Written Answers Nos. 54-68
54. Deputy Dara Calleary asked the Minister for Education her plans to commission long-term research on the impact of the school closures on educational outcomes for children; and if she will make a statement on the matter. [40094/20]
Amharc ar fhreagraThe Inspectorate is carrying out research on how well schools are operating in the current school year. This is providing up-to-date information on matters such as how well students have settled back into school, how they are progressing in their learning, and the wellbeing of students. The research work involves capturing a range of perspectives and includes surveys of stakeholders in schools, discussion with school principals and inspectors’ engagement with focus groups of students. The analysis to date indicates that schools are operating safely, students have settled in well to school and teachers have successfully adapted their teaching approaches in the current context.
In addition to the work carried out by the Inspectorate, my Department is aware that a range of other bodies such as the National Parent Councils, school management bodies and research institutions continue to carry out research on the experience of schooling and its impact on students.
Indeed, considerable numbers of researchers have approached schools seeking to involve them in research surveys during this time of Covid-19, and my Department has some concerns about the pressures that such research requests are creating for school leaders and teachers at a time when they are focussed on sustaining educational provision in a Covid-19 context.
In reflecting this context, standardised tests in primary schools were cancelled in the school year 2019/20. Looking forward to April 2021, the Department grant for standardised tests in primary schools will issue for tests to be administered in May 2021 as usual.
The Department’s Inspectorate cooperates closely with the Educational Research Centre (ERC) in the carrying out of, and reporting on, a number of national and international surveys of achievement. These surveys of achievement are carried out on a regular basis and are conducted in scientifically constructed samples of schools, and provide valuable insight into the achievements and progress of Irish students over time, especially in the critical areas of literacy and mathematics.
In May 2021, 195 primary schools will be participating in the National Assessment of English Reading (NAER) and the National Assessment of Mathematics Achievement (NAMA).
Over the next few years, Ireland will participate in international assessments such as the OECD Programme for International Student Assessment (PISA) which measures student achievement in reading, mathematics and science at age 15 years, the Trends in International Mathematics and Science Study (TIMSS) at primary and post-primary level. In 2021, 150 primary schools will be participating in the Progress in the International Reading Literacy Study (PIRLS) assessment.
55. Deputy Thomas Pringle asked the Minister for Education the way in which she will prioritise schools in need of permanent buildings in County Donegal during 2021; the timeframe for phasing out of the use of temporary prefab buildings; and if she will make a statement on the matter. [39851/20]
Amharc ar fhreagraI wish to advise the Deputy that, within the context of a rapidly increasing school population, my Department's priority is to ensure that every child will have access to a physical school place. In this regard, it is sometimes necessary to make use of rented temporary accommodation in order to meet the accommodation needs of schools.
Furthermore, it may also be necessary to make use of temporary rented accommodation when an immediate or short term need arises. For example, a school may require a temporary building in circumstances where a major school construction project is planned. Such temporary accommodation is removed when the major project concerned is completed. The length of time it is necessary to make use of temporary rented accommodation will vary from project to project.
My Department is taking an integrated approach with the Prefab Replacement Programme through the replacement of prefabricated units as part of large-scale and devolved projects, or as part of new projects approved under the Additional School Accommodation scheme.
Currently my Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involve 372 large-scale projects and circa. 800 projects for delivery under the Department’s Additional Accommodation Scheme.
While good progress continues to be made with the rollout of projects, the enhanced funding levels envisaged under the National Development Plan period will be key to ensuring the successful delivery of the remaining elements of the pipeline of projects during the NDP period 2018 to 2027.
The current status of large-scale projects and Additional Accommodation Projects being delivered including projects in Donegal, may be viewed on my Department's website, www.education.ie and this information is updated regularly.
56. Deputy Matt Carthy asked the Minister for Education if she will report on her efforts to ensure that all students who have been deemed eligible for school transport, including those who missed the original payment deadline, will be facilitated with places on school buses. [39986/20]
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 4.8kms 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.
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 Covid19 public health guidelines, is achieved on each route. Bus Éireann continues to offer seats on services where capacity arises.
57. Deputy Aodhán Ó Ríordáin asked the Minister for Education the active measures being taken to phase out single-gender schools at primary level. [40043/20]
Amharc ar fhreagraAs the Deputy is aware generally all new school provision (primary and post-primary) will be mixed gender in nature and patronage decisions will be made on that basis. There may be a small number of instances where single-gender provision will need to be made if there is an identified imbalance between the capacities of single-gender schools. Any such identification would be made in advance of seeking applications from applicant patrons.
In relation to existing schools the decision making authority for a change of status belongs to the Patron and this is subject to the agreement of my Department. Any proposal to change the status of a school must involve consultation with all of the relevant stakeholders, parents, teachers, students and local communities and follow decisions taken at local level.
My Department is happy to engage with any school authority that is considering changing from a single gender school to a mixed gender school.
58. Deputy Bríd Smith asked the Minister for Education her views on the levels of days lost by staff in primary and secondary schools as a result of Covid-19-related issues; and if she will make a statement on the matter. [40017/20]
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 employees in primary and post primary schools are outlined in my Department’s Circular Letters which are available on my Department’s website.
These Circulars outline that special leave with pay may be granted to an employee 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 Circulars cater for an employee 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 lives with a person who has COVID-19 symptoms. An employee who has been advised to restrict his/her movements and is medically fit for work, remains available for work and the employer must therefore facilitate alternative working arrangements to the maximum extent possible e.g. working from home.
The Circulars also caters for an employee who has been categorised by the Occupational Health Service as at a very high risk of serious illness from contracting COVID-19. Based on HSE advice, this employee must not attend the workplace. However he/she remains available for work and the employer should prioritise alternative working arrangements to the maximum extent possible e.g. working from home.
Where an employee is absent on COVID-19 special leave with pay or working from home where he/she has been medically advised to restrict their movements or categorised in the very high risk group, the employer may appoint a substitute, paid by the Department/ETB.
It is the position that employees must adhere to the current HSE advice in relation to COVID-19, which may result in an employee’s absence from work on special leave with pay or the employee working from home for the reasons outlined above.
59. Deputy Niamh Smyth asked the Minister for Education the status of applications by schools (details supplied); and if she will make a statement on the matter. [39853/20]
Amharc ar fhreagraI can confirm that my Department is in receipt of applications for capital funding from the schools referred to by the Deputy. Officials have been in contact with the school authorities in order to progress the applications. On completion of the assessment process the school authorities will be contacted directly.
60. Deputy Aindrias Moynihan asked the Minister for Education the progress being made to agree a site location for building of a new school (details supplied); the engagement her Department has had to date with the school on its proposed site location; and if she will make a statement on the matter. [40045/20]
Amharc ar fhreagraMy Department is proposing to undertake a major project for the school referred to in the details supplied by the Deputy on the school's existing site.
The school authorities put forward a proposal to construct a new school on an alternative site owned by the patron. My Department considered the proposal and advised the school authorities that there would be significant challenges associated with the proposed site that would make it unviable.
My Department will make contact with the school authority to determine if any new information is available that has not already been provided to the Department.
61. Deputy Thomas Gould asked the Minister for Education if her attention has been drawn to a situation in which a school (details supplied) is being forced to campaign again for additional SNA resources given its last campaign was in 2019. [39725/20]
Amharc ar fhreagraThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. My Department does not have a role in making individual school determinations. Accordingly, the question has been referred to the NCSE for direct reply.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
Schools were notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for the current school year. The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations were frozen, from the date of issue of Circular 0030/2020, and have automatically rolled over into the current school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts were allowed to continue in these posts for the current school year in the normal way.
- A diagnosis of a disability, or a psychological or other professional report, is not necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, are dealt with by way of the exceptional review process.
The exceptional review process for mainstream allocations is available to schools throughout the current school year.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
A school can appeal the outcome of an exceptional review and details of how to do this are here https://ncse.ie/wp-content/uploads/2020/04/GuidanceSchoolAppealing-Exceptional-Review-outcome.docx
62. Deputy Paul Murphy asked the Minister for Education the method used in the new SNA allocations model (details supplied). [40041/20]
Amharc ar fhreagraSchools were notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for 2020/21 in April 2020.
The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations were frozen, from the date of issue of Circular 0030/2020 (published on 24 April 2020), and automatically rolled over into the 2020/21 school year. This meant that no school received an allocation less than that which they had on the date of issue of this Circular and existing SNAs who were in standard SNA posts continued in these posts for the 2020/21 school year in the normal way.
- Schools can apply to the NCSE for additionality where they could demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, will be dealt with by way of an exceptional review process.
- A diagnosis of a disability, or a psychological or other professional report, is not necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remained unchanged.
It was expected that schools would review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Following such a review and reprioritisation, it is expected that a small number of schools, for example, developing schools may not have a sufficient SNA allocation to meet the needs of their students. These schools can apply to the NCSE for an Exceptional Review of their allocation.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
The exceptional review process for mainstream allocations will be available to schools throughout the 2020/21 school year.
63. Deputy Cathal Crowe asked the Minister for Education the status of the provision of ASD units in secondary schools in County Clare. [39900/20]
Amharc ar fhreagraEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government.
Next year, over 20% of the total Education budget or €2bn will be invested in supporting children with special educational needs. As a result, the numbers of special education teachers, SNAs and special class and school places are at unprecedented levels.
197 new special classes have been established nationally for the 2020/21 school year. Of these, approximately 189 will be new ASD special classes with 64 of these in post-primary schools.
Budget 2021 provided for an additional 235 special class teachers in 2021. This investment will support the provision of over 1,200 additional special class places.
My Department’s policy is that all children with special educational needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
This policy has been informed by published research, including the Report of the Task Force on Autism (2001), the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) (2006) and National Council for Special Education (NCSE) policy advice on Supporting Students with Autism Spectrum Disorder (2016).
This policy ensures that the majority of children with special educational needs attend mainstream classes with their peers.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions. These are delivered by fully qualified teachers, with the support of SNAs, Special Education Teachers and the appropriate school curriculum.
Some students may however find it difficult to manage full-time placement in a mainstream setting. For these students, placement in a special class or special school setting, where lower pupil/teacher ratios apply and there are other supports available may be appropriate.
The National Council for Special Education (NCSE) is responsible for planning and coordinating local education provision and school placements for children with special educational needs.
The NCSE has advised that there are currently 9 special classes supporting students with autism in post-primary schools in Clare. One of these classes is new for the 2020/21 school-year.
The NCSE also recognises that there is a requirement for additional special class provision at post primary level in Shannon and Ennis over the next few years. This is based on local information regarding projected demand for future specialist places for students with autism.
It is open to any school to make an application to the NCSE to open a special class and this will be approved where it is considered there is a sustainable demand into the future. The active collaboration of school communities is vital to the effective inclusion of students with special educational needs.
Planning for future needs takes into consideration the current availability of such places and focuses on those locations where additional provision is required.
The NCSE is currently consulting with local schools, patrons, other education partners and with my Department, in order to ensure that additional post primary special classes can be established.
Where a school is not in a position to expand its specialist provision within its existing accommodation, the school can submit an application to my Department for capital funding to re-configure existing spaces to accommodate the expansion or to construct additional accommodation.
The NCSE, through its network of local SENOs, will continue to engage with the local schools to support the establishment of additional classes as required.
My Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
64. Deputy Thomas Pringle asked the Minister for Education the data being collated by her Department on the infrastructural needs of primary and post-primary schools during the Covid-19 pandemic; if a report will be produced and provided early in 2021; and if she will make a statement on the matter. [39852/20]
Amharc ar fhreagraAs the Deputy is aware, my Department published the Roadmap for Full Return to School on July 27 2020, enabling schools to safely open, and remain open, from the end of August. The importance and significance of ensuring schools safely opened, and remain safely open, is a national priority for Government.
As set out in the Roadmap, the implementation of the COVID-19 Response Plan by a school is the means through which schools can best prevent the introduction and spread of COVID-19 and demonstrate that they are operating in accordance with the requirements of the Roadmap and public health advice.
It was acknowledged the Roadmap, that the full implementation of the COVID-19 Response Plan by a school may necessitate some reconfiguration works within a school. Given that each school setting is different, my Department determined that individual schools were best placed to decide on the appropriate re-configuration works for their school.
Schools were supported to this end by the provision of minor works grant funding. By providing funding to schools in this way, schools had the necessary flexibility to implement necessary measures in their school quickly to support the reopening process. €105 million was provided to primary and post primary schools in August this year to support this work.
In addition, I recently announced a further €55 million minor work grant funding to primary and post primary schools to provide flexibility at local level to assist schools to manage in the Covid environment and to put sustainable arrangements in place to support the operation of their school through reconfiguration of classroom space, re-purposing rooms to provide additional space, adapting storage facilities, purchasing furniture, altering desk layouts etc. This most recent announcement also gives schools a good lead-in period for planning and undertaking works they view as necessary in 2021.
As funding was allocated on a devolved basis, my Department has not collected data on the variety of solutions put in place at an individual school level.
65. Deputy Jim O'Callaghan asked the Minister for Education the status of engagements with representatives of school secretaries. [40089/20]
Amharc ar fhreagraI am keenly aware of the vital role contributed by school secretaries within school communities and I recognise the very important work done by these staff, and the other support staff in the running of our schools. I have met with Fórsa, who represent many of the secretaries working in schools.
In recognition of their role, I have put special arrangements in place for this 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 on the school premises. I have also extended the Employee Assistance Service to all school staff including secretaries.
The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department implemented the 2015 recommendations of an independent arbitrator. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 and that a minimum hourly pay rate of €13 be phased in over that period. This arbitration agreement covered the period up to 31 December 2019 and has been fully implemented.
The arbitration agreement was designed to be of greatest benefit to lower-paid secretaries and caretakers. For example, a secretary or caretaker who was paid the then minimum wage of €8.65 per hour in 2015 prior to the arbitration has from 1 January 2019 been paid €13 per hour which is a 50% increase in that individual’s hourly pay.
Fórsa trade union has tabled a follow-on claim from the 2015 agreement. Officials from my Department, the Department of Public Expenditure and Reform and School Management Bodies have been engaging with Fórsa on the claim, most recently on 27th of October under the auspices of the Workplace Relations Commission.
At that meeting it was agreed that further discussions would be held under the auspices of the WRC with a view to assessing the individual elements comprising the totality of the union’s claims. It is noted that these WRC discussions are taking place within the context of recent Dáil comments concerning the regularisation of pay, conditions of employment and pension provision of School Secretaries and Caretakers.
I acknowledge the complex work that will now be involved in trying to develop all issues in order to reach an agreed outcome. In that regard an understanding has been agreed on a pathway to progress the issues, comprising of several key strands.
I welcome and support the continued meaningful dialogue between the parties with a view to reaching an agreed outcome.
66. Deputy Rose Conway-Walsh asked the Minister for Education if there is a need to provide an individual workplace risk assessment for SNAs and teachers who are high risk; and if she will make a statement on the matter. [40005/20]
Amharc ar fhreagraIn accordance with HSE advice, an employee in the ‘high risk’ group who is not ill must attend the workplace. The employee in the ‘high risk’ group should take extra care to practice social distancing and hand hygiene. The use of face coverings and personal protective equipment may also be considered where maintaining social distancing is difficult.
The Government published the ‘Work Safely Protocol’ on 20th November to replace the ‘Return to Work Safely’ Protocol. It incorporates the current advice on the Public Health measures needed to reduce the spread of COVID-19 in the workplace as issued by National Public Health Emergency Team (NPHET), the Department of Health and Government. It sets out the minimum measures required in every place of work to prevent the spread of COVID-19 and ongoing safe operation of those workplaces. The main updated Public Health advice includes information on the management and control of outbreaks, selection of hand sanitisers, wearing of masks, ventilation of workplaces.
As part of the Protocol, all employers are required to have a COVID-19 Response Plan in place and must ensure it is kept up to date. The plan outlines the arrangements in place to ensure a safe workplace for all employees. Those employees deemed ‘high risk’ and ‘normal risk’ can attend the workplace safely where the school is implementing the COVID-19 Response Plan and the health advice for schools. There is an obligation on the employer to discuss the COVID-19 Response Plan with the employee and ensure that all appropriate risk mitigation measures are in place for the protection of employees in the school.
The employer has a responsibility to assess the school environment using the COVID-19 Response Plan for the school, to ensure that all the appropriate HSE recommendations for safe school operations during Covid-19 are being implemented in full.
The Health Protection Surveillance Centre issued advice in respect of SNAs, which sets out clearly how a safe working environment can be maintained for SNAs in schools - ‘Guidance for Schools regarding Special Needs Assistants (SNAs) supporting children and young people with additional care needs in the context of COVID-19'.
Every school has at least 1 Lead Worker Representative whose role is to represent staff and who may consult with, and make representations to, school management on any issue of concern in relation to COVID-19, including issues relating to at risk groups.
My Department has an enhanced Occupational Health Service (OHS) in place to provide employers with occupational health advice in relation to employees’ fitness for work. The OHS provider has a process in place for school staff with health concerns about their risk of serious illness from contracting COVID-19, through workplace attendance.
A detailed on-line questionnaire is submitted by the employee to the OHS, along with detailed medical evidence to provide clarity with respect to the medical complaint(s) in question. All of this information is reviewed by the OHS specialist occupational health physician, including the combined and cumulative risk that can arise when an employee suffers from more than one health condition. The risk categorisation is comprehensive and follows the same process that is being applied across other sectors. An employee is categorised into one of three COVID-19 risk categories. These are general population risk, higher risk, and very high risk. The outcome of the risk categorisation is governed by the HSE guidance.
67. Deputy Niamh Smyth asked the Minister for Education the status of the new school building for a school (details supplied); if the site for the new school has been secured; if not, the stage at which it is at; and if she will make a statement on the matter. [39854/20]
Amharc ar fhreagraI wish to advise the Deputy that my Department is committed to providing a permanent accommodation solution for Gaelscoil Lorgan, Castleblayney.
In this regard, a suitable site has been identified to accommodate a permanent school building for the school in question. My Department continues to work closely with officials from Monaghan County Council under the Memorandum of Understanding in relation to the acquisition of the site.
As the site acquisition process is complex, it is not possible to give a definitive timeframe for the completion of the acquisition. Once this acquisition process is complete, the project for the provision of a new permanent building will be progressed into the architectural planning process without delay.
68. Deputy Martin Browne asked the Minister for Education her views on the reason class size reductions were only committed to for DEIS band 1 senior schools in budget 2021; her plans to commit funding to reduce class sizes in DEIS band 1 junior and vertical schools; the way in which the investment of €5 million in the DEIS programme will be distributed; her further views on the importance of properly funded DEIS schools; and if she will make a statement on the matter. [40140/20]
Amharc ar fhreagra84. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if all DEIS band 1 schools will be included in the one-point reduction in the pupil teacher ratio promised in budget 2021. [39975/20]
Amharc ar fhreagraI propose to take Questions Nos. 68 and 84 together.
Under Budget 2021 I announced a general reduction in the mainstream staffing schedule to 25:1, which will also apply to DEIS Rural and Urban Band 2 schools. 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 reason for this is due to the fact that the differential has narrowed further following the announcement of an overall reduction in the mainstream staffing schedule to 25:1.
The total Budget allocation of additional funding of €2 million in 2021, with a full year allocation of €5 million 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 am considering options on how best to achieve this. I expect to be able to make an announcement in relation to this shortly.
