Written Answers Nos. 321-340
321. Deputy Sean Sherlock asked the Minister for Education and Skills the status of the July provision scheme; and the arrangements in place for families and teachers that wish to avail of the scheme. [6567/20]
Amharc ar fhreagraI am committed to running a summer Provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
My Department is exploring a number of options for a summer education programme for children with complex special needs.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
322. Deputy Gino Kenny asked the Minister for Education and Skills if there will be an increase in the number of special education teachers and SNAs provided to all schools in the 2020-21 school year in order to ameliorate the loss of in-school teaching time for these students in view of the fact that young persons in special educational needs, SEN, and DEIS settings are most likely to have experienced difficulties engaging in remote learning; if class sizes will be reduced in DEIS schools, special schools and mainstream schools in line with the demands of unions; and if he will make a statement on the matter. [6583/20]
Amharc ar fhreagra327. Deputy Gino Kenny asked the Minister for Education and Skills the way in which he plans to address the issues arising from the isolating of children required to reduce the spread of Covid-19; if the NCSE will facilitate additional supports to children and school communities; if the number of SNAs and special educational needs organisers, SENOs, will be increased to meet demand; if his Department is liaising with the HSE to increase staffing and resources to the early intervention and school-age assessment teams to clear the backlog of waiting lists, in addition to the supports and therapies children will need to engage with once the services return to operation; and if he will make a statement on the matter. [6588/20]
Amharc ar fhreagraI propose to take Questions Nos. 322 and 327 together.
I 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 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 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 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 resources 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.
There are currently no proposals to review the existing criteria for the allocation of Special Education Teachers or Special Needs Assistants for schools, or to adjust the current criteria of the allocation of DEIS supports, or school class sizes, due to matters arising from COVID 19. This matter, and matters in relation to social distancing, will be kept under review in the context of public health advice regarding schools re-opening and the ongoing advice of the National Public Health Emergency Team (NPHET).
The DEIS programme allows for a reduced class size in Urban Band 1 primary schools with the application of a preferential staffing schedule to these schools of 20:1 at junior classes and 24:1 at senior classes to support those students at the highest risk of educational disadvantage. DEIS Plan acknowledges the allocation of teaching resources to DEIS primary schools with the highest concentrations of children at risk of educational disadvantage has served to improve learning outcomes. It also commits to the evaluation of the level of teaching resources for schools participating in DEIS to be undertaken to inform future policy in this area.
In order to facilitate this a Class Size Working Group was established comprising representatives from the Education Partners, the Educational Research Centre and the relevant Business Units in my Department.
A report on the work of this group is currently being finalised, and will take into consideration the feedback and observations of the working group members. When the report is finalised its findings will inform future policy direction in this area.
Questions in relation to the staffing of Health Service Executive (HSE) Assessment Teams and HSE Therapy services should be referred to Department of Health and the HSE, however, it should be noted that an assessment of a particular diagnosis of special educational need is no longer required for pupils to access special education teaching support in schools and is not required for access to the SNA scheme for the 2020/21 school year.
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.
323. Deputy Gino Kenny asked the Minister for Education and Skills if he will reinstate the sick leave entitlements of teachers that existed prior to 2010 (details supplied); and if he will make a statement on the matter. [6584/20]
Amharc ar fhreagraThe Sick Leave Scheme for teachers is regulated by the Public Service Management (Sick Leave ) Regulations, as amended. These Regulations encompass all public sector employees, including teachers.
The provisions regarding the arrangements for teachers to cater for COVID-19 including special leave with pay are set out in Circular 0024/2020. Any special leave with pay granted for the purpose of diagnosis of COVID-19, self-isolation will not be counted as part of the teacher’s Sick Leave record.
324. Deputy Gino Kenny asked the Minister for Education and Skills if an audit of all school buildings will be carried out with a view to ascertaining the works needed to be completed to allow the safe return of students and staff; if special additional funding will be made available to schools to facilitate, among other actions, the hiring of cleaning staff to work throughout the school day, the installation of handwashing and sanitising stations, the erection of appropriate signage and the rearrangement of school layout and the acquisition of temporary additional accommodation and or the building of additional classrooms as appropriate; and if he will make a statement on the matter. [6585/20]
Amharc ar fhreagraOn the 1st May 2020, the Taoiseach announced as part of the "Roadmap for Reopening Society and Business" that schools will commence opening on a phased basis at the beginning of the 2020/2021 academic year. The Department is currently working with the Education Partners and relevant stakeholders in planning for this re-opening which will be based on public health advice. As part of this engagement, each of the education partners were given the opportunity to outline the key issues that they would like to have considered in the context of re-opening schools. The issues raised by the education partners included many of those referred to by the Deputy in his question. These will now be worked through in detail as part of the development of the roadmap for reopening schools.
A core objective 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.
325. Deputy Gino Kenny asked the Minister for Education and Skills his views on whether the school system is fit for purpose to facilitate social distancing norms in view of the fact Ireland has the largest class sizes in Europe and one of the lowest levels of funding per student in the OECD; the number of additional class teachers that would be required in the forthcoming school year to reduce class sizes to average EU levels; the estimated cost and the way in which it could be achieved; the additional funding required to bring funding for education at primary, secondary and third level in line with that of average OECD levels for 2020-21; and if he will make a statement on the matter. [6586/20]
Amharc ar fhreagraBudget 2020 has provided for a budget of more than €11 billion for the Department of Education and Skills in 2020. This is the highest ever allocation to the sector and an increase of nearly €2 billion since 2016.
The number of teachers has increased from 63,556 in 2015/16 to almost 70,900 in 2019/20, an increase of over 7,300 teaching posts.
Teacher numbers at primary level have increased by almost 3,500 when comparing the 2015/16 school year with the current school year and this has led to a steady improvement in the pupil teacher ratio and average class size statistics during this period.
The latest figures in relation to pupil teacher ratio show an improved ratio of teachers to students from 16:1 to 15.2:1 at primary level when comparing the 2015/16 school year to the 2018/19 school year. Average class sizes at primary level improved from 24.9 to 24.3 in the same period. Corresponding statistics from post primary level show an improved ratio of teachers to students from 13.8:1 to 13:1 during the same period.
The annual staffing schedule determines the allocation of teachers to schools. For the current school year, it operates on a general average of 26 pupils to every 1 teacher (26:1) which is historically the lowest ever allocation ratio at primary level. At post-primary level teachers are allocated at a ratio of 19:1 in the Free Education System and 23:1 to schools in the fee-charging sector. Approximately 300 teaching posts would be required for each 1 point adjustment to the primary staffing schedule, while approximately 1,150 teaching posts would be required for each 1 point adjustment on the post-primary side.
The National Return to Work Safely Protocol will inform discussions with all education partners so that appropriate guidance for schools is developed and arrangements put in place in time for the new school year.
326. Deputy Gino Kenny asked the Minister for Education and Skills his plans to facilitate July provision (details supplied); if it will go ahead; if so, when; the way in which it will run while keeping educators and children safe; and if he will make a statement on the matter. [6587/20]
Amharc ar fhreagraI am committed to running a summer Provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
My Department is exploring a number of options for a summer education programme for children with complex special needs.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
329. Deputy Mattie McGrath asked the Minister for Education and Skills the status of the July provision programme for children with additional needs; if extra supports are being considered for them in the absence of their school and daily routine; and if he will make a statement on the matter. [6596/20]
Amharc ar fhreagraI am committed to running a summer Provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
My Department is exploring a number of options for a summer education programme for children with complex special needs.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
335. Deputy Joe Flaherty asked the Minister for Education and Skills his plans to provide the July provision for special needs students in July as normal or August as per public health advice; and if the traditional provision is not possible in 2020, the alternatives that are under consideration as otherwise special needs children will go six months without attending class. [6605/20]
Amharc ar fhreagraI am committed to running a summer Provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice.
My Department is exploring a number of options for a summer education programme for children with complex special needs.
The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.
This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.
336. Deputy Mick Barry asked the Minister for Education and Skills if the CAO will allow flexibility for students that may have missed the 1 May 2020 deadline in view of the situation in which sixth year students have not been in schools with direct contact with career guidance teachers; if the case of a person (details supplied) will be examined in relation to same; and if he will make a statement on the matter. [6608/20]
Amharc ar fhreagraThe Higher Education Institutions (HEIs) are governed by the Universities Act 1997, the Institutes of Technologies Acts 1992 to 2006 and the Technological Universities Act 2018. Within the meaning of these Acts, higher education institutions are autonomous with regard to management of their academic affairs including admissions procedures. The CAO process applications for undergraduate, and some postgraduate, courses on behalf of the HEIs. Decisions on admissions are made by the HEIs who then instruct the CAO to make offers to successful candidates.
As such, neither I nor my Department has any role in relation to the operation of the CAO. Queries on these processes should be sent directly to the CAO, contact details for which can be found on their website www.cao.ie
337. Deputy Stephen Donnelly asked the Minister for Education and Skills the educational supports available for a person (details supplied); and if he will make a statement on the matter. [6624/20]
Amharc ar fhreagraMy Department provides a range of supports to schools to meet the identified additional educational needs of the children and young people in the primary and post-primary systems. These include additional resource teachers, special educational needs supports, and services from National Educational Psychological Service (NEPS), Schools participating in the DEIS Programme may also avail of the Home School Community Liaison and School Completion Programmes, overseen by Tusla Education Support Service (TESS), and additional funding to support interventions for children at risk of poor educational outcomes by virtue of their socio-economic background.
All mainstream schools receive an allocation of special education teaching support to provide additional teaching support for pupils with special educational needs or learning support needs, including English Additional Language (EAL) needs, in accordance with the criteria set put in DES Circular 007/2019 and 008/2019. 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. Schools are provided with a total allocation which includes a baseline allocation for the school and an allocation based on the school’s profile.
Where schools can demonstrate that they have high concentrations of pupils requiring EAL they can apply for Additional Allocations for Schools with High Concentrations of Pupils that require Language Support (EAL) in accordance with the procedures set out in the primary or post primary school staffing schedules for the 2020/21 school year (Circular 18/2020).
Tusla Education Support Services (TESS) of the Child and Family Agency is the statutory body which can assist in securing a school placement. I am advised that, with the support of TESS, an application has been made for a school place for September, 2020 for the individual referred to by the Deputy. My Department has provided a Home Tuition Grant pending this placement.
338. Deputy Róisín Shortall asked the Minister for Education and Skills further to Covid Query No. 3.538, if the application for invigilators of leaving certificate examinations will be opened to non-teachers when a new date is set for students wishing to take their examinations. [6633/20]
Amharc ar fhreagra394. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if his attention has been drawn to the fact that service delivery staff had been employed for a number of weeks of the year by the State Examinations Commission will now not be employed disrupting their pattern of employment; and his views on whether functions can be found for the staff to ensure that they are kept in employment in view of the fact the delivery of calculated grades in 2020 will be labour intensive. [6922/20]
Amharc ar fhreagraI propose to take Questions Nos. 338 and 394 together.
The State Examinations Commission (SEC) is responsible for the recruitment of individuals to supervise and mark the examinations. At present, suitably qualified teachers are eligible to apply for such positions. The 2020 Leaving Certificate examinations have been postponed until a future date when it will be safe to run them. The SEC will consider its staffing requirements at that time.
340. Deputy Martin Heydon asked the Minister for Education and Skills the status and progress of a school building project (details supplied); and if he will make a statement on the matter. [6648/20]
Amharc ar fhreagraThe project referred to by the Deputy has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
The NDFA is currently undertaking the second phase of the process of appointment of multi-disciplinary technical advisors (design teams) for these projects. This process will involve a number of call-off competitions for bundles of projects from a framework.
Thereafter, the NDFA will ensure that the project progresses to design stage, obtains the necessary statutory planning permission, and moves the project onward to tender and construction in due course. As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion.
Please be assured that the NDFA will be engaging directly with the school authority to keep it informed of progress.
