Wednesday, 27 May 2020

Written Answers Nos. 252-271

Technological Universities

Ceisteanna (252)

Thomas Byrne

Ceist:

252. Deputy Thomas Byrne asked the Minister for Education and Skills the status the development of each of the proposed technological universities. [7886/20]

Freagraí scríofa

Minister for Education and Skills

As autonomous, independent, higher education institutions it remains a matter for individual institutes of technology engaged in a consortium progressing proposals for technological university (TU) designation under the requirements of the Technological Universities Act 2018 to progress their proposals appropriately subject to their particular circumstances.

In this context yesterday, following the conclusion of the consultation and decision-making process prescribed by the 2018 Act, I notified the applicant institutes of Cork IT and IT Tralee of my final decision to grant their application as the MTU consortium for the making of an order under 36 of the 2018 Act to be established as a TU, subject to the prescribed Oireachtas approval process and with a view to the establishment of the new TU on 1 January 2021.

Three other TU development consortia continue to work towards the submission of applications under the Act. The Department understands that the Connacht Ulster Alliance consortium of Letterkenny IT, IT Sligo and Galway Mayo IT, is planning, subject to meeting the eligibility criteria, to submit an application by the end of this year. The consortium comprising Athlone IT and Limerick IT has a submission date in view for their application of October 2020. The TUSEI consortium comprising IT Carlow and Waterford IT continues to develop its application and is in the process of establishing a fulltime project office and implementing key elements of a cross-institutional change management programme.

Technological Universities

Ceisteanna (253)

Thomas Byrne

Ceist:

253. Deputy Thomas Byrne asked the Minister for Education and Skills if his Department or the HEA have conducted a review of the operation of Dublin Technological University in the context of the development of further technological universities; and if he will make a statement on the matter. [7887/20]

Freagraí scríofa

Minister for Education and Skills

TU Dublin has been a key contributor to the TU Research Network (TURN) high level advisory group which submitted its report to the Department in Quarter 4 2019. The report entitled Connectedness & Collaboration enabled by Connectivity focuses on how emerging TUs can achieve their sectoral and national strategic objectives and the supports that are required to do so most effectively and efficiently. The TURN report sets out the case for a state change in higher education reform for the delivery of national strategic priorities such as are elaborated in Project Ireland 2040, the National Development Plan and Future Jobs Ireland through the connectedness, particularly at regional level, collaboration and connectivity of TUs and their unique delivery of programmes across the full range of the National Framework of Qualifications from apprenticeships to doctoral degrees. The report , which is available on the Department’s website, makes a series of 12 recommendations that will provide a solid foundation for the development and progression of TUs in the state.

Beyond the TURN process, TU Dublin has also been of assistance in sharing its experiences upon request with other TU development consortia that are seeking to advance applications for TU designation under the TU Act 2018.

As part of the System Performance Framework 2018 – 2020 the Higher Education Authority has agreed mission-based performance compacts with higher education institutions aligned to the framework. The Authority has embarked upon the next round of strategy and performance dialogue with higher education institutions to monitor and review their performance against their compacts. All institutions, including TU Dublin, submitted a self-evaluation report of their progress towards interim targets in their compacts in Autumn 2019. The reports were reviewed by the Authority and an expert advisory panel, with feedback being provided to the institutions in early 2020. The Authority was due to meet with institutions subsequently to discuss the reports but has had to postpone the meetings for the time being as a result of the COVID19 pandemic.

In addition to the self-evaluation reports, institutions were also invited by the Higher Education Authority to submit impact assessment case studies in Autumn 2019, aligned with national priorities and targets as set out in performance compacts and with reference to the System Performance Framework 2018-2020 and evolving national policy objectives. Case studies were reviewed by an expert advisory panel, which informed the allocation of €5 million in performance funding. TU Dublin was awarded €350,000 in performance funding for its impact case study "Establishment of Technological University Dublin".

Section 23 of the Technological Universities Act 2018 requires a technological university to submit to the Minister for Education and Skills and to the Higher Education Authority an annual report on its activities in the immediately preceding year not later than 30 June in each year, having regard to its strategic development plan and equality statement and any requirements imposed under the Qualifications and Quality Assurance (Education and Training) Act 2012. The Minister shall cause copies of the annual report to be laid before each House of the Oireachtas and the TU shall arrange for the report to be published on the internet.

During its first year since establishment, TU Dublin carried out an extensive consultation process with staff, students, external partners and stakeholders which contributed to the development of the university’s first strategic development plan entitled Realising Infinite Possibilities – Strategic Intent to 2030. The plan was published on 30 January 2020 and both it and the university’s equality statement are publicly available on TU Dublin’s website.

Special Educational Needs

Ceisteanna (254)

Denis Naughten

Ceist:

254. Deputy Denis Naughten asked the Minister for Education and Skills if the July provision will be extended to cover the month of June; if the provision will be extended as a once-off measure to all other children with a disability in view of the significant period of time they have been out of school due to Covid-19; and if he will make a statement on the matter. [7905/20]

Freagraí scríofa

Minister for Education and Skills

My Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose wellbeing and engagement with learning depend very much on the routine of school and their relationships with other students, teachers and Special Needs Assistants.

They have also lost out on specialist supports during this closure period.

My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures.

These include –

- Guidance issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage;

- Guidance and resources developed by the National Council for Special Education (NCSE) on supporting children with special educational needs

- €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.

- Continued funding of Home Tuition or, where this is not possible, flexibility to bank hours for use at a later time in the year

- Resources to support good mental health and wellbeing amongst students produced by the National Educational Psychological Service (NEPS)

- To help schools plan for the new academic year, schools have been informed that their SNA allocation is being frozen at this year’s level and there is provision for additionality where this might be required. No school will therefore have a lower allocation for the next school year.

- The Middletown Centre for Autism has developed a range of online resources for children and young people with Autism and their parents on education provision in the Home.

Unfortunately, due to the Covid-19 health crisis, it is not possible to deliver the normal July Provision programme in the same way and at the same time as in other years.

However my Department is planning for 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.

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.

Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.

An announcement will be made as soon as possible.

Schools Building Projects

Ceisteanna (255)

Denis Naughten

Ceist:

255. Deputy Denis Naughten asked the Minister for Education and Skills the steps he is taking to prioritise the completion of school construction projects in advance of September 2020 to assist with the Covid-19 social distancing rules; and if he will make a statement on the matter. [7906/20]

Freagraí scríofa

Minister for Education and Skills

The construction sector is re-opening on a gradual and phased basis since Monday 18th May. It will take time to remobilise and see impact of new working arrangements. It is therefore too early to speculate on how timelines of projects will be impacted as a result of COVID-19 working arrangements. My Department is engaging with School Patrons and relevant schools in relation to necessary school accommodation provision for the 2020/21 school year in light of any impact of COVID-19 on project delivery timescales and develop and implement contingency arrangements as required. Planning and preparatory work is well advanced in this regard.

On 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. My 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. 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.

Covid-19 Pandemic

Ceisteanna (256)

Denis Naughten

Ceist:

256. Deputy Denis Naughten asked the Minister for Education and Skills the engagement he has had with school management at primary and post-primary level, respectively, to source additional accommodation to facilitate Covid-19 social distancing rules from September 2020; and if he will make a statement on the matter. [7907/20]

Freagraí scríofa

Minister for Education and Skills

On 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. These will now be worked through in detail as part of the development of the roadmap for reopening schools. The Department is conscious of the need for early clarity on key issues in order to facilitate and support planning for schools re-opening in September.

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.

Student Support Schemes

Ceisteanna (257, 258)

Matt Carthy

Ceist:

257. Deputy Matt Carthy asked the Minister for Education and Skills if he will provide for a financial support package to a cohort of persons (details supplied); and if he will make a statement on the matter. [7928/20]

Matt Carthy

Ceist:

258. Deputy Matt Carthy asked the Minister for Education and Skills if he will provide a financial support scheme similar to that introduced by the Canadian Government to support students who cannot secure employment during the summer months; and if he will make a statement on the matter. [7930/20]

Freagraí scríofa

Minister for Education and Skills

I propose to take Questions Nos. 257 and 258 together.

My Department is fully aware of the difficulties being experienced by students and their families as a result of the COVID-19 pandemic. A working group on mitigating educational disadvantage is supporting on-going responses to what is an evolving situation, to ensure the continuation of crucial funding sources such as SUSI grants, the 1916 Bursary Scheme, the Student Assistant Fund, Fund for Students with a disability and other allowances. All stakeholders in this group have worked to support learners without access to sufficient technology and to ensure the continuation of services offered by access and disability offices, guidance counsellors and counselling services.

My Department is conscious of the importance of the Student Grant Scheme and related supports, such as the Student Assistance Fund and the Fund for Students with Disabilities. These supports have a fundamental role in assisting families who are putting their children through further and higher education.

SUSI’s online application process for student grant applications for the 2020/21 academic year opened on 23rd April, 2020. Students are advised to submit their renewal student grant application as soon as possible. The priority closing dates for the 2020/21 academic year are the 11th June 2020 for renewal applicants and the 9th July 2020 for new applicants.

Further information in relation to student grant assistance is available from SUSI’s website, www.susi.ie . The telephone number for SUSI’s Helpdesk is 0761 087 874.

The income threshold for the special rate of grant has been increased from €24,000 to €24,500 for the 2020 scheme, so as to ensure that students from families dependent on welfare will continue to be eligible for the special rate of grant. (This reflects the Budget 2019 increase to the maximum point of the weekly State Contributory Pension, plus maximum Qualified Adult Allowance for a person over 66 years).

The Student Assistance Fund (SAF) provides financial assistance to students experiencing financial difficulties while attending third level. Students can be assisted towards the rent, childcare costs, transport costs and books/class materials. The total allocation for the SAF is €9.1 million which includes an additional €1m added to the Fund in 2017 for part-time students who are lone-parents or members of the other access target groups. Prior to that the fund supported full-time students only. In December 2018 a further €1 million was added to the Fund for students attending Professional Masters of Education courses, who are experiencing financial difficulty. This funding continued into 2019 and 2020.

Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation.

In addition, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from your local Tax Office or from the Revenue Commissioners website, www.revenue.ie.

School Enrolments

Ceisteanna (259)

Claire Kerrane

Ceist:

259. Deputy Claire Kerrane asked the Minister for Education and Skills the number of pupils necessary in a primary school in order for an English As An Additional Language educator to be employed; and if he will make a statement on the matter. [7936/20]

Freagraí scríofa

Minister for Education and Skills

The Special Education Teaching allocation, as outlined in Circular 0007/2019, provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the Language Support (EAL) allocation that schools were allocated in previous years.

Further temporary Language Support is also provided, as necessary, to schools that have high concentrations of pupils that require language (EAL) support. At primary level, these allocations are made on the basis of appeals by schools to the Primary Staffing Appeals Board.

The staffing arrangements for primary schools for the 2020/21 school year, as set out in Circular 0018/2020 which is available on the Department website, provides details on the staffing appeal process. Where at least 20% of the total enrolment of the school is made up of pupils that require EAL support (pupils with less than B1 Level 3 proficiency), the Board of Management may lodge an appeal for a review of the proposed allocation for pupils requiring EAL support.

Special Educational Needs

Ceisteanna (260)

Claire Kerrane

Ceist:

260. Deputy Claire Kerrane asked the Minister for Education and Skills the status of plans for the July provision to take place in 2020; and if he will make a statement on the matter. [7937/20]

Freagraí scríofa

Minister for Education and Skills

My Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose wellbeing and engagement with learning depend very much on the routine of school and their relationships with other students, teachers and Special Needs Assistants.

They have also lost out on specialist supports during this closure period.

My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures.

These include –

- Guidance issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage;

- Guidance and resources developed by the National Council for Special Education (NCSE) on supporting children with special educational needs

- €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.

- Continued funding of Home Tuition or, where this is not possible, flexibility to bank hours for use at a later time in the year

- Resources to support good mental health and wellbeing amongst students produced by the National Educational Psychological Service (NEPS)

- To help schools plan for the new academic year, schools have been informed that their SNA allocation is being frozen at this year’s level and there is provision for additionality where this might be required. No school will therefore have a lower allocation for the next school year.

- The Middletown Centre for Autism has developed a range of online resources for children and young people with Autism and their parents on education provision in the Home.

Unfortunately, due to the Covid-19 health crisis, it is not possible to deliver the normal July Provision programme in the same way and at the same time as in other years.

However my Department is planning for 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.

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.

Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.

An announcement will be made as soon as possible.

Departmental Communications

Ceisteanna (261)

Michael McGrath

Ceist:

261. Deputy Michael McGrath asked the Minister for Education and Skills if he will address a matter raised in correspondence in relation to a school (details supplied) in County Cork; and if he will make a statement on the matter. [7938/20]

Freagraí scríofa

Minister for Education and Skills

The 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 has not submitted a staffing appeal to date. The Primary Staffing Appeals Board will next consider appeals in June. The closing date for the receipt of staffing appeals is 15th June.

School Guidelines on Mental Health

Ceisteanna (262)

Cathal Crowe

Ceist:

262. Deputy Cathal Crowe asked the Minister for Education and Skills if provisions are being made for children who are struggling with the lack of closure to finish out their schooling as per correspondence (details supplied). [7954/20]

Freagraí scríofa

Minister for Education and Skills

I recognise that this is a particularly challenging time for all students, and parents across the education system, but particularly for those students who will be transferring from primary to post-primary school.

The Continuity of Schooling Group in the Department is developing further guidance for schools which will include advice on how best 6th class pupils can be supported to make the transition to post-primary school, given that they will not have the opportunity to engage in all of the traditional transition activities that they would normally have engaged in. Practical advice will be provided to both primary and post-primary schools to support the transition process and to ease the anxiety of the pupils involved.

School Guidelines on Mental Health

Ceisteanna (263)

James Browne

Ceist:

263. Deputy James Browne asked the Minister for Education and Skills the position regarding the establishment of a mental health helpline for leaving certificate students; and if he will make a statement on the matter. [7958/20]

Freagraí scríofa

Minister for Education and Skills

My Department has worked closely with the Department of Health and the HSE on the In This Together campaign which aims to help everyone in Ireland to Stay Connected, Stay Active, and look after their Mental Wellbeing throughout the Covid-19 Emergency. The In This Together campaign draws together the huge range of advice and support that is available for people of all ages. To support the wellbeing and mental health of our Leaving Certificate students at this time, a dedicated page on the InThis Together site contains online advice for Leaving Certificate students. This webpage includes a series of supports on managing wellbeing, stress and anxiety, developed by NEPS. The webpage also includes links to more individualised support for students to access, should these be needed. It is recognised that some vulnerable groups of students may require a more focused, stepped-up level of intervention and the Department has worked with the Department of Health and HSE to ensure the most appropriate services and resources are clearly signposted for those students. A planning group has been established by my colleague, the Minister for Health and includes representatives from the Department of Health, the HSE, and the NGO sector, in recognition of the fact that prior to, during and following national emergencies there is a need to support certain members of the population with their emotional, cognitive, social and physical needs.

The stepped care approach recognises that at present, there already exists services that offer online text and telephone supports to people seeking mental health information and advice. These include the Samaritans; Pieta House; MyMind; Turn2Me; Aware; Crisis Text Ireland; Shine; BeLongTo; LGBT Ireland; Jigsaw; Bodywhys and Childline. The YourMentalHealth.ie website provides a ‘one-stop-shop’ portal for people seeking information, supports and services, including information on accessing urgent help, and a mental health text messaging support service is available 24 hours a day, 7 days each week to connect people with trained volunteers. These services augment the work of the National Educational Psychological Service (NEPS) of my Department and assist students who may be feeling anxious at this time. In addition, additional support services have been identified for the general population that can assist students and their families at this time.

During this challenging time the school building may be closed but schools have structures in place to support students. It has often been the case, that the first port of call for Leaving Certificate students who are experiencing distress has been their school. Schools have developed excellent and flexible systems of support. Many schools have a designated Student Support Team, while other schools have equivalent systems and structures, but may use different terminology to describe their arrangements, such as ‘Care Team’ or ‘Pastoral Care Team’. Either way, the structures schools have in place will continue to have a key role identifying issues and students for discussion by the Student Support Team with appropriate action/ follow-up. In these uncertain times, the familiarity of these school structures and personnel will offer continuity and reassurance to students. A guidance document for Post-Primary Schools on supporting the wellbeing of students and the role of Student Support Teams has been developed by NEPS and published by my Department.

NEPS psychologists continue to be available to provide advice and support to school principals, teachers and school communities. NEPS provides consultation for school staff who may have concerns about individual students. NEPS supports schools in putting interventions in place for students with identified difficulties, and in signposting to more specialist support, when needed, including onward referral to the HSE and other local mental health services. NEPS is proactively exploring a number of innovative ways to continue to provide educational psychological services to schools at this time.

Covid-19 Pandemic

Ceisteanna (264)

Darren O'Rourke

Ceist:

264. Deputy Darren O'Rourke asked the Minister for Education and Skills the specific measures introduced to ensure continuity of learning for primary school children during the Covid-19 pandemic in view of the fact that teaching has moved from the classroom to online; and if he will make a statement on the matter. [7965/20]

Freagraí scríofa

Minister for Education and Skills

My Department is taking a number of actions to ensure continuity of teaching and learning for primary school children due to the Covid 19 pandemic.

A range of guidance has been published to assist schools and teachers to ensure continuity of learning to support students while out of school. This guidance has issued to schools to support the continuity of teaching and learning, to support those with special educational needs, to support those at risk of educational disadvantage, to support the wellbeing of students and to support students at each of the key stages of transitions. Additional guidance is being developed for primary schools to support them further in the final weeks of the 2019/2020 school year, this will be published shortly.

All guidance for schools has been developed in consultation with relevant stakeholders – including teachers, parents and learners. There is also ongoing consultation with the management bodies and unions on all matters relating to Covid 19, which will continue for the foreseeable future.

Schools have adopted various ways to engage with their students and these will vary in accordance with the technology and broadband resources available in school and at the home. Schools are engaging with students and parents using various means such as by post, e-mails, communication apps or the school website. Where technology permits, students may have regular engagement with their teacher/s on platforms such as Google Classroom, Microsoft Office 365 and Edmodo or participate in live meetings through the use of tools such as Google Meet, Microsoft Teams and Webex. Schools have been asked to be conscious of pupils who may not have access to online facilities and to adapt approaches so that these pupils continue to have the opportunity to participate in learning. The aim of these distant learning approaches is to ensure that children stay connected with learning to facilitate progression to the next level of their education.

A group has also been established within my Department to look at the reopening of schools in the Autumn. This involves two strands:

a) the logistics of reopening; health and safety; hygiene; social distancing, etc., and

b) curriculum considerations, i.e., what needs to be put in place to support ongoing progression for learners and addressing any shortfall that may result from school closures

The development of guidance on reopening of schools will be informed by this group and by learning from other jurisdictions that are further down the road of reopening their society, including their school systems.

My Department is continuing to review and monitor the situation in accordance with the advice from public health authorities.

Schools Building Projects

Ceisteanna (265)

Jennifer Whitmore

Ceist:

265. Deputy Jennifer Whitmore asked the Minister for Education and Skills the timeline for the completion of a school (details supplied); when he anticipates that both the primary school and a school will commence operating; and if he will make a statement on the matter. [7983/20]

Freagraí scríofa

Minister for Education and Skills

The school building project to which the Deputy refers is due to be handed over in Q2 2020 with the building ready for occupation by both schools for the school year 2020/2021

Schools Building Projects

Ceisteanna (266)

Jennifer Whitmore

Ceist:

266. Deputy Jennifer Whitmore asked the Minister for Education and Skills the status of the proposed extension at a school (details supplied); when he envisages the extension will be completed; and if he will make a statement on the matter. [7984/20]

Freagraí scríofa

Minister for Education and Skills

The 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.

Special Educational Needs

Ceisteanna (267, 268)

Jennifer Whitmore

Ceist:

267. Deputy Jennifer Whitmore asked the Minister for Education and Skills the number of children sanctioned for the July provision for the past five years by county in tabular form; and if he will make a statement on the matter. [7987/20]

Jennifer Whitmore

Ceist:

268. Deputy Jennifer Whitmore asked the Minister for Education and Skills the number of teachers currently participating in the July provision model by county; if he will allow teachers participate in the July provision other than from their own school; and if he will make a statement on the matter. [7988/20]

Freagraí scríofa

Minister for Education and Skills

I propose to take Questions Nos. 267 and 268 together.

My Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose wellbeing and engagement with learning depend very much on the routine of school and their relationships with other students, teachers and Special Needs Assistants.

They have also lost out on specialist supports during this closure period.

My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures.

These include –

- Guidance issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage;

- Guidance and resources developed by the National Council for Special Education (NCSE) on supporting children with special educational needs

- €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.

- Continued funding of Home Tuition or, where this is not possible, flexibility to bank hours for use at a later time in the year

- Resources to support good mental health and wellbeing amongst students produced by the National Educational Psychological Service (NEPS)

- To help schools plan for the new academic year, schools have been informed that their SNA allocation is being frozen at this year’s level and there is provision for additionality where this might be required. No school will therefore have a lower allocation for the next school year.

- The Middletown Centre for Autism has developed a range of online resources for children and young people with Autism and their parents on education provision in the Home.

My Department's extended school year (ESY) scheme – also known as July provision – provides an extension of the school year for children with a severe or profound general learning disability or children with an Autism through either a school based or home based programme.

In 2019, 10, 563 children availed of July Provision with the delivery of the school and home based programmes involving approximately 5,000 Home Tutors, 640 school teachers and 1,454 SNAs. Details in relation to the number of children accessing the scheme from 2015-2019 are set in the attached table. A breakdown by county is not readily available.

Table 1

Unfortunately, due to the Covid-19 health crisis, it is not possible to deliver the normal July Provision programme in the same way and at the same time as in other years.

However my Department is planning for 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.

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.

Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.

An announcement will be made as soon as possible.

Special Educational Needs

Ceisteanna (269)

Jennifer Whitmore

Ceist:

269. Deputy Jennifer Whitmore asked the Minister for Education and Skills the status of the July provision; if he will consider extending the July provision into August 2020 and include children beyond those who are currently eligible including children with Down's syndrome and other additional needs; and if he will make a statement on the matter. [7989/20]

Freagraí scríofa

Minister for Education and Skills

My Department is aware of concerns that the closure of schools has impacted hardest upon families who have children with complex needs whose wellbeing and engagement with learning depend very much on the routine of school and their relationships with other students, teachers and Special Needs Assistants.

They have also lost out on specialist supports during this closure period.

My Department has taken a number of initiatives to support children and young people who are at risk of educational disadvantage during the period of school closures.

These include –

- Guidance issued to all schools to support the ongoing learning of children with special educational needs and children who are at risk of disadvantage;

- Guidance and resources developed by the National Council for Special Education (NCSE) on supporting children with special educational needs

- €10m in ICT grant funding to schools towards the purchase of technology and devices to support students at risk of educational disadvantage.

- Continued funding of Home Tuition or, where this is not possible, flexibility to bank hours for use at a later time in the year

- Resources to support good mental health and wellbeing amongst students produced by the National Educational Psychological Service (NEPS)

- To help schools plan for the new academic year, schools have been informed that their SNA allocation is being frozen at this year’s level and there is provision for additionality where this might be required. No school will therefore have a lower allocation for the next school year.

- The Middletown Centre for Autism has developed a range of online resources for children and young people with Autism and their parents on education provision in the Home.

Unfortunately, due to the Covid-19 health crisis, it is not possible to deliver the normal July Provision programme in the same way and at the same time as in other years.

However my Department is planning for 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.

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.

Planning is underway and consultations with stakeholders have commenced. The willingness of schools, teachers and SNAs to participate are key to the provision of a summer education programme.

An announcement will be made as soon as possible.

Schools Building Projects

Ceisteanna (270)

Alan Farrell

Ceist:

270. Deputy Alan Farrell asked the Minister for Education and Skills the status of the planned extensions for a school (details supplied) with regard to the temporary accommodation scheduled for opening in September 2020; if the project has been put out for tender; if fire safety and disabled access certificates have been applied for; and the status of the temporary and permanent structure plan in relation to the future extensions [7991/20]

Freagraí scríofa

Minister for Education and Skills

I wish to advise the Deputy that my Department is in receipt of an application, for additional school accommodation, from the school authority in question. The assessment process to determine the school’s permanent accommodation needs is nearing completion. The school will be informed of the decision in due course.

In the meantime, interim temporary accommodation has been approved to cater for the schools need in the short term, this project has been devolved to the school authority for delivery. The school authority has advised that they have accommodation to cater for the start of the next academic year.

Question No. 271 answered with Question No. 243.