Written Answers Nos. 374-401
374. Deputy Patricia Ryan asked the Minister for Education the current and projected capacity of schools in an area (details supplied) including the Portarlington area of County Laois; and if she will make a statement on the matter. [5458/21]
Amharc ar fhreagraI wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional school places in the planning areas referred to by the Deputy.
Where capacity issues arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
Until these issues are discussed with the relevant school authorities, the true extent of any capacity issue will only become known.
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including in the areas in question, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action.
Under project Ireland 2040, my Department continues to make progress to increase the infrastructural capacity in the schools sector, in order to meet demographic and other demands.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, including projects in the school planning areas in question, may be viewed on my Department's website, www.education.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an immediate enrolment need, has been identified or where an additional teacher has been appointed. Details of schools listed on this programme (Additional Accommodation Scheme) can be found on my Department's website www.education.ie and this information is also updated regularly.
375. Deputy Mary Lou McDonald asked the Minister for Education if the National Council for Special Education has completed and submitted its policy advice report on education provision in special classes and special schools; and when she will publish this report. [5563/21]
Amharc ar fhreagra376. Deputy Mary Lou McDonald asked the Minister for Education if she plans to close the existing four reading schools for children with dyslexia; and if she will make a statement on the matter. [5564/21]
Amharc ar fhreagraI propose to take Questions Nos. 375 and 376 together.
In September 2018, the National Council for Special Education (NCSE) was requested to develop Policy Advice on Education Provision in Special Classes and Special Schools to examine whether placement in specialist settings brings about improved educational outcomes and experiences, relative to their ability, for students with special educational needs.
This Policy Advice is expected to be completed in the coming weeks.
Part of my Action Priorities for Special Education includes improved long-term planning for the provision and development of special school and special class places in future years to ensure that no one is excluded; supporting both special schools and pupils with special educational needs in mainstream education by working to ensure that schools have the appropriate accommodation and facilities.
377. Deputy Éamon Ó Cuív asked the Minister for Education when the results of the leaving certificate held in November 2020 will be available; the reason for the delay in finalising same; and if she will make a statement on the matter. [5607/21]
Amharc ar fhreagraThe 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.
378. Deputy Michael Lowry asked the Minister for Education the status of the commitments made to open a national school (details supplied) in Clonmel, County Tipperary; and if she will make a statement on the matter. [5618/21]
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.
379. Deputy Niamh Smyth asked the Minister for Education the reason a school (details supplied) is waiting so long to be switched to a juniper box; if it will be switched as soon as possible; and if she will make a statement on the matter. [5658/21]
Amharc ar fhreagraThe policy of my Department is to offer the best quality connectivity to all schools in line with the technical solutions available in the market and within financial constraints. 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.
In relation to the provision of a high speed school router for the school referred to by the Deputy, the most recent router contract expired last year. My Department is obliged to adhere to procurement regulations, and to that end officials in my Department have been working with the Office of Government Procurement to put in place a new contract for the supply of, and associated services for, school routers. The request for tender was recently advertised publicly and a new contract is due to be issued shortly. When this contract is in place, my Department will immediately begin upgrading school routers. The Schools Broadband Service Desk will be in contact with this school as soon as possible thereafter to arrange the upgrade.
380. Deputy Brendan Griffin asked the Minister for Education when additional funding will be provided for a classroom and additional teacher for a school (details supplied) in County Kerry; and if she will make a statement on the matter. [5682/21]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
Primary schools are currently provided with class teachers on the basis of one teacher for every 26 pupils which is at its historically lowest level. Budget 2021 builds on this progress by implementing a further 1 point reduction for the appointment of a teacher in the 2021/22 school year and a three point reduction in the retention schedule. These measures will help to ensure that less pupils are required to recruit or retain a teacher.
The staffing schedule for the 2021/22 school year will be published in the coming weeks. It is at this stage that schools will be able to establish their staffing for the coming September and the redeployment process to fill teaching vacancies will begin.
381. Deputy Gary Gannon asked the Minister for Education the number of post-primary schools which provided the option of the leaving certificate applied programme; and the percentage of students completing post-primary education who have chosen leaving certificate applied in 2019 and 2020. [5779/21]
Amharc ar fhreagraThe figures that the Deputy requested are set out in tabular form in the attached spreadsheet. The information is based on the annual October Returns which were submitted to the Department by Post Primary schools.
|
Academic Year |
Overall Number of Students Completing Post Primary Education * |
Programme |
Number of Schools offering LCA |
Number of Students who opted for LCA who are completing Post Primary Education * |
% of Students who opted for LCA |
|
2019-2020 |
58,949 |
LEAVING CERTIFICATE APPLIED |
308 |
2,838 |
4.81% |
|
2020-2021 |
59,939 |
LEAVING CERTIFICATE APPLIED |
326 |
3,112 |
5.19% |
* The Overall Number of Students Completing Post Primary Education has been interpreted as the number of 6th years enrolled in Post Primary schools
382. Deputy Gary Gannon asked the Minister for Education the number of post-primary schools which provided the option to study the leaving certificate applied programme by DEIS and non-DEIS school categories over the past five years in tabular form. [5780/21]
Amharc ar fhreagraThe figures that the Deputy requested are set out in tabular form in the attached spreadsheet. The information is based on the annual October Returns which were submitted to the Department by Post Primary schools.
Number of Schools Offering LCA (2015 to 2021) (Non DEIS)
|
Academic Year |
DEIS (Y/N) |
Programme |
Number of Schools |
|
2016-2017 |
N |
LEAVING CERTIFICATE APPLIED |
151 |
|
2017-2018 |
N |
LEAVING CERTIFICATE APPLIED |
156 |
|
2018-2019 |
N |
LEAVING CERTIFICATE APPLIED |
160 |
|
2019-2020 |
N |
LEAVING CERTIFICATE APPLIED |
166 |
|
2020-2021 |
N |
LEAVING CERTIFICATE APPLIED |
179 |
|
Total |
812 |
383. Deputy Gary Gannon asked the Minister for Education the deadline for students who completed the leaving certificate written examinations in November 2020 to receive their results; if there is a foreseeable delay with the results; and if she will make a statement on the matter. [5781/21]
Amharc ar fhreagraThe 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.
384. Deputy Gary Gannon asked the Minister for Education if urgent clarity will be provided regarding the details for students studying the leaving certificate applied particularly in relation to student tasks given the first group that will have their State certified exams have been affected by school closures; and if she will make a statement on the matter. [5782/21]
Amharc ar fhreagraMy Department is acutely aware of the challenges faced by students, teachers and families as a result of COVID-19. The pandemic has brought significant challenges to the education system, and I am acutely aware of the impacts that this has had on those students preparing to sit their final examinations. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to COVID-19.
The planning work underway in respect of the State Examinations in 2021 is being assisted by an Advisory Group of key stakeholders which has met on a number of occasions in recent months. The advisory group has been convened to advise Government on all of the various issues arising in relation to the holding of the 2021 examinations, including public health considerations and appropriate contingency measures. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the State Examinations Commission, 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.
At a meeting of the group on 22 January, the Irish Second Level Students’ Union presented its Report on the 2021 State Examinations and Return to School. Following this meeting, the group agreed that there would be an intensive set of engagements in respect of exploring further possible options for the examinations, having regard to the findings of the recent ISSU Report on the 2021 State Examinations.
The sub-group exploring these options has since met on three occasions and has discussed further possible measures that could be taken to address the demands on students preparing for the examinations. Having regard to the impact of current school closures for face-to-face tuition, there was also discussion on the scope and form of assessment for the various examination components, written and non-written.
All partners are committed to acting in the interests and well-being of students, who are at the heart of this process.
A meeting of the Cabinet Committee on Education also took place on 1 February which provided an opportunity for consideration of possible options prior to consideration by Government as a whole.
From Monday 11 January 2021, all students, including Leaving Certificate students, have been engaging in a programme of remote learning with their schools.
The public health restrictions which resulted in the original 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.
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.
385. Deputy Gary Gannon asked the Minister for Education if the minimum requirement of 90% attendance will be examined for subject modules for leaving certificate applied students which has not been altered allowing for disruptions caused by the pandemic; if she will consider lowering the requirement; and if she will make a statement on the matter. [5783/21]
Amharc ar fhreagraMy Department is acutely aware of the challenges faced by students, teachers and families as a result of COVID-19. The pandemic has brought significant challenges to the education system, and I am acutely aware of the impacts that this has had on those students preparing to sit their final examinations. It is recognised that a flexible and agile approach is necessary in light of the continuing fast-moving environment linked to COVID-19.
The planning work underway in respect of the State Examinations in 2021 is being assisted by an Advisory Group of key stakeholders which has met on a number of occasions in recent months. The advisory group has been convened to advise Government on all of the various issues arising in relation to the holding of the 2021 examinations, including public health considerations and appropriate contingency measures. The advisory group includes representatives of students, parents, teachers, school leadership and management bodies, the State Examinations Commission, 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.
At a meeting of the group on 22 January, the Irish Second Level Students’ Union presented its Report on the 2021 State Examinations and Return to School. Following this meeting, the group agreed that there would be an intensive set of engagements in respect of exploring further possible options for the examinations, having regard to the findings of the recent ISSU Report on the 2021 State Examinations.
The sub-group exploring these options has since met on three occasions and has discussed further possible measures that could be taken to address the demands on students preparing for the examinations. Having regard to the impact of current school closures for face-to-face tuition, there was also discussion on the scope and form of assessment for the various examination components, written and non-written.
All partners are committed to acting in the interests and well-being of students, who are at the heart of this process.
A meeting of the Cabinet Committee on Education also took place on 1 February which provided an opportunity for consideration of possible options prior to consideration by Government as a whole.
From Monday 11 January 2021, all students, including Leaving Certificate students, have been engaging in a programme of remote learning with their schools.
The public health restrictions which resulted in the original 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.
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.
386. Deputy Pádraig O'Sullivan asked the Minister for Education if she is satisfied with the current section 29 appeals system for schools; the number of appeals made in 2020; the number of appeals that were made and successful in 2020, by county in tabular form; and if she will make a statement on the matter. [5805/21]
Amharc ar fhreagraThe Deputy may be aware that the new section 29 appeals system commenced on 12th November 2020.
Section 7 of the Education (Admissions to School) Act 2018 provided for the replacement of Section 29 of the Education Act 1998 with a series of new sections numbered 29 to 29F. These new sections are designed to work alongside the wider admissions framework in the 2018 Act.
Under the provisions of the Education (Admission to Schools) Act 2018, all schools are required to draft admissions policies, which have been approved by the patron, following consultation with staff and parents of children who are attending the school. The school’s admissions policy must be published on the schools website. It is a key requirement of the act that all school admission policies are fair and transparent.
In accordance with the Education Acts 1998 to 2018 the appeals system provides for a parent/guardian to take an appeal in respect of a decision by a school board or person acting on behalf of a school’s board to permanently exclude a student from a school; to suspend a student from attendance at a school for 20 or more school days in a school year; or to refuse to admit a student to a school. Regarding refusal to admit a student this decision can be because the school is oversubscribed or for a reason other than oversubscription.
Appeals in relation to expulsion, suspension and refusal to enrol for reasons other than oversubscription are held by oral hearing.
Appeals in relation to oversubscription cases are examined without oral hearing and a parent/guardian must first seek a review by the school’s board of management before taking a section 29 appeal in respect of oversubscription.
An independent appeals committee are appointed to consider each appeal. My Department has no authority to compel a school to admit a student, except in circumstances where an appeal is allowed and the appeals committee directs that the school admit the child concerned.
My Department does not categorise appeals by location. However, I can advise that the total number of appeals under section 29 in 2020 was 389. Of these 209 proceeded to a hearing and 64 of these were upheld at the hearing.
387. Deputy Michael Ring asked the Minister for Education if school transport will be provided to a person (details supplied) in County Mayo in view of the fact that additional capacity has been created on this particular school transport service. [5806/21]
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 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 Eireann has confirmed, that the child to whom the Deputy refers is eligible for School Transport. The family applied for School Transport on 7th September 2020 and payment was received on 8th September 2020 and as such both the application and payment were submitted late.
Late applicants and/or families who pay late are not guaranteed a seat and will only be allocated a seat if capacity is available once seats are allocated to those families who applied and paid on time for transport services for the 2020/2021 school year. In addition, payments or submission of medical card details for Post-Primary seats completed or made after 4th August 2020 will be only considered when 50% capacity, required by Covid19 public health guidelines, is achieved on each route.
Bus Éireann have advised that social distancing has been completed on the route that could accommodate the pupil to whom the Deputy refers, and following this exercise no seat has become available for this pupil.
388. Deputy Fergus O'Dowd asked the Minister for Education when results from the leaving certificate exams sat late in 2020 will be released; and if she will make a statement on the matter. [5824/21]
Amharc ar fhreagraThe 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.
389. Deputy Catherine Connolly asked the Minister for Education the date on which the citizens’ assembly on the future of education will be established pursuant to the programme for Government; and if she will make a statement on the matter. [5890/21]
Amharc ar fhreagraThe Programme for Government - Our Shared Future includes a commitment for a Citizens’ Assembly on the future of education. Experience internationally and here at home of citizen’s assemblies as exercises in deliberative democracy have been extremely positive.
Typically, Citizens' Assemblies have been established by individual Oireachtas Resolutions, which have set out their terms of reference. I understand that initial proposals to hold a citizens' assembly on education have been informed by proposals from the Burren College of Art, which called for the Assembly to examine issues such as how to properly position post-primary education for
the 21st century and how to encourage greater creativity, student agency and resilience.
My three year strategy and annual implementation plan are expected to be published soon. These will incorporate priority actions from the Programme for Government including the Citizen’s Assembly on the Future of Education.
390. Deputy John Brady asked the Minister for Education if provision will be made for an ASD unit in the new school building for a school (details supplied); and if she will make a statement on the matter. [5939/21]
Amharc ar fhreagraI wish to advise the Deputy that a Special Education Needs Base will be provided in the new school building to be constructed for the school in question. A site is required for this purpose and discussions are ongoing with a landowner with a view to acquiring a site.
I also wish to advise the Deputy that provision is being made for a special class in the school's interim accommodation for the academic year 2021/2022, subject to planning permission.
391. Deputy John McGuinness asked the Minister for Education the progress on an application by a school (details supplied) for change of status to co-ed from junior infants; the timeframe for a final decision; and if the matter will be expedited. [5954/21]
Amharc ar fhreagraI can confirm to the Deputy that my Department is in receipt of an application for change of status from the school in question. Once the application has been assessed, the school authority will be contacted directly with a decision.
392. Deputy Niamh Smyth asked the Minister for Education her plans to make the transition from primary education to post-primary education easier (details supplied); and if she will make a statement on the matter. [5982/21]
Amharc ar fhreagraWhile parents will very naturally be concerned for their sixth class children in the transition to post-primary education in 2021 and, in particular, their concern for the impact that the Covid-19 school closures may have had on their children’s learning, there are no plans to have pupils repeat 6th class. It is important that pupils/students move on with their peers and continue to the next stage of their education.
There has been much learning across the system in the 2019/202 school year in relation to transitions and my Department is confident that the education system will use this knowledge to respond carefully to the needs of these children so that they can transfer successfully to age-appropriate, post-primary education in September 2021.
For example, primary schools will prepare children for transition to post-primary education. Primary teachers are working hard to prevent and address gaps in the learning of sixth class pupils. This is currently happening remotely and will be a priority also for teachers when the children return to the classroom. Focussing on children’s well-being and resilience will also be priorities for teachers as they help their sixth class pupils prepare for the move to post-primary education.
Post-primary schools will also be keenly aware of the nature of the school experience of the children in 2020-21. Post-primary teachers will be in a position to respond with agility to the needs of the incoming first year students in 2021 and to set realistic, differentiated expectations for their learning.
The successful transfer of sixth class children to post-primary education in 2021 will require ongoing, collaboration and careful planning between primary schools and post-primary schools. This will happen at a local level through transition programmes involving meetings of the primary and post-primary teachers with the children and their parents as well as through the transfer of key information to the post-primary schools. The NEPS Continuum of Support and the Home School Liaison Officers in DEIS schools can also be utilised to support the transition of pupils.
Communication between the primary and post primary schools and with the parents and children is of utmost importance in order to ensure progression is as seamless as possible. Sharing information about children’s learning is a key way of supporting their transition from primary post-primary school. This information transfer:
- provides a rounded picture of children’s progress and achievement at primary school
- ensures continuity and progression for learners
- alerts post-primary schools if additional support is needed to support is needed to support learning.
Primary schools should use the Education Passport materials developed by the National Council for Curriculum and Assessment (NCCA) to support the transfer of information which also allows for the child and his/ her parents to contribute to the information supplied.
The Education Passport materials include a:
- 6th Class Report Card
- My Profile sheet for children
- My Child’s Profile sheet for parent(s)/guardian(s)
This transfer of information will ease the transition experiences of pupils and support them as they make the transition to learning in the post-primary education environment in September 2021.
393. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of children with special educational needs in primary, post-primary and special schools in tabular form. [5999/21]
Amharc ar fhreagraI wish to advise the Deputy that for the 2019/20 school year there were 8,224 pupils enrolled to special schools. All special schools are classified as primary national schools.
There were also 10,328 pupils enrolled to special classes including 7,520 pupils enrolled to special classes in primary schools and 2,808 pupils enrolled to special classes in post primary schools.
Special school placements are provided for other children with very complex special needs who wouldn’t manage in a mainstream school even for part of the week.
Special classes are provided for children with more complex needs who are unable to access the curriculum in a mainstream class, even with support, for most or all of their school day.
In relation to the number of pupils with special educational needs who attend mainstream schools, from 2017 a new model for allocating special education teachers to schools was introduced.
DES Circular 007/2019 for primary schools and 008/2019 for post primary schools set out the details of the model for allocating special education teachers to schools.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. This model has replaced the previous model of allocating resource teaching support and learning support to schools.
The Special Education Teacher allocation, allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
It gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.
The school will take account of learning needs of children as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.
The Department of Education and Skills has published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model, which are available at www.education.ie.
The guidelines support schools in how they identify pupils for additional teaching support and decide how much support to provide for pupils who need it.
Under the special education teacher allocation model schools are frontloaded with resources, based on each schools profile, to provide supports immediately to those pupils who need it without delay.
Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Children do not have to be labelled with a particular condition to qualify for extra teaching assistance.
The model gives greater freedom to schools to give extra teaching help to the pupils who most need it, regardless of their diagnosis.
Schools also do not have to give a set amount of time to pupils based on their disability category. They can give the most assistance to the pupils who need the support most and allocate resources based on needs.
Accordingly, schools have discretion to allocate additional teaching time to pupils with special educational needs, or additional learning needs, in mainstream schools, without a requirement for a formal diagnosis of a particular disability. As this identification of need, and distribution of teaching time, occurs locally within schools, my Department does not hold details of the total number of pupils receiving additional teaching support on the basis of having special educational needs in mainstream schools.
394. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of SNAs employed in primary, post-primary and special schools in tabular form. [6000/21]
Amharc ar fhreagraThe provision of education for children with special needs is an ongoing priority for Government.
The numbers of special classes, special education teachers and Special Needs Assistants are at unprecedented levels.
My Department will spend approximately €2 Billion, or over 20% of its total educational budget on making additional provision for children with special educational needs in 2021.
This represents an increase of over 50% in total expenditure since 2011, at which point €1.247 Billion per annum was provided.
Following Budget 2021, 18,000 Special Needs Assistant (SNA) posts will be allocated to primary, post primary and special schools for next year.
This will represent an increase of increase of 70% in the number of SNAs provided since 2011 at which point 10,575 SNAs were available.
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
The NCSE publish statistics on SNA allocations to primary, post primary and special schools in tabular form for each school year and this information is available on their website, www.ncse.ie.
395. Deputy Brendan Smith asked the Minister for Education when a project (details supplied) will proceed to the next stage in view of the urgent need to provide additional permanent accommodation at the school; if her attention has been drawn to the fact that classes are held on a number of sites which is far from satisfactory; and if she will make a statement on the matter. [6034/21]
Amharc ar fhreagraI can confirm to the Deputy that my Department’s Planning and Building Unit met recently with the management authority of the school in question and the application for additional accommodation was discussed. Further works needs to be carried out to advance the project and my Department will continue to engage with the school authority to advance the project as quickly as possible.
396. Deputy Colm Burke asked the Minister for Social Protection if a pension appeal will be expedited for a person (details supplied); and if she will make a statement on the matter. [4998/21]
Amharc ar fhreagraThe Social Welfare Appeals Office has advised me that an appeal by the person concerned was registered in that office on 6 January 2021. It is a statutory requirement of the appeals process that the relevant Departmental papers and comments by the Deciding Officer on the grounds of appeal be sought.
When these papers have been received from the Department the case in question will be referred to an Appeals Officer who will make a summary decision on the appeal based on the documentary evidence presented or, if required, hold an oral appeal hearing. Hearings are currently being conducted online or by telephone. Due to the current level of Covid-19 restrictions in-person oral appeal hearings have been suspended.
The Social Welfare Appeals Office functions independently of the Minister for Social Protection and of the Department and is responsible for determining appeals against decisions in relation to social welfare entitlements.
I trust this clarifies the matter for the Deputy.
397. Deputy Brendan Griffin asked the Minister for Social Protection if paid social insurance contributions will be awarded to recipients of the pandemic unemployment payment; and if she will make a statement on the matter. [5027/21]
Amharc ar fhreagraThe Social Welfare (Covid-19) (Amendment) Act 2020, provides, amongst other measures, for the attribution of social insurance contributions, for a prescribed period, to insured persons who were beneficiaries of certain Covid-19 income support payments. These payments include the pandemic unemployment payment.
The attribution of contributions will ensure that persons entitled to and in receipt of the pandemic unemployment payment will have social insurance contributions attributed to them at the same value as they were paying while employed immediately before going on the payment.
The measure means that people who lost their jobs arising from the Covid-19 pandemic will not be disadvantaged in accessing social insurance benefits in the future.
I trust that this clarifies the matter for the Deputy.
398. Deputy Brian Stanley asked the Minister for Social Protection if a decision has been made on whether the pandemic unemployment payment is to be included in the means test assessment for carer’s allowance; and if she will make a statement on the matter. [5030/21]
Amharc ar fhreagraThe current position in relation to the Pandemic Unemployment Payment is that it can be paid concurrently with certain social welfare payments, including Carer's Allowance. The Pandemic Unemployment Payment is not assessed as means.
I trust this clarifies the position for the Deputy.
399. Deputy Claire Kerrane asked the Minister for Social Protection if she will consider extending carer’s allowance to be available to care recipients of dependent personality disorder given they are not currently deemed eligible despite meeting requirements regarding requirements for continual supervision as set out under section 179(4) of the Social Welfare Consolidation Act 2005; and if she will make a statement on the matter. [5052/21]
Amharc ar fhreagraCarer’s Allowance is a payment to people on low incomes who are caring full-time for a person who needs support because of age, disability or illness (including mental illness). The person being cared for must require full-time care and attention.
The person requiring the care/the care recipient must be:
- Over the age of 16 and so incapacitated as to require full-time care and attention or
- Aged under 16 and getting a Domiciliary Care Allowance.
The two principal conditions for receipt of Carer’s Allowance are that the means test which applies is satisfied and that full-time care and attention is required and being provided.
A person is deemed to require full-time care and attention where they require from another person continual supervision and frequent assistance throughout the day in connection with normal bodily functions or continual supervision in order to avoid being a danger to themselves, and are likely to require that level of care for at least twelve months.
The degree of medical incapacity and the expected duration of the incapacity must be certified by a medical doctor.
An applicant for Carer’s Allowance must submit evidence and all relevant information confirming that they meet the conditions outlined above. Eligibility is not contingent on a particular disability or illness. Applications are considered on a case-by-case basis.
I hope this clarifies the matter for the Deputy.
400. Deputy Cian O'Callaghan asked the Minister for Social Protection the number of referrals from the Residential Tenancies Board to the Money Advice and Budgeting Service, MABS, dedicated line under part 3 of the residential tenancies of the Planning and Development, and Residential Tenancies Act 2020; the value of the rent arrears notified to MABS on foot of these referrals; the length of time arrears of rent remain outstanding; and if she will make a statement on the matter. [5058/21]
Amharc ar fhreagraThe Money Advice and Budgeting Service (MABS), under the aegis of the Citizens Information Board, provides assistance to people, in particular those on low incomes or living on social welfare payments, who are over-indebted and need help and advice with debt problems. As part of its free services, MABS also provides help and advice to those in mortgage arrears.
In relation to the number of referrals to MABS arising from the Residential Tenancies Act 2020, there have been 51 referrals to MABS from the 1st August 2020.
44 people out of the 51, who provided information on their arrears, were on average in rent arrears of 4.5 months. The total value of the rent arrears in respect of these 44 cases was some €213,000. MABS has provided each person with a full assessment under the Scheme. This includes documentation for the client and landlord, if considered a relevant person, and a copy of their Statement of Affairs as Proof.
Furthermore, all 51 people that made contact were signposted to their local MABS office for further budgeting, information, and debt advice.
I trust this clarifies the matter for the Deputy.
401. Deputy Jennifer Whitmore asked the Minister for Social Protection the number of childcare workers who are in receipt of the pandemic unemployment payment on a weekly basis from 21 December 2020 to 25 January 2021; and if she will make a statement on the matter. [5082/21]
Amharc ar fhreagraThe information requested by the Deputy is attached in the tabular statement below, and includes those in receipt of the pandemic unemployment payment for the weeks specified who were working in either pre-primary education or in child day-care activities. Note that the breakdown of sectoral activity is determined by the last known employer of these recipients.
|
Week Commencing |
Total |
|
21 December 2020 |
1,992 |
|
28 December 2020 |
2,031 |
|
04 January 2021 |
2,163 |
|
11 January 2021 |
3,212 |
|
18 January 2021 |
4,009 |
|
25 January 2021 |
4,136 |
|
01 February 2021 |
4,175 |
