Written Answers Nos. 720-737
720. Deputy Brendan Smith asked the Minister for Education if approval will be expedited in respect of the provision of additional facilities at a school (details supplied); and if she will make a statement on the matter. [32516/20]
Amharc ar fhreagraI am pleased to inform the Deputy that funding was approved under the Additional Accommodation Scheme 2020 to enable the school in question to build the required additional facilities.
The project has been devolved for delivery to Cavan & Monaghan ETB (CMETB). The next step will be for CMETB to procure a consultant. This consultant will lead the project through the various stages of architectural planning and onwards through the statutory planning process and construction.
721. Deputy Seán Canney asked the Minister for Education if the recent announcement in budget 2021 in relation to the reduction in class sizes relates to DEIS band 1 senior schools only; if this decision ignores DEIS band one junior and vertical schools; if all disadvantaged schools will receive this reduction; if her attention has been drawn to the strong evidence that exists to support smaller class sizes for younger children and those suffering disadvantage; and if she will make a statement on the matter. [32517/20]
Amharc ar fhreagra730. Deputy Cian O'Callaghan asked the Minister for Education if she will provide clarification on the planned investment of €5 million in DEIS schools; the rationale for limiting planned class reductions to DEIS band 1 senior schools only; if she will provide additional resources, including staffing resources to all DEIS band one schools; and if she will make a statement on the matter. [32693/20]
Amharc ar fhreagra742. Deputy Seán Haughey asked the Minister for Education the reason the class size reduction announced in budget 2021 will not apply to DEIS band 1 junior and vertical schools; the way in which the planned investment of €5 million in DEIS schools will be allocated; if she will provide additional resources including staffing to all DEIS band 1 schools as a matter of urgency; and if she will make a statement on the matter. [32771/20]
Amharc ar fhreagra813. Deputy Jackie Cahill asked the Minister for Education if planned class size reductions to DEIS band 1 senior schools can be extended to DEIS band 1 junior and vertical schools; and if she will make a statement on the matter. [33593/20]
Amharc ar fhreagra814. Deputy Jackie Cahill asked the Minister for Education if additional resources including staffing will be allocated to DEIS band 1 schools at junior, vertical and senior levels as a matter of urgency; and if she will make a statement on the matter. [33594/20]
Amharc ar fhreagraI propose to take Questions Nos. 721, 730, 742, 813 and 814 together.
Under Budget 2021 I have announced a general reduction in the mainstream staffing schedule to 25:1. While there has been a reduction in mainstream class size in recent years, there has not been a corresponding reduction for those Urban Band 1 DEIS schools who are already allocated a preferential staffing schedule of 20:1 for schools catering for junior classes only and 24:1 for schools catering for senior classes only. Most DEIS Urban Band 1 schools operate vertical schools with a ratio of 22:1.
As an initial step in addressing this, I have focused on a reduction in the Senior DEIS Urban Band 1 primary schools and therefore there will be a one point reduction in their staffing schedule from 24:1 to 23:1.
The total Budget allocation of additional funding of €2million in 2021, with a full year allocation of €5million in 2022 provides for further supports to be allocated as part of the DEIS programme to those schools catering for the highest concentrations of educational disadvantage. My Department continues to support those schools most in need and I intend to engage with the relevant stakeholders as to how best to achieve this.
722. Deputy Aodhán Ó Ríordáin asked the Minister for Education her plans for the completion of the ongoing construction of the sports hall in a school (details supplied) in view of the recent entry into examinership of a construction company involved and the apparent abandonment of the construction site since July 2020; and if she will make a statement on the matter. [32534/20]
Amharc ar fhreagraMy Department recently approved the appointment of legal advisers to assist the school and its Design Team in dealing with the Contractor. Discussions are ongoing.
Ultimately, if the Contractor is unable to resume work and complete the project, this will have to be dealt with within the terms of the Public Works Contract. This may, if necessary, involve the termination of the Contract and the appointment of an alternative contractor to finish the works.
My Department will continue to advise and assist the school and its Design Team in dealing with these issues.
723. Deputy Joan Collins asked the Minister for Education if she will address the case of a person (details supplied); and if she will provide guidelines to deal with the situation. [32599/20]
Amharc ar fhreagraThe general principles to apply to the management of COVID-19 includes the safety and welfare of employees and the minimisation of the impact of COVID-19 on teaching and learning.
The current COVID-19 arrangements in place for special needs assistants (SNAs) are outlined in my Department’s Circular Letter 0049/2020.
The Circular outlines that special leave with pay may be granted to an SNA who has been (a) diagnosed with COVID-19 or (b) has COVID-19 symptoms and has been advised by the HSE/GP to self-isolate whilst awaiting their test appointment and test results.
In addition, the Circular caters for an SNA who has been advised by the HSE/GP to restrict their movements, where they are a close contact of a confirmed COVID-19 case or live with a person who has COVID-19 symptoms. The SNA on restricted movement must arrange a COVID-19 test as soon as possible and remains available for work during this period. Paragraph 8 of Circular 0049/2020 states the following in relation to restricted movement:-
‘8. Restricted Movement other than following Non-Essential Travel Overseas
8.1 An employee with no COVID-19 symptoms will be medically/HSE advised to restrict his/her movements for 14 days if he/she is a close contact of a confirmed case of COVID-19 or lives with someone who has COVID-19 symptoms. This is to avoid contact with other people and social situations as much as possible. The 14 day period is from the last date of contact with the diagnosed person.
8.2 An employee who has been advised to restrict his/her movements must arrange a COVID-19 test as soon as possible.
8.3 The latest criteria for restricted movement and as updated by the HSE must be followed. The current advice on restricted movements is at: https://www2.hse.ie/conditions/coronavirus/managing-coronavirus-at-home/if-you-live-with-someone-who-has-coronavirus.html#restrict.
8.4 An employee who has been advised to restrict his/her movements must complete the Declaration Form at Appendix B and return it immediately to the employer, accompanied by medical certification (GP/HSE) and to include date of fitness to return to work. Where medical diagnosis changes, the employee must inform the employer immediately.
8.5 An employee who has been advised to restrict his/her movements and is medically fit for work, remains available for work. The employee should be assigned work for the 14 day period and the employer must therefore facilitate alternative working arrangements to the maximum extent possible e.g. working from home. All employees must cooperate with all such flexibilities while they are restricting their movements. Further details are available at paragraph 12.
8.6 Where an employee has been medically advised to restrict his/her movements, the employer may appoint a substitute, paid by the Paymaster.
8.7 An employee on restricted movement must be recorded by the employer under the OLCS leave category ‘Personal Leave’, sub-category titled ‘Covid-19: Restricted Movement’ or on the relevant ETB system.
8.8 Where an employee on restricted movement tests positive for COVID-19, paragraph 7 will apply.’
The current HSE advice in relation to living with someone who is a close contact of a COVID-19 case is as follows:-
‘You do not need to restrict your movements if you live with or have been in contact with someone who is a close contact and who has no symptoms. You can continue to go to work, school, preschool or childcare as long as you also have no symptoms.
If the close contact develops symptoms, they will need to self-isolate and phone a GP. You will need to restrict your movements.
You will become a close contact yourself if they test positive for COVID-19. You will then need to restrict your movements.’
Where an employer is satisfied with the HSE/medical documentation provided by the SNA and the absence fulfils the criteria as detailed in Circular 0049/2020, the leave is recorded by the employer on my Department’s On Line Claims System (OLCS) under the appropriate leave category as detailed in the Circular.
724. Deputy Michael Ring asked the Minister for Education when school transport will be provided to a pupil (details supplied); and if she will make a statement on the matter. [32602/20]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. 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 Post Primary School Transport Scheme, children are eligible for school transport where they reside not less than 4.8 km from and are attending their nearest Post Primary School/Education Centre as determined by the Department/Bus Éireann, having regard to ethos and language.
All children who are eligible for school transport and who completed the application and payment process on time have been accommodated on school transport services for the 2020/21 school year where such services are in operation. The closing date for payment for the 2020/2021 school year was Tuesday 4th August 2020.
Children who apply for transport and who are not eligible under the terms of the scheme are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Concessionary transport may vary from year to year and cannot be guaranteed for the duration of a child’s post primary school education cycle. Where the number of applications for transport on a concessionary basis exceeds the number of seats available, Bus Éireann determines the allocation of the tickets and refunds payments made on behalf of those concessionary applicants for whom no seats remain.
Bus Eireann has confirmed that the child to whom the Deputy refers is not attending her nearest post primary school and is therefore not eligible for school transport under the terms of the scheme. Bus Éireann has also confirmed that payment for school transport for the 2020/2021 school year was received from the family in question on 9th September 2020 and as such is late.
Late applicants and/or families who pay late are not guaranteed a seat and will only be allocated a seat if capacity is available once seats are allocated to those families who applied and paid on time for transport services for the 2020/2021 school year. In addition, payments or submission of medical card details for Post-Primary seats completed or made after 4th August 2020 will be only considered when 50% capacity, required by new Covid19 public health guidelines, is achieved on each route.
In the event of not securing a ticket where no capacity exists, or on cancellation, a full refund will be issued.
725. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her attention has been drawn to a shortfall in numbers of substitution teachers available in the substitution teacher panel to a school (details supplied) in Dublin 9; if additional teachers can be provided to the panel; when additional teachers will be made available; the number of schools that have identified such a shortfall to her Department; and if she will make a statement on the matter. [32587/20]
Amharc ar fhreagraA number of specific measures have been taken to increase the pool of available substitute teachers, including the establishment, in the 2019/20 school year, of a Substitute Teacher Supply Panel Scheme on a pilot basis as outlined in Department circular 59/2019. The pilot scheme had 6 base schools employing teachers in a fixed term basis so as to provide substitute cover to up to 90 schools.
In July, my Department of Education published the report to Government “Reopening Our Schools, The Roadmap for the Full Return to School” and announced a funding package of more than €370 million for schools to support its implementation.
Among the package of supports is the extension of the Substitute Teacher Supply Panel. Additional teachers are being provided to support the safe and sustainable reopening of primary schools in order to provide enhanced substitution and eliminate the need to mix classes when a teacher is absent.
Currently, there are 115 Substitute Teacher Supply Panels nationwide and when full recruitment has taken place there will be over 300 newly appointed Supply Panel teachers employed. These substitute Supply Panels are not the sole means whereby schools source substitutes but are set up to work alongside the existing methods of sourcing substitute teachers whether through a school’s own panel of regular substitutes or the National Substitution portal service as outlined in the Department Circular 45/2020.
In relation to the Supply Panel mentioned by the Deputy, it should be noted that the recruitment of the teachers on the panel was not completed and did not operate fully until the end of September. It is a condition of the supply panels that all Base-Schools will report to my Department in relation to the utilisation and efficiency of their Supply Panels. The Teacher Supply panels operate on a first-come first-served basis with all schools assigned to the Supply Panel having equal access to teachers on the panel and can book those teachers if available by using the ‘app’ in use by the panel. There a number of ‘apps’ in use by panels generally which lead to greater efficiencies in utilisation of teachers on the panel. Schools can clearly see from such ‘apps’ the availability teachers and can plan accordingly in advance.
726. Deputy Seán Haughey asked the Minister for Education if an IT upgrade will be sanctioned for a school (details supplied); and if she will make a statement on the matter. [32623/20]
Amharc ar fhreagraA commitment of €210 million was provided under the Digital Strategy for Schools 2015-2020 for improved ICT infrastructure, of which €160 million has issued to schools to date, including €50 million which issued earlier this year. The provision of funding will support schools in updating and renewing their ICT infrastructure and assist schools to embed innovative and cutting edge technologies to enhance teaching, learning and assessment in their schools. In the context of the current public health crisis schools can use this funding to address ICT needs including the purchase of devices, software, networking equipment and other ICT solutions. This may include the purchase of ICT devices that can be shared with learners who do not have access to devices and for the purchase of essential learning platforms. The remaining €50 million under this provision will issue to schools during the current school year (2020-2021). Funding is also provided for new buildings/extensions, for the provision of ICT equipment.
I can confirm that the school referred to by the Deputy has received grant funding under the Digital Strategy for Schools ICT Grant scheme.
Decisions regarding the use and deployment of digital technology is a matter for the Board of Management of each school. Schools are advised that where they plan to introduce such digital technology, consultation with members of the school community including parents is advised. Cost and other implications must be fully considered by the Board of Management t determine requirements and solutions. It is important for schools, in conjunction with parents, to retain local autonomy for decisions on the use of digital technology, including hardware such as table devices, software and learning platforms, and how best to manage their integration into classroom practice reflective of their own context and requirements. In making this decision each school should refer to and reflect on the available information.
All purchasing undertaken by schools of exchequer provided funding must be in compliance with Public Procurement Procedures. Existing ICT purchasing Frameworks are in place operated by the Office of Government procurement for Desktop PCs/Notebooks/ etc., with appropriately defined technical specifications. These Frameworks should be engaged with and taken advantage of to simplify the process of purchasing ICT equipment for schools and provide value for money.
727. Deputy Louise O'Reilly asked the Minister for Education the measures being taken to ensure Travellers have their educational needs met, that discrimination against Travellers in school settings is eradicated and that Travellers are encouraged and helped stay in school until leaving certificate level; and if she will make a statement on the matter. [32673/20]
Amharc ar fhreagraA wide variety of measures are underway to ensure my Department supports Traveller children in having their educational needs met. Funding for previous segregated Traveller provision has been incorporated into schools and overall funding streams in order to provide supports for Traveller pupils in mainstream schools. A new model for allocating Special Education Teachers in mainstream schools provides a single allocation for special educational supports based on each school’s educational profile. The model establishes a school’s educational profile, which includes traveller children, enrolled in a school under the following strands:
- The number of students with complex special educational needs.
- The social context of school which at primary level, one component includes the number of traveller pupils and at post primary schools, is based on the number of pupils who had exam fee exemptions, including Traveller pupils.
- Percentages of students performing below a certain threshold on standardised test results which includes schools with pupils from the Traveller community who may be attaining lower standardised test scores.
The Department currently spends €1.9b, or over 20% of its total educational budget annually, on making additional provision for children with special educational needs. Schools are provided with additional pupil capitation for Travellers at a current cost of €1.2 million.
In addition, investment of some €125 million is provided by the Department's DEIS Programme for educational inclusion providing for smaller class sizes and other supports including additional teaching posts, Home School Community Liaison Coordinators, DEIS grants, enhanced book grants, curriculum supports, priority access to Continuing Professional Development and the School Excellence Fund for DEIS. Traveller pupils are also included for the purposes of determining the level of mainstream teaching staff in the relevant DEIS schools.
My Department’s Action Plan on Bullying sets out a comprehensive approach to tackling all forms of bullying, including identity based bullying , and to promoting positive, inclusive environments in all schools. Actions focus on support for schools, teacher training, research and awareness raising and aim to ensure that all forms of bullying, including identity based bullying, are addressed. The procedures acknowledge that while bullying can happen to any pupil, it is known that some may be more vulnerable to or at risk of experiencing bullying including Traveller and ROMA children. The Department, in consultation with Traveller representative groups, has commissioned research on the experiences of Traveller and ROMA children in schools and the effectiveness of the Departments anti-bullying procedures. Three field workers have been recruited from Traveller and ROMA communities to assist with the research. The final report is expected before the end of this year.
My Department is committed to improving educational outcomes for Traveller and ROMA children through the implementation of the education actions of the National Traveller and ROMA Inclusion Strategy (NTRIS). NTRIS takes a whole of Government approach to improving the lives of Travellers and Roma in Ireland in practical and tangible ways. Departments have worked together to identify actions that can be taken to bring about a real improvement in the quality of life for Travellers and Roma. It also aims to improve public service engagement with Traveller and Roma communities.
The most significant issue for Traveller and Roma children in the education system is that of school attendance, retention and participation. Responding to specific actions in the NTRIS and the DEIS Plan, a Two Year Pilot Programme to target attendance, participation and retention/school completion has been established in four specific Traveller and ROMA Communities (Ballymun/Finglas/Coolock; Tuam, Co. Galway; Enniscorthy/Bunclody, Wexford and Cork City) . Partners in the project along with this Department include Tusla Education Support Services (TESS), Department of Children, Disability, Equality and Integration and Traveller and ROMA representatives. Each pilot area is being provided with an additional Educational Welfare Officer (EWO) and Home School Liaison Coordinator (HSCL) and two additional Traveller/ROMA Education Workers. It is intended that the pilot will inform future policy in the area of Traveller and ROMA education.
728. Deputy Thomas Pringle asked the Minister for Education her plans to have a new school building for a school (details supplied) completed by September 2021; and if she will make a statement on the matter. [32687/20]
Amharc ar fhreagraThe major building project to which the Deputy refers is included in my Department’s Construction Programme which is being delivered under the National Development Plan.
The project is currently 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.
Following the Stage 2(a) Stakeholders meeting the school agreed to the addition of a 2 classroom SEN base to the project brief and a Stage 2(a) Addendum report for this change to the brief has been submitted to the Department for review and approval.
Upon approval of the Stage 2(a) Addendum the Design Team will proceed to lodge applications for the statutory approvals for the project. When these have been secured the Design Team will proceed to prepare the tender documents and finalise the Stage 2(b) report.
Upon completion of the Stage 2(b) report, it will then be submitted to the Department for review.
Upon receipt and review of the completed Stage 2(b) report, the Department will revert to Board of Management with regard to the further progression of the project at that time.
729. Deputy Eoin Ó Broin asked the Minister for Education the actions a school (details supplied) in Dublin 20 should take in circumstances in which parents and teachers are of the view the HSE is not providing timely or adequate guidance on foot of confirmed Covid-19 infections amongst pupils, particularly with respect to close contact tracing and testing. [32690/20]
Amharc ar fhreagraThe Health Protection Surveillance Centre and the HSE have published guidance for managing potential cases of COVID-19 in educational settings, which includes the testing strategy within an educational facility ‘Schools Pathway for COVID-19, the Public Health approach’
https://www.gov.ie/en/publication/a0bff-reopening-our-primary-and-special-schools/
It is important to note that the response to confirmed cases or outbreaks of COVID-19 in the community or in a school is the responsibility of, and will be led and managed by, Public Health HSE. All decisions as to appropriate actions following a confirmed case or outbreak will be made by their teams in the context of a full Public Health Risk Assessment procedure.
The Public Health response to schools in the coming term will be further enhanced by the HSE through the increased resourcing of existing School Teams in each HSE area.
These multi-disciplinary teams are being led by public health professionals and will be supplemented by inspectors assigned for this work to the HSE from my Department in addition to other staff reassigned from within the health services.
My Department Inspectors will bring their expertise and knowledge of the working of schools to support these teams to communicate with schools. Public Health team members will take calls and phone schools following identification of a positive Covid-19 case, and having been trained in Public Health protocols undertake the schools’ component of the initial risk assessment. They may inform schools of any further actions as required under the direction of Public Health. Assigned inspectors and other team members will also respond to queries from the HSElive Principals line and take schools’ queries that come directly to the Department of Public Health.
My Department will continue to work closely with all of the education partners and the public health system so that schools can continue to be supported in this very challenging time.
731. Deputy Cian O'Callaghan asked the Minister for Education if students sitting the leaving certificate examinations will be awarded 100% in their oral examinations as promised in March 2020. [32694/20]
Amharc ar fhreagraThe Leaving Certificate, including the Leaving Certificate Vocational Programme and Applied, written examinations will commence on 16 November 2020 and will take place over a 4-week period to 11 December 2020. The State Examinations Commission (SEC) will operate the examinations in line with public health guidelines at the time.
To ensure comparability with the Calculated Grades system, the examinations will be based on the normal question paper format, content and structure, and duration as in previous years. Candidates will be graded on the basis of their written papers only. It would not be feasible or practical at this stage to conduct examinations in oral or practical components, or to try to complete unfinished course work. The oral and practical components are school-based, requiring significant levels of support at school level, including the requirement to take serving teachers out of their schools to undertake state examinations work.
Candidates will be graded on the basis of their written papers only, except for five subjects, where project work had been completed prior to school closure last March and these marks will be included in the grading of these subjects.
These marks will be included in the grading of these subjects, which are:
- Home Economics (already marked by the SEC)
- LCVP Portfolio
- Design and Communication Graphics
- Physical Education (PE) Physical Activity Project
- Engineering
In all other subjects, candidates will be awarded grades based solely on their written papers.
The March announcement, that full marks would be awarded in respect of oral language and music performance tests for Leaving Certificate, was intended to support the running of all other examination components in the normal fashion as part of a response to the emergency situation relating to Covid-19 at the time. However, due to the introduction of the Calculated Grades system this no longer applies.
732. Deputy Cian O'Callaghan asked the Minister for Education the steps she will take to ensure sufficient cover for absences to maintain class bubbles and pods intact; the steps she will take to ensure priority testing for staff in schools for Covid-19 testing; and if she will make a statement on the matter. [32695/20]
Amharc ar fhreagraMy Department has published guidance in respect of the COVID -19 operational supports for Primary and Post Primary schools to fully and safely reopen in a sustainable way while minimising risk associated with COVID-19. This is available at www.gov.ie/backtoschool
The operational supports include funding of approx. €84.7 million so that schools can employ replacement teachers, SNAs and administrative staff. There is 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 has been expanded nationwide and over 300 posts have been allocated 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.
My Department recognises that notwithstanding the range of measures put in place, some schools have experienced challenges and my Department has continued to engaged with and support schools where they have demonstrated particular difficulties in accordance with circular 45/2020.
The HSE Department of Public Health has in place prioritised testing for those close contacts of a confirmed case within the school community. Covid-19 test appointments are issued as a priority for school based close contacts through a specific schools referral process within the HSE.
Public Health will determine when the tests are to be undertaken. Tests for the school group are sent to the laboratory as a ‘red flagged’ batch to be processed as a priority on delivery to the laboratory. These tests have a specific school reference number to allow batch reporting of results for the particular school setting. This ensures fast turnaround times for testing and enables swift onward further public health actions if required.
733. Deputy Cian O'Callaghan asked the Minister for Education if increased levels of supports, resources and access to assessment of need will be made available immediately to children in disadvantaged situations and to those with special educational needs; and if she will make a statement on the matter. [32696/20]
Amharc ar fhreagraI wish to advise the Deputy that as a result of the recent budget announcement, this Department will spend approximately €2 Billion, or over 20% of its total educational budget, next year on making additional provision for children with special educational needs next year.
This represents an increase of over 50% in total expenditure since 2011, at which point €1.247 Billion per annum was provided.
Additional provision is being made in 2021 for over 400 additional special education teachers and almost 1000 additional Special Needs Assistants (SNAs).
The main supports this funding provides include additional specialist teachers, special needs assistants, special classes and special schools together with a diverse range of programmes and supports to help children with special and additional care need to receive an education in accordance with their needs.
I can also advise that provision of services for children with special educational needs has in recent years moved towards a needs based identification process, as opposed to being based primary on a requirement for a diagnosis of a particular disability, which may require an assessment of need.
A new model for allocating special education teachers to mainstream schools was introduced with effect from September 2017.
Under the new model, assessment, or diagnosis of a particular condition is no longer necessary for pupils to access educational teaching resources in schools, nor is there now a requirement for schools to submit assessments annually in order to apply for additional teaching resources.
This has helped to end delays in allocations. Pupils need no longer experience delays in receiving reports which could, in the past, deny a child access to necessary learning supports.
Schools may allocate additional teaching support to pupils where it has identified learning needs using school based assessment or the Continuum of Support and the Guidelines provided to schools. Schools can also draw on professional reports where available.
Medical and other professional assessments may continue to be used to help explain, and provide a better understanding of a child’s needs, the nature of difficulties, and to inform relevant interventions. They are not however, a requirement for the provision of additional teaching support.
A new model for allocating Special Needs Assistants (SNAs) to schools is also being developed. This model will not require children to have a diagnosis of a particular disability in order to access services and assessments for individual children were not required to be submitted for the 2020/21 school year.
The criteria for accessing Reasonable Accommodations at State Exams and Irish Exemptions are also now needs based and not requiring assessment of disability.
The National Council for Special Education is also currently preparing policy advice in relation to the provision of special school and special class placements and this policy advice is expected to be finalised by the end of 2020.
Finally, I can advise the Deputy that significant additional supports are also provided to schools under the Delivering Equality of Opportunity in Schools (DEIS) programme, which provides additional supports to disadvantaged schools. Pupils attending these schools are not required to have an assessment of need in order to access supports under this scheme.
734. Deputy Cian O'Callaghan asked the Minister for Education the steps she will take to improve the pupil-teacher ratio in line with the European average. [32697/20]
Amharc ar fhreagraI am acutely aware of the issues faced by many schools in respect of teacher allocations and class sizes. Under the Programme for Government there is a commitment to seek to make further progress in reducing the pupil teacher ratios in primary schools.
Previous budgets of 2016 and 2018 improved the staffing schedule by one point on both occasions to its historically lowest level ever of 1 teacher to 26 pupils. Primary schools are currently provided with class teachers on the basis of one teacher for every 26 pupils which is at its historically lowest level.
I was delighted to build further on this progress by announcing a further 1 point reduction in Budget 2021.
The staffing schedule for the 2021/22 academic year now stands at 1 teacher for every 25 pupils. This measure will help ensure better teacher retention in primary schools while also ensuring that less pupils are required to retain or recruit a teacher.
Teacher numbers at primary level have increased by almost 3,500 when comparing the 2015/16 school year with the 2019/20 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 improved from 24.9 to 24.1 in the same period. The most recent budget announcement will continue the positive trend of improvement in the pupil teacher ratio and class sizes.
735. Deputy Cian O'Callaghan asked the Minister for Education the steps she will take to ensure supports are in place and available to students who need them as they transition from DEIS 1 to DEIS 2 or other schools. [32698/20]
Amharc ar fhreagraDEIS – Delivering Equality of Opportunity in Schools is the main policy initiative of my Department to address educational disadvantage at school level. In the 2020/21 school year there are 887 schools in the DEIS Programme serving in excess of 185,000 pupils. This represents approximately 20% of the overall school population. The rationale for allocating resources and supports based on a schools’ level of concentrated disadvantage is based on the existence of a ‘multiplier effect’, whereby students attending a school with a high concentration of students from disadvantaged backgrounds have poorer academic outcomes, even taking account of individual social background. The approach is grounded in international evidence and it is considered that it is the combination of the various interventions under DEIS that have enabled it to succeed.
The DEIS Plan acknowledges that over their lifetime children may experience many transitions as they progress along their education journey. In DEIS schools, strong transfer programmes and targeted engagement with parents from groups with a traditionally low level of engagement with education are key to achieving successful transitions. DEIS supports such as the Home School Community Liaison scheme and the School Completion Programme assist students and their families as they transition between settings on their educational pathway.
Well-being supports are provided by my Department throughout the school support structure – the Continuum of Support. This support structure allows all schools to provide universal support for all students, using preventative, early intervention and strong universal approaches to support well-being and encourage successful transitions. The Continuum of Support framework also recognises that some students - those groups who are at risk or who have emerging needs - will require more targeted support, while others who have complex and enduring needs will require an individualised approach to support, taking a developmental perspective, and adapted to the individual needs of the student.
The Education Passport, as developed by the NCCA, also assists schools in the provision of information on pupils as they transition from primary to post primary including any additional needs they may have.
736. Deputy Thomas Pringle asked the Minister for Education if a student (details supplied) can request another appeal of their leaving certificate results after their first appeal was rejected; and if she will make a statement on the matter. [32703/20]
Amharc ar fhreagraThe 2020 Leaving Certificate Calculated Grades appeals process has concluded and the appeal outcomes were made available to students at 12 p.m. on Friday 16 October through the Calculated Grades Student Portal.
In the processing of the appeals, a total of 33,301 individual subject records belonging to 12,216 students were reviewed. This number excludes students who initially entered for an appeal but later withdrew their application.
As a result of the process, a total of 18 increased grades have been awarded to 18 individual students. Eleven of these were upgrades following an appeal by the student. A further seven grades were upgraded following quality assurance checks as part of the appeals process which involved checks on the documentation submitted by schools; the entry of that data on to the schools' data collection system; and the subsequent transmission of the data through the various IT systems used in the generation of calculated grades.
The appeals process was a process review focussed on looking for errors in the transmission and processing of student data through the process. It was not possible to appeal the information (estimated percentage mark or rank order) provided by the school. Due to the nature of the Calculated Grades system the professional judgement of the school was outside of the appeals process. The design of the statistical model and the application of the national standardisation process was also outside of the scope of the appeals process.
The CAO were also notified of changes to students’ results on 16 October. Candidates who are eligible for a new offer as a result of the upgraded mark received following the appeals process will be contacted as soon as possible.
Students unhappy with the outcome of the above process can invoke a separate process to have their appeal reviewed by independent Appeals Scrutineers. These scrutineers are independent of my Department. The independent Appeals Scrutineers will check to ensure the correct procedures were followed throughout the appeals process. The scrutineers will have access to the records and documentation considered in the appeals process.
The closing date for application to this process was 5 p.m. on Friday 23 October.
Following the conclusion of the appeals processes, students who consider that their case has not been processed correctly can make a complaint to the Ombudsman or, in the case of students under 18 years of age, the Ombudsman for Children.
Students were also given the opportunity to register for the postponed Leaving Certificate examinations which are due to begin on 16 November.
737. Deputy Thomas Pringle asked the Minister for Education if there are plans in place for the development of a school (details supplied); and if she will make a statement on the matter. [32719/20]
Amharc ar fhreagraAs the Deputy is aware the acquisition of a suitable site to provide new school accommodation has proved to be extremely challenging to date. My Department is working with Donegal County Council under the Memorandum of Understanding for the acquisition of school sites. A preferred site has been identified. Donegal County Council, in consultation with my Department, have appointed an agent to undertake negotiations and engagement with the landowner.
While my Department does not have the power to undertake a compulsory purchase order, where this is considered appropriate, it can request the local authority to undertake it on my Department's behalf.
Due to the sensitive nature of the negotiations process it is not possible to comment further at this time.
The priority for both my Department and Donegal County Council is to secure a suitable site for the school campus at the earliest possible date so that the project can progress to design and securing planning permission.
