Written Answers Nos. 534-553
534. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills the estimated cost of a reduction of one at all points of the staffing schedule for primary schools from September 2021; and the net number of teaching posts involved in view of the predictions of a continuing fall in primary school enrolments by her Department. [18908/20]
Amharc ar fhreagraThe 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.
Budget 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.
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 15:1 at primary level when comparing the 2015/16 school year to the 2019/20 school year. Average class sizes at primary level improved from 24.9 to 24.1 in the same period.
Each one point adjustment to the primary staffing schedule would require in the region of 300 teaching posts, at an approximate cost of €14.5m.
536. Deputy Jennifer Carroll MacNeill asked the Minister for Education and Skills the status of the further delay in leaving certificate results; if the delay will not negatively impact some university offers from the United Kingdom for students (details supplied); the communication she has had with the UK to ensure that students here are not disadvantaged; and if she will make a statement on the matter. [18929/20]
Amharc ar fhreagraThe Leaving Certificate results will issue on 7th September 2020. Upon engagement by my officials with UCAS, (the UK equivalent of the CAO), it has indicated that this can be accommodated within their revised timelines for 2020. As a result, Irish students pursuing their studies in the UK will not be at a disadvantage.
537. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills if her attention has been drawn to the requirement for graduate teachers to travel to the country of the language that they teach for a period of time and to be signed off by a native speaker in order to be registered with the Teaching Council to teach the subject; if her attention has been drawn to the fact that the Teaching Council is still advising graduate teachers of the need to travel to obtain this qualification; if she will consider a waiver, postponement or deferral of this policy in view of the global Covid-19 pandemic and the demand for language teachers; and if she will produce a report on the issue. [18934/20]
Amharc ar fhreagraThe Teaching Council sets the subject criteria for all teachers registering under Route 2 Post-primary. All newly qualified teachers (NQTs) of modern foreign languages and Gaeilge are required to meet a residency requirement in order to register with the Council. Generally this residency constitutes a period of time in a country where the language is spoken or the Gaeltacht in the case of the Irish language.
The Teaching Council have informed me that this year in recognition that travel is not currently possible, they have put in place a provision to allow graduate teachers of languages including Gaeilge, to register with the Council in instances where they are not able to fully meet the residency requirement. This provision takes the form of a reduction in the overall duration of the residency. In addition should a graduate teacher still not be able to meet this reduced period, registration with conditions will be offered. This will allow graduate teachers of languages including Gaeilge to register and if necessary fulfil the residency at a date in the future.
538. Deputy Jennifer Carroll MacNeill asked the Minister for Education and Skills if work commenced in March 2020 on the development of interim guidance to support the teaching of social, personal and health education, SPHE, and relationships and sexual education, RSE, at primary and post-primary levels; the status of the guidance; and if she will make a statement on the matter. [18935/20]
Amharc ar fhreagraIn April 2018, my predecessor as Minister for Education and Skills Mr. Richard Bruton asked the National Council for Curriculum and Assessment (NCCA) to undertake a major review of Relationships and Sexuality Education (RSE) in schools across all stages of education.
The Report on the Review of Relationships and Sexuality Education (RSE) in primary and post-primary schools, published by the NCCA in December, 2019, recommended the development of a single integrated curriculum for RSE and Social, Personal and Health Education (SPHE) in schools. The NCCA will commence this work in the first half of 2021 and it will include a public consultation process.
Among the other recommendations in the NCCA report is the development and publication in the shorter term of interim guidelines to support the teaching in primary and post-primary schools of SPHE/RSE. The Council has been progressing this work and it is expected that interim guidance material, in the form of an online user-friendly toolkit of support materials and examples, will be ready towards the end of this year, and will be added to incrementally.
539. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills if students who have received conditional offers from foreign universities but whose leaving certificate results are likely to be received after the expiry of the deadline for submission will be able to obtain early access to their results; and the policy measures she plans in order to assist students with overseas offers in retaining these places. [18936/20]
Amharc ar fhreagraSimilar to the situation in Ireland, Higher Education Institutions (HEIs) across Europe are autonomous with regard to management of their academic affairs including admissions procedures, and as such, have administrative policies and deadlines in place to ensure that teaching and learning is delivered in a consistent manner to all of their students. All EU Member States have challenges similar to ours in addressing the concerns of students this year due to the COVID pandemic.
I have written to all EU Ministers with responsibility for higher education, and sought their assistance to seek special consideration and flexibility within their universities' administrative procedures with regard to the registration of Irish students. However, it is also important for the students themselves to contact the HEIs in question directly to pursue that flexibility.
It is also important to state that in any year, the State Examinations Commission, and indeed the Calculated Grade Executive Agency (CGEA), does not receive data for those Leaving Certificate Candidates who have applied to pursue their higher education studies outside of the Ireland and the UK and it is not possible for the CGEA to identify these students individually.
540. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills the policy responses proposed or being examined to meet the increased pressure and demand on guidance counsellors in view of the impact of the Covid-19 global pandemic; if her Department has allocated enhanced resources and hours for guidance counsellors; and her views on the appropriate response of her Department to the increased support students will need from guidance counsellors to help them through the impact of the pandemic on career guidance, mental health and social counselling in addition to curricular and educational counselling. [18951/20]
Amharc ar fhreagraMeasures announced by my Department as part of Budgets 2016, 2017 and 2018 mean that 500 of the 600 guidance posts that were withdrawn in Budget 2012 were restored to schools from September 2018.
This allocation is provided separately and transparently on each school's staffing schedule. These posts have been ring-fenced so they can only be used for guidance activities and to meet the guidance needs of the school.
It is important to note that in previous changes to guidance counselling allocations in 2012, DEIS schools were effectively sheltered from these changes as a result of a more favourable staffing schedule.
The Department has committed considerable resources towards the restoration of guidance counselling hours to post-primary schools, to the provision of CPD for guidance counsellors and to the provision of a national guidance counselling supervision service for post-primary guidance counsellors.
As part of the COVID-19 operational supports to schools for the 2020/21 school year, approximately 120 posts will be provided for guidance to support student wellbeing. These posts will bring guidance provision in schools back to the level last seen before the financial crisis in 2012.
541. Deputy Brendan Howlin asked the Minister for Education and Skills the reason for the delay in awarding a remote area grant to a person (details supplied); and if she will make a statement on the matter. [18955/20]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
In the 2019/2020 year over 120,000 children, including over 14,200 children with special educational needs, were transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
Children who are eligible for school transport and who complete the application and payment process on time will be accommodated on school transport services where such services are in operation.
A child who is eligible for school transport but for whom no transport service is available may, following an application for transport within prescribed time limits, receive a Remote Area Grant towards the cost of private transport arrangements.
The prescribed time limit for the receipt of applications for school transport for the 2019/20 school year was Friday 26th April 2019. Bus Éireann has advised that the family referred to by the Deputy submitted an application for school transport on the 29th May 2019.
Bus Éireann has also advised that the child referred to by the Deputy is eligible for school transport to the school referred in this case and if there is no change in the current circumstances the family may claim the Remote Area Grant from the beginning of the 2020/21 school year.
542. Deputy Verona Murphy asked the Minister for Education and Skills his plans to extend the school transport deadline for payments for the new 2020-21 school term in view of the fact that parents are being asked for full payment by the end of July 2020 to secure bus seats for their children when there is much uncertainty regarding the new school year and format; and if she will make a statement on the matter. [18981/20]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
In the 2019/20 school year over 120,000 children, including over 14,200 children with special educational needs, were transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
The option to make payment for transport for the 2020/2021 school year is now available with a closing date for payment on the 31stJuly 2020. Parents also have the option of spreading the amount due over two payments payable in July and December. Families wishing to avail of transport for the 2020/2021 year are advised to make payment by this date. There are no plans to extend the deadline date of 31st July 2020.
543. Deputy Seán Haughey asked the Minister for Education and Skills if she will allocate additional resources for guidance counsellors in schools in view of issues being experienced by students due to the Covid-19 pandemic; and if she will make a statement on the matter. [18994/20]
Amharc ar fhreagraMeasures announced by my Department as part of Budgets 2016, 2017 and 2018 mean that 500 of the 600 guidance posts that were withdrawn in Budget 2012 were restored to schools from September 2018.
This allocation is provided separately and transparently on each school's staffing schedule. These posts have been ring-fenced so they can only be used for guidance activities and to meet the guidance needs of the school.
It is important to note that in previous changes to guidance counselling allocations in 2012, DEIS schools were effectively sheltered from these changes as a result of a more favourable staffing schedule.
As part of the COVID-19 operational supports to schools for the 2020/21 school year, approximately 120 posts will be provided for guidance to support student wellbeing. These posts will bring guidance provision in schools back to the level last seen before the financial crisis in 2012.
544. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills the policy responses being planned or examined to meet the increased pressure and demand on guidance counsellors in view of the impact of the global Covid-19 pandemic; if enhanced resources and hours have been allocated for guidance counsellors; her views on the appropriate response to the increased support students will need from guidance counsellors to help them through the impact of the pandemic on career guidance, mental health, social, curricular and educational counselling. [19046/20]
Amharc ar fhreagraMeasures announced by my Department as part of Budgets 2016, 2017 and 2018 mean that 500 of the 600 guidance posts that were withdrawn in Budget 2012 were restored to schools from September 2018.
This allocation is provided separately and transparently on each school's staffing schedule. These posts have been ring-fenced so they can only be used for guidance activities and to meet the guidance needs of the school.
It is important to note that in previous changes to guidance counselling allocations in 2012, DEIS schools were effectively sheltered from these changes as a result of a more favourable staffing schedule.
The Department has committed considerable resources towards the restoration of guidance counselling hours to post-primary schools, to the provision of CPD for guidance counsellors and to the provision of a national guidance counselling supervision service for post-primary guidance counsellors.
As part of the COVID-19 operational supports to schools for the 2020/21 school year, approximately 120 posts will be provided for guidance to support student wellbeing. These posts will bring guidance provision in schools back to the level last seen before the financial crisis in 2012.
The wellbeing and mental health of our school communities is a fundamental element of the Department’s overall plan to ensure a successful return to school as we continue to manage the Covid-19 pandemic. It is crucial that we support the wellbeing of our students and school management and staff in order to support successful re-engagement with teaching and learning.
Guidance will issue to schools on logistical, curricular arrangements and wellbeing supports to be put in place to facilitate the phased re-opening of schools. All decisions taken in relation to re-opening schools are based on public health advice.
The National Educational Psychological Service (NEPS) of my Department is leading on supporting the wellbeing of schools communities. The response to support the wellbeing of all within school communities on the return to school requires a structured, psychosocial response which is compassionate and largely preventative and proactive. This requires a whole-school team approach to planning in order to ensure that staff, students and parents feel safe and secure. This response will be aligned with the HSE guidance on such responses, and based on the five key principles of promoting a sense of safety, calm, connectedness, self- and community-efficacy and hope. My Department will work in partnership with the Department of Health and the Department of Children and Youth Affairs to ensure that the wellbeing needs of all members of the school community are met.
Schools can utilise their existing school structures, such as the Student Support Team and internal referral pathways, to identify students who remain more vulnerable and then seek to provide these students with additional support, internally or externally by referral on to the HSE or other appropriate support services.
The guidance counsellor is not expected to be able to provide individual support to every vulnerable student in their school. More than ever the Continuum of Support Model should be applied in schools, so students most in need of additional targeted support are identified and resources, such as guidance counselling, are directed and distributed appropriately. This should be done in consultation with school management and the Student Support Team.
The National Centre for Guidance in Education (NCGE) an agency of the Department, is planning to run a comprehensive series of regular online Continuing Professional Development training sessions and webinars for school Guidance Counsellors from August to Christmas, including webinars covering topics such as: adjusting the Guidance Plan, further skills training for online guidance counselling, Junior Cycle Guidance lesson planning, decision making, wellbeing issues and in particular how guidance counsellors can manage their own self-care.
Guidance Counselling Supervision scheme is continuing as a support to guidance counsellors in schools. Guidance counsellors are provided with 5 two-hour sessions of support each academic year. During school closures this support was provided online or by phone.[note: this is where the guidance counsellors meet as a group with a qualified counselling supervisor to discuss the impact of their work on themselves as professionals and to reflect on their casework in a confidential setting]
Psychologists from the National Educational Psychological Service (NEPS) will be available to support schools and guidance counsellors as they manage the return to schooling.
The Employee Assistance Scheme “Spectrum Life” including an Employee Assistance and Wellbeing Programme is available to all teachers and guidance counsellors who may need additional support if they experience pressure at work. In addition, the HSE has online programmes available on Wellbeing and on Stress Control to further support Teachers and Guidance Counsellors as they return to school.
545. Deputy Michael McNamara asked the Minister for Education and Skills the status of an application for additional accommodation by a school (details supplied); and if she will make a statement on the matter. [19077/20]
Amharc ar fhreagraI can inform the Deputy that a project has been approved for funding for the school in question under my Department's Additional Accommodation Scheme 2018 and has been devolved for delivery to the school authority in that context.
I can also inform the Deputy that my Department has approved this project to proceed to planning on the basis of a project to include one mainstream classroom, one resource room and a WC for assisted users.
546. Deputy Darren O'Rourke asked the Minister for Education and Skills the estimated cost of a reduction of two in post-primary school class sizes from September 2021. [19083/20]
Amharc ar fhreagraTeachers are currently allocated to post primary schools at a ratio of 19:1 in the free education system and 23:1 to schools in the fee charging sector. Each 1 point adjustment to the pupil teacher ratio at post primary level is estimated to cost in the region of €55.5m per annum (approximately 1150 teaching posts).
547. Deputy Joe McHugh asked the Minister for Education and Skills the status of the summer provision programme; and if she will make a statement on the matter. [19114/20]
Amharc ar fhreagraSummer Provision 2020 – Reconnecting with Education – is a joint arrangement between the health and education sectors for Summer Provision for Children with Complex Needs and those at greatest risk of educational disadvantage as a response to Covid-19.
These summer programmes will provide children with an opportunity to continue or re-engage with learning, at school or at home.
In particular, the programmes are about re-establishing relationships with students, building connections, meeting emotional needs, re-engaging in routines to support participation and learning.
The programmes focus on children with complex needs and those at the greatest risk of educational disadvantage:
- A school-based programme of education for children with complex needs
- A home-based programme for children with complex needs
- A HSE-led summer programme for children with complex needs, based in community settings, such as school buildings.
- A summer programme in DEIS schools for children at greatest risk of educational disadvantage
A total of 245 schools have registered for the summer special education programme. 242 of these schools have indicated that they intend to run the school-based education programme and 41 of these will make the school premises available to the HSE for its programme.
The estimated number of children expected to benefit is approximately 3,900.
To date 10,570 families have registered for the Home Based Programme in respect of 11,505 children.
231 DEIS primary schools have registered to participate in literacy and numeracy summer camps which will have an additional focus on wellbeing and reconnecting with schools. Of these, 221camps are confirmed at this time. The estimated number of children expected to benefit is approximately 7,300.
81 DEIS post-primary schools have expressed an interest to participate in the new DEIS post-primary summer programme. The total number of students identified to avail of the support is over 2,700.
The summer special education programme was expanded by this Government to include children of post-primary age with Down Syndrome.
It has also been clarified that children in early years settings with a number of conditions, including Down Syndrome, who are enrolled to start in mainstream primary school next month are also included.
The other conditions to which that applies are children with Autism, children who are Deaf or most severe hard of hearing; children who are blind or have a most severe visual impairment; children who have a moderate, severe or profound general learning disability; and children with severe emotional behavioural difficulties.
548. Deputy Brendan Smith asked the Minister for Education and Skills if a building project for a school (details supplied) will proceed to the next stage; and if she will make a statement on the matter. [19127/20]
Amharc ar fhreagraI am pleased to inform the Deputy that funding was approved under the Additional Accommodation Scheme 2017. The scope of the project is to replace some existing prefabricated accommodation while also providing accommodation for a Mild General Learning Disability (MGLD) class sanctioned by the NCSE. The extension will comprise of 3 general classrooms, a special education room and toilets (standard and user assisted toilets). In addition, an allowance for the replacement of 2 prefabricated classrooms was included.
The project has been devolved for delivery to Mayo, Sligo & Leitrim Education & Training Board. A Consultant has been appointed to this project who will lead the project through the various stages of architectural planning and onwards through the statutory planning process and construction.
549. Deputy Neale Richmond asked the Minister for Education and Skills the way in which school sport will resume in the 2020-21 school year; and if she will make a statement on the matter. [19134/20]
Amharc ar fhreagra550. Deputy Neale Richmond asked the Minister for Education and Skills the preparations that have taken place to re-establish school sport; and if she will make a statement on the matter. [19135/20]
Amharc ar fhreagraI propose to take Questions Nos. 549 and 550 together.
As the Deputy will be aware, Physical Education (PE) and sport more generally support the development of skills and attributes such as physical movement and development, communication, self-esteem and confidence, all of which are particularly important as pupils return to school.
Pupils will have had varying opportunities for movement and physical activity over the past months. As set out in the Return to School guidance published by my Department, as the new school year gets underway, movement and activity through timetabled PE lessons, along with activity throughout the day, will contribute positively to pupils’ wellbeing; and as such PE should form a significant component of timetabled programmes upon returning to school. The use of ‘pods’, the need for physical distancing, the cleaning and organisation of equipment, and the individual school environment will shape the PE learning experiences in the new school year.
Opportunities for both indoor and outdoor activity should be exploited during break-times, transitions, play, PE lessons, and across curricular areas. Useful resources to support this include Move Well Move Often (PDST) and the Active School Flag resources. During PE lessons, teachers are encouraged continue to ensure all learners engage in aerobic activities as well as skills development, with an emphasis on fundamental movement skills.
With regards to school sports teams and school involvement in sporting competitions, the decisions taken to become involved in organised school sports should be made at school level and be informed by the most up to date public health advice provided by the National Public Health Emergency Team.
551. Deputy Neale Richmond asked the Minister for Education and Skills the status of the development of a new modern languages initiative for primary school level; and if she will make a statement on the matter. [19146/20]
Amharc ar fhreagraLanguages Connect, the government’s Strategy for Foreign Languages in Education 2017-2026 sets out a roadmap to put Ireland in the top ten countries in Europe for the teaching and learning of foreign languages, through a number of measures targeted at improving proficiency, diversity and immersion. A key part of the strategy is not only increasing the numbers of children taking up a foreign language, but also diversifying the range of languages available to schools and increasing students depth of knowledge in a language. Exposing children to a foreign language from an early age, would enhance their interpersonal communication skills, adaptability, logical thinking and creativity. These transferable skills are relevant across all disciplines and subjects.
Under the strategy, the National Council for Curriculum and Assessment (NCCA) was asked to consider including foreign languages in senior classes as part of its review of the primary curriculum. The NCCA subsequently published a background paper ‘Integrating Modern Foreign Languages in a Redeveloped Primary Curriculum’ available on its website as part of the research base to inform the development of the Draft Primary Curriculum Framework.
The draft Primary Curriculum Framework was published for consultation in February 2020 and sets out the proposed purpose, structure and content of the curriculum which will be developed in the coming years. The draft framework proposes a revised structure for curriculum areas that supports the introduction of modern foreign languages in stages 3 and 4, i.e. from 3rd class onwards, incrementally building on children’s existing knowledge and awareness of language and progressing to a competency model in stage 4. The consultation on the draft framework will continue to the end of December 2020 and potentially into 2021 depending on the Covid-19 situation, with the finalisation of the framework expected by the Summer 2021. The development of curriculum specifications will take place in the following years.
This proposal connects with and builds on the role of linguistic diversity in the Primary Language Curriculum/Curaclam Teanga na Bunscoile which seeks to support children on their language-learning journeys, in both English and Irish, while also acknowledging the diversity of languages spoken in Irish primary schools.
552. Deputy Holly Cairns asked the Minister for Education and Skills her engagement with a union (details supplied) in the week prior to the announcement on 21 July 2020 of the delay in leaving certificate results. [19151/20]
Amharc ar fhreagraAs part of planning for the State examinations, my Department established an advisory group of stakeholders, including representatives of students (Irish Second-Level Students' Union), 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.
Among the terms of reference for this group are:
- To enable all examination candidates to be enabled to demonstrate their learning achievements to their best ability despite the disruption to their learning caused by the Covid-19 crisis
- All Leaving Certificate (LC) candidates to receive a fair recognition for their learning achievements so that they will be able to use their LC grades to seek entry to higher or further education or the world of work in autumn 2020
Meeting documentation and agreed minutes of these meetings are published on my Department’s website. The group last met on Tuesday, 21 July, and I attended that meeting.
Officials from my Department were in contact with key stakeholders, including the group mentioned, in advance of my announcement on 16 July regarding next steps for this year’s Leaving Certificate students. Further details regarding these steps were discussed at the advisory group meeting of 21 July.
553. Deputy Holly Cairns asked the Minister for Education and Skills her engagement with an organisation (details supplied) in the week prior to the announcement on 21 July 2020 of the delay in leaving certificate results. [19152/20]
Amharc ar fhreagraAs part of planning for the State examinations, my Department established an advisory group of stakeholders, including representatives of students, parents (National Parents Council Primary and Post-Primary), 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.
Among the terms of reference for this group are:
- To enable all examination candidates to be enabled to demonstrate their learning achievements to their best ability despite the disruption to their learning caused by the Covid-19 crisis
- All Leaving Certificate (LC) candidates to receive a fair recognition for their learning achievements so that they will be able to use their LC grades to seek entry to higher or further education or the world of work in autumn 2020
Meeting documentation and agreed minutes of these meetings are published on my Department’s website. The group last met on Tuesday, 21 July, and I attended that meeting.
Officials from my Department were in contact with key stakeholders, including the group mentioned, in advance of my announcement on 16 July regarding next steps for this year’s Leaving Certificate students. Further details regarding these steps were discussed at the advisory group meeting of 21 July.
