Written Answers Nos. 84-98
85. Deputy Aodhán Ó Ríordáin asked the Minister for Education the effect Brexit will have on the terms of registration for teachers who are trained and are fully qualified to teach in the UK returning to Ireland and registering with the Teaching Council; and if she will make a statement on the matter. [40063/20]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council advise me that they are actively engaging with colleagues in the General Teaching Council for Scotland, General Teaching Council for Northern Ireland, the Teaching Regulation Agency in the UK, Education Workforce Council in Wales, in relation to Brexit. There are a number of issues arising out of Brexit outlined herewith, on which work is ongoing.
Initial Registration and Qualification Assessment Process
The Teaching Council affords the same rights to EU and Rest of the World (ROW) applicants as set out in the Teaching Council (Registration) Regulations 2016. This means that teachers holding UK qualifications will continue to be assessed in the same manner under the ROW/third country as they were when they were applying under the EU Directive.
Initial Registration and Fit and Proper Person Assessment
Currently individuals who wish to register as a teacher with the Council are required to submit a character reference, complete the vetting process and supply overseas police clearances in certain instances. The police clearances are required for every country where an applicant has lived outside the State for an accumulative period of 36 months or more, since the age of 18. In addition the Council are engaging with the other teacher regulatory bodies with a view to introducing a new requirement to supply a Letter of Professional Standing for all applicants from outside the EU. In this way the fit and proper persons assessment would expand to include information included in the letter. Furthermore in order to support the sharing of information under the Teaching Council Acts following a Fitness to Teach inquiry (see below) additional questions have been introduced into the Registration Application Form.
Renewal of Registration and Declarations
A review of the current Teaching Council (Registration) Regulations is currently underway and additional provisions has been made to allow for the future enhancement of the annual declarations to include statements relating to ongoing/concluded inquiries or investigations being undertaken outside the State. This may be relevant where a teacher holds Registration with the Teaching Council but is employed as a teacher outside the State.
Registered Teachers and Fitness to Teach
The Council are engaging with their counterparts in the UK regarding the sharing of information following an inquiry that would have resulted in an alert on the EU wide IMI system. Post-January a number of data sharing agreements will come into effect to support the ongoing sharing of data as permitted by the legislation of each jurisdiction.
86. Deputy Brendan Smith asked the Minister for Education her plans to improve capitation funding for voluntary second level schools in view of the differential in the level of funding provided for such schools and other second level schools; and if she will make a statement on the matter. [40009/20]
Amharc ar fhreagraThe funding arrangements for post primary schools reflect the sectoral division of the second-level system. Funding provided to schools in the ETB, Community & Comprehensive sectors is primarily based on budgets determined by the Department. Voluntary Secondary schools in the free education scheme are funded by way of per capita grants.
At the core of these arrangements is reliance upon capitation as a key determinant of funding and enrolments are the main driver in the level of funding provided.
Some equalisation measures have been introduced to rectify historical inconsistencies in the funding arrangements for Voluntary Secondary schools. It is estimated that up to €21m has been provided in equalisation funding in the period up to 2009.
Furthermore, as agreed with the Joint Managerial Body (JMB), future improvements in equalisation funding is to be directed in the first instance at the elimination of the School Salary grant deduction from the capitation payable to Voluntary Secondary Schools. Therefore, Budget 2020 provided additional funding to cater for a 20% reduction in the School Salary Grant deduction from 1 September 2020. This brings the deduction down from €563 to €450.40 per whole-time equivalent teaching post.
87. Deputy Paul McAuliffe asked the Minister for Education the latest demographic information used, including figures of projected population growth of school age children, to analyse the projected need for future schools in Meakstown, Dublin 11; and if she will make a statement on the matter. [40061/20]
Amharc ar fhreagraIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, utilising data from a range of sources including information on planned and current residential development, to identify where the pressure for school places across the country will arise.
Meakstown is situated in the FinglasEast_Ballymun11 school planning area. Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each local authority to obtain the up-to-date data on significant new residential development in each area. My Department then makes an assessment of the existing capacity within the particular area and its ability to meet increased demand.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
The requirement for additional school places is kept under on-going review and work on an updated exercise to assess needs for the coming years, including those which may arise in the FinglasEast_Ballymun11 school planning area, is at an advanced stage.
In addition to ongoing demographic analyses, my Department continues to liaise with Fingal County Council in respect of potential longer-term requirements for educational provision in all areas of Fingal. My Department engages further on such matters with the Council through the review of the County Development Plan, preparation of Local Area Plans and other relevant statutory planning processes.
88. Deputy Dara Calleary asked the Minister for Education the actions that will be taken to ensure the continued operation of small schools in view of changing demographic trends in the years ahead; and if she will make a statement on the matter. [40093/20]
Amharc ar fhreagraAs the Deputy is aware small schools are defined for statistical purposes as schools with 4 mainstream teachers or less. While the number of small schools has declined in recent years, they nonetheless remain in very many rural communities. They are valued in their communities in that they provide a vital link to local heritage and history, help sustain rural populations and often act as a link for sports and social activity.
There is a commitment contained in the Programme for a Partnership Government to recognise the importance of small schools. There is a further commitment not to close any small school without the consent of parents. The decision making authority for a school closure belongs to the Patron of a school, and this is subject to the agreement of my Department. Any proposal to close a school must involve consultation with all of the relevant stakeholders, parents, teachers, students and local communities and follow decisions taken at local level.
Budget 2020 provided for improved teacher staffing levels for small schools. This measure saw a more favourable pupil teacher ratio in small schools from September 2020. This improved schedule will apply in two, three and four teacher schools and ensure one less pupil is required to retain/recruit a teacher. This builds on measures in previous budgets which has seen improvements in the appointment and retention thresholds for the 2nd, 3rd and 4th classroom teacher and more favourable enrolment thresholds for one teacher schools situated 8km or more from the nearest school of the same type of patronage and/or language of instruction.
Small schools have also benefitted from the 1 point improvement to the primary staffing schedule for all schools implemented in 2016 and again in 2018. The staffing schedule at primary level currently operates on a general average of 26 pupils to every 1 teacher and will reduce to 25 pupils to every 1 teacher from September 2021 which is historically the lowest ever allocation ratio at primary level.
The work now underway in relation to small schools seeks to build on this and is being advanced through the Primary Education Forum.
89. Deputy Gary Gannon asked the Minister for Education if the provision of appropriate PPE to school staff, particularly SNAs, who cannot adhere to social distancing with students will be clarified; and if she will make a statement on the matter. [40155/20]
Amharc ar fhreagraAt the outset, I wish to acknowledge the trojan work of school communities in keeping schools open during this pandemic period. School leaders, teachers, Special Needs Assistants and parents have worked together effectively in managing the risks presented by Covid-19. We are grateful to them.
A range of essential control measures have been implemented to reduce the risk of the spread of COVID-19 virus and to protect the safety, health and welfare of the whole school community.
In supporting schools on these issues, my Department is guided by the expert advice published by the Health Protection Surveillance Centre (HPSC).
The advice from the HPSC to the Department of Education has recommended that face coverings should be worn by all staff members where it is not possible to maintain a physical distance of 2 metres from other staff, parents, essential visitors or pupils.
Special Needs Assistants attend to the care needs of some of the most vulnerable students and I acknowledge the need for them to have appropriate protective masks and face coverings when they are carrying out intimate care functions in the course of their work.
The most recent advice from the HPSC was circulated to all schools in October. The “Guidance for Schools Regarding Special Needs Assistants (SNAs) Supporting Children and Young People with Additional Care Needs in the Context of COVID-19” is very clear. It states that the use of a face covering should be routine for SNAs. It is also clear that in circumstances where SNAs are performing healthcare like tasks (personal care) the face covering should normally be a surgical mask. If a surgical mask is not practical for any reason, they should use a visor of a quality suitable for use in a healthcare setting. Funding has been provided to schools for necessary PPE including face masks.
My Department has also published a suite of helpful guidance for the safe and sustainable reopening of schools. Each school is required to have a COVID-19 Response Plan for its safe operation through the prevention, early detection and control of COVID-19 in line with public health advice.
My Department meets regularly with school stakeholders on issues and concerns in relation to Covid-19. It is only by operating in this collaborative way that we can ensure that the risk of infection is managed and controlled for all members of the school community.
90. Deputy Paul McAuliffe asked the Minister for Education the progress on the stage 1 and 2a application for a school (details supplied), given the chronic shortage of second level school places for boys in the area for 2021; and if she will make a statement on the matter. [40062/20]
Amharc ar fhreagraI am pleased to inform the Deputy that funding was approved under the Additional Accommodation Scheme 2016 to enable the school in question to build two general classrooms, one Science Lab with prep area, and one Construction room. In 2019 further approval for nine standard WCs, one WC for assisted users & 1 Socialisation Area was granted.
This project has been devolved for delivery to the school authority and is currently at the Design stage. It is now a matter for the Board of Management to advance this project in that context.
91. Deputy John Lahart asked the Minister for Education her plans to address the inadequate number of special education teachers in schools; if her attention has been drawn to the fact that some schools are operating with at least twice the number of students per special education teacher than is recommended (details supplied); and if she will make a statement on the matter. [39907/20]
Amharc ar fhreagraMy Department is committed to supporting every child with special educational needs to receive an education. Next year we will spend approximately €2 Billion, or over 20% of the total educational budget, on making additional provision for special educational needs.
The manner in which special education teachers are allocated to schools is based on the profiled needs of schools. The profile takes account of enrolments, number of children with complex needs, gender profile, results of standardised tests and an allocation which takes account of disadvantage.
There are currently three special education teachers allocated to the school referred to by the Deputy, which provide additional teaching support for pupils who have special educational, or additional learning needs, in mainstream classes in the school.
The school has two additional special class teachers, allocated to two special classes for children with Autism, bringing the total number of additional special education teachers in the school to five.
In total, there are therefore over 16 additional staff including 11 SNAS providing support for pupils with special educational needs in this school.
The level of additional resourcing in this school is therefore very significant.
I understand that this school has made an application to the National Council for Special Education (NCSE) for a review of their mainstream special education teacher allocation.
The NCSE is in the process of carrying out this review and will notify the school of the outcome in the near future. My Department has no role in the process.
92. Deputy Pádraig O'Sullivan asked the Minister for Education her plans to build a new secondary school in Glanmire, County Cork, due to the increasing population and the existing shortage of school places in the area; and if she will make a statement on the matter. [39846/20]
Amharc ar fhreagraIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, utilising data from a range of sources including information on planned and current residential development, to identify where the pressure for school places across the country will arise. Glanmire is situated in the Riverstown_Glanmire school planning area.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each local authority to obtain the up-to-date data on significant new residential development in each area. My Department then makes an assessment of the existing capacity within the particular area and its ability to meet increased demand.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
The requirement for additional school places is kept under on-going review and work on an updated exercise to assess needs for the coming years, including those which may arise in the Riverstown_Glanmire school planning area, is at an advanced stage.
Furthermore, my Department currently has an application on hand for Coláiste an Phiarsaigh (62301N). This application is currently under assessment and once complete, my Department will be in touch with the school authorities.
In addition to ongoing demographic analyses, my Department continues to liaise with Cork County Council in respect of potential longer-term requirements for educational provision in all areas of Cork. My Department engages further on such matters with the Council through the review of the County Development Plan, preparation of Local Area Plans and other relevant statutory planning processes.
93. Deputy James Lawless asked the Minister for Education the actions she is taking to ensure gender balance in STEM education; and if she will make a statement on the matter. [40090/20]
Amharc ar fhreagraIt is the aim of my Department that every child has access to equitable education and that each learner feels safe and happy in the school environment, at every stage. The curriculum at both primary and post-primary aims to foster inclusivity where equality and diversity are promoted.
The Department’s STEM Education Policy Statement 2017–2026, published in November 2017, sets out the ambitious goals and actions required to achieve and improve the STEM education experience and outcomes for all learners.
The Policy Statement acknowledges that there is a need to increase the uptake of STEM subjects and to enhance STEM learning for learners of all backgrounds, abilities and gender, with a particular focus on uptake by females.
To this end, the Gender Balance in STEM Advisory group was established in order to advise the STEM Education Implementation Advisory Group on actions relating to Gender Balance.
A Review of Literature to Identify a Set of Effective Interventions for Addressing Gender Balance in STEM in Early Years, Primary and Post-Primary Education Settings was commissioned under the auspices of the Department of Education by the Gender Balance in STEM group.
The report sets out what is known about critical barriers to girls’ participation in STEM education and STEM learning, while also highlighting effective interventions to increase participation of girls in STEM.
This report is a strong review of the key challenges and barriers to gender balance in STEM. It identifies that interventions are required across the STEM education ecosystem to affect change. The evidence set out in this literature review will inform actions under the second phase of the STEM Education Implementation Plan, with a view to addressing gender balance and increased overall participation in STEM. The literature review is a step towards developing evidence-based policy for gender balance in STEM.
My department is committed to enabling systemic change in order to address these barriers and create inclusive educational experiences for all learners.
94. Deputy Catherine Connolly asked the Minister for Education when the independent evaluation of Caranua commenced; when it will be completed; when the report of the independent evaluation will be published; the details of the application and selection process regarding the appointment of a person (details supplied); the cost of undertaking the evaluation; if the cost of the evaluation is being met from the Caranua fund itself; and if she will make a statement on the matter. [40077/20]
Amharc ar fhreagraSection 7 (1) of Residential Institutions Statutory Fund Act 2012 provides for the Board to evaluate the effectiveness of approved services in meeting the needs of former residents.
Caranua, with the approval of the former Minister for Education, entered into a contract to undertake an independent evaluation to
- Evaluate whether the objectives of Caranua have been achieved
- Measure the impact of the provision of services for Survivors of institutional abuse
- Identify the lessons learnt during the operations of Caranua, creating a shared learning experience for professionals and organisations working with Survivors
It is the Board’s responsibility to ensure that it complies fully with all appropriate procurement procedures and requirements. As it's commercially sensitive data, I cannot provide you with details of the cost of undertaking the evaluation.
It was expected that the evaluation would begin in the first quarter of 2020 and conclude in 2020. Covid 19 impacted on the timeframe for conclusion of the evaluation.
Caranua is entirely funded by contributions from the congregations and no Exchequer funding is involved for administration or other costs incurred by Caranua.
95. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her attention has been drawn to the scarcity of second level places in north Dublin owing to schools reducing their intakes to enable social distancing; the action she plans to take in relation to the matter; and if she will make a statement on the matter. [40042/20]
Amharc ar fhreagraI wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in a number of school planning areas including school planning areas in North Dublin.
Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school there are not available to all pupils
- External draw – pupils coming from outside the local area
Until these issues are discussed with the relevant school authorities the true extent of any capacity issue will only become known.
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons in North Co. Dublin, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action including, where required, the provision of modular accommodation solutions.
96. Deputy Darren O'Rourke asked the Minister for Education the way in which she will address the shortage of secondary school places in County Meath ahead of the 2021-22 school year; and if she will make a statement on the matter. [38751/20]
Amharc ar fhreagraI wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in a number of school planning areas including County Meath.
Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school there are not available to all pupils
- External draw – pupils coming from outside the local area
Until these issues are discussed with the relevant school authorities the true extent of any capacity issue will only become known.
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including those in County Meath, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action.
97. Deputy Aindrias Moynihan asked the Minister for Education if she will investigate the lack of ASD unit spaces for children starting primary schools in mid-Cork; if this matter will be reviewed urgently, given that there is now a waiting list for children with diagnosed needs in all schools with ASD units in mid-Cork; and if she will make a statement on the matter. [40046/20]
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.
This investment will support the provision of over 1,200 additional special class places.
Notwithstanding the extent of this investment, there are some parts of the country, including the area referenced by the Deputy, where increases in population and other issues have led to concerns regarding a shortage of school places.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis.
The NCSE is actively working with primary and post primary schools in Cork City and County in order to establish special classes in the area. Currently there are 237 special classes providing specialist ASD placements for pupils in Cork City and County who require such a place. 33 of these special classes were established for the 2020/2021 school year.
It is open to any school to make an application to the NCSE to open a special class. The active collaboration of school communities is vital to the effective inclusion of students with special educational needs.
The NCSE's local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list
98. Deputy Darren O'Rourke asked the Minister for Education the status of school bus transport; the number of children accommodated in 2020 compared to previous years; and the efforts to address unmet demand notwithstanding the challenge of Covid-19; and if she will make a statement on the matter. [38750/20]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department. 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 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. In the current school year over 113,400 children, including over 14,500 children with special educational needs are being transported on a daily basis to primary and post-primary schools throughout the country.
School Transport services commenced on the 26th August for the 2020/21 school year. All children who are eligible for school transport and who applied and paid by the deadline have been accommodated on school transport services where such services are in operation. Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann allocates tickets for the spare seats using an agreed selection process.
The Department has been engaging intensively with Bus Éireann in regard to the logistics for the safe operation of School Transport Scheme services for the 2020/2021 school year. The Department has also been engaging with Bus Éireann on the logistics involved with the rolling implementation of measures on post-primary services as required to provide physical distancing, in line with those required on public transport, aligned to the public health advice received shortly before schools reopened which advised that the post-primary scheme should run at 50% capacity. The implementation of 50% capacity has been put in place where possible over the last number of weeks while over the coming weeks Bus Éireann will be implementing 50% capacity on a rolling basis as soon as it is possible to do so on all remaining routes. As the additional capacity is rolled out, where spare capacity is created, further tickets will be allocated to those children eligible for the scheme who have paid late and for other applicants seeking concessionary tickets
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.
