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Thursday, 21 Jan 2021

Written Answers Nos. 167-186

Defence Forces Review

Ceisteanna (167)

Gerald Nash

Ceist:

167. Deputy Ged Nash asked the Minister for Defence if he will provide details of organisations and individuals that made submissions to the commission on the Defence Forces, including those that specifically called for a review of the Department of Defence to be included in the terms of reference; and if he will make a statement on the matter. [3012/21]

Amharc ar fhreagra

Freagraí scríofa

In accordance with a commitment made in the Programme for Government, the Government gave their approval on 15th December 2020 to establish an independent Commission on the Defence Forces, with a mandate to report within 12 months. The Government also approved the Terms of Reference and the membership of the Commission.

The establishment of an independent Commission on the Defence Forces underpins the Government's commitment to ensuring that the Defence Forces are fit for purpose, both in terms of meeting immediate requirements and also in terms of seeking to develop a longer term vision beyond 2030. In establishing the Commission, which contains impressive national and international high-level expertise and experience, the Government are seeking to ensure that the outcome of this process will be a Defence Forces that is agile, flexible and adaptive in responding to dynamic changes in the security environment, including new and emerging threats and technologies.

I can confirm that 18 submissions were received in response to a consultation process that I initiated on the Commission's Terms of Reference, involving a wide stakeholder group comprising the Joint Oireachtas Committee on Foreign Affairs and Defence, the Defence Forces representative associations, the Defence Forces veterans associations, the unions and associations representing Department of Defence staff and civilian employees, the Defence spokespersons of the Sinn Féin, Social Democrat and Labour parties, the Institute of International and European Affairs, the Royal Irish Academy and all other Government Departments. These submissions, which included a broad range of views on matters which the Commission will be tasked, were carefully considered in the drafting of the Commission's Terms of Reference.

The Terms of Reference, and the Commission's overall approach will be guided and informed by both the White Paper on Defence 2015 and the White Paper Update 2019, which set out Ireland's extant Defence Policy, including the current Security Environment Assessment, as set out in the White Paper Update.

Below is a list of all those organisations that made submissions:

Organisations

Joint Committee on Foreign Affairs and Defence

Labour Party

Social Democrats Party

Permanent Defence Forces Other Ranks Representative Association

Representative Association of Commissioned Officers

Reserve Defence Force Representative Association

Association of Retired Commissioned Officers

Organisation of National Ex-Service Personnel

Institute of International and European Affairs

Royal Irish Academy

Joint Industrial Council for State Industrial Employees

Department of Agriculture, Food and the Marine

Department of Public Expenditure and Reform

Department of the Environment, Climate and Communications

Department of Foreign Affairs

Department of Health

Department of Justice

Department of Transport

Naval Service

Ceisteanna (168)

Paul Murphy

Ceist:

168. Deputy Paul Murphy asked the Minister for Defence the status of an application by a person (details supplied) for a position with the Naval Service as a radio and radar technician; his plans to change the entry age limit; if so, the date on which such a change will be completed; and if he will make a statement on the matter. [3243/21]

Amharc ar fhreagra

Freagraí scríofa

The age limits for personnel wishing to enter the Defence Forces are as set out in Regulations made pursuant to the Defence Act 1954, as amended. The Defence Forces have a derogation on age grounds under the Employment Equality Acts.

The military authorities have advised that the status of the application outlined in the details supplied to the question is that the applicant did not meet the age criteria for the competition. The age requirement is applicable to all candidates and exceptions cannot be made in individual cases.

An independently chaired review is underway at present which is examining recruitment practices and procedures in the Defence Forces. I await the completion of that report and any recommendations that may arise, including those relating to entry criteria.

Departmental Records

Ceisteanna (169)

Thomas Gould

Ceist:

169. Deputy Thomas Gould asked the Minister for Education the person or body families of deceased survivors of industrial schools can contact to obtain information on the period their family members spent in the institution. [3169/21]

Amharc ar fhreagra

Freagraí scríofa

My Department holds an archive of files relating to Industrial and Reformatory School which consists of circa 500,000 records. The records relate solely to children who were committed to these schools following a court hearing. Children were also admitted to the schools in other ways, i.e. voluntary placements, placement by parent/s or guardians or placement by local Health Authorities.

In order to access the records where a person is deceased, relatives are required to submit photographic ID, a recent household bill or official correspondence, death certificate of the former resident and proof that the person making the application is the spouse or next-of-kin of the former resident in accordance with the Succession Act.

Applications for records can be made using the form at this web address:

https://www.education.ie/en/The-Department/FOI/Applications-by-Former-Residents-of-Industrial-Schools/foi_form_industrial.pdf

Human Rights

Ceisteanna (170)

Paul Murphy

Ceist:

170. Deputy Paul Murphy asked the Minister for Education if she will reopen the redress scheme for survivors of sexual abuse in schools and require it to act in accordance with various court recommendations from a case (details supplied) such that survivors of sexual abuse in schools are not required to demonstrate a prior complaint and likewise not required to seek redress through the courts or any other adversarial procedure; and if she will make a statement on the matter. [3268/21]

Amharc ar fhreagra

Freagraí scríofa

As outlined in previous replies, the Department undertook a review of the ex gratia scheme in response to a determination by the Independent Assessor, Mr Justice Iarfhlaith O’Neill that one of the criteria for eligibility is incompatible with the ECtHR judgement. While the ex gratia scheme was an administrative scheme, people who have experienced abuse have access to the courts system. There are survivors who wish to see the perpetrators of the abuse wrought on them, brought to court.

Survivors of day school abuse are pursuing cases through the civil courts and are receiving settlements, either through the courts or on an out of court basis.

The ex gratia scheme was established in response to a particular set of circumstances, i.e., people who had discontinued their cases following judgments in the High Court and Supreme Court but following the judgement in the ECtHR case, were unable to reinstate their cases. The review of the scheme will be concluded during 2021.

State Examinations

Ceisteanna (171)

Seán Canney

Ceist:

171. Deputy Seán Canney asked the Minister for Education when the results of the leaving certificate for students who sat the exam in November 2020 will be notified to students; and if she will make a statement on the matter. [2988/21]

Amharc ar fhreagra

Freagraí scríofa

The State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations.

In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.

Covid-19 Pandemic Supports

Ceisteanna (172)

Martin Browne

Ceist:

172. Deputy Martin Browne asked the Minister for Education the supports in place for those families with inadequate Internet access or devices for their children to engage with learning from home fully while schools are closed (details supplied). [3023/21]

Amharc ar fhreagra

Freagraí scríofa

In an effort to support students and families a process to zero rate educational websites was put in place during the first lockdown, as announced by the then Minister for Environment, Climate and Communications. I am advised that the zero rating has been maintained by a number of telecoms providers and also that there is a range of unlimited mobile data packages on offer by the market.

ICT Infrastructure Grant funding of €100m (in two tranches of €50m) issued in 2020 to schools, with schools advised to use this funding to support the continuity of teaching and learning should a period of partial or full school closure owing to Covid-19 restrictions be required. Funding for ICT is issued directly to schools given that schools are best placed to determine the ICT needs of their school community. The early provision of the 2020-2021 ICT funding is to enable schools to implement Circular 0074/2020, issued in November 2020, advising schools of the requirement to provide for the continuity of teaching and learning through utilising relevant digital communications/learning platforms to support contingency planning in the event of further public health related school closures.

It is recognised that in some cases a student's home broadband may present challenges for the education system in the current crisis, and that remote learning may not be appropriate or feasible for some students. With this in mind, schools have been asked to consider the needs of all students in planning their approaches to remote learning to ensure that students who may not have adequate broadband services or who may not be able to access online classes. My Department will continue to work with the education partners to support schools through the provision of relevant resources on how best to use digital and other solutions to provide continuity of learning for all students at this time.

School buildings will remain open to allow for staff to facilitate remote learning. Teachers, SNAs and other school staff are allowed to travel to school as essential workers.

It should be noted that my Department does not have a role in the provision of residential broadband infrastructure. Provision for such services fall to the Department of the Environment, Climate and Communications and this is being addressed through the implementation of the National Broadband Plan Intervention Area. My officials have an ongoing engagement with that Department on issues relating to broadband services for schools. The Department's Schools Broadband Access Programme provides for the supply of internet connectivity for all recognised primary and post primary schools and some 98% of schools avail of this service. The Schools Broadband Programme is operated by my Department at an annual cost of some €13m.

School Textbooks

Ceisteanna (173)

Patrick Costello

Ceist:

173. Deputy Patrick Costello asked the Minister for Education if the pilot DEIS schoolbook scheme will be reopened and expanded in 2021 (details supplied). [3026/21]

Amharc ar fhreagra

Freagraí scríofa

My Department provides a book grant to all recognised primary and post primary schools within the Free Education Scheme in order to provide assistance for books including Book Rental Schemes. Under this scheme, the Department provided funding of €17.1 million in 2020 to all of these schools.

School book rental schemes have an important role to play in reducing the cost of school books for parents and in order to support the establishment of book rental schemes my Department provided €15.7 million seed capital in 2014, 2015 and 2016 to primary schools. Circa. 96% of primary schools and 68% of post-primary schools operate a book rental scheme

It is a matter for the Board of Management of each individual school to decide on its own policy in relation to the use of book grant funding in the school but they are expected to adopt a cost-conscious approach to the selection of books for use in their classes. The current arrangement relies on the local knowledge of the school in order to ensure a fair allocation of funds to those most in need.

Additional funding of €1million provided under Budget 2020 was allocated to 102 Primary DEIS schools for a new pilot programme for the 2020/21 school year. The aim of this pilot is to provide free school books for students in the schools involved, and to support these schools in eliminating the cost of school books for parents. It will run for the period of one year and its effectiveness and impact will be monitored and evaluated before any decision is made as regards its possible extension or continuation. Under Circular 46/2013, DEIS schools receive a book grant of €21 per student. This pilot provided an additional €64 per student to increase the overall book grant rate to €85 per student enrolled in the school. This additional funding issued to schools in May 2020.

Schools Building Projects

Ceisteanna (174)

Bernard Durkan

Ceist:

174. Deputy Bernard J. Durkan asked the Minister for Education further to Parliamentary Question No. 552 of 13 January 2021, if this constitutes a departure from previous policy intentions indicated by successive Ministers, with particular reference to the alternative use of the site and its pivotal location in terms of education, recreation, the swimming pool project and adjacent primary school; and if she will make a statement on the matter. [3028/21]

Amharc ar fhreagra

Freagraí scríofa

Further to the Parliamentary Question referred to by the Deputy (No. 552 of 13 January 2021), the procedure which applies in respect of such matters does not constitute a departure from previous policy intentions indicated by successive Ministers. The property in question is owned by Kildare & Wicklow Education Training Board (KWETB). Under the Education and Training Act 2013, any decision which impacts on the use of ETB property must be considered by the Board of the ETB in the first instance. Under the governance procedures in place an ETB must also obtain my approval as Minister for Education if a decision taken may lead to the disposal or leasing of ETB property. In considering such an application my Department has regard to current and future educational requirements and demographic trends in the area.

My Department understands that KWETB has received an application for access and use of facilities from the adjacent primary school. This will be considered by the Board of the ETB. In the interim the ETB is in contact with the primary school. Queries in relation to any arrangements regarding the property concerned should be directed to KWETB.

School Enrolments

Ceisteanna (175)

Michael McNamara

Ceist:

175. Deputy Michael McNamara asked the Minister for Education if she will request an urgent review of the process of allocating school places in secondary schools (details supplied) in County Clare, given the serious and ongoing issue of a lack of sufficient secondary places for sixth class pupils; and if she will make a statement on the matter. [3039/21]

Amharc ar fhreagra

Freagraí scríofa

In 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 (GIS). The GIS uses data from a range of sources, including Child Benefit Data from the Department of Employment Affairs and Social Protection and the Department's own school enrolment databases, to identify where the pressure for school places across the country will arise.

The process has been strengthened this year through three specific initiatives:

(i) enhanced engagement with local authorities in relation to the information on residential development incorporated in the analysis process;

(ii) additional engagement with patron bodies in relation to their local knowledge on school place requirements. Education and Training Boards, Diocesan offices and national patron bodies such as Educate Together, An Foras Pátrúnachta etc. can also be an important source of local knowledge. This will add to information also provided to the Department by local authorities or individual schools.

(iii) utilising the information gleaned from schools under the national inventory of school capacity completed by individual schools last year as part of POD, P-POD returns process.

Similar to the process adopted for September 2020 readiness, the Department will be engaging further with patron bodies shortly in advance of identifying specific September 2021 capacity pressure points priorities which will necessitate specific action.

In a ‘normal’ year, addressing the increase in demand for school places, whilst challenging, is manageable – generally through utilisation of existing spare capacity within schools, rental, temporary accommodation or other short term measures pending the delivery of permanent accommodation.

School Transport

Ceisteanna (176)

Donnchadh Ó Laoghaire

Ceist:

176. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of applicants eligible for school transport who have not yet secured a place on a bus due to late payment of fees by county in tabular form; and if she will make a statement on the matter. [3040/21]

Amharc ar fhreagra

Freagraí scríofa

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 113,100 children, including over 14,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.

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.

Bus Éireann has confirmed the number of eligible pupils by county who applied late for school transport and have not yet secured a place on a service and these figures are provided in the attached document. Please note that the figures are at a given point in time and are subject to change as Bus Éireann continue to offer tickets where capacity may exist.

The number of applications by children eligible for school transport who have not yet secured a place on a bus due to late payment of fees by county in tabular form:

County

Nos.

Carlow

29

Cavan

100

Clare

48

Cork

176

Donegal

199

Dublin

29

Galway

187

Kerry

27

Kildare

65

Kilkenny

34

Laois

2

Leitrim

32

Limerick

111

Longford

36

Louth

40

Mayo

131

Meath

38

Monaghan

66

Offaly

31

Roscommon

42

Sligo

26

Tipperary

113

Waterford

40

Westmeath

54

Wexford

60

Wicklow

42

Grand Total

1758

School Accommodation

Ceisteanna (177)

Donnchadh Ó Laoghaire

Ceist:

177. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of schools conducting classes in temporary prefabricated accommodation; the length of time that such prefabs have been in use; and the locations of these temporary buildings in each of the years 2015 to date in tabular form. [3041/21]

Amharc ar fhreagra

Freagraí scríofa

Of the 3,963 schools (3,240 primary and 723 post-primary) in the State, 391 schools (274 primary and 117 post-primary) are currently using pre-fab rented accommodation. The date of individual rentals ranges from 2000 to 2020 and a breakdown of the school currently renting prefabs by County is attached. Similar information in respect of previous years is not readily available.

I 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.

No. of schools currently with rented prefabs

County

Primary

Post-Primary

Total

Carlow

5

4

9

Cavan

10

1

11

Clare

9

3

12

Cork

38

14

52

Donegal

8

5

13

Dublin

59

17

76

Galway

17

5

22

Kerry

8

3

11

Kildare

11

10

21

Kilkenny

7

4

11

Laois

6

1

7

Leitrim

2

0

2

Limerick

8

4

12

Longford

6

2

8

Louth

10

3

13

Mayo

6

4

10

Meath

11

6

17

Monaghan

6

1

7

Offaly

3

3

6

Roscommon

4

1

5

Sligo

5

6

11

Tipperary

17

4

21

Waterford

5

5

10

Westmeath

2

4

6

Wexford

3

0

3

Wicklow

8

7

15

274

117

391

Home Schooling

Ceisteanna (178)

Catherine Murphy

Ceist:

178. Deputy Catherine Murphy asked the Minister for Education the procedures expected of primary and post-primary schools to report attendance and levels of engagement with online learning in the context of level 5 Covid-19 restrictions and the fact that school-based activities are taking place remotely; the role of the Tusla education support service; and if she will make a statement on the matter. [3068/21]

Amharc ar fhreagra

Freagraí scríofa

The public health restrictions which resulted in the closure of schools in March 2020 highlighted the absolute necessity for schools to be agile in providing for continuity of schooling in the future. As a contingency measure against the possibility of partial or full school closures, my Department has already provided a suite of guidance materials, agreed with the education partners, to enable schools to facilitate the continuity of learning. These are available at www.gov.ie/backtoschool.

This documentation has been complemented by Circular 0074/2020 (Communication/Teaching & Learning Platform) which requires all schools to have in place appropriate contingency measures to ensure that they are prepared to continue to support teaching and learning in the event of a partial or full closure of schools arising from Public Health advice.

My Department has also provided updated specific guidance to advise on how schools and teachers can support continuity in the learning of learners with Special Educational Needs and those at risk of educational disadvantage during school closures due to Covid-19. These are available at https://www.gov.ie/en/publication/20c496-covid-19-information-and-guidance-issued-to-schools/.

It is crucially important that the learning of all students are supported at this time. Teachers should continue to engage with their students and differentiate teaching and learning in line with their students’ needs to minimise disruption to their learning and progression.

School support for learning is particularly important for those pupils/students who may find engaging with remote learning challenging at this time.

Tusla Education Support Service (TESS) Home School Community Liaison Coordinators, Educational Welfare Officers and School Completion Programme staff are working with students and families identified by schools as needing additional supports. TESS staff are in ongoing contact with school principals. TESS staff are paying particular attention to students who have been previously referred to TESS, students living in direct provision accommodation centres, students temporarily living in refuges for families experiencing domestic violence, students impacted by homelessness and students from the Traveller and Roma communities to assist these students to remain linked to their schools.

School Curriculum

Ceisteanna (179)

David Stanton

Ceist:

179. Deputy David Stanton asked the Minister for Education the number of second level schools currently offering ordinary level and higher level Spanish as a leaving certificate subject in tabular form; and if she will make a statement on the matter. [3084/21]

Amharc ar fhreagra

Freagraí scríofa

In total there are 359 Post Primary schools offering Spanish in the three Senior Cycle Programmes. The breakdown of these figures is set out in tabular form in the attached spreadsheet. The information is based on the most recent October Returns which were submitted to the Department.

Post Primary Schools offering Spanish at Senior Cycle Level

Broken Down By Programme

PP School

2020-2021 Academic Year

Numbers

Leaving Cert Only

128

Leaving Cert Applied Only

32

Leaving Cert Vocational Only

18

Leaving Cert & Leaving Cert Applied

23

Leaving Cert & Leaving Cert Vocational

118

Leaving Cert Applied & Leaving Cert Vocational

2

Leaving Cert/Leaving Cert Applied/Leaving Cert Vocational 

38

Total

359

Covid-19 Pandemic

Ceisteanna (180)

Richard Boyd Barrett

Ceist:

180. Deputy Richard Boyd Barrett asked the Minister for Education if Medmark is adjudicating for special needs assistants, SNAs, and special education needs, SEN, teachers in the same manner as mainstream class teachers, given that they cannot social distance from their students unlike their mainstream class colleagues; if a list will be provided of the conditions that put SNAs and SEN and class teachers in the high-risk category or categories; and if they will be exempted from returning to school; and if she will make a statement on the matter. [3085/21]

Amharc ar fhreagra

Freagraí scríofa

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. Medmark, the current OHS provider has a process in place for school staff, including SNAs and SEN teachers, who may have 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, high risk, and very high risk. The outcome of the risk categorisation is governed by HSE guidance.

Where an employee considers the OHS ‘COVID-19 Health Risk Categorisation Report’ places him/her in an incorrect risk category, they can request a review where Medmark will re-evaluate the medical evidence provided. The employee may provide additional medical evidence as part of the review process. In the event of a review or update of the current HSE advice, Medmark will be informed, as the occupational health service provider, by the HSE, and will adjust their decision making processes accordingly.

The HSE advice on the ‘high risk’ group is at: https://www2.hse.ie/conditions/coronavirus/people-at-higher-risk.html. In 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 HSE advice on the very high risk is at: https://www2.hse.ie/conditions/coronavirus/people-at-higher-risk.html. The ‘very high risk’ group is currently advised to cocoon. An employee categorised by Medmark as at a very high risk of serious illness from contracting COVID-19 must be facilitated by his/her employer to work from home.

The 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 teachers and SNAs are outlined in my Department’s Circular Letter 0049/2020.

The Government published the ‘Work Safely Protocol’ on 20th November 2020, 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.

Special Educational Needs Staff

Ceisteanna (181)

Richard Boyd Barrett

Ceist:

181. Deputy Richard Boyd Barrett asked the Minister for Education if SNAs, SEN teachers and-or teachers in special schools, units and mainstream primary and secondary schools are all classified as essential workers; the vaccination allocation group which applies to each group of workers; and if she will make a statement on the matter. [3086/21]

Amharc ar fhreagra

Freagraí scríofa

Education workers including teachers and SNAs are essential workers.

The administration of the vaccine and prioritisation of vulnerable or essential groups is a matter for the Health Service Executive.

As the Deputy will be aware, the Strategy for the vaccine was developed by the National Immunisation Advisory Committee (NIAC) and Department of Health, endorsed by the National Public Health Emergency Team (NPHET), and approved by Government on 8 December 2020.

Questions in this regard should be forwarded to my colleague, the Minister for Health.

Covid-19 Pandemic Supports

Ceisteanna (182)

Richard Boyd Barrett

Ceist:

182. Deputy Richard Boyd Barrett asked the Minister for Education if the 40% cut to funding for PPE for schools that was communicated to schools in the past month has been or will be reversed; and if she will make a statement on the matter. [3087/21]

Amharc ar fhreagra

Freagraí scríofa

The Government published the Roadmap for the Full Return to School, along with details of a financial package of over €375 million to support the implementation of the measures in the roadmap, following approval by Government.

The range of supports being made available to all schools in the free education scheme include additional financial supports to provide for PPE and hand hygiene costs under the COVID-19 response plans.

Schools are paid the PPE grant by my Department based on pupil enrolment and the per capita rates which are provided in the table attached.

I would like to assure the Deputy that the revised per capita rates for PPE paid in respect of the second term does not represent a cut in funding. The first instalment of the PPE grant, which issued in August 2020, reflected the fact that the first term was approximately 25% longer than the second and there were a number of once off type costs such as the installation of dispensing stations, bins etc. which schools faced at that time. Therefore the rates for the second instalment of the PPE grant, which issued on 6th January last, have been revised accordingly.

PPE grant rates for mainstream schools

Primary Rates per pupil

Post Primary Rates

Term 1

Term 2

Term 1

Term 2

Mainstream

€25.00

€15.00

€40.00

€24.00

Special Classes

€100.00

€60.00

€160.00

€96.00

My Department will be reviewing the funding provided and following this review details of the third and final instalment of these grants for the 2020/2021 school year will be made available in due course.

Special Educational Needs Staff

Ceisteanna (183, 184)

Richard Boyd Barrett

Ceist:

183. Deputy Richard Boyd Barrett asked the Minister for Education if SNAs who are to return to work if the phased return to school for children with additional needs proceeds on 21 January 2021, or on another date, but who cannot secure childcare for their own children and families could lose their positions or be at risk of losing their jobs; and if she will make a statement on the matter. [3088/21]

Amharc ar fhreagra

Richard Boyd Barrett

Ceist:

184. Deputy Richard Boyd Barrett asked the Minister for Education the way in which children with additional needs who are in mainstream classes and set to return to school on 21 January 2021, or later, will be educated; if SEN teachers, SNAs or mainstream class teachers will be responsible for the in-school education of the children in cases where a school community’s SEN team of teachers and SNAs is insufficient to cover all children with additional needs; and if she will make a statement on the matter. [3089/21]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 183 and 184 together.

I am very disappointed that work to support children with complex needs at this difficult time has not been able to proceed. Over the past year, we have all seen how vital in-person education is for children with complex needs.

This matter has been highlighted not only by the families of the children themselves, but also by all the partners in education and representative groups, in regular meetings with me and my officials. Everyone recognises that distance learning does not work for every child.

Recent weeks have seen intense and regular engagement with partners to seek a solution to our shared objective to support children with complex needs return to in-school learning, could be reached.

My Department sought to agree an approach balancing the need to support our most vulnerable children while addressing the issues raised by trade unions and school management bodies.

These included requests for clear messaging around public health to be given directly to their members by Public Health specialists, temporary arrangements during the current phase of reopening for high risk staff and for those experiencing childcare difficulties.

In response my Department set out to the unions how it these concerns would be addressed. This included:

- Temporary flexible accommodations to work remotely or carry out duties where they are not in close contact or providing personal care

- Temporary waivers to notice periods around parental leave and unpaid leave schemes

- Speedy turnaround for applications through the National Childcare scheme with subsidies for full time childcare available

- A webinar to address public health concerns was held by the Deputy CMO Dr Ronan Glynn and senior public health consultants which was directly accessible through online streaming to all education sector staff

Public Health Officials reaffirmed clearly that schools with risk mitigation measures in place provide a safe environment for staff and children.

While the general public heath advice is that people stay at home, this does not apply to workers providing an essential service like teachers and SNAs.

In this context it is considered that schools could reopen for just over 23,000 children with SEN (or just 4% of those who would attend during a full re-opening). These children are those who experience the greatest difficulty benefitting from remote learning.

Despite this there is still no commitment from the primary teacher and SNA trade unions, INTO and FORSA, to advise their members to commence the limited return of in-person learning for children with special educational needs.

I will continue to pursue every avenue to ensure that children with complex needs can return to in-person learning as immediately as possible and I will continue to engage with stakeholders on the issue.

In the interim I am confident that schools will continue to make significant efforts to provide effective remote learning experiences for these children.

My Department has issued updated guidance on continuity of schooling: supporting pupils with Special Educational Needs (with separate guidance for mainstream primary/special schools and for post-primary schools).

This outlines that teachers in special schools and special classes should make every effort to maintain regular contact with all of their pupils, and where appropriate, make provision for one-to-one online supports.

Extensive support and advice for schools regarding the provision of distance learning is also available through the Department’s support services and agencies including for those pupils with special educational needs.

School Facilities

Ceisteanna (185)

Cathal Crowe

Ceist:

185. Deputy Cathal Crowe asked the Minister for Education the status of the provision of broadband for a school (details supplied) given the internet access difficulties being faced at the school. [3122/21]

Amharc ar fhreagra

Freagraí scríofa

The delivery of high quality internet connectivity for all schools is a key objective of my Department. It is accepted that good connectivity is essential to ensure that schools are facilitated to progress the embedding of digital technologies in teaching and learning and for the implementation of new and revised curriculum.

Under the School Broadband Programme the Department continually reviews the availability of services and upgrades schools where the opportunity arises, in line with contractual and budgetary requirements. Currently investment of some €13m is allocated annually for the provision of internet connectivity to schools. Broadband capacity can vary across geographical locations and is dependent on local infrastructure which can impact on the service that can be provided in individual schools.

The school referred to by the Deputy is currently on the best available service of 8mb wireless connection, which is a dedicated service to the school. The school was included in a recent tender for the provision of broadband and tenders were received from providers of fixed wireless services. The school was awarded to the highest placed tenderer in accordance with procurement requirements, but due to line of sight issues to the provider’s infrastructure the install was not possible. This was also the case with the other tenderers who bid for the school. This school is included in the National Broadband Plan Intervention Area Plan, with the school scheduled to receive high speed fibre broadband in mid-2021. When the high speed infrastructure is in place for this school through the NBP, the service will be upgraded to the school through the School Broadband Programme.

The National Broadband Plan Intervention Area Plan implementation is now underway, and as announced recently, the provision of high speed connectivity to the almost 700 primary schools in that area is to be accelerated for delivery by the end of 2022. My Department is engaging with the Department of Environment, Climate and Communications on the intervention area implementation, including the Schools Broadband Connection Points Programme.

School Transport

Ceisteanna (186)

Cathal Crowe

Ceist:

186. Deputy Cathal Crowe asked the Minister for Education if a school bus from Crusheen, County Clare, to Tulla will be considered for the sizeable student population there in view of the fact that Bus Éireann’s deadline for ticket applications is three months away. [3127/21]

Amharc ar fhreagra

Freagraí scríofa

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 113,100 children, including over 14,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.

The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.

Under the terms of the scheme, children are eligible for school transport if they satisfy the distance criteria (3.2km at primary and 4.8km at post-primary) and are attending their nearest school/education centre as determined by my Department/Bus Éireann, having regard to ethos and language

Bus Éireann is responsible for the planning and timetabling of school transport routes. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.

Routes are planned on the basis of the locations of children who are eligible for school transport only.

Bus Éireann has advised that pupils who reside in the area referred to by Deputy and who are attending the school referred to are not eligible for school transport under the terms of the scheme as it is not their closest school.

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