Written Answers Nos. 698-722
698. Deputy Ged Nash asked the Minister for Education and Skills if she will provide a list of agencies that will fall under the remit of both her Department and the newly established Department of Further and Higher Education, Research, Innovation and Science; and if she will make a statement on the matter. [20510/20]
Amharc ar fhreagraThe eighteen non-commercial state agencies that were under the remit of the Department of Education and Skills, prior to the Taoiseach's announcement of 27th June 2020, continue to remain under the remit of my Department pending the development of the Transfer of Functions Order. The disposition of the bodies between my Department and the Department of Further and Higher Education, Research, Innovation and Science is being addressed in the context of the development of the Transfer of Functions Order.
The eighteen bodies are;
An Chomhairle Um Oideachas Gaeltachta & Gaelscolaíochta
Caranua - Residential Institutions Statutory Fund
Commission to Inquire into Child Abuse
Educational Research Centre
Grangegorman Development Agency
Higher Education Authority, including the Irish Research Council
Leargas the Exchange Bureau
National Centre for Guidance in Education
National Council for Special Education
National Council for Curriculum and Assessment
Quality and Qualifications Ireland
Residential Institutions Review Board
Residential Institutions Review Committee
SOLAS
Skillnet Ireland
State Examinations Commission
Teaching Council
699. Deputy Gary Gannon asked the Minister for Education and Skills the estimated number of post-primary teachers expected to retire during the first term of 2020/2021; and if this number has been factored into the recruitment of additional teachers within the roadmap for reopening schools; and if she will make a statement on the matter. [20525/20]
Amharc ar fhreagraMy Department administers the relevant pension schemes for teachers and non-teaching staff (NTS) at primary and post-primary level. Over 1,500 retirement applications are made each year under these schemes. In 2019, 1,504 retirement applications were administered and similar numbers are anticipated for 2020. Forecasting retirements in the education sector is complex. The availability of options for teachers to retire on pension covers a very wide age spread from 50 to 70. My Department undertakes significant planning for retirements every year, but it is ultimately a demand-driven service. There are many social, economic and personal factors that influence teachers as to when they retire.
Covid-19 creates a set of unique set of circumstances and challenges to the education sector, including an additional layer of complexity to predicting retirements. On 27 July, ‘Reopening Our Schools: The Roadmap for The Full Return to School’ was launched following intensive engagement with stakeholders from across the education sector. Critical consideration was given to staff allocation, which is reflected in the provision of an additional 1,080 teaching posts at post-primary level, including 120 guidance posts, at a cost of €53 million; additional funding, estimated at €84.7 million, for schools to employ replacement teaching staff, SNAs and administrative staff; and additional funding of €41.2 million to provide primary schools with substitute staff. This will provide more certainty for schools.
With regard to the planned public pay restoration of 2%, my Department will apply the measures, as set out by the Minister for Public Expenditure and Reform, to the retirement applications of all teachers and NTS retiring from 1 October 2020.
700. Deputy Gary Gannon asked the Minister for Education and Skills the number of successful candidates with HEAR and DARE status from the Irish Universities Association, IUA; and if she will make a statement on the matter. [20527/20]
Amharc ar fhreagraThe HEAR and DARE schemes are operated by the Irish Universities Association (IUA) and regulated by the higher education institutions themselves. As such, my Department has no role in the application process.
Applications to the HEAR and DARE schemes are submitted to the Central Applications Office (CAO) who coordinate the scheme for participating institutions. All enquiries should be directed to the CAO, www.cao.ie
701. Deputy John McGuinness asked the Minister for Education and Skills further to Parliamentary Question No. 603 of 14 July 2020, if the student will be granted a place on the school bus; if not, if a concessionary pass will be provided to them; if consideration has been given to the circumstances (details supplied); if the school transport criteria will be reviewed; if a value for money audit of the school transport system will be carried out with a view to achieving greater efficiency and transparency; and if she will make a statement on the matter. [20553/20]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department.
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 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.
Under the terms of the scheme, children are eligible for school transport if they satisfy the distance criteria (4.8km at post-primary) and are attending their nearest school as determined by the Department/Bus Éireann, having regard to ethos and language. Distance eligibility is determined by Bus Éireann by measuring the shortest traversable route from the child’s home to the relevant school.
All children who are eligible for school transport and who complete the application and payment process on time are accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who complete the application and payment process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
Bus Éireann has advised that the pupil referred to by the Deputy is not attending their nearest school/Post Primary Education Centre and is therefore not eligible for school transport under the terms of the scheme.
All school transport services are reviewed over the summer months. Arising from this, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
Last autumn my Department announced a review of the School Transport Scheme with a view to ensuring funds are being spent in the most effective way to meet the objectives of the scheme. The review will build on the proposals in the Programme for Government as they relate to school transport.
702. Deputy Alan Kelly asked the Minister for Education and Skills when a decision will be made on the redevelopment of or new build for a school (details supplied). [20558/20]
Amharc ar fhreagraA building project for the school referred to by the Deputy is included in my Department's current building programme.
My Department is currently developing the building brief for this project and will be in further contact with the patron shortly.
703. Deputy Michael Ring asked the Minister for Education and Skills the reason a grant to a school (details supplied) in County Mayo has been withdrawn in view of the urgent need for the grant; and if she will make a statement on the matter. [20600/20]
Amharc ar fhreagraI have seen at first hand the very important work done by school secretaries, and indeed by the other support staff in the running of our schools.
In recognition of this, I have put special arrangements in place for the coming school year whereby schools will be funded to employ a replacement secretary or caretaker in the event that staff who are at very high risk of contracting serious illness from COVID-19 cannot work from the school premises.
Schemes were initiated in 1978 and 1979 for the employment of clerical officers and caretakers in schools. The schemes were withdrawn completely in 2008. These schemes have been superseded by the capitation grant schemes. The current grant scheme was agreed in the context of the Programme for Economic and Social Progress, published in 1991.
The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under the capitation grant schemes. It is a matter for each individual school to decide how best to apply the grant funding to suit its particular needs. Where a school uses the grant funding for caretaking or secretarial purposes, any staff taken on to support those functions are employees of individual schools. Specific responsibility for terms of employment rests with the school.
On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department engaged with the Unions representing school secretaries and caretakers in an independent arbitration process in 2015. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 for staff and a minimum hourly pay rate of €13.
Following the arbitration process, grant funding used by schools to fund the salaries of ancillary staff was improved by €24 from 2016 to 2020 in order to enable schools, including the school referred to by the Deputy, to implement the arbitration outcome. In order to give effect to the Arbitration Agreement a facility was made available for Schools to make an application for additional funding where they had insufficient funds to pay the minimum hourly rate in accordance with the ancillary funding circulars.
The increases recommended by the Arbitrator are binding and must be applied by all schools who employ staff to whom the Arbitrator’s recommendation applies.
A survey of Secretaries and Caretakers undertaken in 2019 identified some schools that are non-compliant with the provisions of the 2015 Arbitration Agreement, and my Department has contacted these schools to remind them of their obligations under the agreement, as implemented through various circulars. The links below will bring you to the most recent circulars in respect of the pay increases under the 2015 Arbitration Agreement.
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0076_2018.pdf
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0077_2018.pdf
In May last year FÓRSA trade union tabled a follow-on claim from the 2015 pay agreement. Officials from my Department, the Department of Public Expenditure and Reform and School Management Bodies are in discussions with FÓRSA under the auspices of the Workplace Relations Commission.
704. Deputy Pa Daly asked the Minister for Education and Skills the number of children in County Kerry awaiting an appointment with a National Educational Psychological Service psychologist; the number waiting less than 6, 6 to 12 and more than 12 months in tabular form; and if she will make a statement on the matter. [20602/20]
Amharc ar fhreagraI can inform the Deputy that my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).
NEPS does not maintain waiting lists but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
The Deputy may be aware that in 2017 my Department introduced a new model to support pupils with special educational needs. This means schools are now front-loaded with additional teachers to enable them to respond to pupil needs, rather than requiring an assessment to allow them to apply for such additional resource. This reduces the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require additional teaching support. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Furthermore I can inform the Deputy that starting from a level of 173 whole-time equivalents in 2016 and following increases allowed in successive Budgets the sanctioned number for NEPS psychologist currently stands at 204 w.t.e. Some 199 of these posts are currently filled which represents the highest number of psychologists to be employed within NEPS since the inception of the service in 2000.
Indeed the Deputy may be aware that I was pleased to announce this week the provision of an additional 17 NEPS psychologist posts as part of my Department's package to assist schools in the task of reopening in the coming school year. The filling of these and the remaining posts referred to above is being actively pursued by my Department in conjunction with the Public Appointments Service. My Department is and remains committed to the maintenance of a robust and effective educational psychological service.
I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.
705. Deputy Catherine Murphy asked the Minister for Education and Skills if she will provide a schedule of advisers, special advisers and seconded civil servants currently working in her Department appointed and or recruited and or in an acting capacity; the roles and responsibilities attributed to each; and the salary scale for the role in tabular form. [20617/20]
Amharc ar fhreagraOn the commencement of every Dáil, the Department of Public Expenditure and Reform issues Guidelines setting out the arrangements for the staffing of Ministerial Offices. The Guidelines for the 33rd Dáil are currently awaiting Government approval.
It should be noted that the appointment of individual Special Advisers is a matter for each Government Minister subject to the terms set out in the aforementioned Guidelines, although the appointments are also subject to formal Government approval. At this stage, no Special Advisers have been formally appointed to my Department by the Government and no civil servants have been seconded as Special Advisers to my private office.
However, the Deputy may wish to note that I have to date assigned one person to work with me as Special Adviser on policy matters and I will be nominating that person to be formally appointed by the Government in due course.
706. Deputy Johnny Guirke asked the Minister for Education and Skills the number of children in counties Meath and Westmeath by county who are awaiting an appointment with a National Educational Psychological Service psychologist; the number who are waiting less than 6, 6 to 12 and more than 12 months in tabular form; and if she will make a statement on the matter. [20703/20]
Amharc ar fhreagraI can inform the Deputy that my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).
NEPS does not maintain waiting lists but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
The Deputy may be aware that in 2017 my Department introduced a new model to support pupils with special educational needs. This means schools are now front-loaded with additional teachers to enable them to respond to pupil needs, rather than requiring an assessment to allow them to apply for such additional resource. This reduces the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require additional teaching support. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Furthermore I can inform the Deputy that starting from a level of 173 whole-time equivalents in 2016 and following increases allowed in successive Budgets the sanctioned number for NEPS psychologist currently stands at 204 w.t.e. Some 199 of these posts are currently filled which represents the highest number of psychologists to be employed within NEPS since the inception of the service in 2000.
Indeed the Deputy may be aware that I was pleased to announce this week the provision of an additional 17 NEPS psychologist posts as part of my Department's package to assist schools in the task of reopening in the coming school year. The filling of these and the remaining posts referred to above is being actively pursued by my Department in conjunction with the Public Appointments Service. My Department is and remains committed to the maintenance of a robust and effective educational psychological service.
I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.
708. Deputy Johnny Guirke asked the Minister for Education and Skills if the service of take out teachers for schools will be continued for pupils with learning difficulties when schools reopen following Covid-19; and if she will make a statement on the matter. [20715/20]
Amharc ar fhreagraMy Department has now published its roadmap to the Full Reopening of schools ‘COVID-19 Response Plan for the safe and sustainable reopening of Primary and Special Schools.’
This roadmap sets outs how schools will reopen for all students, including students with special educational needs, from the end of August
It provides details of a range of Additional Supports which will be made available to schools to implement their Covid-19 Response Plan and to operate in a sustainable way.
The roadmap also notes that the Department is also making additional provision for special schools and special classes, in recognition of the particular challenges that these schools and classes will face dealing with children with complex medical and care needs.
Full details of the supports for the reopening of schools is available at https://www.gov.ie/en/publication/b264b-roadmap-for-the-full-return-to-school/.
The Roadmap provides details of a range of Additional Supports which will be made available to schools to implement their Covid-19 Response Plan and to operate in a sustainable way.
These supports include:
- An enhanced Minor Works Grant to support full implementation of COVID-19 response plans
- Employing an aide to help with the school re-opening logistics;
- Additional financial supports to provide for additional cleaning, hand hygiene and PPE costs under the COVID-19 response plans.
- Increased management support to primary schools;
- Extending the current pilot supply panel for substitute teachers on a nationwide basis; at primary school level
- 1,080 additional teaching posts at post primary school level including 120 guidance posts;
- Enhanced supervision supports for post primary schools
All of these measures will support the return of children with special educational needs to schools in August.
The guidance also provides details of the measures to be implemented in schools to minimise the risk of introduction of infection through:
- Regular and good hand hygiene;
- Good respiratory hygiene and cough etiquette;
- Enhanced cleaning regimes; and
- Maintaining physical distancing in the classroom and within schools.
DES Circulars 0013 and 0014 2017 in relation to the allocation of special education teacher resources notes that additional teaching support can be provided in a variety of ways. The special education teacher might work in the classroom with the class teacher or withdraw pupils in small groups and/or individually for a period of time (depending upon the nature of pupils needs) for intensive teaching of key skills.
The range of teaching supports should include team-teaching, small group teaching and, where necessary, individualised teaching to address specific learning needs.
The guidance on school reopening notes that each school setting is different in terms of (i) location; (ii) physical layout (iii) available space within the school; and (iv) student numbers, schools themselves are best placed to decide on the appropriate reconfigurations / operational changes necessary to maintain physical distancing.
The guidance also notes that staff members who move from class bubble to class bubble should be limited as much as possible.
Schools will have discretion to manage and distribute their teaching support resources in order to best meet the learning needs of their pupils/students, in accordance with the guidance provided.
709. Deputy Johnny Guirke asked the Minister for Education and Skills if a service will be enabled for mental health awareness when schools reopen; and if she will make a statement on the matter. [20716/20]
Amharc ar fhreagraThe 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.
The Deputy will be aware that this week I, in conjunction with An Taoiseach and my colleague Josepha Madigan, announced a comprehensive roadmap for the return to school in September. This announcement included a comprehensive set of guidance, instruction and resourcing to be put at the disposal of school authorities to enable them to undertake this significant task. The issue of mental health and the support of school communities is to the fore in both this guidance and in relation to additional resources being provided as part of the €375m package agreed.
In this connection my Department has prepared a document ‘Supporting the Wellbeing of School Communities as Schools Reopen’ to inform school authorities on the tiered approach to maintaining and supporting the wellbeing of both pupils and school staff following the COVID-19 closure.
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.
The foundation for the provision of a continuum of support in schools is the provision of support for school staff wellbeing, and guidance to help school staff to feel confident and equipped to support the wellbeing of their students. The Department has worked closely with its broad range of support services and agencies and with the HSE/HSE-funded services and the Tusla Education Support Service to create an aligned and coherent package of supports and resources to assist schools in this regard. Supports will include a comprehensive communications campaign, delivering universal messages of safety and wellbeing to a Webpage (gov.ie/backtoschool) with access to all information relating to the reopening of schools, including information about wellbeing, with links to specific resources, guidance and support. Wellbeing Webinars for schools will be provided to school staff as schools reopen and Wellbeing Toolkits for Teachers with a range of easily downloadable, user-friendly materials will be provided.
Enhanced services for wellbeing will be provided by the National Educational Psychological Service (NEPS). I was pleased to announce that an additional 17 NEPS psychologists will be appointed to strengthen this support.
Access to a range of support/resources and professional learning opportunities from my Department’s Teacher Education Support Services, the National Council for Special Education Support Service (NCSE SS), the HSE’s Health Promotion Team and the Tusla Education Support Service (TESS) will also be provided. Furthermore, approximately 120 posts will be provided for guidance to support student wellbeing recognising the particular importance for this support in the context of the Covid-19 pandemic challenges
My Department has linked with the Department of Health and the HSE to ensure that their services are accessible and available to school communities at this time. The following services provided by the HSE are available to students if needed, and appropriate, at this time:
- e-mental health services, including on-line counselling, provided by the HSE/HSE-funded service providers including spunout.ie, Jigsaw, MyMind, Childline and Turn2Me. Links to these e-mental health providers are found on the gov.ie/backtoschool and the gov.ie/leavingcert webpages, as well as on the Department’s website.
- Child and Adolescent Mental Health Services (CAMHS)
711. Deputy Seán Crowe asked the Minister for Education and Skills if she has been in recent contact with a group (details supplied); her views on whether moving the school to Citywest is inappropriate in view of the high proportion of students with special needs; if her attention has been drawn to the major disruption this will have on parents’ and children’s lives; if specific consideration has been given to cancelling or postponing the move; and if she will make a statement on the matter. [20729/20]
Amharc ar fhreagraI wish to confirm for the Deputy that my Department this afternoon received confirmation from Gaelscoil na Guise and An Foras Patrunactha that the Gaelscoil are willing to accommodate Firhouse Educate Together Secondary School in their building for the coming school year. This follows a period of communication back and forth between the Department and an Foras and the Gaelscoil and is warmly welcomed by my Department.
712. Deputy Darren O'Rourke asked the Minister for Education and Skills when building works for a new school building at a school (details supplied) will commence; and if she will make a statement on the matter. [20734/20]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy is at an advanced stage of architectural planning, Stage 2(b) - Detailed Design which includes the application for statutory approvals and the preparation of tender documents. All statutory approvals have been secured.
The Design Team is currently working on the completion of the Stage 2(b) report which will be submitted through the Board of Management to the Department for review.
In finalising the tender documentation the Design Team is completing work to ensure the building will be a Near Zero Energy Building (NZEB) in compliance with the 2017 amendment to Part L (Conservation of Fuel and Energy) of the current Building Regulations. The Department has been providing advice and guidance to the Design Team to assist in this. As soon as the design is NZEB compliant the Design Team will complete and submit the Stage 2(b) report.
Upon receipt and review of the Stage 2(b) report the Department will revert to the Board of Management with regard to the further progression of the project.
713. Deputy Darren O'Rourke asked the Minister for Education and Skills the average, median, lowest and largest classroom size by county in each of the past five years for primary and secondary schools, respectively in tabular form; and if she will make a statement on the matter. [20742/20]
Amharc ar fhreagraPlease find attached requested information for Primary Schools for the years 2015-2019 inclusive.
The figures are based on mainstream classes in mainstream schools and were collated from the relevant Class Size tables published on the DES website and can be found at the link below;
https://www.education.ie/en/Publications/Statistics/Data-on-Individual-Schools/primary/.
In post-primary schools pupil enrolments vary by subject and so the concept of average class size does not apply. Furthermore enrolments of pupils per subject is available at a school level only so average class size per subject is not available.
714. Deputy Darren O'Rourke asked the Minister for Education and Skills the specific criteria which applies when assessing a child's eligibility for school bus transport; the way in which the criteria has changed since 1995; and if she will make a statement on the matter. [20743/20]
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 are eligible for transport where they meet the requisite distance criteria (3.2km at primary and 4.8km at post-primary) and are attending their nearest school/education centre as determined by my Department/Bus Éireann, having regard to ethos and language.
Changes to the school transport scheme (primary and post primary) were announced in Budget 2011, derived from recommendations in the Value for Money Review of the School Transport Scheme. The changes encompassed a number of elements such as national application of the distance rule of 3.2 kilometres at primary level, the cessation of the Closed/Central School Rule at primary level, the cessation of catchment boundary area to determine eligibility at post primary level, the increase from seven to 10 eligible pupils residing in a distinct locality to retain or establish a school transport service and the introduction of charges at primary level.
715. Deputy Darren O'Rourke asked the Minister for Education and Skills the number of children carried on public school bus transport in each year since 1995 by county; and if she will make a statement on the matter. [20744/20]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department.
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 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.
The information requested by the Deputy is not readily available. We will contact the Deputy directly with the requested information once it is available to us.
716. Deputy Bríd Smith asked the Minister for Education and Skills the payments for services or goods by her Department to a company (details supplied) since 2015. [20774/20]
Amharc ar fhreagraI refer to Parliamentary Question No. 20774/20 in which you asked me to provide details of payments made to a company named Sodexo Ireland.
Two payments have been made to this company since 2015 by the Department Of Education, the details of which are below:
|
Payment Date |
Good/Service Provided |
Amount Paid |
|
09/03/2020 |
Catering |
49.03 |
|
12/02/2018 |
Catering |
312.68 |
717. Deputy Martin Kenny asked the Minister for Education and Skills the number of children in CHO1 and CHO2 who are awaiting an appointment with a NEPS psychologist; the number waiting less than six, 6 to 12 and more than 12 months in tabular form; and if she will make a statement on the matter. [20790/20]
Amharc ar fhreagraI can inform the Deputy that my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).
NEPS does not maintain waiting lists but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
The Deputy may be aware that in 2017 my Department introduced a new model to support pupils with special educational needs. This means schools are now front-loaded with additional teachers to enable them to respond to pupil needs, rather than requiring an assessment to allow them to apply for such additional resource. This reduces the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require additional teaching support. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Furthermore I can inform the Deputy that starting from a level of 173 whole-time equivalents in 2016 and following increases allowed in successive Budgets the sanctioned number for NEPS psychologist currently stands at 204 w.t.e. Some 199 of these posts are currently filled which represents the highest number of psychologists to be employed within NEPS since the inception of the service in 2000.
Indeed the Deputy may be aware that I was pleased to announce this week the provision of an additional 17 NEPS psychologist posts as part of my Department's package to assist schools in the task of reopening in the coming school year. The filling of these and the remaining posts referred to above is being actively pursued by my Department in conjunction with the Public Appointments Service. My Department is and remains committed to the maintenance of a robust and effective educational psychological service.
I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.
719. Deputy Cian O'Callaghan asked the Minister for Education and Skills if personal protective equipment, PPE, will be provided for staff; and if a special needs assistant, SNA, or staff member has grounds to refuse to stay in the building if certain PPE is not available on a particular day due to delivery delay or a funding issue. [20811/20]
Amharc ar fhreagraThe Department of Education is working to put in place a framework of suppliers to provide the necessary PPE for schools and other Education Sector bodies and institutions. The primary focus of this procurement is to allow for the full and safe reopening of all schools. This is an active procurement which is intended will provide for the PPE necessary to support the reopening and will be capable of being scaled up and down as required to meet changes in demand.
It is intended that the framework will be available for drawdown from early August which will allow schools sufficient time to secure the PPE necessary for the safe reopening of schools. The Department will also provide guidelines on the usage of PPE. The funding to support this will also be available in schools in advance of reopening so it is not anticipated that school staff will be unable to open due to the non-availability of PPE.
720. Deputy Cian O'Callaghan asked the Minister for Education and Skills if a special needs assistant, SNA, who has an underlying health condition and is advised not to return to school will be paid; if this leave will affect the person's standard sick leave; if SNAs caring for vulnerable persons will be expected to return to work; the way in which staggered times will affect SNA contracts; if reassignment will be considered again if schools are not to reopen; and if she will make a statement on the matter. [20812/20]
Amharc ar fhreagraMy Department published The Roadmap for The Full Return to School, on Monday along with details of a financial package of over €375 million to support its implementation, The roadmap outlines a comprehensive range of measures to support the full reopening of schools in time for the start of the new school year.
Circulars are currently being prepared which will outline the special arrangements to be put in place by employers to cater for employees during this Covid-19 period. These circulars will be issued following consultation with the School Management Bodies and Unions.
As a contingency for any such reoccurrence of closures whether localised or on a bigger scale it is vital that schools are prepared to ensure compliance with any public health restrictions. In this regard my Department is updating its Continuity of Schooling Guidance documents to support schools in responding in an agile way in the event of a localised school closure.
721. Deputy Cian O'Callaghan asked the Minister for Education and Skills the way in which special needs assistants, SNAs, will be covered by insurance if they contract Covid-19 and are left with long-term health issues or incur death; if there will be guidelines on the number of cases of Covid-19 within a school to bring about a shutdown of the school; if there is a suspected case, if staff and students that came into contact with the particular child or staff member must self-isolate; and if she will make a statement on the matter. [20813/20]
Amharc ar fhreagraMy Department has published a roadmap for the safe and sustainable re-opening of schools. It includes details of the arrangements to be put in place in schools to facilitate a safe working environment for all staff. The key message is to do everything possible to keep Covid -19 out and to put in place control regime to minimise the risk of spread if it is introduced into a school. These arrangements are supported by funding of €376 million and this together with the detailed guidance issued by my Department on Monday will allow for the safe and sustainable reopening of schools.
If anyone in a school develops symptoms of Covid-19 including a member of staff or a student they need to self-isolate as soon as they become symptomatic and contact their GP for medical advice.
The HSE will decide what constitutes a close contact and how it should be managed, including in school settings.
Schools have been reminded that the HSE will inform any staff/parents who come into close contact with a diagnosed case via the contact tracing process. The HSE will contact all relevant persons where a diagnosis of COVID-19 is made. The instructions of the HSE should be followed and staff and pupil confidentiality is essential at all times.
722. Deputy Cian O'Callaghan asked the Minister for Education and Skills if temperature checks will be implemented for staff and students; the person or body that will be responsible for decision making on sending students home; the position if a parent refuses to take a child home; if it will be made mandatory for parents to keep children at home if a member of the household is showing symptoms; the person responsible for staying with the suspected Covid-19 case while waiting to be collected; if full PPE will be recommended in this instance; the person or body responsible for cleaning the room after use; and if she will make a statement on the matter. [20814/20]
Amharc ar fhreagra724. Deputy Cian O'Callaghan asked the Minister for Education and Skills the person or body responsible for cleaning in specialised classrooms such as home economics, woodwork, metalwork and others; the way in which the use of shared stationery and books will be monitored if sharing is necessary due to limited supplies; and if she will make a statement on the matter. [20816/20]
Amharc ar fhreagra726. Deputy Cian O'Callaghan asked the Minister for Education and Skills the way in whichspecial needs assistants, SNAs, in post-primary can move from class to class and student to student; if a panel of substitutes will be put in place for a particular area in order that no school is left struggling if an SNA has to self-isolate; and if she will make a statement on the matter. [20818/20]
Amharc ar fhreagra727. Deputy Cian O'Callaghan asked the Minister for Education and Skills if additional funding will be provided to increase the number of toilets and sinks available in schools that have one toilet and one sink for staff; if hot water will be provided in bathrooms for hand washing for schools without hot water; the way in which social distancing will work in staff areas, for example, staff room and staff toilets; if the wearing of uniforms will be suspended in view of the fact many children only have one and will not be able to wash it daily; and if she will make a statement on the matter. [20819/20]
Amharc ar fhreagra729. Deputy Cian O'Callaghan asked the Minister for Education and Skills if school management will risk assess their building and put in place measures to avoid congregation such as at the sign-in desk, outside waiting on buses and parents congregating outside; if special needs assistants, SNAs, in primary schools are the adult supervising at these times; if they will be responsible for making sure this is adhered to; if there will be visits from an inspector to inspect the premises before opening and from time to time to ensure measures are being adhered to; and if she will make a statement on the matter. [20821/20]
Amharc ar fhreagraOn Monday, the 27th July, my Department published the report to Government “Reopening Our Schools, The Roadmap for the Full Return to School”.
This Roadmap set outs how schools will reopen for all students from the end of August and what the operation of our schools will look like and be sustainable in a COVID-19 context. It has been developed in line with public health advice issued by the Health Protection Surveillance Centre (HPSC), the Roadmap for Society and Business, and follows comprehensive and intensive engagement with education stakeholders including the school management bodies and staff representatives.
My Department is also providing capital and current funding of an additional €377 million to support the safe and sustainable reopening of schools under the Roadmap.
This funding includes €52 million for schools to put in place enhanced cleaning and hygiene measures to reduce the risk of COVID-19 transmission in schools. Enhanced grants are being made available for cleaning to schools with special classes and special schools.
Funding of approx. €84.7 million so that schools can employ replacement teaching staff, SNA and administrative staff. There will be additional funding of €41.2 million, for substitution in primary schools. This will provide more certainty on the availability of substitutes for primary schools and cover substitutions that are not covered by existing schemes. The Supply Panel Scheme will be expanded nationwide and I am allocating 200 posts to provide substitute cover through these panels. The purpose of supply panels is to support schools to manage the sick leave and other absences by having a supply of teachers to meet substitution needs when required. Schools will continue to be able to access substitute teachers through the normal process, particularly if they are not connected to a supply panel.
Other funding measures for primary schools include release days for teaching principals which equates to one release day per week and release time for deputy principals in primary schools with an admin principal.
There is also funding of €40m for enhanced supervision for post primary schools to minimise the interaction of students from different classes, in line with public health advice. An additional 1,080 teaching posts at post-primary level at a cost of €53 million will be provided to support the important work of teaching and learning and provide additional teachers needed to support teacher substitution, management of physical distancing requirements by reallocating class timetables in schools to smaller groups class sizes where necessary.
Funding of €4.2 million will also be made available to enable schools to employ an aide to assist with implementing logistical changes. €3.8m is being made available to ensure that schools have lead worker representatives, whose role is to support the school to limit the risk of COVID-19 infections.
I also recognise that the full implementation of the COVID-19 Response Plans for Schools, and the Public Health Advice, may require some reconfiguration works within schools. To support this work, a once off enhanced minor works grant will paid to all primary schools by mid-August. There is a one off €75 million capital allocation to support schools to prepare their buildings and classrooms for reopening including an uplift for schools with SEN pupils.
In providing funding to schools in this way, schools will have the necessary flexibility to implement necessary physical measures in their school quickly in compliance with the Public Health Advice and the Roadmap.
The health advice for schools is that on-site temperature taking is not recommended because fever is not a consistent symptom of COVID-19 in children and would result in delayed school entry.
My Department has developed a suite of guidance for schools dealing with the matters raised by the Deputy and also includes the provision of templates. One of those templates involves Covid-19 Response Plans and all schools are required to have one in place. The Covid-19 Response Plan details the policies and practices necessary for a school to meet the Government’s ‘Return to Work Safely Protocol’, the Department of Education plan for school reopening and to prevent the introduction and spread of Covid-19 in the school environment.
