Written Answers Nos. 187-207
187. Deputy Paul McAuliffe asked the Minister for Education her plans to allow a greater variety of questions for the written leaving certificate in 2021 given the time missed due to Covid-19; and if she will make a statement on the matter. [3139/21]
Amharc ar fhreagraIt remains Governments' intention to operate the conventional 2021 Leaving Certificate examinations, with appropriate public health measures in place. This view is shared by the State Examinations Commission (SEC), which has statutory responsibility for operational matters relating to the certificate examinations
Planning for these examinations is underway by the SEC and the Department. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to Covid-19. This planning work is being assisted by an advisory group of key stakeholders which has recently been reconvened. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the SEC, the National Council for Curriculum and Assessment, the Department of Further and Higher Education, Research, Innovation and Science, the Higher Education Authority and the Department of Education, including the National Educational Psychological Service.
The advisory group met on a number of occasions before Christmas, with a further meeting planned for this week. The advisory group will consider all of the various issues arising in relation to the holding of the 2021 examinations, including public health considerations and appropriate contingency measures.
My Department is acutely aware of the disruption caused to students as a result of school closures resulting from the COVID-19 pandemic which led to the decision not to run the State examinations last summer, and the more recent decision of 7 January 2021 to close schools for up to three weeks from 11 January until 1 February.
From Monday 11 January 2021, all students, including Leaving Certificate students, are engaging in a programme of remote learning with their schools.
The public health restrictions that 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 mediate the curriculum safely for all pupils/students in a Covid-19 context. 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.
Last August, I announced a series of changes that would be made to assessment arrangements for both Junior Cycle and Leaving Certificate examinations for 2021. This announcement was accompanied by a published document detailing these changes, Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2021, and forms part of the Roadmap for the Full Return to School. On 21 December 2020, the Department published an updated version of the publication which includes clarifications in relation to a number of subjects.
These arrangements are designed to take account of the disrupted learning experienced by students during the 2019/20 school year and to factor in for some further possible loss of learning time in the 2020/21 school year as a contingency measure. As the loss of learning through school closures affects students’ engagement with their course of study in different ways, the adjustments put in place play to students’ strengths by leaving intact the familiar overall structure of the examinations, while incorporating additional choice. The adjustments were arrived at through discussions between my Department, the State Examinations Commission (SEC), the National Council for Curriculum and Assessment (NCCA) and key stakeholders.
These changes to the national assessment arrangements were made with due regard for the principles of equity, fairness and integrity, as these principles apply to assessment and examinations and refer to student to-student, subject-to-subject, and year-to-year comparisons over time. The changes provide reassurance to students, their parents/guardians, teachers and schools.
In addition to the above the SEC also advised schools in December of flexibility being provided for schools and students in the arrangements for the completion and authentication of coursework and that circular is available at https://www.examinations.ie/misc-doc/BI-EX-12232019.pdf.
Further updates regarding the submission of coursework, the RACE scheme, the Leaving Certificate Applied programme and examination entries for 2021 were issued by the SEC to schools on 14 January.
The SEC has valuable learning from the experience of running the 2020 November state examinations, notwithstanding that the numbers taking these examinations were significantly lower than the number due to sit examinations in 2021. The measures relating to COVID-19 that were put in place for the November examinations will be considered as part of the planning for examinations in 2021.
Other documents published by my Department to support the return to school include ‘Guidance for Practical Subjects in Post-Primary Schools and Centres for Education’ and ‘Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers’. These documents provide guidance for teachers and schools that is specific to each practical subject area, so that students can be facilitated to actively engage with their learning. All documentation published is available on www.gov.ie/backtoschool.
188. Deputy Aodhán Ó Ríordáin asked the Minister for Education if the review of the ex gratia scheme set up in the wake of a case (details supplied) and judgments in the European Court of Human Rights and in the Irish courts has been completed; if it has or will be published; if the report on Irish progress on implementation of the judgment due to the Council of Europe on 8 December 2020 has or will be published; the contents of reports and reviews on the case; and if she will make a statement on the matter. [3140/21]
Amharc ar fhreagraThe ex gratia scheme, was established in 2015 to provide an effective remedy for a specific category of people, namely those persons who had commenced domestic litigation but who had discontinued those proceedings following High Court and Supreme Court judgments and because of this discontinuation had no domestic remedy. The review of the scheme has yet to be concluded.
As part of the implementation of the ECtHR judgment, the State has to file action plans with the Council of Europe. All of the action plans including the one submitted on 8 December are published on my Department's website.
189. Deputy Emer Higgins asked the Minister for Education if she will provide certainty to leaving certificate students regarding the way their results will be determined in 2021; and if she will make a statement on the matter. [3142/21]
Amharc ar fhreagraIt remains Governments' intention to operate the conventional 2021 Leaving Certificate examinations, with appropriate public health measures in place. This view is shared by the State Examinations Commission (SEC), which has statutory responsibility for operational matters relating to the certificate examinations
Planning for these examinations is underway by the SEC and the Department. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to Covid-19. This planning work is being assisted by an advisory group of key stakeholders which has recently been reconvened. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the SEC, the National Council for Curriculum and Assessment, the Department of Further and Higher Education, Research, Innovation and Science, the Higher Education Authority and the Department of Education, including the National Educational Psychological Service.
The advisory group met on a number of occasions before Christmas, with a further meeting planned for this week. The advisory group will consider all of the various issues arising in relation to the holding of the 2021 examinations, including public health considerations and appropriate contingency measures.
My Department is acutely aware of the disruption caused to students as a result of school closures resulting from the COVID-19 pandemic which led to the decision not to run the State examinations last summer, and the more recent decision of 7 January 2021 to close schools for up to three weeks from 11 January until 1 February.
From Monday 11 January 2021, all students, including Leaving Certificate students, are engaging in a programme of remote learning with their schools.
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 mediate the curriculum safely for all pupils/students in a Covid-19 context. 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.
Last August, I announced a series of changes that would be made to assessment arrangements for both Junior Cycle and Leaving Certificate examinations for 2021. This announcement was accompanied by a published document detailing these changes, Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2021, and forms part of the Roadmap for the Full Return to School. On 21 December 2020, the Department published an updated version of the publication which includes clarifications in relation to a number of subjects.
These arrangements are designed to take account of the disrupted learning experienced by students during the 2019/20 school year and to factor in for some further possible loss of learning time in the 2020/21 school year as a contingency measure. As the loss of learning through school closures affects students’ engagement with their course of study in different ways, the adjustments put in place play to students’ strengths by leaving intact the familiar overall structure of the examinations, while incorporating additional choice. The adjustments were arrived at through discussions between my Department, the State Examinations Commission (SEC), the National Council for Curriculum and Assessment (NCCA) and key stakeholders.
These changes to the national assessment arrangements were made with due regard for the principles of equity, fairness and integrity, as these principles apply to assessment and examinations and refer to student to-student, subject-to-subject, and year-to-year comparisons over time. The changes provide reassurance to students, their parents/guardians, teachers and schools.
In addition to the above the SEC also advised schools in December of flexibility being provided for schools and students in the arrangements for the completion and authentication of coursework and that circular is available at https://www.examinations.ie/misc-doc/BI-EX-12232019.pdf.
Further updates regarding the submission of coursework, the RACE scheme, the Leaving Certificate Applied programme and examination entries for 2021 were issued by the SEC to schools on 14 January.
The SEC has valuable learning from the experience of running the 2020 November state examinations, notwithstanding that the numbers taking these examinations were significantly lower than the number due to sit examinations in 2021. The measures relating to COVID-19 that were put in place for the November examinations will be considered as part of the planning for examinations in 2021.
Other documents published by my Department to support the return to school include ‘Guidance for Practical Subjects in Post-Primary Schools and Centres for Education’ and ‘Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers’. These documents provide guidance for teachers and schools that is specific to each practical subject area, so that students can be facilitated to actively engage with their learning. All documentation published is available on www.gov.ie/backtoschool.
190. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her Department has a policy, research reports or data on the use of mock exams in public schools; the prevalence of the use of mock exams; the average price of those exams; the estimated cost of funding such exams for all students in non-fee paying schools; if her attention has been drawn to the fact that the cost of the mock exams is higher than that of the real exams; and if she will make a statement on the matter. [3143/21]
Amharc ar fhreagraNeither my Department nor the State Examinations Commission has any role in relation to the setting, running or marking of mock examinations. Decisions to hold mock examinations are taken by individual schools. The format of these examinations varies from school to school and not all schools run mock examinations. Schools that run mock examinations will themselves decide how these can be accommodated in the context of school closures.
191. Deputy Brendan Griffin asked the Minister for Education if school bus contractors who were recently contracted to provide the 50% capacity on school transport routes will continue to be paid for the duration of level 5 restrictions; and if she will make a statement on the matter. [3144/21]
Amharc ar fhreagraSchool 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 more than 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.
As recently outlined to the Deputy in the reply to PQ No. 505 on 13 January, in line with previous practice for Covid-related closures the Department has advised Bus Éireann that contractors operating on the school transport scheme should be paid at 50% of their normal rate while schools remain closed.
192. Deputy Cathal Crowe asked the Minister for Education if a request by a teacher (details supplied) to be considered for promotional opportunities will be examined, reviewed and an updated positional response issued to them. [3158/21]
Amharc ar fhreagraIn accordance with Department Circular 0031/2011 teachers must be qualified and registered to teach in the sector to be eligible for the qualified rate of pay. Ms Kirby is registered under Route 3 with the Teaching Council which allows Ms Kirby to work in a further education setting. If Ms Kirby teaches in a mainstream post primary school she will receive the unqualified rate of pay and would have her contract terminated on the recruitment of a qualified post primary teacher or the 31st of August which ever happens first as she is not qualified and registered Route 2 post primary for the sector. The Teaching Council under Teaching Council (Registration) Regulations 2016 Revised define further education as follow:
“further education” means qualified to teach students in recognised schools who are normally 16 years of age and older and who are attending education and training settings outside the post-primary schooling but which are not part of the third-level system;”
Circular 0003/2018 which was published in January 2018 did not change the existing rules in relation to eligibility criteria for posts of responsibility in voluntary post primary schools which were previously set out in Circulars/ppt05_02, Circulars/ppt06_02 and Circulars/ppt07_02.
All circulars are agreed under the auspices of the Teachers’ Conciliation Council, a body established in accordance with the terms of the Conciliation and Arbitration Scheme for Teachers. The Council is composed of representatives of the teacher representative bodies, school management, the Department of Education and Department of Public Expenditure and Reform, chaired by an official of the Workplace Relations Commission.
193. Deputy Jackie Cahill asked the Minister for Education the status of her plans to develop an Educate Together school in the Clonmel catchment area; and if she will make a statement on the matter. [3160/21]
Amharc ar fhreagraAs the Deputy will be aware, the patronage divesting process arises from the recommendations of the 2012 report of the Advisory Group to the Forum on Patronage and Pluralism in the Primary Sector, following which the Department undertook surveys of parental preferences in 43 areas of stable population in 2012 and 2013 to establish the level of parental demand for a wider choice in the patronage of primary schools within these areas. Analysis of the parental preferences expressed in each area surveyed indicated that there was sufficient parental demand to support changes in school patronage in 28 areas, including in Clonmel.
Under the patronage divesting process, a school can be opened where a school building became, or was due to become available as a result of an amalgamation/closure of an existing school. In some areas, including in the case of Clonmel, in responding to demand for diversity where existing patrons were unable make school properties available, my Department also included an examination of properties held in public ownership.
To date, it has not been possible to secure a school property to facilitate a new school being established in Clonmel. However, my Department is continuing its efforts in relation to identifying a suitable solution under the patronage divesting process, which would facilitate a new Educate Together school being established to serve the Clonmel area.
194. Deputy John Brady asked the Minister for Education when a person (details supplied) will receive payment under the transport grant and July provision scheme; and if she will make a statement on the matter. [3170/21]
Amharc ar fhreagraSchool 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 more than 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.
With regard to transport arrangements for the Summer Programme, my Department committed to providing grant funding to support families with the cost of transport arrangements for those children who were eligible for school transport and who were approved to participate in the school based Summer Programme. School Transport Section has commenced processing payment of these grants to families who are eligible and payments will continue to be processed in the coming weeks. Payment to the family referred to by the Deputy will be made in the coming weeks.
However, as Bus Éireann has confirmed that the pupil is currently being accommodated on a bus service he is not eligible for the Special Transport Grant for the standard school year.
195. Deputy Holly Cairns asked the Minister for Education the alternative systems she is considering putting in place instead of the standard written leaving certificate exam; and if she will make a statement on the matter. [3190/21]
Amharc ar fhreagraIt remains Governments' intention to operate the conventional 2021 Leaving Certificate examinations, with appropriate public health measures in place. This view is shared by the State Examinations Commission (SEC), which has statutory responsibility for operational matters relating to the certificate examinations
Planning for these examinations is under way by the SEC and the Department. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to Covid-19. This planning work is being assisted by an advisory group of key stakeholders which has recently been reconvened. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the SEC, the National Council for Curriculum and Assessment, the Department of Further and Higher Education, Research, Innovation and Science, the Higher Education Authority and the Department of Education, including the National Educational Psychological Service.
The advisory group met on a number of occasions before Christmas, with a further meeting planned for this week. The advisory group will consider all of the various issues arising in relation to the holding of the 2021 examinations, including public health considerations and appropriate contingency measures.
My Department is acutely aware of the disruption caused to students as a result of school closures resulting from the COVID-19 pandemic which led to the decision not to run the state examinations last summer, and the more recent decision of 7 January 2021 to close schools for up to three weeks from 11 January until 1 February.
From Monday 11 January 2021, all students, including Leaving Certificate students, are engaging in a programme of remote learning with their schools.
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 mediate the curriculum safely for all pupils/students in a Covid-19 context. 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.
Last August, I announced a series of changes that would be made to assessment arrangements for both Junior Cycle and Leaving Certificate examinations for 2021. This announcement was accompanied by a published document detailing these changes, Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2021, and forms part of the Roadmap for the Full Return to School. On 21 December 2020, the Department published an updated version of the publication which includes clarifications in relation to a number of subjects.
These arrangements are designed to take account of the disrupted learning experienced by students during the 2019/20 school year and to factor in for some further possible loss of learning time in the 2020/21 school year as a contingency measure. As the loss of learning through school closures affects students’ engagement with their course of study in different ways, the adjustments put in place play to students’ strengths by leaving intact the familiar overall structure of the examinations, while incorporating additional choice. The adjustments were arrived at through discussions between my Department, the State Examinations Commission (SEC), the National Council for Curriculum and Assessment (NCCA) and key stakeholders.
These changes to the national assessment arrangements were made with due regard for the principles of equity, fairness and integrity, as these principles apply to assessment and examinations and refer to student to-student, subject-to-subject, and year-to-year comparisons over time. The changes provide reassurance to students, their parents/guardians, teachers and schools.
In addition to the above the SEC also advised schools in December of flexibility being provided for schools and students in the arrangements for the completion and authentication of coursework and that circular is available at https://www.examinations.ie/misc-doc/BI-EX-12232019.pdf.
Further updates regarding the submission of coursework, the RACE scheme, the Leaving Certificate Applied programme and examination entries for 2021 were issued by the SEC to schools on 14 January.
The SEC has valuable learning from the experience of running the 2020 November state examinations, notwithstanding that the numbers taking these examinations were significantly lower than the number due to sit examinations in 2021. The measures relating to COVID-19 that were put in place for the November examinations will be considered as part of the planning for examinations in 2021.
Other documents published by my Department to support the return to school include ‘Guidance for Practical Subjects in Post-Primary Schools and Centres for Education’ and ‘Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers’. These documents provide guidance for teachers and schools that is specific to each practical subject area, so that students can be facilitated to actively engage with their learning. All documentation published is available on www.gov.ie/backtoschool.
196. Deputy Holly Cairns asked the Minister for Education her views on ensuring that the findings of the Final Report of the Commission of Investigation into Mother and Baby Homes and other reports on institutional and organised abuse are incorporated into post-primary curricula; and if she will make a statement on the matter. [3191/21]
Amharc ar fhreagraI am supportive of proposals for memorialisation and agree that the legacy of abuse that has been uncovered by Commissions of Investigation should never be forgotten. The Junior Cycle and Leaving Certificate subject specifications for History provide flexibility and opportunities for the findings of the Mother and Baby Homes Commission report and other reports on institutional abuse to be explored. The specifications allow teachers to integrate these issues into their teaching and discussion and to encourage reflection in them. The new Leaving Certificate specification for Politics and Society allows for consideration of contemporary or topical, political issues as they arise. This provides further opportunities for learning in the area. In Transition Year there is also flexibility to design relevant learning experiences for students in this area.
197. Deputy Gary Gannon asked the Minister for Education if students living with persons who are in the very high risk groups that are extremely vulnerable to Covid-19 will continue to be provided with the option of remote learning from home when school buildings reopen; and if she will make a statement on the matter. [3203/21]
Amharc ar fhreagraSchools have put significant measures in place to reduce the risk of coronavirus being transmitted to/within the school and significant funding has been provided to support schools in this respect. The evidence to date from a public health perspective is that schools are safe. The approach to Covid-19 in schools is led by the advice and guidance of the HSE Public Health.
The HSE Health Protection Surveillance Centre (HPSC) has issued specific advice about children attending school in the context of covid-19. This advice covers both children with underlying medical conditions and children living with family members with underlying conditions. For all children, care should continue to be taken to reduce transmission through the measures promoted by the HPSC.
The HPSC advice advises that children with immediate family members, including parents, in both the ‘high risk’ and ‘very high risk’ categories can return to school and it is important for the child’s overall well-being. This is consistent with public health advice internationally in relation to at-risk family members. The priority is that the household continues to follow all current advice on how to minimise the risk of coronavirus, through regular hand washing, etc.
The Department’s ongoing engagement with public health and partners at the present time has focused on the safe phased return of children with special educational needs to in-school learning on the 21 January. Regrettably despite intensive engagements it has not being possible to achieve this shared objective. The Department will continue to engage with our partners to provide in school learning for this important cohort of pupils as soon as is possible.
198. Deputy Brendan Griffin asked the Minister for Education her advice on a matter (details supplied); and if she will make a statement on the matter. [3217/21]
Amharc ar fhreagraDuring March 2020, the Education Shared Business Services (ESBS) section of my Department implemented a payroll system utilising a managed payroll service to pay in the region of 4,500 apprentices undertaking off-the-job training in all sixteen ETBs. This payroll was established to fulfil a Revenue requirement to tax apprentices before end Q1 2020. An Operations Team has been set up in the ESBS to manage this service from an operational perspective.
In respect of the specific queries raised in the correspondence supplied, I can confirm that my officials have created detailed FAQs and information in relation to Apprentice Off-the-Job Training Payments & Allowances and these are available on the SOLAS Generation Apprenticeship website. The link here is to the relevant section of the Generation Apprenticeship website which contains this information. This link also includes an important Apprentice FAQ document in the first section.
There is also a detailed section in relation to the process associated with the Apprentice’s first off-the-job payment. In this regard it is important to note that Income tax; PRSI and USC will be deducted from each Apprentice’s payment and sent to Revenue automatically. The rate of taxation that an Apprentice pays is set by Revenue and will depend on your own personal circumstances.
It is also important to note that not all Apprentices will be subject to Emergency Tax for their first payment; however, if any Apprentices are subject to Emergency Tax then the FAQs detail how Apprentices can make any required changes to their Tax Credits and/or Rate Bands at the appropriate time to ensure that any emergency tax deducted will be refunded during the next pay period provided their Revenue record has been updated in line with the process outlined in the FAQs and that Revenue place the Apprentice on a cumulative tax certificate (which is done automatically in most instances).
As outlined earlier, I strongly advise all Apprentices to log on and read the detailed FAQs on the SOLAS Generation Apprenticeship website here as doing so will ensure that all Apprentices will receive their full payment entitlements while undertaking Off-the-Job training.
Finally, my officials have been in touch with the ETB, listed in the correspondence provided, and I can confirm that staff in the Finance section in the ETB have made contact with the individual in question to outline the pertinent matters directly to him.
199. Deputy Pádraig O'Sullivan asked the Minister for Education the status of expansion plans for a school (details supplied); and if she will make a statement on the matter. [3236/21]
Amharc ar fhreagraMy Department is currently considering how the need for additional provision in the area referred to by the Deputy can be met. A decision in this regard will be made in due course.
200. Deputy Pádraig O'Sullivan asked the Minister for Education the plans or discussions taking place with stakeholders to get children with special needs in second level education back to school; and if she will make a statement on the matter. [3237/21]
Amharc ar fhreagraI 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 to reach a solution to our shared objective to support children with complex needs return to in-school learning.
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.
I am also working in parallel with post-primary stakeholders to address their concerns and recognising that post-primary schools present different logistical challenges.
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.
201. Deputy Danny Healy-Rae asked the Minister for Education if clarity will be provided regarding the leaving certificate examinations 2021 (details supplied). [3244/21]
Amharc ar fhreagraIt remains Governments' intention to operate the conventional 2021 Leaving Certificate examinations, with appropriate public health measures in place. This view is shared by the State Examinations Commission (SEC), which has statutory responsibility for operational matters relating to the certificate examinations.
Planning for these examinations is under way by the SEC and the Department. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to Covid-19. This planning work is being assisted by an advisory group of key stakeholders which has recently been reconvened. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the SEC, the National Council for Curriculum and Assessment, the Department of Further and Higher Education, Research, Innovation and Science, the Higher Education Authority and the Department of Education, including the National Educational Psychological Service.
The advisory group met on a number of occasions before Christmas, with a further meeting planned for this week. The advisory group will consider all of the various issues arising in relation to the holding of the 2021 examinations, including public health considerations and appropriate contingency measures.
My Department is acutely aware of the disruption caused to students as a result of school closures resulting from the COVID-19 pandemic which led to the decision not to run the state examinations last summer, and the more recent decision of 7 January 2021 to close schools for up to three weeks from 11 January until 1 February.
From Monday 11 January 2021, all students, including Leaving Certificate students, are engaging in a programme of remote learning with their schools.
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 mediate the curriculum safely for all pupils/students in a Covid-19 context. 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.
Last August, I announced a series of changes that would be made to assessment arrangements for both Junior Cycle and Leaving Certificate examinations for 2021. This announcement was accompanied by a published document detailing these changes, Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2021, and forms part of the Roadmap for the Full Return to School. On 21 December 2020, the Department published an updated version of the publication which includes clarifications in relation to a number of subjects.
These arrangements are designed to take account of the disrupted learning experienced by students during the 2019/20 school year and to factor in for some further possible loss of learning time in the 2020/21 school year as a contingency measure. As the loss of learning through school closures affects students’ engagement with their course of study in different ways, the adjustments put in place play to students’ strengths by leaving intact the familiar overall structure of the examinations, while incorporating additional choice. The adjustments were arrived at through discussions between my Department, the State Examinations Commission (SEC), the National Council for Curriculum and Assessment (NCCA) and key stakeholders.
These changes to the national assessment arrangements were made with due regard for the principles of equity, fairness and integrity, as these principles apply to assessment and examinations and refer to student to-student, subject-to-subject, and year-to-year comparisons over time. The changes provide reassurance to students, their parents/guardians, teachers and schools.
In addition to the above the SEC also advised schools in December of flexibility being provided for schools and students in the arrangements for the completion and authentication of coursework and that circular is available at https://www.examinations.ie/misc-doc/BI-EX-12232019.pdf.
Further updates regarding the submission of coursework, the RACE scheme, the Leaving Certificate Applied programme and examination entries for 2021 were issued by the SEC to schools on 14 January.
The SEC has valuable learning from the experience of running the 2020 November state examinations, notwithstanding that the numbers taking these examinations were significantly lower than the number due to sit examinations in 2021. The measures relating to COVID-19 that were put in place for the November examinations will be considered as part of the planning for examinations in 2021.
Other documents published by my Department to support the return to school include ‘Guidance for Practical Subjects in Post-Primary Schools and Centres for Education’ and ‘Returning to school: Guidance on learning and school programmes for post primary school leaders and teachers’. These documents provide guidance for teachers and schools that is specific to each practical subject area, so that students can be facilitated to actively engage with their learning. All documentation published is available on www.gov.ie/backtoschool.
202. Deputy Sorca Clarke asked the Minister for Education the current timeline for the completion of the playing pitch at a school (details supplied). [3252/21]
Amharc ar fhreagraThe school to which the Deputy refers opened in September of 2020.
The contract for the major building project at this school includes works in relation to the clearing and seeding of a green area to the east of the school building. These works will be undertaken in spring 2021 if circumstances, including the weather, permit.
However, no provision has been made for the inclusion of a pitch on the site. This project is no different to any typical major primary school building project in that respect.
203. Deputy Seán Haughey asked the Minister for Education if she is satisfied with the level of online teaching available to sixth year students in post-primary schools during the current level 5 Covid-19 restrictions; if her attention has been drawn to the disparities in the amount and quality online teaching provided between classes in the same school and between different schools generally; the way complaints from parents regarding the matter can be dealt with; and if she will make a statement on the matter. [3261/21]
Amharc ar fhreagraThe 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. A s 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.
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.
Should a parent have concerns regarding teaching and learning in their child’s school, this can be done by discussing the matter informally with the principal. If the matter cannot be resolved informally, the school should have a formal complaints procedure that can be followed which includes referring the matter to the board of management of the school concerned by writing to the Chairperson of the Board of Management.
The Department is also engaging with schools to support and advise on remote learning provision so that any difficulties experienced by individual schools can be addressed in line with published guidance.
204. Deputy Catherine Murphy asked the Minister for Education the status of the planned development of a new post-primary school campus in Prosperous, County Kildare; and the timeline from design to completion dates. [3265/21]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved for delivery to Kildare & Wicklow Education and Training Board (KWETB).
I can confirm that a design team to deliver this project has been appointed by the ETB. My Department understands from KWETB that the design team is preparing the Stage 1 report (preliminary design) and it is nearing completion.
While at this early stage it is not possible to provide a timeline for completion of the project, KWETB will be engaging directly with the school authority to keep it informed of progress.
205. Deputy Alan Farrell asked the Minister for Education if her attention has been drawn to any processing issues of home tuition payments to autism spectrum disorder, ASD, schools that provide this service for families and children with autism; and if she will make a statement on the matter. [3312/21]
Amharc ar fhreagraThe purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. The terms of this scheme are set out in circular 44/2020 which is available on my Department’s website at https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0044_2020.pdf
Payments to group providers of home tuition, such as the facility concerned, are made directly to the provider on a monthly basis in arrears in accordance with my Department’s policy in this regard. Claim forms are submitted to my Department at the end of the month in which tuition has been provided and every effort is made to process these claims as efficiently as possible to ensure payment is made as soon as possible after the claim form is received from the facility. However, delays may be experienced from time to time if forms are incomplete.
Some delays may also be experienced as a result of the current working arrangements during the ongoing Covid-19 Pandemic however I can assure the Deputy that every effort is being made to keep this to a minimum.
My Department is not aware of any delay in payment to the facility referred to by the Deputy.
206. Deputy Colm Burke asked the Minister for Education the supports that have been made available to DEIS schools during the January 2021 closure to facilitate remote learning; and if she will make a statement on the matter. [3376/21]
Amharc ar fhreagra207. Deputy Colm Burke asked the Minister for Education the supports that have been made available to students of DEIS schools during the January 2021 closure to assist them in remote learning; and if she will make a statement on the matter. [3377/21]
Amharc ar fhreagraI propose to take Questions Nos. 206 and 207 together.
Since last March, my Department has put in place a number of measures to support vulnerable learners and those at risk of educational disadvantage during possible partial or full school closures due to Covid-19.
As a contingency measure for the possibility of partial or full school closures, my Department provided to schools in October a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all learners in a Covid-19 context. These documents have been complemented by Circular 0074/2020 which required all schools to put 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 recently provided updated specific guidance to advise on how schools and teachers can support continuity in the learning of vulnerable students and those at risk if educational disadvantage during school closures due to Covid-19.
Schools are asked to be conscious of students who may not have access to online facilities or technology and to adapt approaches to ensure that these pupils’ ability to participate in learning is not compromised. Many schools have already introduced a range of strategies and measures to ensure that the needs of these pupils are catered for, including pupils who have limited access to technology or whose parents are not in a position to support their learning. The guidance sets out approaches that schools can take and my Department will be asking schools to ensure that there is a specific focus on ensure that these pupils are supported.
My Department has provided significant additional resources to schools to help support the provision of ICT equipment and to prioritise the needs of students that do not otherwise have access to ICT. My Department issued €50m in April 2020 in Digital Strategy ICT grant funding in respect of the 2019-2020 school year, including €10m brought forward. A further €50m issued in December 2020 in respect of the 2020-2021 school year. Schools were 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.
Tusla Education Support Services will engage with principals to promote connectedness to schools for children who are at risk of educational disadvantage and there will be direct liaison by education welfare officers to Direct Provision accommodation centres, refuges for families experiencing domestic violence and homeless hubs to ensure students are linked with their schools.
My Department spends in the region of €125 million annually to provide a suite of supports to schools in the DEIS programme, of which €16.2 million was allocated to schools in the form of a DEIS grant for the 2020/21 school year.
Schools in the DEIS programme are asked to use all available supports, both in-school and community-based, to promote a positive solution-oriented approach that will support all pupils to achieve, to learn and to progress in their education and to help minimize any further educational inequality among those at risk of educational disadvantage.
