy Brendan Griffin asked the Minister for Education and Skills if the case of a person (details supplied) will be addressed; and if he will make a statement on the matter. [6250/20]
Amharc ar fhreagra257. Deputy Norma Foley asked the Minister for Education and Skills the way in which the leaving certificate 2020 calculated grades will accommodate students that are taking a subject outside school. [6326/20]
Amharc ar fhreagra268. Deputy Sean Fleming asked the Minister for Education and Skills the position regarding students that are repeating one or two subjects in their leaving certificate in order that they could get sufficient points to get into college in the academic year 2021 in certain circumstances (details supplied); the measures which will be put in place for predictive grading in these situations; and if he will make a statement on the matter. [6344/20]
Amharc ar fhreagra274. Deputy Jim O'Callaghan asked the Minister for Education and Skills if measures will be taken to grade leaving certificate students that are not attending school but that have previously completed six years of secondary education in a school that still has a record of their performance; and if the teachers in that former school can play a role in assessing the student. [6364/20]
Amharc ar fhreagra282. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the approach his Department is expecting to take to provide calculated grades for students that are repeating the leaving certificate or a particular subject or that are taking a subject outside a traditional school setting in view of the fact that there may not be the same knowledge of the student or may not be the same evidence basis; and the guidance to ensure they are given a calculated grade. [6399/20]
Amharc ar fhreagra284. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if those that are home schooled will get a calculated grade. [6401/20]
Amharc ar fhreagra298. Deputy Eoin Ó Broin asked the Minister for Education and Skills the assessment criteria that will be used for leaving certificate students that do not attend classes but planned to sit exams such as native speakers taking language exams; and the assessment criteria that will be used for those planning to take non-circular language exams such as Arabic. [6443/20]
Amharc ar fhreagra304. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills the steps he plans to take to facilitate external students such as mature students taking the leaving certificate to allow them access to primary school teaching or students whose first language is not taught in their school taking a language exam in their mother tongue or students self-studying mathematics to satisfy career or study requirements none of whom will be able to avail of predictive grades in view of the cancellation of the leaving certificate. [6480/20]
Amharc ar fhreagra311. Deputy James Lawless asked the Minister for Education and Skills the way in which predicted grades will be applied to external candidates or candidates not attached to a school but had expected to sit the leaving certificate in 2020; the number of external candidates registered to sit the 2020 leaving certificate that were not attached to a secondary school; and if he will make a statement on the matter. [6504/20]
Amharc ar fhreagra315. Deputy Ged Nash asked the Minister for Education and Skills the consideration and contingency plans being put in place for leaving certificate students taking extra subjects outside school; and if he will make a statement on the matter. [6532/20]
Amharc ar fhreagra328. Deputy Brendan Griffin asked the Minister for Education and Skills if clarity will be provided regarding predicted leaving certificate grades in the case of a person (details supplied); and if he will make a statement on the matter. [6593/20]
Amharc ar fhreagra330. Deputy Mattie McGrath asked the Minister for Education and Skills the protocols for schools to grade leaving certificate students studying a subject outside school such as agricultural science, music, Polish and so on; the person or body that grades the students; and if he will make a statement on the matter. [6600/20]
Amharc ar fhreagra355. Deputy Claire Kerrane asked the Minister for Education and Skills the plans in place for leaving certificate students that are repeating the year in circumstances in which they have studied some subjects outside of school and had intended to sit exams in those subjects; and if he will make a statement on the matter. [6697/20]
Amharc ar fhreagra364. Deputy Darren O'Rourke asked the Minister for Education and Skills the protocols in place for leaving certificate students that were home-schooled in the 2019-2020 term; the protocols in place for students that do not have a standard classroom exam history on file; the protocols in place for students that took the leaving certificate exam in 2019 and intend to resit in 2020 having moved school for some subjects and home-schooling for others; the protocols in place for others in similar anomalous positions; and if he will make a statement on the matter. [6770/20]
Amharc ar fhreagra391. Deputy Marc Ó Cathasaigh asked the Minister for Education and Skills the mechanisms that will be put in place to award grades to leaving certificate students that have been studying an extra subject outside of school in order to have flexibility to choose their most successful subjects for CAO points; and if he will make a statement on the matter. [6911/20]
Amharc ar fhreagraI propose to take Questions Nos. 159, 226, 240, 251, 253, 257, 268, 274, 282, 284, 298, 304, 311, 315, 328, 330, 355, 364 and 391 together.
Where a student is studying one or more subjects outside of a recognised school, my Department will be flexible in accepting estimated marks and rankings from other schools or colleges, and will look at this issue on a case-by-case basis. In general, I can say that, provided an estimated mark and ranking can be generated from a teacher in a way that is fair to all candidates, my Department will seek to provide a calculated grade. Students will be able to use this calculated grade in the same way as a Leaving Certificate grade to satisfy minimum entry requirements.
For students in receipt of home tuition with an association to a recognised school, the guidance will provide information for school authorities to engage with the home tutor in arriving at a decision. Whether a valid estimate of performance can be provided will depend on whether the home tutor is a registered teacher and where the school is satisfied with the evidence used to support the judgment.
If a student has moved school recently and the length of time is such that the teacher considers that do not have enough evidence to make a sound judgement, then the teacher should consult school management about acquiring additional information form the student’s previous school.
There are 2,858 external candidates entered to sit the Leaving Certificate exams for 2020. A significant number of these candidates are studying in an alternative setting such as a private college.
161. Deputy Mary Lou McDonald asked the Minister for Education and Skills the membership of the advisory group of stakeholders set up to assist in planning for the State examinations since the outbreak of Covid-19; the mechanisms in place for students to input to the work of the advisory group; and if he will make a statement on the matter. [5624/20]
Amharc ar fhreagra162. Deputy Mary Lou McDonald asked the Minister for Education and Skills the dates on which the advisory group of stakeholders met to discuss the State examinations since the outbreak of Covid-19; and if he will publish the minutes of the meetings and recommendations of the group. [5625/20]
Amharc ar fhreagraI propose to take Questions Nos. 161 and 162 together.
As part of planning for the State examinations, I established an advisory group of stakeholders, including representatives of students, parents, teachers, the management and leadership of schools, the National Council for Curriculum and Assessment, the State Examinations Commission, and officials of my Department, including the National Educational Psychological Service. A representative of the Higher Education Authority also attends all meetings of the Advisory Group as an observer. This group has provided very useful feedback and assistance regarding the decision-making about the examinations. I wish to acknowledge the positive engagement with unions, management bodies, the further education and training and higher education sectors on all of the issues involved.
The Advisory Group held meetings on the following dates: 17, 22, 24 and 29 April, and 1, 6, 13 and 15 May. Further meetings are planned. Details of the Advisory Group on Contingency Planning for State Examinations 2020 have been published on my Department’s website. The webpage contains details on the purpose of the group, the terms of reference and the membership of the group. The webpage also includes a link to meeting documentation and agreed minutes of meetings.
164. Deputy Mary Lou McDonald asked the Minister for Education and Skills the contingency plans to oversee the admissions process for further and higher education for the 2020-2021 academic year. [5627/20]
Amharc ar fhreagraAs I announced on Friday 8th May, a decision has been made to postpone the Leaving Certificate and to offer students a system of calculated grades. These calculated grades will form the basis of admission to further and higher education in the same way that Leaving Certificate grades are used.
Students’ calculated grades will be transferred directly to the CAO, in the same way that examination results usually are. The CAO timelines will run as close as possible to normal to allow for students to take up offers and to transition to tertiary education.
Students will also have the option to sit the Leaving Certificate exams at a later stage in the year. Those who receive an improved CAO offer on foot of these results will receive a deferred offer to start their course in the 2021/2022 academic year. If a candidate who has started the first year of a course becomes entitled to a higher CAO offer and chooses to accept it, attendance for the first year on the new course would remain eligible for free fees and SUSI funding as appropriate.
165. Deputy Mary Lou McDonald asked the Minister for Education and Skills the alternative arrangements for students unable to attend State examinations if in isolation as a result of Covid-19. [5628/20]
Amharc ar fhreagra186. Deputy Cathal Crowe asked the Minister for Education and Skills the provisions in place for leaving certificate students that may contract Covid-19 before or during the expected exam period; and if a predicted points system is being considered. [5782/20]
Amharc ar fhreagraI propose to take Questions Nos. 165 and 186 together.
As I announced on May 8th, the Leaving Certificate 2020 examinations have been postponed. Students will now be offered the option of availing of a Leaving Certificate based on calculated grades. They will also have the opportunity to sit the exams at a later date when it is safe to do so.
166. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills if resources will be allocated to children with autism between now and the formal return to school in view of the fact there are many parents at home struggling without access to respite; and if he will make a statement on the matter. [5648/20]
Amharc ar fhreagraI wish to advise the Deputy that decisions in relation to schools re-opening and operating will be underpinned by the ongoing advice of the National Public Health Emergency Team (NPHET) and the Department of Health.
Engagement is underway with stakeholders in the education sector to develop contingency plans for the re-opening and operation of schools, including schools for children with Autism, in an environment that may require social distancing and other public health requirements.
This work will be informed by the National Return to Work Safely Protocol as well as guidance and experience from other jurisdictions. A core objective of the contingency plans will be to ensure that schools and other education settings can re-open and operate in a safe manner that is consistent with public health advice.
The issues are also being considered by the Primary Education Forum which includes all stakeholders in the sector and it will also be addressed by the Advisory Group which involves representatives of stakeholders from the post-primary sector.
In the interim, my Department has provided a range of support and guidance for schools on how to provide for the continuing education for pupils over the current school closure period.
Supports are provided to schools and teachers engaged in distance learning and these are available at https://www.education.ie/en/covid-19/#14
In addition to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf
The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.
It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.
The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.
Special Education Teachers (SETs) are asked to carefully examine how progress on the existing learning targets in student support plans can be reasonably extended by home learning. They are asked to use this knowledge to communicate with the pupils and their parents and guardians and to establish what methods will work best to achieve continuity of learning for the pupils.
The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.
In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.
Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and rresources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment
Details of the full range of supports that the NCSE provides for teachers and parents is available at:
https://ncse.ie/online-resources
The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at https://www.education.ie/covid19/wellbeing/
Guidelines for continued provision of Guidance Counselling and resources available to support practice is available at https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-Policies/Policies/Guidance-Plan.html
Guidance for parents of primary school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:
https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html
I also recently announced that a special €10 million fund is being made available to support the purchase of technology and devices for disadvantaged students, including students with special educational needs.
This is additional to the latest round of funding for ICT under the Digital Strategy for Schools whereby €40m grant funding will be distributed in the coming weeks to eligible. €10m additional funding is also now issuing to schools to support children and young people who are at risk of educational disadvantage during the period of school closures.
While recognising the difficulty that school closure has had for parents and pupils, particularly in relation to pupils with special educational needs, my Department will continue to support and encourage schools to provide as much continuity of education as possible for such pupils, while continuing to engage with public health officials and stakeholders in relation to when schools may re-open and operate in a safe manner that is consistent with public health advice.
167. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills the provisions made for leaving certificate students that have learning and behavioural difficulties that would have previously had access to school counsellors, school mentorships, local Youthreach and other resources but as a result of Covid-19 can no longer access such resources; and if he will make a statement on the matter. [5649/20]
Amharc ar fhreagraThe Deputy will be aware that I recently announced the postponement of the 2020 Leaving Certificate examinations. Revised arrangements are being put in place to offer students the option of Calculated Grades for the 2020 Leaving Certificate but also to guarantee them the right to sit the examinations at a later stage when it is safe to hold them in the normal way.
Engagement is currently ongoing with an advisory group of stakeholders includes representatives of students, parents, teachers, school leadership and management bodies, the State Examinations Commission, the National Educational Psychological Service, the National Council for Curriculum and Assessment and the Department, in relation to the 2020 State Examinations.
Detailed guidance will be provided for schools on how to formulate and submit data for Calculated Grades.
In relation to students with special needs in Leaving Certificate year - where any reasonable accommodation has been approved by the SEC for any student, such as a reader or scribe, schools will be asked to base their estimate of the student’s likely performance on the assumption that this accommodation would have been available.
My Department has also provided a range of support and guidance for schools on how to provide for the continuing education for pupils over the current school closure period.
Supports are provided to schools and teachers engaged in distance learning and these are available at https://www.education.ie/en/covid-19/#14
In additional to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf
The guidance describes the school guidance programme and specifies how the guidance needs of students are to be addressed. It is an integral part of the school's overall school development plan.
The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.
It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.
The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.
Special Education Teachers (SETs) are asked to carefully examine how progress on the existing learning targets in student support plans can be reasonably extended by home learning. They are asked to use this knowledge to communicate with the pupils and their parents and guardians and to establish what methods will work best to achieve continuity of learning for the pupils.
The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.
In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.
Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and rresources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment
Details of the full range of supports that the NCSE provides for teachers and parents is available at:
https://ncse.ie/online-resources
The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at https://www.education.ie/covid19/wellbeing/
Guidelines for continued provision of Guidance Counselling and resources available to support practice is available at https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-Policies/Policies/Guidance-Plan.html
Guidance for parents of primary school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:
https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html
I also recently announced that a special €10 million fund is being made available to support the purchase of technology and devices for disadvantaged students, including students with special educational needs.
This is additional to the latest round of funding for ICT under the Digital Strategy for Schools whereby €40m grant funding will be distributed in the coming weeks to eligible. €10m additional funding is also now issuing to schools to support children and young people who are at risk of educational disadvantage during the period of school closures.
While recognising the difficulty that school closure has had for parents and pupils, particularly in relation to pupils with special educational needs, my Department will continue to support and encourage schools to provide as much continuity of education as possible for such pupils, while continuing to engage with public health officials and stakeholders in relation to when schools may re-open and operate in a safe manner that is consistent with public health advice.
168. Deputy Ged Nash asked the Minister for Education and Skills the progress in relation to technological university status for Dundalk IT as per an agreement signed and lodged with the Workplace Relations Commission in November 2019; and if he will make a statement on the matter. [5668/20]
Amharc ar fhreagraUnder the statutory framework provided in the Technological Universities Act 2018, two or more Institutes of Technology (IoTs) may jointly seek TU designation through a prescribed legislative process. Section 29 of the 2018 Act provides for the application jointly by two or more applicant institutes to the Minister of Education and Skills for an order seeking designation as a TU subject to their jointly meeting specified eligibility criteria. Section 38 of the 2018 Act provides that an applicant institute and an established technological university may apply to the Minister for an order.
However, as autonomous higher education institutions established under statute, it remains a matter for the governing body of an IoT to set the institute’s particular strategic direction within the higher education landscape, including whether or not to seek TU designation through the prescribed legal processes.
169. Deputy Stephen Donnelly asked the Minister for Education and Skills if a school (details supplied) can keep its current teacher level due to the additional pressures of Covid-19; and if he will make a statement on the matter. [5691/20]
Amharc ar fhreagraThe criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location. The staffing schedule includes an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board.
The school referred to by the Deputy initially submitted an appeal to the Primary Staffing Appeals Board which was deemed ineligible. After that decision was issued, the school provided a new appeal due to a change in circumstances in the school. The Primary Staffing Appeals Board has provisionally upheld the appeal, subject to September 2020 enrolments. The school has been notified in this regard.
170. Deputy Michael Moynihan asked the Minister for Education and Skills if he has been in discussions with the University of Limerick in relation to its approach to refund students for the cost of their accommodation during the Covid-19 crisis; the assistance or support that will be made available to students and their families in situations in which no refunds are provided; and if he will make a statement on the matter. [5696/20]
Amharc ar fhreagraMy Department is working with representatives from the higher education sector to address the challenges faced by students in this difficult time. I understand based on the information available to me that the majority of students in university-owned accommodation will receive pro-rata refunds if they have vacated their accommodation.
I have called on the University of Limerick to join with the other universities and offer refunds to students who have left, however universities are autonomous bodies and its not within my remit to direct any institution to offer a refund. I understand that the issue is currently under consideration by UL, and that a decision will be made shortly.
171. Deputy Michael Moynihan asked the Minister for Education and Skills if his attention has been drawn to the new campus accommodation guidelines issued by the University of Limerick recently to third year students for 2020-2021 (details supplied); if he will contact the university to seek an explanation and justification for the change; and if he will make a statement on the matter. [5697/20]
Amharc ar fhreagra172. Deputy Michael Moynihan asked the Minister for Education and Skills if his attention has been drawn to the new campus accommodation guidelines issued by the University of Limerick recently to third year students for 2020-2021 (details supplied); if he will contact the university to seek an explanation and justification for the change; if he will liaise with the university to determine if the new accommodation arrangements are in accordance with the relevant regulations; and if he will make a statement on the matter. [5699/20]
Amharc ar fhreagraI propose to take Questions Nos. 171 and 172 together.
I am aware of the University of Limerick's intention to offer twin rooms as part of their on-campus accommodation. Based on the information available to me, I understand that this decision was made in order to increase the supply of accommodation available to students.
Universities are autonomous bodies under the meaning of the Universities Act 1997. Under this legislation the universities are entitled to regulate their own affairs and administrative processes. Neither I nor my Department have any function in relation to accommodation regulations, and it is not within my remit to become involved in the details of specific accommodation provision.
173. Deputy Catherine Murphy asked the Minister for Education and Skills the number of 2020 leaving certificate students that have applied for courses through the CAO system; the number of courses that are oversubscribed; the number of courses that are undersubscribed; and if he will make a statement on the matter. [5701/20]
Amharc ar fhreagraThe Department of Education and Skills does not hold the information requested by the Deputy.
Higher education institutions (HEIs) are autonomous with regard to management of their academic affairs including admissions procedures. The CAO process applications on behalf of the HEIs and information on these applications is held by the CAO, not by the Department.
According to figures available on their website, 72,973 applications were received by the CAO as of February 2020. However there is not information given on the breakdown of these applications, which will also include applicants who are not doing the Leaving Certificate this year. Further queries on these figures should be sent directly to the CAO, contact details for which can be found on their website www.cao.ie.
174. Deputy Cathal Crowe asked the Minister for Education and Skills his plans to arrange a meeting or discussion on additional accommodation for a school (details supplied). [5705/20]
Amharc ar fhreagraThe Deputy will be aware that the project to which he refers has been devolved to the school authority for delivery under my Department's Additional Accommodation Scheme.
I can inform him in that context that my Department is awaiting the submission of a Stage 2a report which is the next step in the progression of this project. Following examination of this report when received, a decision will be made on the extent to which my Department requires further information from and/or further discussions with the school authority in question.
175. Deputy Charlie McConalogue asked the Minister for Education and Skills if the Covid-19 pandemic unemployment payment made to students in 2020 will affect student grants in the academic year 2021-22; and if he will make a statement on the matter. [5715/20]
Amharc ar fhreagraThe decision on eligibility for a student grant is a matter for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.
The online application process for student grant applications for the 2020/21 academic year is due to open on 23rd April, 2020. Further information in relation to student grant assistance is available from SUSI’s website, www.susi.ie.
The eligibility criteria for student grants are reviewed annually by the Department and approved by the Department of Public Expenditure and Reform.
All proposals made in relation to education expenditure, including student grants for the 2021/22 academic year, will be considered in the context of Budget 2021.
176. Deputy Steven Matthews asked the Minister for Education and Skills if the appeal by a school (details supplied) in relation to the loss of a teacher due to student numbers is under review; and if a response will be issued to school management in due course. [5716/20]
Amharc ar fhreagraThe criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location. The staffing schedule includes an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board.
The school referred to by the Deputy initially submitted an appeal to the Primary Staffing Appeals Board which was deemed ineligible. After that decision was issued, the school provided a new appeal due to a change in circumstances in the school. The Primary Staffing Appeals Board has provisionally upheld the appeal, subject to September 2020 enrolments. The school has been notified in this regard.
177. Deputy Michael McGrath asked the Minister for Education and Skills his views on whether a secondary school (details supplied) has sufficient special education supports for the intake of pupils for the 2020-21 school year; and if he will make a statement on the matter. [5720/20]
Amharc ar fhreagraI wish to advise the Deputy that DES Circular 007/2019 for primary schools and 008/2019 for post primary schools set out the details of the model for allocating special education teachers to schools.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Under the allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.
The provision of a profiled allocation is designed to give a fair allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the level of need in each school.
Schools are frontloaded with resources, based on each school’s profile. The allocations to schools include provision to support all pupils in the schools, including where a child receives a diagnosis after the allocation is received by a school, or where there are newly enrolling pupils to the school.
Both my Department and the National Council for Special Education (NCSE) are committed to ensuring that all schools are treated equally and fairly in the manner in which their school profiles have been calculated.
Accordingly, a number of review processes have been put in place to support schools.
A process is in place to address circumstances where the school profile significantly changed following the allocation process e.g. a developing school where the net enrolment numbers significantly increased.
The criteria for qualification for mainstream school developing school posts are set out in the Primary and Post Primary School Staffing Schedule each year.
Schools who qualify for additional mainstream developing school posts in accordance with these criteria also qualify for additional Special Education Teaching Allocations to take account of this developing status.
The school referred to by the Deputy received an additional allocation for the 2019/20 school year to take account of the fact that the school had increased enrolments.
It is also acknowledged that there are some circumstances, which may arise in schools, which fall outside the allocations for developing school status.
These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.
A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.
This school referred to in this question also made an application to the NCSE for a review of the schools allocation of special education teachers on the grounds of exceptional circumstances arising in the school.
The NCSE has completed the review of the school and has now made an additional allocation to the school.
This school currently has an allocation of 132 Special Education Teaching hours. This allocation equates to 6 full time Special Education Teaching posts in the school, which is in addition to the mainstream staffing allocation.
This is a very significant allocation for a school enrolment of 262 pupils (2019/20 school year) and includes the additional allocations which were made for developing enrolments and an for exceptional needs which was made following a review of the school.
The provision of 6 special education teachers creates a relativity of 1 special education teacher for every 43 pupils in the school, which is far greater than the national average allocation for schools.
Should the school enrolments continue to grow for September 2020, to the extent that the school achieves one or more developing mainstream posts, then a process is in place to further increase the special education teaching allocation for the school automatically and without recourse to a further exceptional needs review.
The allocations for all schools are also due to be updated in Spring 2021, for the 2021/22 school year based on updated school profile data.
I am satisfied that there are in place a number of processes which can review the special education teacher allocation for schools where necessary.
This Government is investing heavily in supporting our children with special educational needs, with €1.8bn being spent annually, about €1 in every 5 of the education budget.
There are currently over 13,500 special education teachers in schools, an increase of 37% since 2011.
There are therefore more special education teachers in schools now than we have ever had previously.
The very significant levels of additional provision we have made in recent years to provide additional Special Education Teachers means that all schools are resourced to provide for the special educational needs of children in their schools.
In relation to the establishment of special class places in the Cork area, 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.
The NCSE is planning a further expansion of special class and school places nationally to meet identified need for next year. This process is ongoing.
The NCSE's Local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs in relation to special class provision.
Schools who wish to open special classes should make an application to the NCSE to open such special classes. 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 in this question is currently in temporary accommodation, 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.
178. Deputy Sean Sherlock asked the Minister for Education and Skills the status of a planning application by a school (details supplied). [5722/20]
Amharc ar fhreagraThe building project referred to by the Deputy is being delivered under my Department’s Design and Build Programme which is being delivered under the National Development Plan.
My Department submitted an application for planning permission to the Local Authority on 26th September 2019. A Request for Further Information was received on 20th November 2019.
On May 18th the documentation to comply with the Local Authority's request for further information (RFI) was submitted and a decision from the Local Authority is now awaited.
